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English Language Learning Progression Reading, Vocabulary, BICs & CALPs, Online sites for reading Newmarket School 11 August 2011 1 Hour Sonya Van Schaijik
Excerpt from a school newsletter “ Educational experts often remind us of the importance of parents maintaining their home language with their children. We will support your child with their English at school and we would love you to support us by continuing to have quality conversations with your child in your first language . If you are holidaying overseas we would also love you to donate a book in your home language to our school library.”
Much vocabulary acquisition occurs during the experience of listening to stories read aloud to the class . Teacher explanations add substantially to the level of acquisition. Lower ability children learn as many words (or more) than the bright and learning is long term. (Elley, 1987)
Pete the Cat http://www.youtube.com/watch?v=HpZ9mOQ6iSU
“ “ In order to make progress in both oral and written language, a learner needs to learn new words. Vocabulary needs to be taught explicitly…” English Language Learning Progressions pg. 39
Learning New Words Most ELLs will need to learn words at 1.5 times the rate of native speakers to reach the same word knowledge as them. There are 4 levels of knowing a word: Level 1: I have never seen/heard that word before. Level 2: I have seen/heard that word before but I don’t what it means. Level 3: I can understand the meaning of that word if it is used in a story or sentence but I won’t remember it to use it in my own sentences or writing. Level 4: I can use that word in my speaking and writing. Eg. dog couth fop botanophobic .
Four vocabulary modes P. Nation, Victoria University High frequency words e.g. is, an, he, goes Technical & subject specific words e.g volcano, erupts, magma Low frequency words e.g. Krakatoa, Vesuvius, Mt St Helens Academic words e.g explain, report (25) words each week- active schema Refer to Introduction Pg 41-45
Implications for teaching Identify the key words and phrases. Think about how frequently the words are used and how important they are for concept learning, how important they are for general academic use. Plan appropriate activities and tasks to teach these key words.
In your classroom… What strategies do you currently use to identify, build and recycle target vocabulary? How do you repeat vocabulary learning without boring?
classifying… kinds of.. cat kitten tomcat tabby breeds… Persian Siamese behaviour play flick hunt stalk catch lick wash sleep curl appearance whiskers ears fur pads claws eyes nose food mice birds milk meat fall land chew lick swallow bat pounce
Sensory web soft, smooth, furry stiff whiskers prickly claws twitchy tail scratchy Looks like… short fur on its body tufts of long hair in its ears white, grey and black fluffy tail staring blue eyes miaowing, crying, scratching, talking yowling Makes me think of … climbing trees, licking milk from a saucer, catching birds, stalking and hunting, sleeping curled up in my lap Feels like… … Looks like.. Sounds like… … ..