Help you’re students serf or sale the grate see of English!

Presented byMary T. Castañuela

BICS CALPBasic Interpersonal CommunicationSkills

• Conversational

CognitiveAcademicLanguage Proficiency

• Textbook language

The Nature of Language Proficiency:

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

HistoryGeneral History

U.S. HistoryWorld History

16200

560154245

319123301

270148297

1,311425843

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 Tier 2run sprintedfell stumbledcars automobilespretty enchanting

Tier 3 Words

EquationPhotosynthesis

SimileDemocracyHypothesis

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:banktablerightlegsideright

Word Math Context ELA Context Science Context

Social Studies Context

Meter The perimeter of the square is 8 meters.

The most 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

table on your worksheet with your

answers.

When selecting an appropriate

book, make 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:windbow

presentclose

woundlive

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/pearsell/cell

break/brakerode/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 Researchhttp://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

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bee home bound. .

Region 15 Education Service Center

325-481-4068mary.castanuela@netxv.net