Outcome – key understanding in relation to reading and ELLs. ‘ Say it’ task to follow
Focus on text
Continued on next slide
Reference from Pauline Gibbons – ‘Learning to learn a second language’ 5. Knowledge of synonyms
In the exemplars in the books you will find that each stage is broken into sub levels eg. 1A, 1B… Activity – In pairs/small groups do the matching activity - Descriptors and text in plastic bags - all different colours
Handout – ELLP reading stages that have exemplars in the books, have been matched to the ‘Ready to read’ colour wheel and NZC levels Please note that this is a guide only
Reading - youtube clip - ‘” – ‘I love my white shoes -2 little girls’ author Eric Litwin
Fill in blank sheet at the table
Only Introduction book has section on Vocabulary pg. 39 – 45 – refer to this and discuss In early years children used to come to school with 5000 words (Nation research,2001) this has been revised to 3000 words Vocabulary needs to be taught explicitly and ideally an ELL should learn the most useful words first (refer to grid on page 42, Introduction book).
What level do you think you know this word at? couth Adjective: Cultured, refined, and well mannered. Noun: Good manners; refinement. Fop became a term for a foolish man over-concerned with his appearance and clothes in 17th century England. botanophobic – not a word in the dictionary
Link to principles Handout re vocabulary building in pack
Share ideas at your tables of tasks you use to give the students multiple opportunities to work with the target vocabulary (ESOL principle)
Ellp staff meeting 3
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.”
Purpose of the session <ul><li>To gain an understanding of the reading component of ELLP </li></ul><ul><li>To understand text complexities for ELLs -revisit CALPs </li></ul><ul><li>To highlight the importance of vocabulary </li></ul><ul><li>Opportunity to visit online resources for reading. </li></ul>
<ul><li>ELLP Reading </li></ul><ul><li>Read the following pages and highlight the key points. </li></ul><ul><li>Introduction book - pg. 27-30 </li></ul><ul><li>OR </li></ul><ul><li>Year 1-4 OR Year 5-8 books - pg.13–17 </li></ul>
The Reading Progression: is focussed on the text , rather than the learner
<ul><li>Key messages </li></ul><ul><li>The reading progression: </li></ul><ul><li>is focussed on the text, rather than the learner </li></ul><ul><li>shows how texts can be viewed as becoming progressively more complex </li></ul><ul><li>is not a comprehensive description of text complexity, but rather some indicators for teachers to help them make judgements about what features of a text can make it more or less complex </li></ul>
What are the difficulties in reading for English Language Learners? <ul><li>Matching Vocabulary </li></ul>
Difficulties for ELLs may include: <ul><li>Context – cultural/prior background knowledge, experiences </li></ul><ul><li>Conventions of print </li></ul><ul><li>Lack of vocabulary - (English) </li></ul><ul><li>No CALPs in L1 </li></ul><ul><li>Unfamiliar classroom practices </li></ul><ul><li>e.g . co-operative reading </li></ul>Jim Cummins
Cohesion: Making links in texts – an area of difficulty for ELLs <ul><li>Halliday & Hasan (1976) “Being able to carry an idea right through text is dependent on being able to process the cohesive links between sentences.” </li></ul><ul><li>1. ELLs may not recognize the relationship between the reference word and the referent as they are reading. (pronoun referencing) </li></ul><ul><li>e.g. A tall black figure was outside Sophie’s house. The figure turned and faced her window, and then he walked on. He came to Mr Goochey’s house and there he stopped. </li></ul>
2. Conjunctions and Connectives <ul><li>2. Many ELLs do not control a sufficient range and this means they are less likely to recognise the main points in a text. </li></ul><ul><li>Conjunctions are key words in linking and organising ideas e.g and, but, because, so, unless, although, however… </li></ul><ul><li>Time Connectives sequence ideas in time e.g. then before, after, later, afterwards… </li></ul>
<ul><li>3. Ellipsis - ELLs may not recognise that anything has been omitted and may not be able to supply what is not ther e e.g. He sat down, _stood up and then _sat down again. </li></ul><ul><li>4. Substitution – ELLs may not recognise that two different words can refer to the same thing. </li></ul><ul><li>e.g. He was given a new bike for his birthday. His old one was too small for him. </li></ul><ul><li>5. Semantic variety within their vocabulary ELLs may not have enough semantic variety within their vocabulary to understand the relationship of words. </li></ul>Cohesion in texts
Making the system of cohesion more explicit will help them to: <ul><li>carry meaning at the level of whole text </li></ul><ul><li>use forward and backward referencing as they read </li></ul><ul><li>see the organisation of a text by recognising words such as conjunctions. </li></ul><ul><li>(will also help with fluency in writing) </li></ul>
Stage Characteristics Match the ELLP stage characteristics with the appropriate text.
Last, but by no means least!! <ul><li>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) </li></ul>
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?
Some strategies… <ul><li>http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy </li></ul>
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… … ..
<ul><li>ELLP Team Solution slides </li></ul><ul><ul><li>mixed and mashed by Sonya </li></ul></ul><ul><li>Pete the cat- by Eric Litwin </li></ul><ul><li>http://www.youtube.com/watch?v=HpZ9mOQ6iSU </li></ul><ul><li>Reading links from Newmarket Wikispace to help with teaching and learning </li></ul><ul><li>http://www.newmarketlinks.wikispaces.com </li></ul><ul><li>Please give me some feedback </li></ul><ul><li>http://ulimasao.wikispaces.com/ELLP+feedback </li></ul><ul><li>Tove Skutnabb-Kangas </li></ul><ul><li>-Indigenous children’s education as linguistic genocide, </li></ul><ul><li>and a crime against humanity, a global view </li></ul><ul><li>http://www.e-pages.dk/grusweb/55/ </li></ul>
<ul><li>ELLP Team Solution slides </li></ul><ul><ul><li>mixed and mashed by Sonya </li></ul></ul><ul><li>English Language Learning Progression download </li></ul><ul><li>http://literacyonline.tki.org.nz/Literacy-Online/Student-needs/English-Language-Learning-Progressions2 </li></ul><ul><li>SELLIPS - Download </li></ul><ul><li>http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Reviewed-resources/Supporting-English-Language-Learning-in-Primary-School-SELLIPS </li></ul><ul><li>Nation, P. How good is your vocabulary programme? </li></ul><ul><li>http://www.victoria.ac.nz/lals/staff/Publications/paul-nation/2001-How-good.pdf </li></ul><ul><li>BICs and CALPs explained by Miguel First </li></ul><ul><li>http://www.slideshare.net/miguelfirst/bics-and-calp </li></ul>
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