2. New York State – LEP
Identification Process
www.emsc.nysed.gov/biling/pub/LEPpro
c.pdf
3. Vocabulary Instruction for ELLs
• Lost in Translation
– German Coast Guard
http://www.germancoastguard-sinking.mpeg
4. Elements of Successful Literacy
Instruction for ELLs
Know the Approaches
Use visuals, TPR, and realia to support literacy
and language development.
Provide a print-rich environment
Involve Parents
Discuss expectations for students and provide
parents with tools to support learning at home.
Provide resources and information: ex: library
and community services.
Know the Learners
Differentiate: grouping, student output and
assessment
Use the native language to support content area
and language acquisition in English
5. Knowing Your ELLs
• ESL Literacy Factors
– Age
– L1 Literacy
– L2 Literacy
– Socio-economics
– Parental Education/Expectations
– Cultural Norms
• Gender roles
• Talk patterns and dynamics in the home
6. What you don’t know about the
English Language
• Activity: Word Facts and Figures
Handout
7. ESL Question of the Day
• Why is vocabulary instruction essential in
promoting academic success?
8. Why English is one of the most
difficult languages to learn…
• Cartoon -
9. Realities: Vocabulary Knowledge of the
Targeted Population
• Socioeconomics: Students from poorer families generally know
fewer words than their more advantaged peers (Biemiller & Slonin,
2002, Hart & Risley, 2003).
• The foundation of a student’s vocabulary is established before the
student enters school.
• The “Matthew Effect”: ‘High-knowledge’ students in grade 3
mastered the same level of vocabulary as lower-performing students
in grade 12 (Stanovich, 1986).
• Children must learn more than 2 words a day, beginning at age 1
(Biemiller & Slonim, 2001), or about 17 words a day during a 180-
day school year (Baumann, Edwards, Boland, Ojelnik, Kame’nui,
2003).
10. VocabuIary Input for Our ELLs
• Common vocabulary (Tier 1words) comprises
the majority of language used on television
shows and in everyday conversation.
• Advanced language learners use more
sophisticated vocabulary (Tier 2 and Tier 3).
• Vocabulary used in the content areas often
includes Tier 2 words.
• Teachers must make Tier 2 and 3 vocabulary
learning a priority.
11. Impact of Limited Vocabulary on
Learning
• For older readers, their level of vocabulary
mastery impacts their reading fluency and
comprehension (Barnett, 2001).
• Unless students know 85-95% of the
words they are reading, comprehension
will be impeded (Samuels, 2002).
• Vocabulary must be taught explicitly
before, during, and after reading.
12. What can we do to support our
ELLs?
• Vocabulary instruction must be direct and
consistent to adequately support
struggling students.
• Vocabulary must be taught explicitly
before, during, and after reading.
• Visuals, realia, and TPR will scaffold
vocabulary acquisition for ELLs.
13. Components of Effective Vocabulary Instruction
Effective Vocabulary
Instruction
Teach and Model
Independent
Word Learning
High Quality
Oral
Language
Wide Reading
Direct Teaching
of specific words
Maureen McSparran. Vocabulary Instruction Research to Practice in a CORE Program. October, 2007.
Word
Consciousness
14. 1. Word Consciousness
• Self-Assessment: 4 Levels
– I’ve seen the word before
– I’ve seen the word, but I don’t know what it
means
– I ‘sort of’ know the meaning of the word, or
have a general idea
– I know the word well
16. 2. Wide Reading
• Provide books at a variety of levels and encourage students to read
at different levels for different purposes.
• Accountable talk: encourage students to discuss what they are
reading with you and their peers.
• Read with and to your students
– Even older students love to be read to!
– Encourage reading in the native language.
• Resources for Recommended Reading:
– http://www.education-world.com/summer_reading/
– http://www.nea.org/readacross/resources/bilingualbooks.html
– http://www.spl.org
17. 3. High Quality Oral Language
• How do we expose children to more academic
vocabulary?
– Read aloud from narrative and expository books.
– Make a variety of audio books available to students.
– Engage in storytelling and book discussion.
– Model the use of targeted vocabulary during
discussions.
– Realize that vocabulary used in casual social
situations is extremely limited.
18. 4. Teaching and Modeling Independent
Word Learning Strategies
• Teach word attack techniques.
• Activate students’ prior knowledge.
• Use context clues and visuals.
• Use graphic organizers to support analysis.
• Teach words related to English language structure
(prefix, suffix) – becomes a puzzle for students!
– Words
– Word parts
– Word relationships
19. 5. Direct Teaching of Specific
Words
• Use student-friendly examples (comprehensible input).
• Pre-teach key concept vocabulary.
• Provide a daily vocabulary routine: oral and written.
• Focus on words with multiple meanings.
• Choose words that communicate concrete contexts.
• Ensure that students practice targeted words in different
contexts.
• Multiple exposure:
– Words that go across content areas.
– Words used in multiple contexts.
– Words that can be categorized.
20. Non-Linguistic Representation
• Visual representation of vocabulary and
content concepts:
– Visual aids as a learning reinforcement
– Drawing pictures and constructing models
– Activities which incorporate dance and
movement
– Graphic organizers support students in
learning new concepts or reinforcing existing
ones.
21. Strategy: Pre-Teaching Vocabulary
• Pre-select the vocabulary.
• Teacher says the word in English.
• Teacher states the word in context.
• Teacher provides a definition or key definitions using
visuals and realia.
• Teacher provides an example of a word that clarifies the
meaning (kid-friendly).
• Students engage in oral language activities and repeat
the targeted vocabulary:
– Partner work with cloze sentences
– Think-pair-share
– Whole group chants/sing-along activities
22. Why am I teaching these words?
• What do I want to teach?
• What are the critical lesson points?
• What vocabulary expresses the content?
• What is the best approach for teaching the
vocabulary and content?
• How will students practice vocabulary and
demonstrate understanding?
23. A Model for Teaching Vocabulary
• Teacher provides a description, example, or explanation
of the new term.
• Students are asked to restate the description or example
in their own words.
• Students draw a picture or create a graphic to represent
the term.
• Teacher engages students in activities that help them
discuss and review vocabulary.
• Students can participate in word games to reinforce
learning.
• Students can work in groups/partnerships to review
words.
24. Activities for Vocabulary
Instruction
• Word sorts
• Vocabulary self-selection with highlighters
and personal word walls
• Personal dictionaries
• Cloze sentences
• Diagram and label activities
• Word study books
• Vocabulary games (ex: flashcards)
25. Strategy: Word Walls
• What are some of the most commonly used
vocabulary words in your content areas?
• How do these words relate to content
objectives?
• Why are these terms vital to concept mastery?
• How do these words differ from general
academic vocabulary?
26. Why vocabulary is important…
• Explicit teaching of vocabulary makes
content area learning more
comprehensible for ELLs.
• ELLs need a variety of strategies when
learning vocabulary.
• Research-based approaches and activities
will enable ELLs to access their grade
level curriculum and excel!
27. And now…
• How will use what you have learned today
in your classroom?
