The Role of Vocabulary in Supporting Content-Area Literacy

1. ⌘ The Role of Vocabulary in Supporting Content-Area Literacy

2. Objectives By the end of this module, we will be able to: • understand and describe the relationship between vocabulary and content-area literacy. • gain a grasp of which vocabulary items ELs know, do not know, and need to know. • become equipped with various instructional techniques and strategies for improving vocabulary learning for content-area literacy development.

3. The English learner’s plight • Educated native speakers of English know an average of 16,000 – 20,000 word families (Goulden, Nation, & Read, 1990; Nation, 2006; Schmitt, 2010) • ELs need to be able to understand 98% of an L2 text in order to achieve comprehension, translating to roughly 8,000 -9,000 word families (Hu & Nation, 2000; Nation, 2006 ) • Laufer and Ravenhorst-Karlovski (2010) offer alternative figures: 4,000-5,000 WFs for basic-intermediate literacy (95%); 8,000 WFs for academic, content literacy (98%)

4. The English learner’s plight So what does this vocabulary threshold look like in practice? (Low –Intermediate EL) A ____ is a large _______ ____ of ____ plant and animal groups, which are ____ to that particular ____ . The ____ and ____ of a region determines what type of ____ can exist in that region. Major ____ include deserts, forests, ____ , ____ , and several types of ____ environments. Each ____ ____ of many ____ whose ____ have ____ to the small differences in ____ and the ____ inside the ____ . All living things are closely related to their ____ . Any change in one part of an ____, like an increase or decrease of a ____ of animal or plant, causes a ____ effect of change in through other parts of the ____ . -23 of 114 words = 91/114 words = 79% text coverage Ready for the MCAS?

5. The English learner’s plight (Native English Speaker) A _______ is a large geographical area of distinctive plant and animal groups, which are adapted to that particular environment. The climate and geography of a region determines what type of biome can exist in that region. Major biomes include deserts, forests, grasslands, _____, and several types of aquatic environments. Each biome consists of many ecosystems whose communities have adapted to the small differences in climate and the environment inside the biome. All living things are closely related to their environment. Any change in one part of an environment, like an increase or decrease of a species of animal or plant, causes a ripple effect of change in through other parts of the environment. -_2 of 114 words = /112 words = _98_% text coverage Clearly, there is a better chance at understanding this passage, especially since biome is defined in the first sentence.

6. Content-area literacy • Content-area literacy is a form of advanced literacy skills; also known as “disciplinary literacy” in some fields • Includes reading, writing, and oral discourse • Differs from subject to subject • Requires knowledge of multiple genre conventions • Influenced by cultural and social experiences as well as other literacies outside the classroom

7. Content-area literacy • Basic: general decoding skills, sight words, general knowledge of organization • Intermediate: lower frequency vocabulary, decode more complex structures • Content-area: does not mirror oral language, lowest frequency words specific to content areas Figure 2. The progression of literacy development (Shanahan & Shanahan, 2008, p. 44)

8. Content literacy spectrum Figure 1. Five levels of content literacy itervention (Lenz, Ehren, & Deschler, 2005)

9. L2 reading Linguistic threshold hypothesis – a certain level of L2 proficiency required for transfer to occur (Cummins, 1984) Differences Reading in L2 involves two languages L2 oral proficiency is essential for reading comprehension Vocabulary improves literacy skills for ELs much more than NES peers Reading rate Background knowledge Similarities • Utilize pattern recognition skills (Grabe, 2009) • Long-term memory • Phonological decoding • Linguistic similarities facilitate transfer of literacy skills

10. L2 writing Writing is less universal; in the L1, create ideas and then find the words to express them; the opposite occurs in the L2 (Silva, 1992; 1993) Differences L2 writers plan/revise less because the length of time Laborious + generate fewer and less diverse words Background knowledge Organizational patterns Transition words, signal words, formulas Similarities • Plan, write, revise • Brainstorming, rereading, self-editing • Have structure

11. Social versus academic English BICS CALP Cognitive academic language proficiency Fluency in 5-10 years Scientific inquiry, mathematics word problem (Cummins, 1981; 1984) • Basic interpersonal communicative skills • Fluency in 1-3 years • Social language, friends, informal • (Cummins, 1981; 1984)

12. Word Knowledge Nation’s (2001) Aspects of Knowing a Word Paribakht and Wesche (1993) Vocabulary Knowledge Scale 5-point self-report scale of receptive and productive knowledge 1 pt. = I don’t remember having seen this word before. 2 pt.= I have seen this word before, but I don’t know what it means. 3 pts. = I have seen this word before, and I think it means____. 4 pts. = I know this word. It means ____. 5 pts. = I can use this word in a sentence. Write sentence here___. • 9 different aspects divided by form, meaning, and use then subdivided by receptive and productive ability equaling 18 different measures of knowledge • Receptive = listening/reading • Productive = speaking/writing • Receptive ability precedes productive capability How might you use these two tools in your teaching?

13. Vocabulary acquisition • Vocabulary also follows a progression as learners acquire L2 lexical items; 3 tiers/levels (Calderon, 2007; Nation, 2001). • Tier 1: the 1,000 most frequently-occurring WFs in English; sign words, basic terms – accounts for ~80% of daily language! • General Service List (West, 1955) • heat, learn, education, original • Tier 2: mid-level vocabulary in the 2,000 WFs range – accounts for additional 1-3% • (Schmitt, 2010) • balloon, document, blend • Tier 3: Academic Word List – accounts for 5-8% of language • (Coxhead, 2000) • botony, predicament, auxiliary How do these tiers impact literacy skills?

14. Identifying the tiers Let’s go back to our Grade 6 Science text. Practice identifying at which tiers each word falls. What is the resulting text coverage percentage? A biome is a large geographical area of distinctive plant and animal groups, which are adapted to that particular environment. The climate and geography of a region determines what type of biome can exist in that region. Major biomes include deserts, forests, grasslands, tundra, and several types of aquatic environments. Each biome consists of many ecosystems whose communities have adapted to the small differences in climate and the environment inside the biome. All living things are closely related to their environment. Any change in one part of an environment, like an increase or decrease of a species of animal or plant, causes a ripple effect of change in through other parts of the environment. ____ % Tier 1 ____ % Tier 2 ____ % Tier 3

15. http://www.lextutor.ca/vp/ Lextutor is an online program where you can copy and paste text and get an automatic profile of its vocabulary.

16. http://www.lextutor.ca/vp/ • LexTutor is a powerful tool taking the guesswork out of identifying various levels of vocabulary (Cobb, n.d.) • Some limitations

17. Vocabulary as a foundation

18. Vocabulary as a foundation Before teaching: • Step 1: Identify standard to teach • Step 2: What will students read and what product will they complete? • Step 3: Run a vocabulary analysis & select words from all 3 tiers to focus on During teaching: • Step 4: Pre-teach vocabulary • Step 5: Draw learners’ attention to selected vocabulary as presented in context • Step 6: Perform activities to practice vocabulary After teaching: • Assess vocabulary knowledge in multiple ways- hold learners’ accountable! • Review terms often!

19. Vocabulary development Activities Word Lists Academic Word List (AWL) – List of 570 most used academic words for ESL students Academic Formulas List (AFL) – list of most common phrases used in academic texts for ESL students Marzano’s Building Academic Vocabulary – mostly for content-specific terms • Vocabulary notebook – the #1 research-based method for increasing ELs’ literacy skills • Word, L1 translation, content area + student’s own definition, example, non-example, picture • Tiered word walls • Word sorts, classifications • Games • Review and assess vocabulary often Which of these resources might you incorporate in your literacy instruction practices?

20. Technological resources • Audacityhttp://audacity.sourceforge.net/open source sound recording software • Wiktionaryhttp://www.wiktionary.org/ • Scratchhttp://www.scratch.mit.edu/ students can create their own learning games, picture stories, trivia sessions, etc. • MS Photostoryhttp://www.microsoft.com/en-us/download/details.aspx?id=11132 free download for Windows to create digital albums with pictures and sound • Anki Flashcard Builder http://ankisrs.net/ create digital spaced rehearsal flashcards for your computer, tablet, + mobile phone • Lextutorhttp://www.lextutor.ca/ copy and paste text to analyze the reading for complexity, creates a vocabulary profile

21. “The Common Core Standards are of special interest to those of us concerned with English language learners because of the emphasis that they place in articulating the content standards in language-rich ways. The ways in which teachers and students are expected to use language to convey understanding of content are strongly highlighted in the standards. This presents both a challenge and an opportunity to advance English language development for English language learners by paying attention to improved instruction in the content areas.” Kenji Hakuta (NABE Conference, Orlando, FL February 5, 2013)

22. Module 4 Assignment • Develop a literacy activity that develops academic vocabulary for your Unit Plan. Post in discussion board and in Google Docs portfolio (Due 10/30 11:59 pm) • Pay special attention to • the words that you would teach • selecting activities relating to vocabulary practice and enrichment

23. References Butler, Y.G. & Hakuta, K. (2006). Cognitive factors in children's; L1 and L2 reading. Academic Exchange Quarterly, 10(1), 23- 27. Calderon, M. (2007). Teaching reading to English language learners, grades 6-12: A framework for improving achievement in the content areas. New York: Benchmark Education. Cobb, T. (n.d.). Compleat lexical tutor. Retrieved from http://www.lextutor.ca/ Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. Cummins, J. (1984) Bilingualism and special education: Issues in assessment and pedagogy.Clevedon, England: Multilingual Matters. Folse, K., Gonzalez, M., & Youngblood, A. (in press). Five suggestions for creating a richer lexical environment for English language learners. Sunshine State TESOL Journal, 6(1). 22-33. Lenz, B. K., Ehren, B. J., & Deshler, D. D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children, 37(6), 60-63. Goulden, R., Nation P, & Read J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), p. 341-363. Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403-430. Laufer, B. & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15-30. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nation, I.S.P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63(1), 59-82. Paribahkt, T. & Wesche, M. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal, 11(1), 9-29. Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave MacMillan. Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Silva, T. (1992). L1 vs. L2 writing: ESL graduate students’ perceptions. TESL Canada Journal, 10(1), 27-47. Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657-677.