Help you’re students serf or sale the grate see of English! Presented by Mary T. Castañuela The Nature of Language Proficiency: BICS CALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency • Conversational • Textbook language Cummins, 1979 Levels of Language Proficiency • Basic Interpersonal Communication Skills (BICS) – Everyday language – Communicative – Universal across all native speakers – Not related to academic achievement – Usually attained within 2 years Levels of Language Proficiency • Cognitive Academic Language Proficiency (CALP) – – – – Abstract, decontextualized language Non-interpersonal Related to literacy skills and academic achievement CALP in L1 and L2 overlap despite differences in surface features – Usually develops in 5 to 7 years or longer depending on individual and contextual variables Academic Vocabulary Subject Area Level 1 (K-2) Level 2 (3-5) Level 3 (6-8) Level 4 (9-12) TOTALS Mathematics 80 190 201 214 685 Science 100 166 225 282 773 History General History U.S. History World History 162 0 0 560 154 245 319 123 301 270 148 297 1,311 425 843 ELA 83 245 247 223 798 TOTALS 425 1,560 1,416 1,434 4,835 Academic Vocabulary • These terms are drawn from the national standards. • Some are critically important to the understanding of a given subject area, others are useful but not critical, and still others are interesting but not very useful. No Wonder our ELLs struggle! But really – with what? ELLs struggle with the following: • • • • • • Basic words (table, chart) Correct meaning of simple words (state, power) Connectors (so that, thereby) Cognates (vapor, función) Multisyllabic words (inconsistently) Homophones, homographs, & homonyms -Laura F. Vega, Dariusz Zdunczyk, &Liliana Minaya-Rowe • Vocabulary knowledge correlates with reading comprehension. • Comprehension depends on knowing between 90% and 95% of the words in a text. • Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word. -Laura F. Vega, Dariusz Zdunczyk, &Liliana Minaya-Rowe Tier 1, 2, & 3 Words • Tier 1 – Basic words needed in everyday communication • Tier 2 – general but sophisticated words – “mortar” words that hold the content specific area words together • Tier 3 – Content specific – “brick” words • Dutro & Moran (2003) refer to “brick” and “mortar” terms as a way to distinguish between content-specific vocabulary and general cross-curricular academic language. Vocabulary Tiers Tier 1 run fell cars pretty Tier 2 sprinted stumbled automobiles enchanting Tier 3 Words Equation Photosynthesis Simile Democracy Hypothesis Acute Tier 2 Words also include the following categories of words across academic content areas • Homonyms – They have the same spelling. – They have the same pronunciation. – However they have different meanings depending on the context. • Homographs – They have the same spelling. – They have different pronunciations. – They have different meanings. Tier 2 Words also include the following categories of words across academic content areas • Homophones – They have a different spelling. – They have the same pronunciation. – They have different meanings. Homonyms • Some of the most troublesome words for ELLs are multiple meaning words. • ELLs typically only know one meaning and it may not be relevant to the context. Bill Homonyms • Some examples are: bank table right leg side right Word Math Context ELA Context Science Context Social Studies Context Meter The perimeter of the The most square is 8 meters. common meter in English poetry is iambic pentameter. Acceleration is usually expressed in meters per second. The results of the mock election will be seen as a meter of the actual outcome. Table Please fill out the When selecting table on your an appropriate worksheet with your book, make answers. sure you look at the table of contents. While you are working on your experiment, make sure you fill out the table on page 109. The President has tabled the discussion at this point. Homographs • Other troublesome words for ELLs are homographs. • ELLs typically only know one pronunciation and one meaning and it may not be relevant to the context. wind Homographs • Some examples are: wind bow present close wound live Homophones • Another category of troublesome words for ELLs are homographs. • ELLs typically only know one spelling and one meaning and it may not be relevant to the context. cent scent sent Homophones • Some examples are: waste/waist pare/pair/pear sell/cell break/brake rode/road bored/board How do we help our ELLs? The “secret to teaching vocabulary is keeping students interested in a word long enough that their minds will have time to absorb the many possible meanings.” Nilsen and Nilsen (2003) How do we help our ELLs? • Direct explicit instruction • Rich discussions • Teacher modeling What are some activities that I can implement within my classroom? • • • • • • • • Frayer Model This is/This is NOT… organizer Word Walls Vocabulary Notebooks – Marzano Go Fish Game Phone Game Foldables Songs 2007 The Florida Center for Reading Research http://www.fcrr.org/Curriculum/PDF/G4-5/45VPartThree.pdf • • • • • • • Know or No Activity Multiple Meaning Match Activity All For One Activity Undercover Meaning Activity Defining Depictions Activity What Do You Mean? Activity Word-by-Word Activity Since ewe are knot bound two you're chair ewe are now bound two go two you're next cession and afterwards ewe wheel bee home bound. . Region 15 Education Service Center 325-481-4068 mary.castanuela@netxv.net