Working with English Learners and Culturally and Linguistically Diverse Students

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Getting the Best Out of Students. Working with English Learners and Culturally and Linguistically Diverse Students. Presented by Marie Flood and Amy Pope. AGENDA. How Much Do You Really Need To Know? LTLLs (Another Acronym) Biggest Bang For Our Buck Vocabulary - PowerPoint PPT Presentation

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ELL Academy

Working with English Learners and Culturally and Linguistically Diverse StudentsPresented by Marie Flood and Amy PopeGetting the Best Out of StudentsAGENDAHow Much Do You Really Need To Know?LTLLs (Another Acronym)

Biggest Bang For Our Buck Vocabulary Context Clues

Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge (Baker, Simmons, & Kameenui, 1998).

Vocabulary KnowledgeHow Many Words Do Students Need to Know to Understand Content?Please read the passage from Harris, C. H. Curriculum Based Assessment: A Primer

Vocabulary

Possessing the capacity to learn unfamiliar words requires a student to know almost all the other words in the text.

Indeed, if students dont know at least 95% of the words in a text, comprehension of the main points is likely to be inadequate (Strategic Education Research Partnership, 2008).

Surprising Facts about VocabularyHow The Brain Acquires Language Videohttps://www.youtube.com/watch?feature=player_detailpage&v=qRRiWg6wYXw#t=98

Brain Overload

Brain has an intrinsic mechanism for shutting down input when it needs to (Eric Jensen 2008)

Teaching is not easy!!!!!Not only that our students forget information.

Using textbook material in a study of 3,605 6th grade students, H. Spitzer found that the rate of forgetting:

After one day46% forgottenAfter seven days65% forgottenAfter 14 days79% forgottenAfter 21 days82% forgottenMemory Research9Students need processing time. Teaching new content may require processing time of 2-5 minutes every 10-15 minutes.

10:2 Lecture (Brechtel, 2001)After every ten minutes of instruction students spend two minutes discussing what they have learned.

Implications

10Elbow Up!

Tell us What You have Learned So Far-

How We Teach Student Survival SkillsWhat happens first in a period of time and what happens last are usually the longest remembered.What happens just past the middle is often the 1st to be forgotten.

BeginningEndResearch for Better Teaching www.rbteach.com At the beginning of class, review important ideas.

Get students actively involved in the middle.

Select important ideas from the middle of the period and include them in the summarizing at the end.Research for Better Teaching www.rbteach.com Memory ResearchThis passage has 16 occurrences of six unknown words, or 93% known words, making it impossible to comprehend. Therefore, teaching unknown vocabulary to students is imperative!Why 95% Vocabulary Accuracy?Vocabulary is essential to students academic success but what words should we choose and what strategies should we use to teach them?

VocabularyShift 1:Balancing Informational & Literary Text Shift 2:Knowledge in the Disciplines Shift 3:Staircase of Complexity Shift 4:Text-based Answers Shift 5:Writing from Sources Shift 6:Academic Vocabulary

College and Career Readiness Anchor Standards for Language L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.CCR.5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.College and Career Readiness Anchor Standards for Language L.CCR.6:Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression.

College and Career Readiness Anchor Standards for Language L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Context CluesMatch the Clue

Please read your cards and decide what type of context clue helped you to understand the meaning of the underlined word.Place the cards under the appropriate headers: Definition, Synonym, Antonym, Example, General, or NCAA (No Clue At All).Adapted from the Florida Center for Reading Research, 2007AnswersDefinition:6Synonyms:3 Antonyms:4Example:5General:2NCAA:1Students work with partners or small groups

They arrange words with similar meaning in a continuum from least to most

Students share their final results with the class and explain their reasoning

LeastMostDegrees of MeaningSediment (Particle) Sizes

AnswersWinds

Answershttp://vimeo.com/27077248

http://www.schooltube.com/video/f5579f0c03224cc487b7/

VocabularyAccording to Isabelle Beck, words may be categorized into three levels: Tier 1: High FrequencyTier 2: General Academic - frequently occurring words across a variety of domainsTier 3: Domain Specific - specialized vocabulary

Vocabulary InstructionMost commonly used words:

Tier 1: High Frequency WordsTier 2: General Academic - frequently occurring words across a variety of domains:

complexidentifycoincidenceabsurd

Tier 3: Domain Specific - specialized vocabulary. Words typically associated with a content area or topic:

evaporationpeninsulaisotoperefinery

Tier 2 and Tier 330Sorting ActivityWith your partner, please place the following words under the appropriate Tier:

comeanalyzecouldrelativelavaexpectationimpressionismtherecircumferenceitemizephotosynthesisbooklegislaturevaryestablishAnswersTier 1: come, there, book, could

Tier 2: relative, analyze, establish, expectation, vary, itemize

Tier 3: impressionism, lava, photosynthesis, legislature, circumferenceCollege and Career Readiness Anchor Standards for Language L.CCR.6:Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word of phrase important to comprehension or expression.General academic: Tier 2 words Vessel: a ship or large boat (Social Studies) a hollow container, esp. one used to hold liquid (Science)Domain specific: Tier 3 words photosynthesis peninsula

Give One, Get One, Move OnA sheet of paper is divided into a given number of boxes. Students individually fill in two or three of the boxes with ideas they want to remember, key points, etc.Afterwards, they get out of their seats and walk up to someone to give an idea away and get an idea.After the exchange, students move on to another partner to share their idea and to collect a new one. Students return to their desks for a whole class discussion.

VocabularyStudents need repeated exposures and repeated opportunities to connect and authentically use the new words over time in writing, in reading, and in talking and listening. Lasting learning needs cohesion and reinforcement. As a student once asked, Once you know a word, then what? We must teach students how to use the word (Zwiers and Crawford, 2011).

Most typically developing children need to encounter a word about 12 times before they know it well enough to improve comprehension (Biemiller; Nagy, & Anderson).

How much do students retain from instruction?Average Retention Percent after 24 hours

Lecture5%Reading10%Audio-Visual20%Demonstrations30%Discussion Groups50%Practice by Doing75%Teach Others90%How the Brain Learns, Dr. David A. SousaBrain Research

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