Transcript Reading Strategies For ELL’s
Strategies For Using Reading Interventions with English Language Learners
Julie Walker
Targets For the Day
Effective instructional routines for ELL’s in reading intervention programs.
Talk Times
• • Coffee- Person with the next birthday is coffee.
Share name, goal for the day, and one fun activity you participated in last weekend. • • Cream- The other person is cream Share name, goal for the day, and your favorite restaurant. • Switch if you have time
Read Well Video
• http://youtu.be/Cfu26lBTj30 • First Grade Read Well Video
Research
Why screen and progress monitor?
IES Recommendation: Screen and Progress Monitor
Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension
Effective instruction for English learners is similar to effective literacy instruction for native speakers
• Research has shown that many of the instructional approaches that have been successful with native speakers of English are effective with English learners, too.
Considerations
• Instructional match • Coordination with core program • Language proficiency levels of group
1. Matching data to skill need......
C
ore instruction/Small group
Curricula
Intervention
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Avoiding Curricular Chaos
• • • • • • • • High Leverage Strategies with ELL’s Posting Content and Language Objective Using consistent cueing systems Explicit vocabulary instruction Planning for many opportunities to use academic language Close readings Questioning Use of graphic organizers Writing
Objectives
Teacher Clarity: +0.73 effect size
Learning Objectives
• Content • Language
Objectives
What language will my students need to learn to demonstrate their understanding of this content?
Level
Evaluate/Create
Content Objective
Verb
Combine, compile, create, construct, compose, design, infer, decide, justify, defend, support Application/Analysis Understanding Remembering Predict, compare, contrast, solve, classify, categorize, show, apply, make Recall, reproduce, summarize, explain, demonstrate, rephrase List, identify, locate, memorize, review, label, describe, define, name, match
Language Objective
Listening
Tell, role play, identify, listen, recognize, print, show, follow direction
Speaking Reading Writing
Name, discuss, rephrase, ask, answer, predict, say steps in a process, pronounce, repeat, respond, state, summarize, explain, tell, use Preview, read aloud, find specific information, identify, skim, explore List, summarize, ask and answer questions, create sentences, state and justify opinions, write, contrast, classify, record
Example: Phonics For Reading •
Content: Read short “a” and “I” sounds correctly in words and text.
•
Language: Describe what each person in the story is doing using these sentence starters:
• Sam is _______________.
• Nan is_______________.
• The man is____________.
This activity incorporates: reading and speaking? What could you do to incorporate listening and writing? Coffee: listening, Cream: Writing
Cueing Systems
Marzano: Classroom Instruction That Works for ELL’s
Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension
Reading Skills Build on Each Other
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Phonics-Based Programs
• Reading Mastery • Read Well • Phonics For Reading • ERI • KAM • I Love Reading!
Consistent Cueing
• Using consistent, repetitive cues frees ELL students up to be able to focus on:
Meaning
Phonemic Awareness for ELL’s • Explicit instruction is important • Young English learners can acquire appropriate phonemic awareness skills even when English proficiency is not fully developed
Phonics Instruction for ELL’s • Effective phonics instruction for ELL’s involves teaching students individual letter sound relationships and then how to explicitly blend those letters/sounds into words. • Decodable books based on the phonics skill are important • Start as early as possible
Strategies
• Card #3 practicing regular/irregular word reading • Card #7 sound/spelling review • Card #8 sound by sound blending • Card #9 continuous blending • Card #10 Word Reading-Spelling focused
Partner Practice
Resources
• http://oregonreadingfirst.uoregon.edu/inst_addtl_t ools.html
Academic Vocabulary Instruction
IES Recommendation: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.
Vocabulary
• If you want them to HEAR it, you talk.
• If you want them to LEARN it, THEY TALK • -SPENCER KAGEN
Vocabulary Instruction For ELL’s • Tier 2 academic words • Choose 3 to 10 words • Explain • Example • Ask
Engagement and Motivation • Response Cards • Choral Responses • Sentence Starters • White Boards
Show a Model
• Response Cards
Partner Practice
• Coffee- Teach the word “hissed” to cream.
• Cream: Teach the word “winked” to coffee.
Leveled Questioning
Marzano: Classroom Instruction That Works with English Language Learners
STAGE
Preproduction
Characteristics
• • • • Has minimal comprehension Does not verbalize Nods “yes” and “no” Draws and points Early Production • • • • Has limited comprehension Produces one- or two word responses Uses key word and familiar phrases Uses present tense verbs Speech Emergence
Time Frame
0-6 months 6 months to 1 year • • • • Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes 1-3 years Intermediate Fluency • • Has excellent comprehension Makes few grammatical errors 3-5 years Advanced Fluency The student has near native level of speech 5-7 years • • • • • • • • • • • • • • • • • •
Teacher Prompts
Show me… Circle the..
Where is…?
Who has…?
Yes/no questions Either/or questions Who….?
What…?
How many…?
Why…?
How…?
Explain… Questions requiring phrase or short sentence answers What would happen if… Why do you think….?
Questions requiring more than a sentence response Decide if… Retell…
Why is how we question important?
• Higher level questions produce deeper learning than lower level questions.
Analyze Evaluate Create Apply Understand Remember
Create Evaluate Analyze Apply Understand Remember
Bloom’s and Stages
Preproduction (nonverbal response) Early Production (One-Word response) Speech Emergence (Phrases or short sentences) Intermediate Fluency (Longer and more complex sentences) Advanced Fluency (near native like)
Practice Activity
• Work with your partner to place questions in the correct location. Assume that the student is at Preproduction or Early production in their language acquisition.
Practice Activity Part 2
• Now assume that the student is at Speech Emergence or intermediate fluency. How would you adjust what you are asking your students to do?
Close Reading With ELL’s
Shanahan and Marzano
Building Background knowledge with ELL’s • Students construct meaning by drawing connections between new information and what they already know. • • • • • • Build background by: Focusing on key vocabulary Using focused questions to activate prior knowledge Give students a purpose for reading (something to look for) Chunk text into smaller sections Structure talk and full sentences
Cues and Questions
• • • • • • Ell’s access their background knowledge and connect to cues and questions more quickly when teachers use: Real objects Pictures Sketches Shorter, simpler sentences Wait time to formulate answers to questions
Advanced Organizers
• Help ELL’s use their experiences and content knowledge to learn new information • Organizing information visually helps us to remember what we see.
• Advance organizers help ELL’s to acquire and integrate content into a new language
Close Reading with ELL’s
• Don’t always assume they won’t get it…give them a chance and then scaffold understanding—Shanahan • 3 Rules for Close Reading
Rule #1: Limit Pre-reading
• We need to spend the bulk of our time actually reading the text • Give a quick blurb to focus students and then move on • Use advance organizers
Rule #2: Let the author do the talking • Try not to reveal too much • If it is explained in the text don’t explain in pre reading
Rule #3 Give student s enough information that they have a reason to read • Use advanced organizers, pictures, realia, video to set a purpose for reading. (keep it short)
Progression of Text-Dependent Questions Whole Opinions, Arguments, Inter-textual Connections Inferences Across Texts Entire Text Segments Paragraph Sentence Word Author’s Purpose Vocabulary and Text Structure Part Key Details General Understandings
1
st
Reading
• • • • What does the text say? Focus on key ideas and details Clarify confusion Give additional background for what is unknown • • • (use cards 11-14 for text reading) NO ROUND ROBIN READING WORK IN THE REMEMBER AND UNDERSTAND
2
nd
Reading
• • • • How does the text work? Craft and structure Author’s purpose WORK IN THE APPLY AND ANALYZE
3
rd
Reading
• What does the text mean? • WORK IN THE EVALUATE AND CREATE
Structured Partnerships
From Anita Archer Recommendation: Schedule regular opportunities for students to engage in peer assisted learning integrating oral and written English.
Verbal Responses -
Partners Use when answers are long or different
Partners
• Assign partners • Pair lower students performing students with middle performing • Give partners a number (#1 or #2) • Sit partners next to each other • Utilize triads when appropriate • Consider language levels of partners Anita Archer
Verbal Responses -
Partners
• Provide a
sentence starter Option 1
: Teach students to respond in a complete sentence using wording from the question
Option 2
: Provide a verbal sentence starter
Option 3
: Provide a written sentence starter Anita Archer
Verbal Responses -
Partners
•
Other hints for partners
• Teach students how to work together LOOK, LEAN, AND WHISPER • At small group table, tape cards on table with numbers #1 and #2 and arrows pointing to each partner • Change partnerships occasionally (every three to six weeks) Anita Archer
Verbal Responses-
Partner Uses
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2.
3.
4.
5.
6.
7.
Say answer to partner Retell content of lesson using graphic organizer or PowerPoint slides Brainstorm (Think [and record] , Pair, Share, Write [partner’s ideas] ) Teach-Pause Explain process, strategy, or algorithm using example Read to or with partner
Study, Tell, Help, Check
Anita Archer
Talk Moves
Coffee: What is the purpose of revoicing?
Cream: What is the purpose of restating and applying your own reasoning?
Writing
IES Recommendation: Provide regular, structured opportunities to develop written language skills.
Writing About Reading
• • When we write, we clarify our thinking.
Ask students to write something every lesson.
• • • • 1. Ask a question 2. Think 3. Respond to partner 4. Then write
What about fidelity?
• Fidelity to the scope and sequence • Fidelity to the lesson structure
Lesson Planning Template
Uses
• Preteach/Reteach decodable • Preteach/Reteach leveled reader • Interventions that are aligned to core • Reading Mastery • Corrective Reading • Read Well • Upper levels of Phonics for Reading
ANNOTATE THE LESSON • When teaching an intervention program annotate for the following: • • • • • • Phonics/Phonemic Awareness Cueing cards Vocabulary instruction Close Reading Questioning across proficiency areas Opportunities to talk Writing
Read Well
Phonics For Reading
Read Naturally
Partner Practice
• Work with your partner to annotate the Read Well Lesson Plan.