Face-to-Face Session

1. Rethinking Equity of Teaching English Language Learners (RETELL)Session 6: Vocabulary for ELLs I Face-to-Face Session

2. Session Introduction

3. SEI Teacher Endorsement Course Map Massachusetts Department of Elementary and Secondary Education

4. Agenda • Session Introduction (25 min) • Vocabulary Development for ELLs: Theory and Data (15 min) • Vocabulary Development for ELLs: Standards and Frameworks (10 min) • Teaching Vocabulary to ELLs: Core Practices (30 min) • Break (10 min) • Core Practices - Continued (1 hr. 15 min.) • Small Group Feedback: Connecting Practice and Theory (5 min) • Final Reflection (5 min) • Assignments & Preparing for Upcoming Session (5 min) Massachusetts Department of Elementary and Secondary Education

5. Objectives • Explain the relationship of vocabulary to • Language subsystems • The four language domains • Essential shifts relating to literacy and the Common Core standards • WIDA’s Functional Components of Academic Language • Oracy • Sheltered educational theory and practice. • Explain the importance of vocabulary as a predictor of success for all students. • Explain considerations and implications for ELLs related to vocabulary (limited exposure, depth and breadth, cognates/false cognates, having/developing a concept for a word, difficulty hearing a word, idiomatic expressions, figures of speech) Massachusetts Department of Elementary and Secondary Education

6. Objectives • Identify key vocabulary words/phrases in a student text and appropriately assign words/phrases to one of three vocabulary tiers for ELLs. • Pre-teachnew vocabulary words in an SEI class using an instructional protocol which distinguishes among the three tiers of vocabulary. • Demonstrate an understanding of the importance of oral language development as a foundation for literacy development. • Apply interactive strategies practiced in class activities to increase engagement in the sheltered content classroom and to promote oral language development using targeted vocabulary. Massachusetts Department of Elementary and Secondary Education

7. Connections to Prior Session • Review language objectives – Let’s make one for today’s session • Take out your journal entry completed for today’s session • Pair-up with a same grade-level or same-content teacher • Use the following guiding questions. • Where does your lesson align with the SEI template? • Where does your lesson differ from the SEI template? Massachusetts Department of Elementary and Secondary Education

8. Quick Review of Final Course Capstone Assignment • SEI Endorsement Lesson Plan Template • Capstone Project • 4 Lessons • Presentation in Session 16 Massachusetts Department of Elementary and Secondary Education

9. Vocabulary Development for ELLs: Theory and Data

10. What We Know – 100 Years of Vocabulary Research • Vocabulary knowledge is one of the best predictors of oral ability • Vocabulary knowledge contributes to young children’s phonological awareness, which in turn contributes to their word recognition • Vocabulary knowledge in Kindergarten and 1st grade is a significant predictor of reading comprehension in the middle and secondary grades • Vocabulary difficulty strongly influences the readability of text • Teaching vocabulary can improve reading comprehension. • Growing up in poverty can seriously restrict the vocabulary children learn before beginning school and make attaining an adequate vocabulary a challenging task • Lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students Source: Graves, M. , 2013 Massachusetts Department of Elementary and Secondary Education

11. Vocabulary Development for ELLs: Is It the Same? • Much of what we have learned about vocabulary development from the research base and teaching, for native English speakers, also applies to ELLs; however there are some different considerations and instructional approaches for ELLs that are different and critical to their academic success. Massachusetts Department of Elementary and Secondary Education

12. A Closer Look: Differences or Considerations for ELLs • Take a few minutes to review the handout Comparison of English Speakers and English Learner Vocabulary Development with a neighbor. • For the first column point about Native English Speakers, please think about and predict some implications or considerations for ELLs with a partner. Massachusetts Department of Elementary and Secondary Education

13. Language Subsystems PRAGMATICS & DISCOURSE: Sociolinguistic rules governing language use in communicative context Which of these elements of the language subsystems are represented in vocabulary? SEMANTICS:linguistic meanings of words and sentences MORPHOLOGY: rules of word formation PHONOLOGY: the sound system of a language SYNTAX & GRAMMAR: rules of word order in sentence formation Adapted from Peregoy & Boyle, 2008

14. Relationship Between Written & Oral Language PRODUCTIVE LANGUAGE USE SPEAKING WRITING DYNAMIC RELATIONSHIPS BETWEEN ORAL &WRITTEN LANGUAGE READING LISTENING RECEPTIVE LANGUAGE USE Adapted from Peregoy & Boyle, 2008

15. Relationship of Oracy to Literacy • Instruction in the key components of reading is necessary – but not sufficient-for teaching language – minority students to read and write proficiently in English. Oral proficiency in English is critical as well – but student performance suggests that it is often overlooked in instruction. National Reading Panel, 2000; August and Shanahan, 2006 Massachusetts Department of Elementary and Secondary Education

16. Relationship of Oracy to Literacy • Oracy is the listening comprehension and oral production of language. • Oracy skills lay the groundwork for the emergence of reading and writing. • Students with strong oracy levels in English are more likely to develop strong literacy levels in English. • ELLs have acquired their listening comprehension in their first language; however those sounds and words are not the same as in English. Massachusetts Department of Elementary and Secondary Education

17. What Is Vocabulary? • Single Words • Elephant, peace, walking • Set Phrases • All of a sudden • Variable Phrases • Off and on, on and off • Phrasal Verbs • Put away, put up with, put down, put off • Polysemous Words • Plot, table, point • Idioms • Got up on the wrong side of the bed Sources: Vocabulary Myths (Folse, Ken: 2004) Massachusetts Department of Elementary and Secondary Education

18. What Is Vocabulary? • Vocabulary is the knowledge of words and word meanings in both oral and print language and in both productive and receptive forms. (Pacific Resources for Education & Learning) • “…vocabulary is the glue that holds stories, ideas, and content together…making comprehension accessible for children.” (Rupley, Logan & Nichols 1998/1999) How would you add to these definitions? Massachusetts Department of Elementary and Secondary Education

19. WIDA Features of Academic Language Amount of speech/written text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas (thinking) Variety of sentence types Discourse Types and variety of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/ perspective Sociocultural Contexts Sentence General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions; collocations Nuances and shades of meaning Word/Phrase Source: Zwiers, J. , 2012

20. Vocabulary Relating to WIDA’s Academic Language WIDA Consortium

21. What Does It Mean to KnowVocabulary?A Student • knows a word’s meaning when reading it in a variety of texts; • can pronounce and spell the word correctly; • recognizes characteristics of the word, such as multiple meanings; • can explain its meaning within the context of reading; • can use it as a natural part of his or her writing repertoire. Source: Calderon, M. 2011 Massachusetts Department of Elementary and Secondary Education

22. Role of Vocabulary in Student Success • Having a substantial vocabulary is crucial to learning to read and write. • Comprehension depends on knowing between 90% and 95% of the words in text. • Reading comprehension correlates with procedural and content knowledge. • Content knowledge correlates with academic success. • Teachers need to provide powerful explicit vocabulary instruction and a rich array of language experiences in listening, speaking, reading, and writing . Source: Graves, August, Carlo, Calderon) Massachusetts Department of Elementary and Secondary Education

23. Vocabulary Development for ELLs: Standards and Frameworks

24. Common Core: Key Shifts Which of these key shifts are we addressing in this session? ANCHORED IN COLLEGE AND CAREER READINESS Source: Adapted from MA DESE Slide

25. Common Core: Implications for Vocabulary Instruction for ELLs • A central purpose of the standards is to raise educational rigor through more canonical, complex, and informational text. This means texts with more challenging vocabulary –vocabulary that will require SIGNIFICANT scaffolding for ELLs. • Vocabulary is prominently featured, at all grade levels, in all domains, and in the Language Arts, as well as in the disciplinary literacy standards for history/social studies, science and technology. • All students have the opportunity to learn and reach these high standards and need to be supported, though regarding ELLs the standards state explicitly that it is “beyond the scope of the Standards to define the full range of supports appropriate for ELLs…” (Graves, August, Mancilla-Martinez, 2013) Massachusetts Department of Elementary and Secondary Education

26. WIDA and Common CoreTogether • Massachusetts has adopted WIDA’s English Language Development Standards that help teachers to address the range of instructional needs and proficiency levels of ELLs. • They are intended to be used in tandem with the Common Core State Standards and all Massachusetts Curriculum Frameworks and therefore in all classrooms with ELLs. • These standards show teachers how to scaffold language inherent in teaching to Common Core and other standards and for different communication tasks students engage in during content instruction. • The ELD Standards, like Common Core, acknowledge the central role of language in the instructional and assessment needs of ELLs. Massachusetts Department of Elementary and Secondary Education

28. Frameworks: Instructional Implications • Teachers must know how to use both sets of standards when they have English learners in their classrooms. • WIDA’s framework is a formative assessment framework and therefore encourages excellent formative assessment in instructional decision-making for ELLs, day to day, in an ongoing way, supported by in-depth teacher knowledge about the backgrounds of their English learners. • All teachers are teachers of language and literacy and own responsibility for teaching it in their content area. • All teachers are ELL teachers.

29. Teaching Vocabulary to ELLs: Necessary Elements

30. Effective Vocabulary Instruction for ELLs • ELLs should be given ample opportunities and encouraged to communicate with English-proficient speakers for it is in this way the second languages are predominantly acquired. (Ellis, 2005) • Several strategies are especially valuable for ELLs, including taking advantage of students’ first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. (August, Carlo, Dressler, Snow, 2005) Massachusetts Department of Elementary and Secondary Education

31. A 4-Prong Approach • Providing rich and varied language experiences for ELLs • ELLs learn words through reading, writing, listening, and speaking. • In K and primary grades and for ELLs in early proficiency stages, listening and speaking are particularly important to vocabulary development. Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009 Massachusetts Department of Elementary and Secondary Education

32. 4-Prong Approach • Teaching individual words • We can’t teach them ALL! • Most effective when ELLs are given both definitional and contextual information and when learners actively process new word meanings and have multiple exposures to the new words • Rich, deep and extended in other words! • Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009 Massachusetts Department of Elementary and Secondary Education

33. 4-Prong Approach • Teaching word-learning strategies • Using word parts (prefixes, suffixes, roots) to unlock meaning of words (Baumann, Font, Edwards and Boland, 2005; Carlyle, 2007) and understand families of words indicate-indicator-indicated-indication • Using context to infer word meanings • Using the dictionary and similar reference tools (Graves, 2006; Stahl & Nagy, 2006) • Using cognate knowledge • Source: Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009 Massachusetts Department of Elementary and Secondary Education

34. 4-Prong Approach • Fostering Word Consciousness Word consciousness involves both a cognitive and an affective stance toward words and integrates metacognition about words, motivation to learn words, and a deep and lasting interest in words (Graves & Watts-Taffe, 2008; Scott, Skobel & Wells, 2008) • (Graves, 2013; Baumann and Kame’ enui, 2012; Blachowicz, Fisher Ogle and Watts-Taffe, 2006; Stahl and Nagy 2006; August and Snow, 2008, Baumann, Blachowixz, Graves & Oleynik, 2009) Massachusetts Department of Elementary and Secondary Education

35. Strategies for Teaching Vocabulary to ELLs

36. Approach to Strategies and Practices in the Course • Model • The facilitator will demonstrate the core practice or strategy. • Practice • Participants will practice the approach or strategy in class. • Participants will implement the strategy in their classroom as an assignment. • Feedback • The facilitator and peer participants will give feedback to colleagues as they practice in class. • Participants will have an opportunity to debrief with other participants in their content or grade level and seek feedback on their experience after implementing in the classroom. Massachusetts Department of Elementary and Secondary Education

37. Identifying Words to Teach: Tier 1 Vocabulary • First Tier words rarely require much instructional attention. • They are used frequently in oral discourse. • They consist of basic words. • They can be easily demonstrated through visuals, motions and gestures. • Examples are: baby, clock, happy, walk, jump, hop, slide, girl, boy, dog • Is this true for English language learners? What factors do teachers of ELLs have to consider? • Source: Beck, I. et al, 2002; Calderon, M. 2011 Massachusetts Department of Elementary and Secondary Education

38. Identifying Words to Teach: Tier 2 • Complex words and longer phrases (Bookishness) (All of a sudden) • Polysemous words (multiple meaning words) (plot /plot) • Idioms (“kicked the bucket” ) • Noun Phrases (long time, great Depression) • Prepositional phrases (on the verge) • Connectors and transition words (as a result…) • Specific and sophisticated words that cross multiple content areas (analysis) • Students often have some conceptual understanding on which to build word knowledge (e.g. they may not know the words “sophisticated or elegant” but they know the concept and word “pretty”). Massachusetts Department of Elementary and Secondary Education Source: Calderon, M. 2011

39. Identifying Words to Teach: Tier 3 • This category consists of words whose frequency of use is quite low and often limited to specific domains. • Examples are: isotope, lathe, peninsula, refinery. • These words are best learned when a specific need arises such as a geography lesson – i.e., words used infrequently and unknown concepts. • These words are very important to understanding content. (Beck,I. et al, 2002; Calderon, M. 2011) • Which of these do you spend the most of the time teaching – Tier 1, Tier 2, or Tier 3? Massachusetts Department of Elementary and Secondary Education

40. The Three Tiers – Examples Massachusetts Department of Elementary and Secondary Education

41. Identifying Tiers of Vocabulary in Text : The Rancid Rafflesia 1. Read aloud the first section of The Rancid Rafflesia. 2. Analyze the vocabulary for the 3 tiers. Massachusetts Department of Elementary and Secondary Education

42. Identifying Tiers of Vocabulary in Text: The Rancid Rafflesia Massachusetts Department of Elementary and Secondary Education

43. Small Group Activity: Identifying Tiers of Vocabulary in Text 1 Break into small groups with assigned reading segment. 2. Analyze the vocabulary for the 3 tiers. 3. Record on chart paper and post. Massachusetts Department of Elementary and Secondary Education

44. So Much Vocabulary! root CABBAGE the POUND pollination rafflesia rancid Stench expands miniature Massachusetts Department of Elementary and Secondary Education

45. Break (10 minutes) • If you are waiting, or back early, quickly scan pages handouts in the Participant Manual • Make a one-sentence oral connection between the three Tiers and your classroom/instruction. Massachusetts Department of Elementary and Secondary Education

46. Teaching Vocabulary to ELLs: Core Practices (cont.)

47. Criteria for Choosing Vocabulary to Teach to ELLs • The following are some factors to consider when selecting WHICH words to teach, when you have ELLs in the classroom: • Importance and Utility: Characteristic of mature language users and are found in a wide variety of contexts (Is this word important to know for understanding the text? For conversation?) • Instructional Potential: Students can build rich representations of them and can easily connect to other words/concepts. (Can you work with this word?) • Conceptual Understanding: Students understand the general concept but provide precision and specificity (Can you make a connection to students’ learning, background, language ?) • Source: Beck et. al. 2002, Bringing Words to Life Massachusetts Department of Elementary and Secondary Education

48. Choosing Vocabulary: The Rancid Rafflesia Massachusetts Department of Elementary and Secondary Education

49. Choosing Vocabulary to Teach Return to your chart and group from before (3 groups with assigned reading segments). Discuss the vocabulary based on the criteria for selecting words to teach. Decide which you are going to teach specifically with ELLs in mind. Massachusetts Department of Elementary and Secondary Education

50. Gallery Walk • Visit each chart. • Check the 3 tiers – how did each group do? • On a sticky note write 1 question and 1 for the other group. • Return to your own chart and review the questions and comments. Would you change any of your words to other tiers? • Are there any considerations for ELLs you had not thought of with the words you selected? Massachusetts Department of Elementary and Secondary Education