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Vocabulary Instruction for EL’s

Vocabulary Instruction for EL’s. By Carla Carrizosa M. Ed. National Board Certified Teacher Anita Archer Explicit Instruction Trainer Tier III Project G.L.A.D. Trainer. Purpose of Session. Participants will be able to: Understand how the brain learns -by Dr. David Sousa

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Vocabulary Instruction for EL’s

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  1. Vocabulary Instruction for EL’s By Carla Carrizosa M. Ed. National Board Certified Teacher Anita Archer Explicit Instruction Trainer Tier III Project G.L.A.D. Trainer Carla Carrizosa 2013

  2. Purpose of Session Participants will be able to: • Understand how the brain learns -by Dr. David Sousa • Understand how the ELL brain learns specifically in regards to vocabulary- by Dr. David Sousa • Learn Margarita Calderon Strategies for Vocabulary Instruction • Learn Anita Archer Strategies for Vocabulary Instruction Carla Carrizosa 2013

  3. Writing • Research by Jean-Luc Velay and Anne Mangen at the University of Stavanger’s Reading Centre in Norway • The act of handwriting activates the brain regions that help boost recall - Emanuel Medical Center-Health Day, 2011 • http://www.uis.no/research-and-phd-studies/research-areas/school-and-learning/learning-environment/better-learning-through-handwriting-article29782-8869.html Jean-Luc Velay & Anne Mangen, Health Day

  4. How the Brain Learns by Dr. David A. Sousa • Learning is emotional = Long term memory (examples) • An individual will remember curriculum content in which they have made an emotional investment. David A. Sousa, How the Brain Learns, Chapter 3, 2006

  5. Brain Research David A. Sousa, How the Brain Learns, Chapter 3, 2006

  6. Brain Research • Optimal Learning occurs between 7 a.m. to around 12 p.m. for pre/postadolescents and 8 a.m. to 1 p.m. for adolescents • Time when teaching and learning require more effort 12 p.m. to 2 p.m. for pre/postadolescents and 1 p.m. to 4 p.m. for adolescents David A. Sousa, How the Brain Learn, Chapter 3, 2006

  7. Brain Research Teach New Material First Prime Time 1 Prime Time 2 David A. Sousa, How the Brain Learns, Chapter 3, 2006

  8. Brain Research Lesson Length David A. Sousa, How the Brain Learn, 2006

  9. Brain Research Lesson Length David A. Sousa, How the Brain Learn, 2006

  10. Brain Research • Learning and retention are different we can learn something for just a few minutes and then lose it forever • Practice/Rehearsal is critical for long term storage David A. Sousa, How the Brain Learns, Chapter 3, 2006

  11. Brain Research • Past Learning Helps in Present Learning • Link something from the learner’s past that helps add sense and meaning to the new learning • Select an experience which is clear, unambiguous, and closely relevant not just related to the learning (Romeo & Juliet/West Side Story-US Civil War/Vietnam War) • Sousa suggests journal writing as a closure strategy because this process helps Ss make connections to previous knowledge and organize concepts for long term storage David A. Sousa, How the Brain Learn, Chapter 4, 2006

  12. Brain Research • Readers must possess a word in their mental dictionary to recognize the print • Children learn vocabulary words when they are explicitly taught individual words and word-learning strategies • Direct instruction is effective for teaching difficult words representing complex concepts which are not part of the child’s everyday experience David A. Sousa, How the Brain Learns, Chapter 5, 2006

  13. Brain Research • Thinking Skills and Learning • Model Thinking Skills in the Classroom • Positive Learning Climate • Exhibit genuine interest • Analyze own thinking process • Change position if evidence warrants • Admit mistakes • Allow students to set rules, make decisions related to learning and assessment. • Encourage students to follow their own thinking not repeat teacher’s view • Prepare lessons that require higher order thinking to achieve learning objectives David A. Sousa, How the Brain Learn, Chapter 7, 2006

  14. Brain Research • Putting it All Together • Learning engages the entire person (cognitive, affective, and psychological) • Human brains seek patterns • Emotions affect all learning, retention, and recall • Past experience affect new learning • Lecture = lowest degree of retention David A. Sousa, How the Brain Learn, Chapter 8, 2006

  15. Brain Research • What did you learn about the brain? David A. Sousa, How the Brain Learn, 2006

  16. ELL Brain Research • Left Hemisphere- • Broca’s area reponsible for processing vocabulary, syntax, rules of grammar • Wernicke’s areas processes the sense and meaning of language • Right Hemisphere • Emotional meaning of language Cerebellum = control and movement, now known to be responsible for language David A. Sousa, How the Brain Learn, Chapter 1, 2006

  17. How the ELL Brain Learns- by Dr. David A Sousa David A. Sousa, How the ELL Brain Learns, Chapter 1, 2011

  18. The ELL Brain • Lexicon – The lexicon of a person is all the words they commonly use David A. Sousa, How the ELL Brain Learns, Chapter 1, 2011

  19. The ELL Brain • Size of mental lexicon = the richness of the exposure to vocabulary word in their native language • Reliable predictor of how well student will learn to read • The ELL brain will attempt to match a new English word with its counterpart stored in the child’s native language lexicon. David A. Sousa, How the ELL Brain Learns, Chapter 1, 2011

  20. ELL Brain Research • Acquiring vocabulary is not enough • EL’smust also know what the words means • English is a contextual language - a word can have a different meaning depending on context (Ex. run has a 120 definitions context is critical to the definition) • Knowing the word in context in which it is used is critical to full understanding David A. Sousa, How the Brain Learns, Chapter 3, 2006

  21. The ELL Brain • Tool and Guidance- which vocabulary items to learn as well as help developing effective learning techniques • Lists-Use frequency lists David A. Sousa, How the ELL Brain Learns, Chapter 3, 2011

  22. The ELL Brain • Cognates Using the L1 to facilitate the English form-to meaning linkage allows more of the brain’s cognitive resources to be focused on the English form itself free-up the brain to focus on learning the more contextualized types of word knowledge David A. Sousa, How the ELL Brain Learns, Chapter 3, 2011

  23. The ELL Brain • Research done by Carlo et al. 2004 • Vocabulary Instruction • 10-12 vocabulary words a week • In the context of a thematic unit • Teachers used • Word association tasks • Analysis of word roots • Cloze David A. Sousa, How the ELL Brain Learns, Chapter 5, 2011

  24. The ELL Brain • Research (Jimenez, 1997;Jimenez & Gamez, 1996) • Vocabulary Instruction • When students are taught how to deal with unknown vocabulary to recognize Spanish cognates in English and to use their background knowledge and to ask questions • Why? Students developed more awareness of their own cognitive behavior (metacognitive) as well as a positive attitude (emotional) towards reading both of which are characteristics of skilled readers David A. Sousa, How the ELL Brain Learns, Chapter 5, 2011

  25. The ELL Brain • Himmele and Himmele (2009) • Vocabulary Instruction • Mind-Set. Make an intentional effort to speak using academic language • Synonymous Tags. Use academic language and make the meaning of words clear by using non-content-specific words • Meaningful Contexts. Obvious to the ELLs due to the context. • Visual Cues-select important words in the passage write them down on board or wall and rehearse them. Seeing the words repeatedly adds visual information in addition to saying them aloud. • Emotions. Create language rich lessons in which ELLs can hear the language in contexts that are comprehensible and engage their emotions through activities that are relevant and authentic. Ss can celebrate their emotional attachment to the learning. David A. Sousa, How the ELL Brain Learn, Chapter 5, Teaching Tip 5.2, 2011

  26. The ELL Brain • Wang, Spencer, & Xing, 2009 • Metacognition • Critical for learning another language • Skill used by highly proficient readers of any language • Skills include • Prereading • Prewriting • Word Analysis • Methods for monitoring their reading comprehension David A. Sousa, How the Brain Learn, Chapter 5, 2006

  27. ELL Brain Research • Choral reading. In grades 1-6 • Key words and pictures to help make connections • Examples and non-examples. Enhances understanding • Easily Pronounced Words. Initially select words which are easy for EL’s to pronounce correctly • Cognates. Use cognates to help students see the connections between their language and English through the roots, prefixes, and suffixes • Affective Filter -Safe environment to practice without criticism • Tools. Teach comprehension monitoring so students can recognize when they do not understand and are able to ask for help • Model • Think-out-Louds- Teacher or Student • Metacognition Strategies • Pair-share- Reciprocal peer teaching David A. Sousa, How the Brain Learns, 2006

  28. The ELL Brain • Discuss 3 facts about how the ELL brain learns that are new to you? David A. Sousa, How the Brain Learn, 2006

  29. Margarita Calderon • Student needs to understand 80-90 percent of the words in a sentence, paragraph, or test question in order to comprehend text • Levels of word knowledge • No knowledge • General sense of the word • Narrow, context-bound knowledge • Forgetting the word- knows the word but cannot recall, cannot apply in a meaningful way • Depth of word knowledge- knows it means two different things in other languages, use of idioms Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 6, 2011

  30. Margarita Calderon • Preteaching Vocabulary through Explicit Instruction • Seven steps: • Teacher says, Ss repeat 3xs –Helps with pronunciation and introduces the print version • Teacher reads and models word in a sentence (context) from text. Ss is able to remember the word in context • Teacher gives dictionary/glossary meaning-SS is exposed to formal English • Teacher explains meaning with student friendly definition gives examples that students can relate to. Teacher uses pictures, props, movement, or gestures to help students comprehend multiple meanings • Teacher highlights aspect which may cause difficulty, spelling, polysemous, synonyms, antonyms, homophones, grammatical variations. Ss do more in depth word study • Pair-share- all student involved orally- EL’s need to produce the word 10-12 times • Teacher assigns peer reading with oral and written summarization using new vocabulary Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 6, 2011

  31. Margarita Calderon • Teaching Tier I, II, and III words • Tier I • Basic words needed to communicate, read, and write • Tier II • Information processing words • Complex words • Longer phrases • Polysemous words –words with multiple meanings, use meaning in the text –(trunk) • Transition words • Connectors • Sophisticated words used for specificity in descriptions and rich discussions • Tier III • Subject specific, and content based Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 5 & 6, 2011

  32. Margarita Calderon • Tier II Words • Teaching Long Phrases • Idioms – break a leg –get your head out of the clouds- he is in heaven- let’s get crack’n • (Noun) phrases – odd looking- act out • Prepositional phrases Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 6, 2011

  33. Margarita Calderon Tier II Words Polysemous words (homonyms or homographs) across academic content areas • Solution • Table • Round • Divide • Prime • Round • Trunk • State • Power • Cell • Right • Radical • Leg Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 5 & 6, 2011

  34. Margarita Calderon • Tier II Words • Sophisticated words and Specificity • Long term EL’s use the same simple words consistently • Providing them with increased vocabularies interventions will move EL’s from one level to another Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5, Chapter 6, 2011

  35. Margarita Calderon • Tier II Words • Cognates • Literature=literatura • Context = contexto • Irony = ironia • Osmosis = osmosis • False Cognates • Library not Libreria/bookstore • Story not historia/history • Exit not exito/success Using Suffix patterns and Affixes (ex. alphabeto/ alfabeticoalphabetizar/alphabet/alphabetic/alphabetize) Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5 2011

  36. Margarita Calderon • Tier II Words • Homophones Sum Some Cell Sell Weather Whether Blew Blue Whole Hole (Imagine a whole cake) Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5 2011

  37. Margarita Calderon • Which Margarita Calderon strategies will you use? Carla Carrizosa 2013

  38. Anita Archer • Characteristics of Effective Vocabulary Instruction • Instruction is clear and unambiguous • Instruction involves presentation of word meaning and contextual examples • Multiple exposures to the word are provided • Sufficient instructional time is devoted to vocabulary instruction • Students are actively engaged in vocabulary instruction Anita L. Archer & Charles Hughes, Chapter 3, 2011

  39. Anita Archer • Select words for explicit instruction • Develop or adopt student-friendly explanations • Develop examples and non-examples for introducing word or for checking understanding Anita L. Archer & Charles Hughes, Chapter 3, 2011

  40. Anita Archer • Select a limited number of words for robust, explicit vocabulary instruction • Three to ten words per story, portion of story, or section of a chapter • Briefly tell students the meaning of other words needed for comprehension Anita L. Archer & Charles Hughes, Chapter 3, 2011

  41. Anita Archer • Select words that are: • Unknown • Are critical to passage understanding • Students will encounter in future • Focus on Tier Two words • Academic Vocabulary • Select words that are more difficult to obtain, words with: • abstract versus concrete references • unknown concept • not adequately explained within the text Anita L. Archer & Charles Hughes, Chapter 3, 2011

  42. Anita Archer • Tier I –Basic words • Tier II – Words in general use, but not common- General Academic Vocabulary • Tier III – Rare words limited to specific domain Background Vocabulary Anita L. Archer & Charles Hughes, Chapter 3, 2011

  43. Anita Archer • Student Friendly Definition • Use known words • Easy to understand • Tell students the explanation or • Have them read the explanation with you • Don’t know the pronunciation go to www.howjsay.com • Dictionary for English Language Learner • (Collins COBUILD School Dictionary of American English) Anita L. Archer & Charles Hughes, Chapter 3, 2011

  44. Anita Archer • Illustrate the word with examples • Visual Examples • Concrete examples • Object • Act out http://explicitinstruction.org/?page_id=96 • Examples and Non-Examples- http://explicitinstruction.org/?page_id=104 • Check student understand using examples Anita L. Archer & Charles Hughes 2011

  45. Anita Archer • Introduce the part of speech • Introduce synonyms (same) antonyms (opposite). Homographs (same spelling-different meaning) • Tell students when and where the words is often used • Introduce the etymology (history and/or orgin) of the word Anita L. Archer & Charles Hughes 2011

  46. Anita Archer • Archerism I do it • Introduce word • Present a student-friendly explanation • Illustrate the word with examples We do it (rehearsal) 4. Guide students in analyzing examples and non- examples using critical attributes You do it 5. Check students’ understanding Anita L. Archer & Charles Hughes 2011

  47. Review Participants you can: • Understand how the brain learns according to Dr. David Sousa • Emotional • Optimal Engagement Times • Background Knowledge • Direct and explicit instruction • Choral Reading • Examples and Non-Examples • Cognates • Affective Filter • Tools for Comprehending Text Carla Carrizosa 2013

  48. Review • Understand how the ELL brain learns according to Dr. David Sousa • Lexicon dependent on Ss rich vocabulary in L1 • Cognates • Tool and Guidance • Frequency Lists • 10-12 Vocabulary List a Week • Meaningful Contexts-Obvious • Visual Cues • Authentic and Relevant Activities –Emotional • Cloze Carla Carrizosa 2013

  49. Review • Understand Margarita Calderon’s strategies for Vocabulary Instruction • State the word in context from the text • Say the word and asks students to repeat the word 3xs • Provide student friendly definition • Highlight grammar, spelling, polysemy • Engage Ss in activities to develop word/concept knowledge • Remind students how/when to use the word Carla Carrizosa 2013

  50. Review • Understand Anita Archer’s strategies for Vocabulary Instruction • Explicit instruction is critical for vocabulary instruction. • I do it, we do it, you do it. • Cognates • Tier I, II and III words Carla Carrizosa 2013

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