Post on 16-Dec-2015
Carla Carrizosa 2013
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
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
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
David A. Sousa, How the Brain Learns, Chapter 3, 2006
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
Brain Research
Emotions
The Learning Environment (Classroom)
Positive climate lends to endorphins in blood, which
give a feeling of euphoria and stimulate frontal lobes
(planning, high level thinking and focus occur)
Negative climate leads to Cortisol in blood, which raises
anxiety level and refocuses frontal lobe to flight or fight
Learning Content
Instructional activities which get students emotionally
connected to the content of the learning
David A. Sousa, How the Brain Learn, Chapter 3, 2006
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 Learns, Chapter 3, 2006
Brain Research
0 min 5 min 10 min 15 min 20 min 25 min 30 min 35 min 40 min
Time in Minutes
Deg
ree
of R
eten
tion
PracticeDown time
New Information Closure
Prime Time 1
Prime Time 2
Teach New Material First
David A. Sousa, How the Brain Learn, 2006
Brain Research
80 min.
40 min
20 min
0 10 20 30 40 50 60 70 80
Prime TimeRehearsalPrime Time 2Le
sson
Len
gth
David A. Sousa, How the Brain Learn, 2006
Brain Research
80 min.
40 min.
20 min.
0 10 20 30 40 50 60 70 80
Prime Time 1RehearsalPrime Time 2
Divide into 20 minute segments
Divide into 20 minute segments
Less
on L
engt
h
David A. Sousa, How the Brain Learns, Chapter 3, 2006
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 Learn, Chapter 4, 2006
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 Learns, Chapter 5, 2006
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 Learn, Chapter 7, 2006
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 8, 2006
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 1, 2006
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 languageCerebellum = control and movement, now known to
be responsible for language
David A. Sousa, How the ELL Brain Learns, Chapter 1, 2011
How the ELL Brain Learns- by Dr. David A Sousa
English Vocabulary Size at Three Years of Age in Various Economic Groups
Social Economic Group Average Number of Words in Vocabulary
Upper 1,116
Middle-Lower 749
Welfare 525
David A. Sousa, How the ELL Brain Learns, Chapter 1, 2011
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
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 Brain Learns, Chapter 3, 2006
ELL Brain Research
• Acquiring vocabulary is not enough – EL’s must 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 ELL Brain Learns, Chapter 3, 2011
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
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 5, 2011
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
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 Learn, Chapter 5, Teaching Tip 5.2, 2011
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 Brain Learn, Chapter 5, 2006
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 Learns, 2006
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 Learn, 2006
The ELL Brain
• Discuss 3 facts about how the ELL brain learns that are new to you?
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 knowledge1. No knowledge 2. General sense of the word3. Narrow, context-bound knowledge 4. Forgetting the word- knows the word but cannot recall,
cannot apply in a meaningful way 5. Depth of word knowledge- knows it means two different
things in other languages, use of idiomsMargarita Calderon, Teaching Reading & Comprehension to English Learners, K-5,
Chapter 6, 2011
Margarita Calderon• Preteaching Vocabulary through Explicit Instruction
– Seven steps:1. Teacher says, Ss repeat 3xs –Helps with pronunciation and introduces the print
version2. Teacher reads and models word in a sentence (context) from text. Ss is able to
remember the word in context 3. Teacher gives dictionary/glossary meaning-SS is exposed to formal English 4. 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
5. Teacher highlights aspect which may cause difficulty, spelling, polysemous, synonyms, antonyms, homophones, grammatical variations. Ss do more in depth word study
6. Pair-share- all student involved orally- EL’s need to produce the word 10-12 times 7. 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
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
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
Margarita Calderon
• Solution• Table • Round • Divide• Prime• Round
• Trunk• State • Power • Cell • Right • Radical • Leg
Tier II WordsPolysemous words (homonyms or homographs) across academic content areas
Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5,
Chapter 5 & 6, 2011
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
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/ alfabetico alphabetizar/alphabet/alphabetic/alphabetize)
Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5
2011
Margarita Calderon
• Tier II Words– Homophones
Sum SomeCell SellWeather WhetherBlew BlueWhole Hole
(Imagine a whole cake)
Margarita Calderon, Teaching Reading & Comprehension to English Learners, K-5
2011
Anita L. Archer & Charles Hughes, Chapter 3, 2011
Anita Archer
• Characteristics of Effective Vocabulary Instruction1. Instruction is clear and unambiguous2. Instruction involves presentation of word meaning
and contextual examples 3. Multiple exposures to the word are provided4. Sufficient instructional time is devoted to
vocabulary instruction5. Students are actively engaged in vocabulary
instruction
Anita L. Archer & Charles Hughes, Chapter 3, 2011
Anita Archer
1. Select words for explicit instruction2. Develop or adopt student-friendly
explanations3. Develop examples and non-examples for
introducing word or for checking understanding
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
Anita L. Archer & Charles Hughes, Chapter 3, 2011
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
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
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 2011
Anita Archer
• Illustrate the word with examples– Visual Examples– Concrete examples• Object• Act outhttp://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
Anita Archer
1. Introduce the part of speech2. Introduce synonyms (same) antonyms
(opposite). Homographs (same spelling-different meaning)
3. Tell students when and where the words is often used
4. Introduce the etymology (history and/or orgin) of the word
Anita L. Archer & Charles Hughes 2011
Anita Archer
• ArcherismI do it
1. Introduce word2. Present a student-friendly explanation3. Illustrate the word with examples
We do it (rehearsal)4. Guide students in analyzing examples and non-
examples using critical attributes
You do it5. Check students’ understanding
Carla Carrizosa 2013
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
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
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
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
Ludwig Wittgenstein
Quote
“The limits of my language mean the limits of my world”
Ludwig Wittgenstein
Quote
“Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates use (to learn something new).”
Baker, Simmons, & Kame’enui
Baker, Simmons, & Kame’enui