Transcript Vocabulary Development to Enhance Background Knowledge

Teaching Academic
Language and Building
Background with ELLs
“CAROLINA TESOL SPOOKTACULAR”
Sheraton Imperial Hotel and Convention Center
Oct. 30, 2009
Bryan T. Blitch
[email protected]
“THE DIFFICULTY
OF YOUR SET
COULD BE
INCREASED IF
YOU DO A JAM
FOLLOWED BY A
PEACH.”
The point values you may earn on
your gymnastics routine can be
bigger if you include, in
sequence, two particular skills
on the uneven parallel bars: the
“jam,” which leaves the gymnast
sitting on the high bar; and the
“peach,” where the gymnast
moves from the high bar to the
low bar.
If we agree that
specialized, academic
vocabulary and background
knowledge are critical for
comprehension, then how
do we go about teaching
them and what are the
most effective strategies?
Dualistic or Bimodal
Nature of Memory
(DCT=Dual Coding Theory)
Semantic
Linguistic
Verbal
Episodic
Nonlinguistic
Nonverbal
Surface level
language
Deep,
Deep Structure
Three Functions
of Memory
Permanent
Memory
Working
Memory
Sensory
Memory
From working to permanent
Memory
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“ It is the quality and type of processing that
occurs in working memory that dictates
whether that information makes it to
permanent memory. If processing goes well in
working memory, information makes it to
permanent memory.”
“The more times we engage information in
working memory, the higher the probability
that it will be imbedded in permanent
memory.”
Dynamics or aspects of effective
working memory processing
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Strength of “memory trace,” or
pathway to the information.
(minimum of three or four
exposures with no more than a
two-day gap)
Depth of processing (deep
processing adds details to our
understanding of information)
Elaboration (related to depth, but
refers to the variety of associations,
new or varied connections)
Characteristics of Effective
Direct Vocabulary Instruction
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Descriptions as opposed to definitions
Use of linguistic and nonlinguistic
representations
Gradual shaping of word meanings
Teaching and using word parts
Different types of instruction for different
types of words
Students interacting about the words they
are learning
Use of games
Focus on terms important to academic
subjects
Six
Steps to Effective
Vocabulary Instruction:
Step One
Provide a description, explanation, or
example of the new term
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Explains the target word with
conversational descriptions
Identifies the semantic features
through categories
Contains all elements considered
important to an accurate understanding
Step Two
Students restate explanation of the new
term in their own words
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In their own words what the teacher
has presented, not simply copy the
explanation
Provides for “shaping” of understanding
of terms which is vital to vocabulary
development
Academic Notebook (?): My Description,
Representation, New Insight
Step Three
Students create a nonlinguistic
representation of the term
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Pictures
Pictographs
Realia
Art Projects/Models
Graphic organizers (will have to use
some language, but sparse at first)
Step Four
Students do activities that help them add
to their knowledge of vocabulary terms
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Comparing terms
Classifying terms
Generating Metaphors
Generating Analogies
Revising initial descriptions or nonlinguistic
representations
Using understanding of roots and affixes to
deepen knowledge of terms
RECORD NEW INSIGHTS IN NOTEBOOK!
Step Five
Students should discuss the terms they
are learning
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Pair to discuss
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Favorite word
Most interesting word
Most difficult word
Comparison of their own representations: What’s
true?...false?...new?...confusing (no agreement)?
Present or Share with class
Ask questions or add information
Clear up misconceptions
Record new information in notebook
Step Six
Periodically students are involved in
games that allow them to play with the
terms
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Games
• Pantomime
• Pictionary
• Memory or Concentration card games
• TV game show format
• Computer or web based
Instruction should focus on terms that
have a high probability of enhancing
academic success:
“Defining an Academic Vocabulary”
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Frequency Lists vs. Standards Movement
“What every American needs to know” vs.
Standards Movement
Successful participation in US society vs.
Academic Success
Corpus Linguistics and Collocations
Academic Word List
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Averil Coxhead, Victoria University of
Wellington, New Zealand
http://language.massey.ac.nz/staff/awl/downloadfrequent.pdf
Building Academic Vocabulary
Teacher’s Manual
by
Robert J. Marzano
&
Debra J. Pickering
Copyright-2005Published by The
Assoc. for Supervision and Curriculum
Jim Burke’s Academic
Vocabulary List
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Jim’s thorough survey of texts,
assignments, content standards and
examinations has yielded an
academic vocabulary list.
This Academic Vocabulary List has
been categorized (N, V, Adj, Adv &
derivations, plus Prefixes & Suffixes)
by Rick Smith. Both can be found @
www.englishcompanion.com
U-46 School District
Elgin, Illinois
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Uses Marzano’s Research-6 Steps
School District of 41,000 students in
Elgin, Illinois; 42.8% Hispanic
Bilingual Word lists from pre-K to
Secondary Content areas
www.u-46.org/roadmap/abdbz.cfm_
Tennessee Academic
Vocabulary Project
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Again, based on Marzano’s Research
Identified as “examples" to be used
as a foundation, not “mandated”
Has thirty-three activities embedded
within the “Six Steps”
Website has the lists, word cards &
related games ready to use
 http://jcschools.net/tutorials/vocab/TN.html
INSIDE WORDS by
JANET ALLEN
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Tools for Teaching Academic
Vocabulary, Grades 4-12
Dozens of Strategies
Great Research Citations
Bilingual Activity Sheets
Published by Stenhouse Publishers
Copyright 2007
Vocabulary
● Everyday words that are
challenging for ELLs
● Non-phonetic, rote memory/sight
words
● New uses of familiar words
● Academic words used in many
subject areas
● Content words
New Uses of Familiar Words
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Think of the word “strike” used mostly in
baseball, bowling or fishing, but in conversation:
The thief might strike again.
Strike the match!
An idea suddenly struck him.
A clock struck two.
The deer was struck by a car.
He might strike it rich.
Better strike while the iron is hot.
Try to strike up a conversation.
Content Textbooks can use words
in wholly different contexts:
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Industry-The workers went on
strike. (quit working)
Mining-The prospectors were hoping
to strike gold. (discover)
Weather-Lightning can strike before
a storm. (occur)
Military-The air strike was
considered successful. (attack)
Familiar Words used in a Science
or Math Context:
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Science-energy, mass, matter,
force, kingdom, cell, property(-ies),
pressure
Math-odd, even, table, round, root,
power, product, function, mean,
mode, volume, plane
Technology-menu, mouse, desktop,
drive, virus, bit, chip, spam
What can be taught?
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Meanings
Spelling
Synonyms/antonyms
Homophones
Similarly spelled, but easily confused words
Word families (related parts of speech)
Prefixes, suffixes, roots
Expressions (i.e., collocations - including idioms)
Etymologies
Analogies
Directions: Draw a sample Four-Square
Vocabulary Grid on the chalkboard or
overhead transparency to model the
process for students. If you use the word
subtraction, their four-square might look
like this.
Word
Subtraction
Meaning
Deducting one
number from
another
Makes me think
of….
Taking away,
Loss, Paying Bills
Opposite
Addition
Teaching Content & Language
The Integrated Approach-SIOP
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Application of instructional methods which
integrate language & content
Principles for developing or adapting
instructional materials which integrate
language & content
Identification of relationship between
content and language skills
Strategies for assessment of students’
language skills as well as content area
concepts and skills
© 2002. Using the SIOP Model, Center for Applied Linguistics
Sentence Structure
The following words are used to combine clauses, resulting in
complex sentences:
Time: when, while, since, before, after, until, once
Place: where, wherever
Cause: because, since, as, inasmuch as
Condition: if, unless, on condition that
Contrast/Concession: although, even though, despite, in spite
of, while, where, whereas
Other: that, which, who, whoever, whom, what, why, how
Adjectives
and
Adverbial Forms
Adjectives and adverbial forms such as almost, probably,
never, exactly, unless, hardly, scarcely, rarely, next, not
quite, last, older, younger, most, many, less, longer, least,
and higher modify the meanings of sentences and words.
Teach the meanings of these words when
discussing readings and unpacking test questions
in class.
“Recognizing that the language of curriculum
subjects cannot be taken for granted but has
to be taught, finding stimulating and effective
ways to do so, and critically examining how
language is currently being used in one’s own
classroom will assist not only second
language learners but also many of their
monolingual-English peers.”
From: Pauline Gibbon, Scaffolding Language Learning
Sources
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Building Background Knowledge for Academic
Achievement: Research on What Works in
Schools (ASCD, 2004) Robert J. Marzano
Building Academic Vocabulary: Teacher’s Manual
(ASCD, 2005) R.J. Marzano & D.J. Pickering
Teaching Content to English Language Learners:
Strategies for secondary School Success
(Longman, 2005) Jodi Reiss
“Teaching the Language of School through
Content Instruction” (Presentation at OELA
Summit, Dec. 2005) Robin Scarcella, Univ. of Cal.
Using the SIOP Model (Center for Applied
Linguistics, 2002)