ellp staff meeting 3

English Language Learning Progression

Reading, Vocabulary, BICs & CALPs,Online sites for reading

Newmarket School11 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 we would love you to support us by continuing to have love you to support us by continuing to have quality conversations with your child in your quality conversations with your child in your first languagefirst 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

• To gain an understanding of the reading component of ELLP

• To understand text complexities for ELLs -revisit CALPs

• To highlight the importance of vocabulary

• Opportunity to visit online resources for reading.

ELLP Reading

Read the following pages and highlight the key points.

Introduction book - pg. 27-30 OR

Year 1-4 OR Year 5-8 books - pg.13–17

The Reading Progression: is focussed on the text, rather than the learner

Key messagesThe reading progression:• is focussed on the text, rather than the learner • shows how texts can be viewed as becoming progressively more complex • 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

What are the difficulties in reading for English Language

Learners?

Matching Vocabulary

Difficulties for ELLs may include:

• Context – cultural/prior background knowledge, experiences

• Conventions of print

• Lack of vocabulary - (English)

• No CALPs in L1

• Unfamiliar classroom practices

e.g. co-operative reading

Jim Cummins

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Cohesion: Making links in texts – an area of difficulty for ELLs

Halliday & Hasan (1976) “Being able to carry an idea right through text is dependent on being able to process the cohesive links between sentences.”

1. ELLs may not recognize the relationship between the reference word and the referent as they are reading. (pronoun referencing)

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.

2. Conjunctions and Connectives

2. Many ELLs do not control a sufficient range and this means they are less likely to recognise the main points in a text.

Conjunctions are key words in linking and organising ideas e.g and, but, because, so, unless, although, however…

Time Connectives sequence ideas in time e.g. then before, after, later, afterwards…

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3. Ellipsis - ELLs may not recognise that anything has been omitted and may not be able to supply what is not there e.g. He sat down, _stood up and then _sat down again.

4. Substitution – ELLs may not recognise that two different words can refer to the same thing.

e.g. He was given a new bike for his birthday. His old one was too small for him.

5. Semantic variety within their vocabulary ELLs may not have enough semantic variety within their vocabulary to understand the relationship of words.

Cohesion in texts

Making the system of cohesion more explicit will help them to:

• carry meaning at the level of whole text

• use forward and backward referencing as they read

• see the organisation of a text by recognising words such as conjunctions.

(will also help with fluency in writing)

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Stage Characteristics

Match the ELLP stage characteristics with the

appropriate text.

Linking reading…

•ELLP reading stages•NZC- Refer to our

targets•Colour wheel

Last, but by no means least!!

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

What does it mean to know a word?

““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 WordsMost 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

.

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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 schemaRefer 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?

Teach vocab explicitly

•

Some strategies…

• http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy

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classifying…

kinds of..cat

kittentomcattabby

breeds…PersianSiamese

behaviourplayflickhuntstalkcatchlick

washsleepcurl

appearancewhiskers

earsfur

padsclawseyesnose

foodmicebirdsmilkmeatfall

land chewlickswallowbatpounce

Feels like……Looks like..

Sounds like……

..

Sensory web

soft, smooth, furry

stiff whiskersprickly clawstwitchy tail

scratchy

Looks like…short fur on its body

tufts of long hair in its ears

white, grey and blackfluffy 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

ELLP Team Solution slides -mixed and mashed by Sonya

Pete the cat- by Eric Litwinhttp://www.youtube.com/watch?v=HpZ9mOQ6iSU

Reading links from Newmarket Wikispace to help with teaching and learninghttp://www.newmarketlinks.wikispaces.com

Please give me some feedbackhttp://ulimasao.wikispaces.com/ELLP+feedback

Tove Skutnabb-Kangas -Indigenous children’s education as linguistic genocide, and a crime against humanity, a global viewhttp://www.e-pages.dk/grusweb/55/

ELLP Team Solution slides -mixed and mashed by Sonya

English Language Learning Progression downloadhttp://literacyonline.tki.org.nz/Literacy-Online/Student-needs/English-Language-Learning-Progressions2

SELLIPS - Downloadhttp://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Reviewed-resources/Supporting-English-Language-Learning-in-Primary-School-SELLIPS

Nation, P. How good is your vocabulary programme?http://www.victoria.ac.nz/lals/staff/Publications/paul-nation/2001-How-good.pdf

BICs and CALPs explained by Miguel Firsthttp://www.slideshare.net/miguelfirst/bics-and-calp