Academic Vocabulary Instruction for ELLs . Presented by Marcia Gaudet • SFSD ELL Instructional Coach. How do we teach academic vocabulary to ELs? Let’s start with the question: How do children develop a second language?. Language theory says… Children develop a second language the same
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Presented by Marcia Gaudet • SFSD ELL Instructional Coach
Language theory says…
intuitive way they develop their first language, through social interaction with their caregivers through comprehensible input; in the case of
the classroom, with their teachers.
• The clear, visual methods you use are just what they need!
Advanced Fluency Abstract language more accessible May need help with college essays
Advanced Fluency 5 – 7 years Decontextualized, abstract vocab
SD Exits ELs
Level 4 4.8 Composite
Intermediate Fluency 3 - 5 years 12,000 receptive words 4.0 Read/Write
3 - 5 years to attain
Level 3 Often quiet, don’t
Speech Emergence: 1 - 3 years 7,000 receptive words ask questions
2-3 years to attain
Level 2 1,000 receptive words
Early Production: 6 months to 1 year
Pre-Production: 0-6 months 1-2 receptive words
Note: In America 6 year olds in English speaking homes have 10,000 to 24,000 words of English in 1st grade when learning to read.
Listening: Follows general classroom directions
Speaking: Converses easily about social situations with peers and teachers. May speak English without an accent.
Reading: may decode reading material with ease, but may not comprehend what is read.
Writing: Can fill out school forms. Can find and copy the answers to questions in textbooks.
Listening: Can follow specific directions for academic tasks.
Speaking: Expresses reasons for opinions. Asks for clarification during academic tasks.
Reading: Reads academic materials with good comprehension.
Writing: Can write an essay supporting a point of view.Examples of BICS & CALP
Level 4,5, & 6 ELL
Regular Content & Classrooms
Level 2 & 3 ELL
Regular Classrooms & Content
Level 1 ELL
Elem – Pull-out/Push-in
MS,HS - Sheltered
SFSD Serving 1800+ ELLs
270 Level 1 Immersion Programs
1300 + 2s & 3s
The adaptation to a new
Culture: language, etc.
How we learn to interpret the world-culture of caregivers:
language, beliefs, tastes, humor, behavior, etc.
THE BASICS OF BEING HUMAN
Things all are born with: Sensory abilities, linguistic wiring, genetic &
biological heritage, innate abilities, etc.Nurture Ways we are less like people
Ways we are less like people.
Ways we are more like people.
OR – the chaos of moving…
Home culture….School culture
3rd Culture Kids!
The better you
leave the better
The Transition Experience
Everyone goes through acculturation when they move – whether it is someone moving from the US to another country or from another country to the US!
-At First: Basic Needs.
-Later: More Complex problems.
The concept of things that particular people use as models of perceiving, relating, and interpreting their environment.
The process by which individuals perceive, relate to, and interpret their environment.
Therefore: Any effort to assess or provide
intervention with cognitive development
must be done within the cultural context.
help us to better understand & accommodate for the needs
created by these factors.
experience you have personally had as a new person in a
new culture: a new food you have tried, a lesson learned
the hard way, a wrong assumption you made, etc.
ELL - English Language Learner
LEP - Limited English Proficiency
ESL - English as a second language
ENL - English as a new language
TESOL - Teachers of English to speakers of other languages
& Secondary refugee students (no financial help)
• Speak clearly, not too fast, explain idioms
• Marzano’s Nonlinguistic Representation, context embedded
ELL’s is nonverbal - they see & feel everything!
• They need to feel safe and that they belong in order for their
brains to learn.
Metamorphosis ya Butterfly ya Rouanez
Yai hatches katika larva vidogo (kiwavi)
kiwavi ya kula na kukua kiasi kubwa
Watu wazima wa kike aliandika kwamba alikuwa yai fertilzed na wa kiume
kiwavi ya kujishikiza jani la na aina ngumu nje shell
A butterfly kikamilifu mzima anaibuka kutoka chrystalis ya
Ndani ya Chrysalis mabadiliko ya kiwavi katika kipepeo
Watu wazima kuishi kwa muda mfupi tu
Question: What does this look like with ELL students? • Talk with an elbow partner
• These representations can be in the form of graphic organizers, pictures, or pictographs.
•These activities should allow students to interact with vocabulary terms in a variety of ways: comparing terms, classifying terms, generating metaphors using terms, generating analogies using terms, revising initial descriptions of nonlinguistic representations of terms and using understanding of roots and affixes to deepen knowledge of terms.
• Students should occasionally discuss their vocabulary terms in small groups.
• There are lots of vocabulary games that kids can play to help build connections between terms.
Talk with a partner – What kinds of games have you used for this purpose? Smart Board Activities? Share with us!
• Can Do Descriptors for language levels
1. • Document Library – ELL Handbook
2. • Click on: Staff