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Help you’re students serf or sale the grate see of English!

Help you’re students serf or sale the grate see of English!. Presented by Mary T. Castañuela. B asic I nterpersonal C ommunication S kills Conversational. C ognitive A cademic L anguage P roficiency Textbook language. The Nature of Language Proficiency:.

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Help you’re students serf or sale the grate see of English!

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  1. Help you’re students serf or sale the grate see of English! Presented by Mary T. Castañuela

  2. Basic Interpersonal Communication Skills Conversational Cognitive Academic Language Proficiency Textbook language The Nature of Language Proficiency: BICS CALP Cummins, 1979

  3. Levels of Language Proficiency • Basic Interpersonal Communication Skills (BICS) • Everyday language • Communicative • Universal across all native speakers • Not related to academic achievement • Usually attained within 2 years

  4. Levels of Language Proficiency • Cognitive Academic Language Proficiency (CALP) • Abstract, decontextualized language • Non-interpersonal • Related to literacy skills and academic achievement • CALP in L1 and L2 overlap despite differences in surface features • Usually develops in 5 to 7 years or longer depending on individual and contextual variables

  5. Academic Vocabulary

  6. Academic Vocabulary • These terms are drawn from the national standards. • Some are critically important to the understanding of a given subject area, others are useful but not critical, and still others are interesting but not very useful.

  7. No Wonder our ELLs struggle! But really – with what?

  8. ELLs struggle with the following: • Basic words (table, chart) • Correct meaning of simple words (state, power) • Connectors (so that, thereby) • Cognates (vapor, función) • Multisyllabic words (inconsistently) • Homophones, homographs, & homonyms -Laura F. Vega, DariuszZdunczyk, &LilianaMinaya-Rowe

  9. Vocabulary knowledge correlates with reading comprehension. • Comprehension depends on knowing between 90% and 95% of the words in a text. • Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. -Laura F. Vega, DariuszZdunczyk, &LilianaMinaya-Rowe

  10. Tier 1, 2, & 3 Words • Tier 1 – Basic words needed in everyday communication • Tier 2 – general but sophisticated words – “mortar” words that hold the content specific area words together • Tier 3 – Content specific – “brick” words

  11. Dutro & Moran (2003) refer to “brick” and “mortar” terms as a way to distinguish between content-specific vocabulary and general cross-curricular academic language.

  12. Vocabulary Tiers Tier 1 Tier 2 run sprinted fell stumbled cars automobiles pretty enchanting

  13. Tier 3 Words Equation Photosynthesis Simile Democracy Hypothesis Acute

  14. Tier 2 Words also include the following categories of words across academic content areas • Homonyms • They have the same spelling. • They have the same pronunciation. • However they have different meanings depending on the context. • Homographs • They have the same spelling. • They have different pronunciations. • They have different meanings.

  15. Tier 2 Words also include the following categories of words across academic content areas • Homophones • They have a different spelling. • They have the same pronunciation. • They have different meanings.

  16. Homonyms • Some of the most troublesome words for ELLs are multiple meaning words. • ELLs typically only know one meaning and it may not be relevant to the context. Bill

  17. Homonyms • Some examples are: bank table right leg side right

  18. Homographs • Other troublesome words for ELLs are homographs. • ELLs typically only know one pronunciation and one meaning and it may not be relevant to the context. wind

  19. Homographs • Some examples are: wind bow present close wound live

  20. Homophones • Another category of troublesome words for ELLs are homographs. • ELLs typically only know one spelling and one meaning and it may not be relevant to the context. centscentsent

  21. Homophones • Some examples are: waste/waist pare/pair/pear sell/cell break/brake rode/road bored/board

  22. How do we help our ELLs? The “secret to teaching vocabulary is keeping students interested in a word long enough that their minds will have time to absorb the many possible meanings.” Nilsen and Nilsen (2003)

  23. How do we help our ELLs? • Direct explicit instruction • Rich discussions • Teacher modeling

  24. What are some activities that I can implement within my classroom? • Frayer Model • This is/This is NOT… organizer • Word Walls • Vocabulary Notebooks – Marzano • Go Fish Game • Phone Game • Foldables • Songs

  25. 2007 The Florida Center for Reading Researchhttp://www.fcrr.org/Curriculum/PDF/G4-5/45VPartThree.pdf • Know or No Activity • Multiple Meaning Match Activity • All For One Activity • Undercover Meaning Activity • Defining Depictions Activity • What Do You Mean? Activity • Word-by-Word Activity

  26. Since ewe are knot bound two you're chair ewe are now bound two go two you're next cession and afterwards ewe wheel bee home bound. .

  27. Region 15 Education Service Center 325-481-4068 mary.castanuela@netxv.net

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