ELL Survival Guide Canada 2013 HO

The ELL Teachers Survival Guide: Achieving Success with English Language Learners
Mara Elena Argelles, Ph.D.

Swift Current - May 2013
Types of Vocabulary
Receptive
Requires a reader or listener to associate a specific meaning with a given label as in reading or listening.
Expressive
Requires a speaker or writer to produce a specific label for a particular meaning.
Listening Words we understand when others talk to us
Speaking Words we use when we talk to others
Reading Writing Words we know when we see Words we use when we them in print write
Copyright (2013) Maria Elena Arguelles
RELATED
1: two things that are connected to each other 2: people connected by family 3: to understand the feelings or situation of others 4: to tell a story or tell about events that happened 5: two things that are NOT connected to each other
RELATED
The witness related to the police officer what he saw during the bank robbery. A students writing skills are related to his or her reading skills. The counselor related well to troubled teenagers because she had had some of the same problems when she was younger. His work as a fireman is unrelated to his weekend job at the store. Melissa invited all those related to her fiance and to herself to the wedding. Mrs. Perez proudly related to her friends how well her daughter Clara was doing in school. The history of the U.S. is related to the history of many other countries.
Activity Components (RELATED)
No oral language required Everybody involved Multiple opportunities to practice Wait time Use of consistent prompts/cues Immediate feedback
Instruction for ELL

Use knowledge of stages of language development to plan instruction and choose materials

Reduce language load when focusing on content and skills Reduce level of difficulty of content when focusing on language Language skills vs. content skills
Adjust use of English
Academic Language
Because of the huge amount of damage and loss of life that hurricanes can cause, scientists are always seeking better ways to track the storms and predict their movements. The National Aeronautics and Space Administration (NASA) has developed a system of satellites to watch hurricanes and figure out their probable paths.
Houghton Mifflin Reading (2010) P 53X
Instruction for ELL

Make relationships among concepts overt and emphasize distinctive features
Errors of transfer

Vocabulary Sounds Spelling Grammar Stress
New vocabulary
Concept vs. Label
Transfer of Skills and Knowledge

General language transfer involves students using what they know in their home language to understand concepts and content in English
(Gersten, 1996).

Positive, negative, and zero transfer Different types of writing systems When, how, what, and what conditions are necessary for transfer to occur
Concept Board
How are these dams different?
Joe Robinson, 2005
Providing Feedback
Consistently provide meaningful feedback
Recasting
Pronunciation, grammar, vocabulary
Changing the mode of response

Productive vs. recognition
Recasting
She liky how she play ball

Refine the grammar and pronunciation. She likes how he plays ball.
Expand the meaning/vocabulary.

She admires how well he plays basketball.
Barbara Gaiser
Recasting
John bery happy to going to party
Refine the pronunciation and grammar.
John is very happy to be going to the party
Expand the vocabulary/meaning.

John is elated to be going to the prom.
Barbara Gaiser
Business vs. Process Language

Provide students with frequent opportunities to use oral language in the classroom.
Encourage parents to read to their children and engage them in meaningful conversations.
Level 1
Comprehend
Some language patterns (phrases and short sentences) when presented with visual and graphic support
Produce
Assessment
Pictorial and graphic Identify objects, illustrations, symbols, or representation of the words by pointing or language with naming sporadic words, Match and label pictures phrases, and and words memorized chunks Follow one-step of language directions Sort objects or illustrations with words into groups Illustrate and label words in graphic organizers
Make collages or photojournals about stories or topics
Level 2
Comprehend
General, highfrequency language related to content when presented with short sentences that have visual or graphic support
Produce
Halting language with highfrequency vocabulary marked with errors that tend to impede the meaning of the communication
Assessment
Name and describe objects, people, or events with phrases Plot timelines, number lines, or schedules Follow multiple-step directions Define and categorize objects, people, or events with visual or graphic support Analyze and extract information in charts and graphs Sequence pictures with phrases
Level 3
Comprehend
General and some specialized vocabulary and language patterns of content when presented with a variety of expanded sentences with some support
Produce
Language with hesitancy that includes general and some specialized vocabulary marked with errors that may impede the communication but retain much of the meaning
Assessment
Compare and contrast objects, people, or events with sentences Outline speech and text using graphic organizers Use information from charts, graphs, or tables Make predictions, hypotheses based on illustrated stories, events, or inquiry Take notes Produce short stories, poetry, or structured reports with supports
Level 4
Comprehend
Specialized and some technical vocabulary and language patterns of content when presented with a variety of sentences of varying language complexity
Produce
Organized language that includes specialized vocabulary with minimal errors that do not impede the overall meaning of the communication
Assessment
Explain processes or procedures with extended discourse/paragraphs Produce original models, demonstrations, or exhibitions Summarize and draw conclusions from speech to text Construct charts, graphs, and tables Discuss pros and cons of issues Use multiple learning strategies
Level 5
Comprehend
Technical vocabulary and language patterns when presented with a variety of sentences of varying language complexity in extended discourse
Produce
Cohesive, organized, and fluent language that includes technical vocabulary with developmental errors similar to those of proficient English peers
Assessment
Justify and defend positions through speeches, reports, or essays Research and investigate academic topics using multiple resources Explain relationships, consequences, or cause and effect Debate issues React and reflect on articles, short stories, or essays of multiple genres from gradelevel materials Use multiple learning strategies
Cloze Passage to Assess the Use of Prepositions

A Problem in My Neighborhood
There is a problem in my neighborhood. Children have no safe place to run and play. The streets are filled ___ cars and buses. There are many holes and cracks ___ the sidewalk. There is garbage ___ the ground.
The neighbors want to find a safe place ___ children to play. They meet to talk ___ the problem. They decide to build a playground. It will make the neighborhood a safe place for children ___ play.
about on for in to with
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Cloze Passage to Assess Academic Achievement

Our Nations Capital
Washington, D.C., our nations capital, sits on the East Coast of the United States. It is a city, but not a ___; D.C. stands for District of Columbia. Millions of people come each year to visit its famous ___ and monuments. The White House is the home of the ___ and his family. The Capitol is the home of Congress; thats where the countrys ___ are passed. Embassies are homes of foreign diplomats. There are embassies from countries all over the world in Washington, D.C. Many of the monuments in our nations capital honor our ___ past presidents. The tallest monument is named for the first president, George Washington. The Lincoln and Jefferson ___ also have the names of important presidents. Our capital is full of beautiful sights.
buildings countrys state memorials president laws
Characteristics of High Quality Instruction

Is explicit and systematic Provides multiple opportunities for practice Maximizes student engagement Increases time on text/Increases time on task
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Characteristics of High Quality Instruction

Think

Have students think and record responses As students are writing, move around the classroom and record their ideas and their names
Pair
Have students share their ideas with their partners Have them record their partners best ideas As students are sharing, continue to record ideas
Share responses with the class.
Share
Adaptations
Linguistic Support Graphic Support Visual Support
Real objects Manipulatives Photographs Pictures, illustrations Diagrams Models (e.g.,
displays)
Use of native language Charts Definition of key Tables terms within Timelines, number sentences (e.g., What are lines your plans this weekend; tell me Graphs what you are going to do on Graphic organizers Saturday and Sunday.) Modification of sentence patterns (i.e.,
avoiding passive voice)
Use of redundancy or rephrasing Opportunities to interact with proficient English models
Magazines, newspapers Videos Multimedia
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Language Sample: Ti-Sang, 12year-old from Cambodia

Hmm...they-they, like, speak Cambodian more because they more comfortable in it. They dont want to talk English sometime because- when they go to school they dont, like, really talking, right? But when at home they chatter-talk. Cause they kind of shy, you know, like, when the teacher call on them and they dont know the answer, sometime they know the answer but they shy to answer. If you ask them, ask them so quietly, they answer.
Wong & Snow (2000)
Academic Language
Teach academic language in the context of content instruction. Work on the kinds of construction that figure in logical reasoning (such as, conditional sentences or conditional comparative constructions). Teach words that express logical relationships (if, because, therefore, however, unless, same, alike, different from, opposite of, whether, since, unless, almost, probably, exactly, not quite, always, never, etc.) -Critical to understanding academic text because they link ideas.
Lily Wong Fillmore
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Academic Language
Teach the meanings and uses of terms that express relationships in time, space, quantity, direction, order, size, age, etc. Study the use of prepositions such as: above, over, from, to, near, until, toward, beside, etc. Adjectives/adverbial forms such as hardly, scarcely, rarely, next, last, older, younger, most, many, less, longer, least, higher and so on.
Lily Wong Fillmore
Students Response to Discrimination
I am absolutely oppose. My boss discriminations me all the time at Macys. She salaries me lower than other people and prejudices at me sometimes.
Kinsella, 2005
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Academic Language
The ions that make up an ionic compound are arranged in a repeating three dimensional pattern called a crystal lattice.
(From Holt Science & Technology)
English Learners & NCLB: Issues of Language, Literacy, and Testing Lily Wong Fillmore. Purdue University Lecture Series for Educators. 10/29/05
Academic Language
The ions that make up an ionic compound are arranged in a repeating three dimensional pattern called a crystal lattice.
(From Holt Science & Technology)
English Learners & NCLB: Issues of Language, Literacy, and Testing Lily Wong Fillmore. Purdue University Lecture Series for Educators. 10/29/05
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Academic Language
that make up an ionic compound repeating
The ions are arranged in a three dimensional pattern
called a crystal lattice

Wong Fillmore (2005). English Learners & NCLB: Issues of Language, Literacy, and Testing. Purdue University Lecture Series for Educators
Academic Language
The ions that make up an ionic compound are arranged in a repeating three dimensional pattern called a crystal lattice. The dog that lives at the fire station makes weekly demonstrations for school children on the stop, drop, and roll method.
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When they grow, we will be proud to have planted these trees and happy that they have added something to the beautiful forest. ___________________________ ___________________________ ___________________________
Phrasal Verbs
Common phrasal verbs that ELs should know in the elementary:
act up, act like, add up, add up to , ask out, get across, get along (with), get around, get around to, get by, get off, get out of, get over, get rid of, get up, give up, go out with, go with, goof off, grow up, make fun of, make up, make up (with), make for, mark up, mark down, mix up, back down, back off, back up, blow up, bone up on, break down, break in, break up, bring (take) back, bring off, bring up, call on, calm down, (not) care for, care for, catch on, catch up (with), check in(to), check off, check out (of), check out, cheer up, chew out, clam up, come across, come down with, come to, count on, crack down (on), cross out, cut back (on), iron out, pan out, pass away, pass out, pick out, pick up, pick on, pitch in, pull off, pull over, put away, put off, put on, put out, put up, put up with, put back, do in, do over, drag on, draw up,
Scarcella 2001
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Phrasal Verbs
Common phrasal verbs that ELs should know in the elementary:
knock out, knock oneself out, set up, set back, slip up, stand out, stand up, show up, stand for, face up to, fall through, feel up to, figure out, run into, run out of, eat out, egg on, end up, fill in, fill in for, fill out, find out (about), lay off, leave out, let down, let up, look back on, look down on, look forward to, look in on, look into, look like, look over, look up, look up to, luck out, take after, take/bring back, throw out, throw up, try on, try out, try out (for), turn around, turn in, turn down, turn off, turn on, turn up, hang up, have to do with, hold up, nod off, call off, keep on, kick out, drop out (of), draw out, jump all over, rip off, round off, run into, build up, burn down, burn up, butt in, butter up, hand in, hand out, drop off, drop in (on), drop by, brush up on, take off, take up, tell someone off, tick off, throw away, take care of,
Scarcella 2001
Sentence Frames
I believe/imagine/predict I concluded/deduced/ suspected/speculated I found out that . . . I learned/ heard/ discovered . . . As _________ already I was surprised that . . . pointed out, I think that I now realize . . . . I want to find out more In my opinion . . . about/I am beginning to I think . . . wonder if _______ emphasized that . . ________ told me/explained It seems to me that . . . to me/mentioned/shared I agree with ______ that . . . After much consideration, I/we concluded that Girard, 2003
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Sentence Frame Sorting Activity

Materials:
1. 2. 3. 4. 5. Envelopes Cut up categories Cut up headings White board, blackboard, or chart paper Prepared sentence frames that focus on content-area academic vocabulary
Form groups of 2-4 students Tell students how many matches per category
The Write Group Questioning the Author Participant Manual
Sentence Frame Sorting Activity SOLID

milk no color
LIQUID
no definite shape or volume
GAS
has a certain size or shape can be poured
television chair oxygen water

AISED
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Sentence Frame Sorting Activity SOLID

has a certain size or shape television chair
LIQUID
can be poured milk water
GAS
no definite shape or volume
no color oxygen
AISED
Sample Sentence Frame
We categorized _______ under _________ because ____________.
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Using Sentence Frames in Math

Pair up students. Give each pair a different shape.
Sample Math Sentence Frame

Compare your shape to this one: How is it different? How is it alike?
Our shape is a _______. One similarity between the ______ and the _______ is that ___________________. However, the _______ has _________________, while the ______ has _____________.
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Compare your shape to this one: How is it different? How is it alike?
Our shape is a heptagon. One similarity between the heptagon and the trapezoid is that they are both closed figures. However, the trapezoid has two parallel sides, while the heptagon has none.

Compare your shape to this one: Our shape is a heptagon. Two similarities between the heptagon and the trapezoid are that they are both made of line segments and they are both closed figures. Two differences between the heptagon and the trapezoid are that the trapezoid has four sides and the heptagon has seven and that the trapezoid has two parallel sides and the heptagon has none.
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Compare/Contrast Writing Frame
Although ________ and ________ have many differences, they are similar in a variety of ways. First, ________ and ________ are similar because they both ________. Additionally, they both ________. On the other hand, one of the differences between ________ and ________ is ________. Also, ________ whereas _________ does not.
Add comment or connection
Bury Common Terms
draw pass out pick up show (me) question answer figure out
find sort
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Categorizing
Beginning/Early Intermediate
A ______ is a ______.
Intermediate
A _______ is a _____ because _____.
Early Advanced/Advanced
A ______ is a _____ because ______. It is not ______ because ________.
Categorizing
Beginning/Early Intermediate
A shark is a fish.
Intermediate
A shark is a fish because it is cold-blooded.

Early Advanced/Advanced
A shark is a fish because it is cold-blooded and breathes through gills. A shark is not a mammal because it does not have hair.
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Using Precise Language

report speak tell articulate conclude declare pronounce claim verbalize
SAY
utter state convey
describe
Using Precise Language LOOK

gaze stare glance glare glimpse peep peek watch view
examine observe notice
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Promoting Academic Language

Think-Pair-Share (playing cards, 4 corners) Give One/Get One Role playing, dramatizations, content Interviews Sentence Starters Debates Book talks Completing webs, concept maps, SFA in groups or pairs Provide alternatives to specific words
A-B-C
A strategy for helping students formulate higher-level responses to questions and scaffold analytical writing.
1. Ask a question related to a topic of study 2. Students answer the question, 3. Back it up with evidence (text, personal experience, observation), 4. And then make a comment or connection
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A-B-C
Do you think it is important to learn a second language?
I believe that learning to speak a second language is very beneficial. Learning a second language exercises the brain and improves memory. I plan to study and learn Italian because I enjoy how it sounds.
Referents
Mary 1 cookies 4 Sally kitten 2
grandma 3 house 6
Sally came over to play at Mary's house. She was so excited to visit her house because she had heard it was a beautiful place. When she got
there, Mary's grandmother opened the door. Her grandmother offered her
some cookies and milk while she waited for her friend to show up. She came out of the kitchen carrying a great big tray full of different kinds of cookies. They were delicious. Finally, her friend showed up with a surprise in her hands. It was a fluffy, white kitten! It was tiny and soft. They played with it the entire afternoon.
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Marking Cohesive Ties

Mark with arrows and other symbols the ways in which words and phrases refer to each other in this exercise passage.
The heated above a fire rises in a The heated airair above a fire rises in a
pillarof ofsmoke smokeand andburnt burntgases, gases,pulling pulling pillar

fresh air in from the sides to replace it. fresh air in from the sides to replace it. Firefighters use this fact when they Firefighters use this fact when they
Academic Language: Writing

State title and author
The book/story/novel TITLE by (author) TITLE by (author) In the book/story/novel TITLE, the author In the book/story/novel TITLE by (author),
State an inference about character change or theme

Key phrases to communicate theme is about reminds us demonstrates that Key phrases to show character change (character name) feels/learns/faces/ discovers/realizes/uncovers/encounters explores examines
highlights the importance of
Examples
The novel To Kill a Mockingbird explores prejudice and justice. In Charlottes Web by E.B. White, Wilbur learns the significance of friendship and loyalty.
Adapted from Tonya Ward Singer (2006)
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Language component
Verbs and adjectives for stating an opinion
Sample words and frames

Sample verbs suggest, recommend, advocate, strongly disagree, agree, urge, should, benefit Sample adjectives inaccurate, inappropriate, harmful, unwise, beneficial, effective, excellent, responsible because, since, so, due to, will help you supports the argument that If , would
Examples
Some strongly disagree with allowing students to bring cell phones to school. It is inappropriate to let students bring phones to school. Due to the distraction of ringing cell phones, many students will have trouble concentrating. If students brought cell phones to school, the bells and ring tones would interrupt classes all day long. While people may argue that cell phones are necessary for emergencies, they should consider that every classroom already has a regular phone. In conclusion, cell phones should be banned from schools. Adapted from Tonya Ward Singer (2006)
Cause-and-effect words and phrases to justify an opinion Conditional tense for giving examples Phrases to acknowledge and address counter arguments
To acknowledge People may I realize I understand I can see why You might think To counter or contrast while, although, however, yet, contrary to, but in conclusion, thus, therefore
Words for drawing conclusions
Word Order
educated entertain accepting mark mind thought
It is the ___ of an ___ ___ to be able to ____ a ___ without ___ it.
Aristotle
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Classroom discussion. is rare and brief
Low track classes Minutes of discussion/lesson
Middle track classes
High track classes
Mixed classes
0.70
1.44
3.30
1.42
Applebee, Langer, Nystrand, & Gamoran, 2003; Gamoran & Nystrand, 1991
Take the Academic Language Oath!
I will ensure that EVERY single student in my class speaks, and often also writes, at least one meaningful academic sentence EVERY day!
Kevin Feldman, 2011
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Pretend you are an author that is writing a college-level textbook about instruction for English language learners.
With your neighbor, write a sentence for your textbook concerning assessment for ELLs.
Use of Oral Language

Provide ELL with frequent opportunities to use oral language in the classroom (Arreaga-Mayer & Perdomo-Rivera, 1996).
Only 4% of ELLs day was spent engaging in student talk Only 2% of ELLs day was spent engaging in academic talk (Vanessa Girard, Project ELLA) Active, daily language use should be structured to include both conversational and academic discourse (Gersten & Baker, 2000).
Encourage parents to read to their children in their home language (Quiroga, 2002)
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Vocabulary Knowledge
is strongly linked to academic success (Becker, 1997; Anderson
& Nagy, 1991).
is the BEST predictor of reading comprehension. First grade vocabulary predicts 11th grade reading comprehension.
(Cunningham & Stanovich, 1997)
facilitates accurate word recognition. is critical to reading achievement and comprehension (Stanovich, 1993). If a word is decoded and pronounced but the meaning is not recognized, comprehension will be impaired.
Much of the failure to understand speech or writing beyond an elementary level is due to deficiencies in vocabulary knowledge
(Carroll 1971)
Vocabulary Gap
Average child from a welfare family hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995).
By age 4, the gap in words heard grows to 13 vs. 45 million
Words heard . . .
per hour Welfare 100-hr week 5,200 hr year 3 years
620 Working Class 1,250 Professional 2,150
62,000 125,000 215,000
3 million 6 million 11 million
10 million 20 million 30 million
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In fourth grade, poor childrens reading comprehension scores start a drastic decline and rarely recover.
THE CAUSE:
They hear millions fewer words at home than do their advantaged peers and since words represent knowledge, they dont gain the knowledge that underpins reading comprehension.
THE CURE:
Immerse these children, and the many others whose comprehension is low, in words and the knowledge the words represent as early as possible.
(American Educator, American Federation of Teachers, Spring, 2003, Cover)
Tiers of Words
Tier 1- Basic, everyday words that students learn on their own.
Tier 2- Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension.
Tier 3- Low-frequency words; many of which are domain specific.
Beck, McKeown, & Kucan, 2002
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Which of these words would you choose to pre-teach?
Doctors around the world have used curare to anesthetize patients to sleep during operations.
Tiers of Words for ELL

Tier 2A Words
High frequency, grade-level, and content area words

Less obvious cognates
Tier 2BWords
Multiple meaning/polysemous words

Need to be deliberately taught Students must learn how to use them in various contexts
(Adapted from Caldern, et al. 2003)
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Making the Match!

I have a collection with many different kinds of rocks My teenage brother is always listening to My Mom rock on the rocks my radio baby brother to sleep
ROCK
to move back and forth
a stone
a type of music
Polysemous Words
Context: military Meaning: a division of the military Sentence: The four branches of the military are navy, marines, army, and air force Context: tree Meaning: limb of a tree Sentence: As a child, we had a swing hanging from one of the branches of the tree in our yard BRANCH Context: government Meaning: one of the three divisions of the government Sentence: The legislative branch deals with creating and upholding the laws of our country Context: business Meaning: local office Sentence: When my cell phone wasnt working, I took it to a branch of Cingular in Miami
Context: aspect Meaning: part, field, area Sentence: What branch of medicine are you interested in pursuing?
Context: division Meaning: separation; division Sentence: The river branches off into three smaller tributaries.
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Everyday vocabulary that has special meanings in mathematics
square, power, odd, even, equal
Which are Tier II Words?

vacuole tempered atom vascular esophagus anemometer phloem compound sublimation xylem capillary convection solution molecule reactant air sacs salinity current
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Eleanor Roosevelt
Selected by publisher:
brooding migrant combatant priority prominent
Other words in story, but not selected: devoted, bulky, brace, scarcely, sanitarium, stroking, exceptionally, romping, grim, stingy, neglected, competitive, brisk, dominate, deserted, idealism, spurring, delegates
The Language of Literature 7th grade (2002) McDougal Littell
The Frequency of English Words

The 100 most frequent words account for about 50% of the words in a typical text The 1,000 most frequent words account for about 70% of the words The 5,000 most frequent words account for about 80% of the words
* However, 95% of words must be known to infer meaning (Liu & Nation 1985).
Graves, Sales, & Ruda (2008); Hiebert (2005)
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Knowing 300 Words

Could it be an _____? The year before, _____ had seen one for the first time when his mother took him to a _____ _____ in _____ _____, _____. He had _____, _____, as the _____ _____ a _____ _____ by _____ _____ on the _____ of a _____ that was _____ on the _____. Now _____ an _____ was right here in _____, and about to _____ over his house. Not _____ to _____ a thing, _____ ____ the _____ and _____ up the _____ of the house to its ____. From there he had a good _____ of the _____ _____, _____ _____ _____ the _____ place. And in the _____, _____ ever _____, he saw the _____. Graves, 2009; Hiebert, 2005
Knowing 800 Words

Could it be an _____? The year before, _____ had seen one for the first time when his mother took him to a _____ _____ in _____ _____, _____. He had watched, _____, as the _____ gave a _____ _____ by _____ _____ on the _____ of a _____ that was _____ on the ground. Now maybe an _____ was right here in _____, and about to _____ over his house. Not _____ to _____ a thing, _____ opened the window and _____ up the _____ of the house to its ____. From there he had a good view of the _____ River, _____ _____ past the _____ place. And in the sky, coming ever _____, he saw the _____. Graves, 2009; Hiebert, 2005
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Knowing 2,000 Words

Could it be an airplane? The year before, Charles had seen one for the first time when his mother took him to a flying _____ in Fort _____, Virginia. He had watched, _____, as the _____ gave a _____ _____ by _____ oranges on the _____ of a _____ that was _____ on the ground. Now maybe an airplane was right here in _____, and about to fly over his house. Not _____ to _____ a thing, Charles opened the window and climbed up the _____ roof of the house to its ____. From there he had a good view of the _____ River, _____ _____ past the _____ place. And in the sky, coming ever closer, he saw the plane. Graves, 2009; Hiebert, 2005
Knowing 4,000 Words

Could it be an airplane? The year before, Charles had seen one for the first time when his mother took him to a flying _____ in Fort _____, Virginia. He had watched, _____, as the pilot gave a bombing _____ by dropping oranges on the outline of a battleship that was traced on the ground. Now maybe an airplane was right here in Minnesota, and about to fly over his house. Not wanting to miss a thing, Charles opened the window and climbed up the sloping roof of the house to its peak. From there he had a good view of the Mississippi River, flowing _____ past the _____ place. And in the sky, coming ever closer, he saw the plane. (Giblin, 1997, p. 3)
Graves, 2009; Hiebert, 2005
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The First 4,000 Words

A list of the roughly 4,000 most frequent word families listed in order of their frequency:
Target Words - 3,541 (little, even, good, fundamental, dissolved) Function Words - 116 (such, before, anything, although) Proper Nouns - 148 (Richard, Willie, Hamilton) The 100 Most Frequent Words (the, of, and, to, that)
Thefirst4000words.com
Graves, Sales, & Ruda (2008)
Dictionaries: Proceed with Caution

Things to consider when asking students to look up words in the dictionary
Students must already have some knowledge of the word for the definition to make sense. The definition does not explain how the word is different from other analogous words. Definitions often use vague language with insufficient information. When reading definitions, students have difficulty taking syntax, structure, and part of speech into account.
Beck, McKeown, & Kucan, 2002; Miller & Gildea, 1987; Scott & Nagy, 1989, 1997; Vacca & Vacca, 1996.
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Not All Definitions are The Same

Traditional Dictionary
1) the quality of or state of being delicate; fineness, weakness, sensitivity, etc. 2) a choice food
Student Friendly Definition
1) something good to eat that is expensive or rare: Snails are considered a delicacy in France. 2) a careful and sensitive way of speaking or behaving so that you do not upset anyone; tact He carried out his duties with great delicacy and understanding.
Indirect Learning
Indirect learning has higher effects for students with higher levels of vocabulary
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Direct/Explicit Instruction
Direct teaching of vocabulary might be one of the most underused activities in K-12 education. The lack of vocabulary instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect on student learning. Perhaps the biggest misconception is that teaching vocabulary means teaching formal dictionary definitions.
-Marzano et al. 2002
Vocabulary Casserole
Ingredients Needed:
20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 group of very quiet students
Directions:
Put 20 words on chalkboard. Have students copy each five times and then look up in dictionary. Make students write all the definitions. Have students write a sentence for each word. Leave alone all week. Top with a boring test on Friday.
Perishable. This casserole will be forgotten by Saturday afternoon. Serves: No one.

Adapted from When Kids Cant Read, What Teachers Can Do by Kylene Beers
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Knowing a Word
Simply put, knowing a word is not an all-or-nothing proposition. (Beck, McKeown, & Kucan, 2002, p. 9).

Level 1: Has never seen or heard the word before Level 2: Has seen or heard it, but doesnt know what it means Level 3: Has a general sense of a word Level 4: Knows a word, but the word is not part of the
students speaking vocabulary. Level 5: Has a deep knowledge of word, its relationship to other words, how it changes across contexts, and its metaphorical uses. Can apply the term correctly to all situations and can recognize inappropriate use.
Vocabulary Instruction
Actively involve students Provide multiple exposures (Stahl & Fairbanks, 1986) Encourage deep processing

Discuss the meaning of the same word in different sentences

Connect to prior knowledge Provide opportunities for students to use the words Discuss new word together with related words Suggest when/how to use the word Have students create sentences
Answer 3 or 4 of these: what, where, when, how, who, why
Success for All) (adapted from
Provide practice over time Monitor students understanding

Archer 2006; Beck, McKeown, & Kucan, 2002
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Instructional Routine
Introduce
Write and say the word Have students repeat it
Explain
Use student friendly explanation Show picture/demonstrate Provide sample sentences and examples/non-examples
Practice
Engage students in activities/elaboration Help students connect to self Monitor students understanding Revisit words over time
Concept Attainment
YES 2 3 7
NO 4 6 8
11, 9, 17, 19, 10, 12, 14, 23, 29, 15
44
Have You Ever?

Describe a time when you might urge/console/commend someone Describe an animal that is dangerous/gruesome Describe a time when you felt dread/scared/danger
Idea Completion

The audience asked the virtuoso to play another piece of music because The skiing teacher said Melanie was a novice on the ski slopes because . . . Paul called Tim a coward when . . .
What Would It Mean? What would the word responsible mean to

Your mom? The president of the U.S.? Mickey Mouse? A young child? A novice driver? Aiko?
What would the word reluctant mean to

45
Stick a Word!

The teacher sticks a word/picture on a students back. The class/team should be able to see the word, but not the student with the card on his/her back. The target student asks a series of YES/NO questions to try and figure out what the word/picture is (e.g., Is it an animal?, Is it related to science?, Is it a feeling?, Is it an action? If the student cannot figure out the word after three YES/NO questions, the class/team provides a clue (e.g., category, c0ntent area). Repeat these steps (three YES/NO questions, one clue, etc.) until the word is guessed. Teams/students who figure out the word with the fewest questions, win. Set a time limit if need be.
Words Worth Chart
great small
amazing
magnificent irate elated
terrified
Copyright READINGRESOURCE.NET
46
Word Scaling
mourning sobbing grieving
crying
tearing up screaming yowling wailing howling lamenting moaning weeping bawling sniveling
McKeown & Beck, 2004
keening
Word Scaling
running
sprinting
walking
jogging
prancing
trotting marching strolling
47
Lets Organize
Organize the following geography terms by size, OR type of topography, OR manmade/natural, etc.:
plateau, mesa, mountain, bay, ocean, canyon, hill, glen, forest, plain, port, canal reservoir, stream, prairie
Marzano & Pickering, 2005
RIVET: A Pre-Reading Activity

unexpected menace golden retriever terrifying hurricane emergency ambulance Who?: Isabelle (12 years old) Where?: The neighborhood
Cunningham, 2000
48
Word Previewing
Example from: The Princess and the Tin Box, by James Thurber
far country king prettiest princess gold, platinum, silver toys nightingale sang sapphire/topaz bathroom
A long time ago there lived a king and queen who were the parents of the prettiest princess in their far away country. They were very wealthy and lived in a beautiful castle full of the most luxurious furniture and clothes that money could buy. The walls had incrusted gems and the bathroom was adorned with sapphire and topaz. The castle had many servants who took care of the family and made sure they only received the best of things and care. The princess toys were all made of gold, platinum, or silver. She had a nightingale in a golden cage that sang to her every night.
Adapted from McGinley & Denner (1987).
Word Lines
How much energy does it take to . . .
1. 2. 3. 4. 5.
Embrace a teddy bear? Flex your little finger? Thrust a heavy door shut? Beckon to someone for five straight hours? Seize a feather floating through the air?
Least energy ______________ Most energy
49
Make a Match
COLUMN A
report exclaim reply describe say/said urge whisper mumble declare
COLUMN B
angry customer mayor witness crying child librarian nosy neighbor busy secretary anxious mom smartest student
Word Supports
Example from: Thank You, Mam by Langston Hughes
The boy looked disheveled

Synonyms: messy, untidy, scruffy, unkempt Antonyms: neat, clean, tidy, cared for Supporting Details a) Rogers face is dirty. b) He looked frail and willow-wild. c) Ms. Jones asked him to comb his hair. Page found p. 121 p. 123 p. 126
Adapted from Wood, Lapp, & Flood (1992)
50
Example/Non-Example
A mother tells her children that they should remember to take their vitamins every morning The class makes plans for a Flag Day assembly A child asks politely for a band-aid after falling down Our neighbors once told us that they had lived in Florida
urge
Children tell their mother that they already took their vitamins Pledge of Allegiance to the flag A child screams after falling down talking about when they lived in Florida
chorus The whole class says the wail
mention Our neighbors are always
Which One Doesnt Belong?

1.
2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
n
Michael, Toby, Richardson, Lisa time - mime, cat - hat, fold - bed, tent - rent big house, blue napkin, sad clown, quickly walking mom, playground, cowboy, draw small-tiny, rough-smooth, happy-excited, run-jog socialism, fascism, feminism, communism AD 35, 05/05/2007, July 7, 2010, 6:15 bear-bare, torn-ripped, steal-steel, rain-reign anews broadcast, editorial, research paper, biography spinal chord, heart, blood, lungs
51
Monitoring Understanding
Ask a question about a target word to show they have a clear understanding.

Name three situations that make you feel nervous. What are three words that describe your heritage? What would a fireman do? (put out a fire; play a game; build a fire?) What would a reformer be likely to do? (go to the park for a picnic; work to change rules that are not fair; notice someone in trouble but do anything)
High-Quality Oral Language

Compare spoken language with literate language Model good language use
Complete sentences Precise language Use native language strategically Academic and testing language Integrate target vocabulary into your language
Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA
52
High-Quality Oral Language
Scaffold students oral language

Use questions, prompts, and cues Recast students responses Ask for clarification/justification/elaboration Engage students in retelling (narrative and expository)
Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA
Using Academic Language

Which of these is right?
OR
Which of the following expressions is correct?
53
Self-Collection Strategy
Students are asked to bring in one word that is good for our class to learn
(a) where they found the word (b) the context (c) why it was selected
radiation, terra cotta, rendezvous, nocturnal, carbohydrate

Peer group usage Strong emotion Immediate usefulness Adultness/sound/interesting General usefulness
Haggard, 1986; Ruddell & Shearer, 2002
Academic Vocabulary
Content Area Vocabulary
cell divisor plot civilization

General Academic Vocabulary

process categorize maintain describe

Averil Coxhead
Robert Marzano
http://jc-schools.net/tutorials/vocab/index.html
http://www.victoria.ac.nz/lals/resources/academicwordlist/
54
Explicit Instruction of WordsSelection of Vocabulary

In content area classes, add Academic Vocabulary to content area words.
Example: Holt World History: The Human Journey, Chapter 13, Section 2
Suggested words - feudalism, fief, vassal, primogeniture, manorialism, serfs, chivalry Added Academic Vocabulary - maintain, maintenance; inherit, inheritance; analyze, analyzing, analysis; obligations; complement
Anita Archer, 2005
The Power of Background Knowledge

Background knowledge is more important to understanding of reading than IQ. Vocabulary instruction in specific content-area terms builds up students background knowledge in content area. Students who understand content for example, in a state mathematics standards document regarding data analysis and statistics have understanding of terms such as mean, median, mode, range, standard deviation, and central tendency.
-Marzano 2005
55
Activities
Frayer Model
Characteristics closed figure sides are line segments Examples triangle rectangle all sides closed square rhombus
line segment
Non-Characteristics open figure sides are not line segments polygon Non-Examples
not a line segment
open figure
Making Connections: Academic Lang & Mathematics for ELs. Sonoma County Office of Education
Double Bubble
four-legged mammals larger
help humans
horse
breathe air
whale
migrate
live on land
warm blooded
live in water
56
Content Area Word Wall

FARM ANIMALS
horse
duck
pig
sheep
turkey
goat
chicken
cow
Content Area Word Wall

WRITING WORD PROBLEMS
bar graph
measure half product less than
minutes second sum width
fraction numerator denominator
Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA
57
Vocabulary Word Sorts

insects shapes
bee thorax arthropod oval pyramid sides
plants
leaves stem roots
other
violin mug sheep
$100,000 Pyramid
200 points
100 points
100 points
50 points
50 points
50 points
58
Vocabulary Logs
Why?
Elaborative/additional practice Multiple exposures Accountability Cumulative Used for games/reviews/quizzes/writing Easy to do, low prep, big payoff
Feldman, 2005
Vocabulary Logs
What?
Word Student-friendly explanation Sample sentences Picture Part of speech Cognate
Context (story/image/topic) Examples/nonexamples Synonyms/antonyms Related words Activities (Yes/No why?) Diagrams
Feldman, 2005
59
Student Vocabulary Log

Word Student Definition What it is Not
Producer; manufacturer; the one who makes the goods
Sentence
Clothing merchants often have their stores in shopping malls I love to eat sherbet on hot summer days
Picture
merchant person or business that buys and sells goods
sherbet
A frozen Ice cream dessert made of ice and juice
Feldman, 2005
What am I squared away with?
What am I still circling around?
What three strategies to use in my classroom?
60
Gracias!
marguelles@aol.com
Academic Vocabulary for English Learners (AVEL)

Argelles & Smith
Cambium Learning, 2011
http://store.cambiumlearning.com/academic-vocabularyfor-english-learners/
61
Teaching English Learners: A Supplemental LETRS Module for Instructional Leaders

Argelles, Baker, & Moats
Cambium Learning, 2011
http://store.cambiumlearning.com/teaching-english-learners/
62

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The ELL Teachers Survival Guide: Achieving Success with English Language Learners

Mara Elena Argelles, Ph.D.

Listening Words we understand when others talk to us

Speaking Words we use when we talk to others

Copyright (2013) Maria Elena Arguelles

Copyright (2013) Maria Elena Arguelles

Activity Components (RELATED)

Instruction for ELL

Adjust use of English

Copyright (2013) Maria Elena Arguelles

Houghton Mifflin Reading (2010) P 53X

Instruction for ELL

Vocabulary Sounds Spelling Grammar Stress

Concept vs. Label

Copyright (2013) Maria Elena Arguelles

Transfer of Skills and Knowledge

Joe Robinson, 2005

Copyright (2013) Maria Elena Arguelles

Consistently provide meaningful feedback

Changing the mode of response

She liky how she play ball

Expand the meaning/vocabulary.

Copyright (2013) Maria Elena Arguelles

Expand the vocabulary/meaning.

Business vs. Process Language

Copyright (2013) Maria Elena Arguelles

Make collages or photojournals about stories or topics

Copyright (2013) Maria Elena Arguelles

Copyright (2013) Maria Elena Arguelles

Cloze Passage to Assess the Use of Prepositions

Copyright (2013) Maria Elena Arguelles

Cloze Passage to Assess Academic Achievement

buildings countrys state memorials president laws

Characteristics of High Quality Instruction

Copyright (2013) Maria Elena Arguelles

Characteristics of High Quality Instruction

Use of redundancy or rephrasing Opportunities to interact with proficient English models

Magazines, newspapers Videos Multimedia

Copyright (2013) Maria Elena Arguelles

Language Sample: Ti-Sang, 12year-old from Cambodia

Lily Wong Fillmore

Copyright (2013) Maria Elena Arguelles

Students Response to Discrimination

Copyright (2013) Maria Elena Arguelles

Copyright (2013) Maria Elena Arguelles

The ions are arranged in a three dimensional pattern

called a crystal lattice

Copyright (2013) Maria Elena Arguelles

Copyright (2013) Maria Elena Arguelles

Copyright (2013) Maria Elena Arguelles

Sentence Frame Sorting Activity

Sentence Frame Sorting Activity SOLID

television chair oxygen water

Copyright (2013) Maria Elena Arguelles

Sentence Frame Sorting Activity SOLID

Sample Sentence Frame

We categorized _______ under _________ because ____________.

Copyright (2013) Maria Elena Arguelles

Using Sentence Frames in Math

Sample Math Sentence Frame

Copyright (2013) Maria Elena Arguelles

Sample Math Sentence Frame

Sample Math Sentence Frame

Copyright (2013) Maria Elena Arguelles

We categorized ___ under _ because ________.