1. English Language Learning Progression Reading, Vocabulary, BICs & CALPs, Online sites for reading Newmarket School 11 August 2011 1 Hour Sonya Van Schaijik
2. 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.”
18. “ “ 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
19. 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 .
20. 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
21. 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.
22. In your classroom… What strategies do you currently use to identify, build and recycle target vocabulary? How do you repeat vocabulary learning without boring?
25. 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
26. 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… … ..
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Notas del editor
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)