academic language 13th annual asc doc library/session 1_am-lets talk...common phrasal verbs that els...

Copyright (2015) María Elena Argüelles, Ph.D. 1

13th Annual Academic Success Institute Let’s Talk! Promoting Discourse and Academic Vocabulary

Development for English Learners (Grades K-5)

March 14, 2015

Presented by

María Elena Argüelles, Ph.D.

Curled up in a ball of fur, kittens mew, kittens purr.

________________________________________________________________________

There were said to be rough soldiers and armed campesinos about.

________________________________________________________________________

Academic Language

Rebecca Blanco thinks that schools shouldn’t allow students to bring cell phones to school. But I don’t agree with her. She kind of thinks that most students who own cell phones are irresponsible guys who keep using them at the wrong times, interrupt class, and don’t pay attention. I agree with Jose Bluff who thinks that cell phones can keep students safe because they can call their parents at any moment.

Change the following informal passage into academic English:

________________________________________________________________________

________________________________________________________________________

Adapted from: Bill Daley, 1997


Response Starters

After I’m not sure Although I’m surprised An important Maybe As a result In my opinion Despite Because of Instead of I agree Before Just because Perhaps I believe Since I doubt The problem I guess While Throughout I suppose Unless I think I wonder When I’m certain I question I predict If This reminds me

Precision Partners

Purposefully partner students to provide ample opportunities for practice.

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Phrasal Verbs

call on, calm down, (not) care for, care for, catch on, catch up (with), check in(to), check off, check out (of), check out, cheer up, chew out, clam up, come across, come down with, come to, count on, crack down (on), cross out, cut back (on), iron out, pan out, pass away, pass out, pick out, pick up, pick on, pitch in, pull off, pull over, put away, put off, put on, put out, put up, put up with, put back, do in, do over, drag on, draw up,

Scarcella 2001

act up, act like, add up, add up to , ask out, get across, get along (with), get around, get around to, get by, get off, get out of, get over, get rid of, get up, give up, go out with, go with, goof off, grow up, make fun of, make up, make up (with), make for, mark up, mark down, mix up, back down, back off, back up, blow up, bone up on, break down, break in, break up, bring (take) back, bring off, bring up,

Common phrasal verbs that ELs should know in the elementary:


Phrasal Verbs

throw out, throw up, try on, try out, try out (for), turn around, turn in, turn down, turn off, turn on, turn up, hang up, have to do with, hold up, nod off, call off, keep on, kick out, drop out (of), draw out, jump all over, rip off, round off, run into, build up, burn down, burn up, butt in, butter up, hand in, hand out, drop off, drop in (on), drop by, brush up on, take off, take up, tell someone off, tick off, throw away, take care of,

Scarcella 2001

knock out, knock oneself out, set up, set back, slip up, stand out, stand up, show up, stand for, face up to, fall through, feel up to, figure out, run into, run out of, eat out, egg on, end up, fill in, fill in for, fill out, find out (about), lay off, leave out, let down, let up, look back on, look down on, look forward to, look in on, look into, look like, look over, look up, look up to, luck out, take after, take/bring back,

Common phrasal verbs that ELs should know in the elementary:

1. Marking: Drawing attention to an idea that has

come up in order to emphasize its importance.

2. Turning Back To Students: Turning responsibility

back to students for thinking through and figuring

out ideas.

3. Turning Back To Text: Turning students' attention

back to the text as a source for clarifying their

thinking.

4. Recasting: Interpreting what students are struggling

to express and rephrasing the ideas.

5. Modeling: Making public some of the processes in

which readers engage in the course of reading.

Extending Discussions

The Wright Group Questioning the Author Participant Manual

Student: “And you need to use water.”

Teacher: “What did the author tell us about the

temperature of the water when washing hands?” ___

-----------------------------------------------------------------------------------------------------------------

Student: “Because he wants every part clean,

because he worry about the people.”

Teacher: “So the owner wants to keep his

restaurant clean because he worries that the

customers might get sick.” _______

Extending Discussions


Teacher: “Oooh, let me read that again, ‘Each employee

must wash his hands THOROUGHLY, or completely, with

warm water AND soap.’ That part of the sentence really lets

me picture how the employees should wash their hands. I

can imagine how it would look and feel.” _______ -----------------------------------------------------------------------------------------------------------------

Student: “because germs are bad.”

Teacher: “How are germs bad?” ________ -----------------------------------------------------------------------------------------------------------------

Student: “It is bad not to wash your hands because they

can be dirty and the germs, and the food, you eat, and

you can get sick.”

Teacher: “So it’s the GERMS that can make you sick.”

_______

Prepositions

Sara came over __ play __ Lucia’s house. She was coming over __ see Lucia’s new kittens. When she arrived, they quickly ran up __ Lucia’s room. There, __ her closet, were five white kittens, all __ a cardboard box. After a few minutes, they heard knocking __ the door. It was Mary’s grandmother __ a tray __ milk and cookies __ the girls. She said, “I’ll just leave these ___ your desk so you can eat while you visit.” Sara and Lucia played and talked __ the kittens all afternoon long.

Following Directions

1. In the middle of your paper, draw a happy face.

2. On top of the happy face, draw a triangle

3. Above the triangle, draw a sun

4. Below the happy face, draw a table

5. Under the table, draw a heart

6. In the triangle, draw a square

7. Draw a moon on the right side of your paper (close to the edge), parallel to the sun.

8. Draw a line connecting the sun to the moon.

9. Draw a glass of water on the right side of the table

10. Draw a star behind the left leg of the table.

11. On the top left hand corner of your paper, draw a cloud


She does her homework she plays video games. before

Move That Phrase!

since, if, because, however

Sentence Scramble

The

new

will

school

the

Most Frequent Phrases

Fry, 2008

• it was new

• work on it

• can come here

• they will go

• are so long

• before this one

• as long as

• but not me

• be here again

• have been good

• have to go

• they did not

• then you give

• was to come

• he has been

• what we know

• that old man

• in and out

• not up here


Vocabulary and ELLs

• One major determinant of poor reading comprehension for ELLs is low vocabulary. Lack of knowledge of the lower frequency academic words encountered in textbooks impedes reading comprehension (Garcia, 1991; Nagy, 1997; Verhoeven, 1990).

• “Vocabulary must be explicitly taught to ELLs if they are to catch up to grade-level standards. . . . This instruction must be part of a comprehensive language/literacy program” (p. 131, Calderón, et al. 2005).

• Focus on a small number of critical words and provide multiple exposures of the word to build depth of knowledge and emphasize words over time (Gersten & Baker, 2000).

The Power of Vocabulary

• is the BEST predictor of reading comprehension.

• First grade vocabulary predicts 11th grade reading

comprehension (Cunningham & Stanovich, 1997)

• Grade 4 vocabulary predicts grade 12 reading (Snow

et al., 1991)

• Kindergarten – 7th grade (Dickinson & Tabors, 2001)

• Age 4 ---- 4th grade (Storch & Whitehurst, 2002)

• Age 3 --- 4th grade (Hart & Risley, 1995; Walker et al., 1994;

NICHD 2005)

Tiers of Words

Tier 1- Basic, everyday words that students learn on their own.

Tier 2- Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension.

Tier 3- Low-frequency words; many of which are domain specific.

Beck, McKeown, & Kucan, 2002


Tiers of Words for ELL

• High frequency, grade-level, and content area words

• Less obvious cognates

• Multiple meaning/polysemous words –Need to be deliberately taught

– Students must learn how to use them in various contexts

(Adapted from Calderón, et al. 2003)

Tier 2A Words

Tier 2BWords

Word Maps

An example

for imitation

or emulation

1

A miniature

representation

2

One who

displays clothes

or merchandise

3

model

Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

Making the Match!

a stone

ROCK

to move back and

forth

a type of music

I have a collection with many different kinds of

rocks

My teenage brother is

always listening to rock on the

radio

My Mom rocks my

baby brother to

sleep


Which are Tier II Words?

civilization monotheism deity

covenant dynasty papyrus

cataract hieroglyphics tribute

embalming Alkhenaton Ahmose

savanna Sanskrit raja

caste guru monsoon

The Frequency of English Words

• The 100 most frequent words account for about 50% of the words in a typical text

• The 1,000 most frequent words account for about 70% of the words

• The 5,000 most frequent words account for about 80% of the words

Graves, Sales, & Ruda (2008); Hiebert (2005)

* However, 95% of words must be known to infer meaning (Liu & Nation 1985)

The First 4,000 Words

A list of the roughly 4,000 most frequent word families listed in order of their frequency:

• Target Words - 3,541 (little, even, good, fundamental, dissolved)

• Function Words - 116 (such, before, anything, although)

• Proper Nouns - 148 (Richard, Willie, Hamilton)

• The 100 Most Frequent Words (the, of, and, to, that)

http://www.sewardreadingresources.com/i

mg/fourkw/4KW_Teaching_List.pdf

Graves, Sales, & Ruda (2008)


Dictionaries: Proceed with Caution

• Students must already have some knowledge of the word for the definition to make sense.

• The definition does not explain how the word is different from other analogous words.

• Definitions often use vague language with insufficient information.

• When reading definitions, students have difficulty taking syntax, structure, and part of speech into account.

Things to consider when asking students to look up words in the dictionary

Beck, McKeown, & Kucan, 2002; Miller & Gildea, 1987; Scott & Nagy, 1989, 1997; Vacca & Vacca, 1996.

1) the quality of or state of being delicate; fineness, weakness,

sensitivity, etc.

2) a choice food

1) something good to eat that is expensive or rare: Snails are

considered a delicacy in France.

2) a careful and sensitive way of speaking or behaving so that

you do not upset anyone; tact

He carried out his duties with great delicacy and understanding.

Not All Definitions are The Same

Traditional Dictionary

Student Friendly Definition

SFE for Young Children

• If something is dazzling, that means that it’s so bright that you can hardly look at it. After lots of

long, gloomy winter days, sunshine on a sunny day might seem dazzling.

• Strange describes something different from what you are used to seeing or hearing.

• Exhausted means feeling so tired that you can hardly move.

• When someone is a nuisance, he or she is bothering you.


Dictionaries with Student-Friendly Explanations

• Oxford Elementary Learner’s Dictionary • Collins Cobuild Student’s Dictionary

• Heinle’s Newbury House Dictionary of American English (http://nhd.heinle.com/home.aspx)

• Longman Dictionary of American English (http://www.ldoceonline.com)

• Cambridge Advanced Learner’s Dictionary

Strategies for Using the Dictionary

1. Locate the unknown word in the glossary or

dictionary

2. Tell yourself what the text is about

3. Read each definition and select the best one

4. Try the possible meaning in the sentence

5. Ask yourself, “Does this make sense?”

Archer, 2005

Indirect Learning

Indirect learning has higher effects for

students with higher levels of vocabulary

http://www.ldoceonline.com/


Direct/Explicit Instruction

“Direct teaching of vocabulary might be one of

the most underused activities in K-12 education. The lack of vocabulary instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect on student learning. Perhaps the biggest misconception is that teaching vocabulary means teaching formal dictionary definitions.”

-Marzano et al. 2002

Vocabulary Instruction

• Actively involve students • Provide multiple exposures (Stahl & Fairbanks, 1986)

– Discuss the meaning of the same word in different sentences

• Encourage deep processing – Connect to prior knowledge – Provide opportunities for students to use the words – Discuss new word together with related words – Suggest when/how to use the word – Have students create sentences

• Answer 3 or 4 of these: what, where, when, how, who, why (adapted from

Success for All)

• Provide practice over time

• Monitor students’ understanding

Archer 2006; Beck, McKeown, & Kucan, 2002

Instructional Routine

Introduce

– Write and say the word

– Have students repeat it

Explain

– Use student friendly explanation

– Show picture/demonstrate

– Provide sample sentences and examples/non-examples

Practice

– Engage students in activities/elaboration

– Help students connect to self

– Monitor students’ understanding

– Revisit words over time



An Excellent Resource for Vocabulary Instruction

Bringing Words to

Life: Robust Vocabulary Instruction

By Isabel Beck, McKeown, and Kucan (2002)

Have You Ever?

• Describe a time when you might urge/console/commend someone

• Describe an animal that is dangerous/gruesome

• Describe a time when you felt dread/scared/danger

• The audience asked the virtuoso to play another piece of music because …

• The skiing teacher said Melanie was a novice on the ski slopes because . . .

• Paul called Tim a coward when . . .

Idea Completion


Overheard Conversations

• “There’s nothing like it in the world!”

• “It’s fantastic! Better than I could have imagined”

• “That was a weird one”

• “What a drag!”

unique extraordinary

monotonous peculiar


http://search.barnesandnoble.com/booksearch/imageviewer.asp?ean=9781572307537


What Would It Mean?

What would the word responsible mean to

• Your mom?

• The president of the U.S.?

• Mickey Mouse?

What would the word reluctant mean to

• A young child?

• A cat?

• Aiko?

Stick a Word! • The teacher sticks a word/picture on a student’s back. • The class/team should be able to see the word, but not

the student with the card on his/her back. • The target student asks a series of YES/NO questions

to try and figure out what the word/picture is (e.g., “Is it an animal?”, “Is it related to science?”, “Is it a feeling?”, “Is it an action?”

• If the student cannot figure out the word after three YES/NO questions, the class/team provides a clue (e.g., category, c0ntent area).

• Repeat these steps (three YES/NO questions, one clue, etc.) until the word is guessed.

• Teams/students who figure out the word with the fewest questions, win. Set a time limit if need be.

Words Worth Chart

great amazing magnificent

irate

small

elated

terrified

Copyright READINGRESOURCE.NET


Opposites Attract

• Each student is given a card with a word written on it.

• On your cue, everyone walks around the room SILENTLY looking for the opposite word.

• Once the students have found the person with the opposite word, they come up with a sentence or situation in which both terms can be used.

• Call on several pairs to share their responses.

What is it?

What is it like?

Examples Nonexamples WORD or CONCEPT

Concept Word Map

Concept Word Map

Definition: next to Synonym: aside

Sentence:

The beautiful oak tree is

adjacent to the house.

Picture:

Reading Selection: A

Christmas Memory by Truman

Capote (p. 152)

Antonym: distant

Word: Adjacent


icy

sweet

frozen

fruity

What is it like?

Sherbet is a dessert made of ice and juice. It is frozen, icy, sweet, and fruity. Some examples of the flavors that sherbet comes in include rainbow, lemon, and orange.

Concept Word Map with Definition

What are some

examples?

What is it?

Your Definition:

rainbow

orange

lemon

SHERBET

Food; dessert made of ice and juice

Venn Diagram

mammal

walks

legs

give birth

fish

swims

fins

lay eggs

pets

move

eat

animals

eyes

DALMATIAN GOLDFISH

How Well Do You Know These Words?

Word Before Instruction After Instruction

serendipity

pedantic

miscreant

ribosome

eukaryotic

HIGH KNOWLEDGE LOW KNOWLEDGE

4 = I could teach it to the class 2 = I recognize it but need a review

3 = I am pretty sure what it means 1 = I have no clue what it means


How Well Do You Know These Words?

delight

mighty

colossal

Language v. Content

When planning a lesson

consider what part of the

lesson requires language skills and which is dealing with

content skills.

Word Scaling

McKeown & Beck, 2004

crying

bawling

wailing

weeping

grieving

howling

tearing up

sobbing

sniveling

keening

yowling

mourning

moaning lamenting

screaming


Word Scaling

McKeown & Beck, 2004

running jogging walking

prancing sprinting

marching strolling

trotting

Word Lines

How much energy does it take to . . .

1. Embrace a teddy bear?

2. Flex your little finger?

3. Thrust a heavy door shut?

4. Beckon to someone for five straight hours?

5. Seize a feather floating through the air?

Least energy ______________ Most energy


Yes/No – Why?

• Can a hermit be gregarious?

• Can a police officer be a criminal?

• Can a villain be a philanthropist?

• Can someone recover from a fatal injury?

• Can toddlers avoid getting the cold?

• Juxtapose 2 or more vocabulary words into a question

• Requires student to think relationally using the meaning of the words to explain their answers

• Can be both a practice activity or an assessment tool

Beck, Perfetti, & McKeown, 1982; Feldman, 2005


Word Pair Analysis

Word Pair Same Opposite Go Together

No Relation

admire/like

disappointed/

glad

coward/kind

villain/

accomplice

Stahl & Kapinus, 2001

Example/Non-Example

A mother tells her children that they should remember to take their vitamins every morning

urge Children tell their mother that they already took their vitamins

The class makes plans for a Flag Day assembly

chorus The whole class says the Pledge of Allegiance to the flag

A child asks politely for a band-aid after falling down

wail A child screams after falling down

Our neighbors once told us that they had lived in Florida

mention Our neighbors are always talking about when they lived in Florida


Using Describing Words

My puppy is _________, _______, and ________.

The Florida Center for Reading Research, 2005


Which One Doesn’t Belong?

1. n

2. Michael, Toby, Richardson, Lisa

3. time - mime, cat - hat, fold - bed, tent - rent

4. big house, blue napkin, sad clown, quickly walking

5. mom, playground, cowboy, draw

6. small-tiny, rough-smooth, happy-excited, run-jog

7. bear-bare, torn-ripped, steal-steel, rain-reign

Word Monsters

Jo Robinson, 2005

• Compare spoken language with literate

language

• Model good language use

– Complete sentences

– Precise language

– Use native language strategically

– Academic and testing language

– Integrate target vocabulary into your language

Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

High-Quality Oral Language


• Scaffold students oral language

– Use questions, prompts, and cues

– Recast students’ responses

– Ask for clarification/justification/elaboration

– Engage students in retelling (narrative and expository)

Adapted from Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

High-Quality Oral Language

Retellings

1) Teacher reads

2) Teacher retells using props

3) Teacher retells while student uses props

4) Teacher and student retell using props

5) Student retells

Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA

Engage students in both narrative and expository retellings

Word Consciousness

Read good literature

Identify “gift of words” in

context

Talk about language used by

good authors

Provide scaffolded

opportunities to experiment with

language

The Teacher’s Role

Scott & Nagy, 2004


reluctant

enormous

admire

“You have your word antenna on

today!” “You’re a

great word detective!”

“You used a million dollar word!”

Word Consciousness

Book Wall

reluctant

enormous

admire

stampeding

coincidence

reply enamored

colossal peer(ed) tresses

resistance

conquer

scowl

mightier

roar

pouted improve

prance

updates

quotation

soak hammock

tracking

wiggle

Content Wall

lava

magma

eruption

cytoplasm

nucleus

evaporation

protoplasm

stomata

chlorophyll

photosynthesis

gas

heat

soil

coastal

erosion

Golgi apparatus

mitochondria

ribosome

water

condensation

precipitation

leaves

http://search.barnesandnoble.com/booksearch/isbnInquiry.asp?userid=lU2xYZTBVF&isbn=0395442354&itm=1




Word Detective

Name ________________

Book Title ____________

Author _______________

Word Page

_______________ ______

_______________ ______

_______________ ______

_______________ ______

_______________ ______

_______________ ______

_______________ ______

_______________ ______

Word Detective

Bookmark Adapted from The Florida Center

for Reading Research, 2005

1) echolocation

2) molting

.

.

Questions, Reasons, and Examples

• If you are walking around a dark room, you need to do it cautiously. Why? What are some other things that need to be done cautiously?

• Which of these things might be extraordinary? Why/why not? - A shirt that was comfortable, or a shirt that washed

itself?

- A flower that kept blooming all year, or a flower that

bloomed for three days?

- A person who has a library card, or a person who has

read all the books in the library?


Vocabulary Word Sorts

insects shapes plants other

oval violin

stem

bee leaves

mug

sheep

thorax

arthropod

pyramid

sides roots

FARM ANIMALS

chicken

pig

goat

sheep

cow

horse

● ●

● turkey

duck

●

Content Area Word Wall


¡Gracias!

Thank You! [email protected]

Academic Vocabulary for

English Learners (AVEL)

Argüelles & Smith

Cambium Learning, 2011

http://store.cambiumlearning.com/academic-vocabulary-for-english-learners/

Teaching English Learners: A Supplemental

LETRS Module for Instructional

Leaders

Argüelles, Baker, & Moats

Cambium Learning, 2011

http://store.cambiumlearning.com/teaching-english-learners/

http://www.silvereye.com.au/products.php?action=viewProduct&id=3280

academic language 13th annual asc doc library/session 1_am-lets talk...common phrasal verbs that els...

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