Transcript Building Bridges for Emergent Bilinguals, Part III
Building Bridges for Emergent Bilinguals, Part III: Reading to Learn Across Content Areas
Rebecca Curinga, PD Coordinator Aika Swai, Program Coordinator NYS PD Session #4 March 15, 2014
Agenda
10:00 Review of Components of ‘ Learning to Read ’ and the Language Experience Approach 10:45 How Bridges students read to learn new information
11:45
• ‘ Reading to Learn
1:15 Lunch
’ with the Read-Retell- Respond method using the Bridges Curriculum 1:45 Practicing Read-Retell-Respond across content areas using the Bridges Curriculum 2:40 Wrap-Up, Homework and Evaluation 2
Your questions from last session
• How do I incorporate this into my math classes?
• How do we tailor this content for our population?
3
Activity 1: Review from last session
4
HW Review:
‘
Learning to Read
’ • Think-pair-share, your experience with: • The Language Experience Approach (LEA) • Other ‘ Learning to Read ’ Activities • • You have five minutes to discuss your experiences.
• What was ONE challenge you encountered?
Then, share with the group.
5
Reading Stages
•
Learning to Read: up to 3rd grade
• Learning the ‘ mechanics ’ of reading • Confirmation of oral language and concepts you already know •
Reading to Learn: 4th grade and up
• Fluency and automaticity in reading • New concepts and information are learned through reading 6
Components of Reading
Top Down
Pragmatics & World Knowledge Semantics/Vocabulary Syntax Morphological Skills Phonological Skills Print Concepts
Bottom up
Reading Comprehension
7
Comprehension Requires
All Readers Need
• Some framework for academic content or topic (pragmatic, semantic, vocabulary) • High-level knowledge of the language system (pragmatic, semantic, syntactic and morphological) • Graphophonic knowledge (phonological skills) •
Bridges Students Need More Help
Building the content or topic knowledge • Learning the English language system • Acquiring graphophonic knowledge 8
Today
’
s Goals
•
To be able to:
Comprehend how cueing systems support students in reading to learn.
• Understand reading instruction in the classroom using Before, During and After Reading techniques (tasks and strategies).
• Learn and practice the Read-Retell-Respond method to support students.
‘ reading to learn ’ and higher level reading comprehension skills for Bridges 9
Activities for Goal 1: How do we use cues to learn new information through reading?
10
What is
‘
Reading to Learn?
’ • What do you
learn
?
• Concepts, values and knowledge • Phrases and vocabulary • Language and text structures • What are the levels of comprehension?
• Literal or basic understanding • Inferential and analytical understanding • Application of information to other contexts 11
Looking for Clues in Text
• • Good readers use clues around the new word or concept in the text to assign meaning • Anything to predict something about the word/phrase, even if not exact meaning Developing readers benefit from explicit teaching on where and how to find clues •
There are many different types of visual and linguistic cues to aid reading comprehension
12
Pragmatic Cues (Text Structure)
Cues in the structure of the text that give you information on how to interpret the reading.
•
What helps you identify text structure in the following examples?
• • • Expository: Cause/Effect They do not eat camels because they need camels to survive.
Expository: Compare and Contrast Tuareg men and women wear sandals and long robes.
Narrative Selina Mabiletsa and her husband Joe lived in a small house in Thokoza.
13
Syntactic Cues
Sentence structures or other words in a sentence that give a clue about what type of word it is, e.g. is it a noun, verb, adjective?
•
What syntactic cues help you to assign meaning to the word
trade
in the following example?
Tuareg carry salt across the desert to trade.
14
Lexical Cues (Vocabulary/Semantics)
Content words
• and
Function words
Content words are open-class and carry meaning: e.g. nouns, most verbs, adverbs and adjectives • Function words are closed-class and have little meaning: e.g. determiners, prepositions, auxiliary verbs, conjunctions 15
Lexical Cues for Content (Vocabulary/Semantics)
Words in the text that give a clue of how to assign meaning to a new word, phrase and/or new concept.
•
What lexical cues help you to assign meaning to the word
ancestor
in the following example?
Tuareg lived in the desert because their ancestors lived in the desert for many years.
16
Lexical Cues for Structure (Vocabulary/Semantics)
Signal words in a text that give a clue about type of text structure or intended purpose of a sentence.
•
What lexical cue (or function word) helps you to comprehend the intended purpose or structure in the following example?
The desert is very dry but there is water under the ground.
17
Morphological Cues
Breaking down words into parts to assign meaning through 1-cognate roots and/or affixes, 2- roots and/or affixes that are recognized in English from previously learned words.
•
What morphological cue helps you to assign meaning to the word
protection
in the following example?
These clothes protect them from the sun and wind in the desert. Tuareg men also wear a veil on the face for protection and to show respect.
18
Visual and Phonological Cues
Combination of using visual representations or visual cues and graphophonic knowledge in the text to read and assign meaning to a word.
•
What visual + graphophonic cue helps you to assign meaning to the word
veil
in the following example?
Tuareg men also wear a veil on the face.
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Practice with Cueing Systems
• Find more linguistic and visual cues in the text from the Bridges Curriculum! (Science, Unit 2, Week 2, Lesson 6) • • • • Group 1: Syntactic Cues Group 2: Lexical Cues (Content & Structure) Group 3: Morphological Cues Group 4: Visual + Graphophonic Cues 20
Summary of
‘
Reading to Learn
’
in Bridges
• Complex process of making-meaning!
• Often simultaneous with learning to read • Need explicit instruction for identifying cues to support comprehension 21
Activities for Goal 2: Understanding the framework for Before, During and After Reading activities.
22
Comprehension
Top Down
Pragmatics & World Knowledge Semantics/Vocabulary Syntax Morphological Skills •Basic Comprehension •Analytic or Inferential
Comprehension of subject topics
(Phonological Skills) (Print Concepts)
Bottom up
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R: READING COMPREHENSION 9
Assessments: cloze, partner or independent reading 10
R1
Annota te text
R2
Comp rehend d eta ils RI.1
R3
Id entify ma in id ea RI.2
R4
Ask q uestions
R5
Use text fea tures a nd struc ture RI .5
R6
Comp rehend inc rea sing ly d iffic ult text RI.10
1
Rarely labels images or marks text to show comprehension. Answers few to no questions about text details. Rarely points to evidence in text. Retells some details but has difficulty identifying main idea
.
Asks literal questions that have answers explicit and easy to find in the text. Uses one or more features to find information, predict, or set purpose for reading, but only with extensive guidance and support. Reads and comprehends only class-produced texts using language experience approach (LEA) 420L). 11 (lexile levels below
3
Labels images, marks text with home language translations / English phrases. May need prompting. Answers most literal comprehension questions. Usually points to evidence in text. Identifies topic, main idea and details. Asks literal questions that have answers in different places in the text. With prompting, uses a few features (title, headings, pictures) and signal words to set purpose for reading, predict and understand text.
5
Labels images and marks text, without little prompting, to show range of thinking (translating, paraphrasing, questioning, connecting, inferring).
Answers most literal and inferential questions. Consistently points to evidence in text to support literal and inferential thinking. Identifies topic, main idea and details. Summarizes the text orally. Asks inferential question that can be answered from the text or from one’s own thinking. Without prompting, uses several features (title, headings, pictures) and signal words to set purpose for reading, predict and understand text. Reads and comprehends class texts at grades 2-3 text complexity (lexile levels from 420L-740L) Reads and comprehends texts at higher than grade 3 text complexity (lexile levels above 740L). 9 "These"outomes"are"for"informational"text"read"across"all"classes.""Student"outcomes"for"reading"literary"text"are"included" in"ELA"Content"Outcomes."" 10 "Students"can"meet"these"outcomes"with"any"text"appropriate"to"their"level."" 11 "LEA"is"described"in"detail"in"the"Teacher ’ s"Guide.
Reading in
Bridges –
Outcomes 24
Reading to Learn
“
Meaning does not reside solely in the words and structures of the text, but is constructed in the course of a transaction between the text and the reader
”
p. 80
From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (2007)
25
Reading to Learn What are you doing in the classroom to support students to comprehend text?
Turn and talk with a partner What is the purpose of each of your strategies or activities?
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Framework for Reading Instruction in Bridges Before Reading During Reading After Reading
Adapted from Gibbons (2007)
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Framework for Reading Instruction in Bridges Before Reading During Reading After Reading GOAL: Build Schema
• Activate prior knowledge • Build conceptual and linguistic schema
GOAL: Make sense and monitor understanding
• Teacher
‘ thinks aloud ’
to model strategies for sense making • Students practice using strategies to make sense of text (independently and collaboratively)
GOAL: Extend
•
understanding
Students respond creatively • Focus on language study • Represent the information in a different form
Adapted from Gibbons (2007)
28
Comprehension work in the Classroom
1.
Help readers understand
a particular text
.
2.
Support readers to develop strategies that they can use to transfer to
all texts
.
29
Moving into the Classroom
30
Unit 2 Science
EQ: How do organisms survive where they live?
Focus: Plant, human, and animal adaptations to two extreme biomes: tundra and desert.
31
WEEK 2: Before Reading Look at the wall. What did we do to build background before reading in this unit?
A) Translated glossary words B) Watched video:
‘
Tuareg Nomads
’
C) Watched video: Camel Adaptations D) Translated animal structures words E) Created Concept Map: Adaptations
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Think -Pair- Share
How do these
before reading
tasks support reading to learn?
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Summary of Before Reading Goals
• Build students’ understanding of topic or central concepts.
• Build oral language skills that can transfer to print.
• Introduce and build understanding around key vocabulary.
• Introduce and build understanding of text structure or genre students will encounter.
34
Activities for Goal 3: Learn and practice the Read-Retell Respond method to support reading to learn for Bridges students.
35
During Reading PREDICT:
How will we support and guide students’ interaction with text during reading?
36
During Reading
• Explicitly model the way effective readers read and the strategies they use to make meaning from text.
• Students practice these strategies as they read.
37
Comprehension Strategies
What are the strategies that students need to know?
38
READING STRATEGIES
• • • • • • • • • Monitor understanding Activate prior knowledge Set a purpose for reading Predict and clarify Summarize and bring meaning forward Visualize and make a mental model Question Use clarifying and strategies Use knowledge of the features of the genre or text structure 39
Apprenticing Students to Reading
Teacher Think Aloud • Teachers make their thinking visible • They explicitly demonstrate the process for developing readers Students Practice Strategy • Metacognitive process 40
1.
Power Method: READ RETELL RESPOND
Teacher reads a selection and thinks aloud to model a sense making strategy.
2.
Student partners retell.
3.
Student partners share their retell and compare with other pairs.
41
Your Role
Student
PARTICIPATE:
Teacher
REFLECT: • Be active • Imagine yourself in the shoes of the students • • • What did we do? Why did we do it?
How does this support reading to learn?
42
Unit 2 Science
EQ: How do organisms survive where they live?
Focus: Plant, human, and animal adaptations to two extreme biomes: tundra and desert.
43
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Step #1: Teacher Reads and Models, then Partners Retell
• What happened?
• Why is it important?
• How does this support reading to learn?
45
1.
2.
3.
4.
5.
6.
7.
What happened in Step #1?
Chunk text for read aloud (determine strategy to model Divide class into partners (be strategic) Teacher conducts a read-aloud think-aloud of the selection and models a meaning-making strategy Students track print Teacher pauses and students retell orally (adding on to partners retell or clarifying as needed) Teacher continues to read and students track print Students retell 46
Step #1 continued
8.
9.
10.
11.
12.
The teacher asks partners to think about the whole text. ‘ What was it about?
’ Partners discuss what happened in the text.
Two student volunteers share their versions.
As students recount their versions of the texts their peers listen for what is similar and different in each of the retellings.
The teacher asks students to share their observations of what was similar and different. This helps to raise students awareness of what might be missing in their retell.
47
Why is it important for Bridges students?
• Supports reading as a sense-making process • Slows down the process of reading • Makes the characteristics of the text explicit • language and structure • It is a transferrable strategy 48
Read Retell Step #2
Partners read (silently or aloud) and retell
49
Step #2: Partners Read and Retell (practice sense making strategies)
•
What happened?
•
Why is it important?
•
How does this support reading to learn?
50
What happened in Step #2?
1.
2.
3.
4.
5.
Partners A and B read section silently. Partner A retells. Both partners clarify new words and annotate on text in their home language if necessary.
Partners generate a question about the text independently. These questions will be collected by the teacher. In a subsequent lesson, students will sort the questions by ‘ type ’ and answer each other’s questions.
Partners switch roles.
51
Why was it important?
• Highlight reading as a sense-making process • • • Collaborative sense-making Repeated practice Foster questioning 52
Step #3: After Reading
Comprehension Questions
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Step #3: After Reading
•
What happened?
•
Why is it important?
•
How does this support reading to learn?
54
• • • •
What happened in Step #3?
Students orally answer ‘ In the Text ’ questions (Basic Comprehension) Students orally answer ‘ Think and Search ’ questions (inferential questions) Students orally answer their peers’ questions Students answer questions in writing 55
Why is it important?
• Highlights further that reading is a sense making process.
• Second exposure to text for students.
• • Student generated questions highlight that interacting with text is meaningful.
Reinforces that the ‘ work of comprehension ’ goes beyond a literal interpretation.
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Application / Practice in Content Area Groups
1.
Participants practice Read-Retell- Respond.
2.
Develop activities for before, during and after reading using a text from the Bridges Curriculum.
3.
Then, share experiences.
57
Summary of Today
’
s PD Session
• How did your experience with Read-Retell- Respond change your understanding of how to teach your students to ‘ read to learn ’ in your content class?
• What is one thing you will do in your classroom this week to help build these ‘ reading to learn ’ skills?
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Homework Assignment: Practicing Read-Retell-Respond
•
Document your experience with the following and post to our Bridges Forum: http://bridgesforum.ws.gc.cuny.edu
•
Be prepared to share at the next PD
• Build a reading activity using your classroom content.
• Develop Before, During, and After activities.
• Include the
Read-Retell-Respond
‘ during ’ activity.
method as part of the • Include at least one extension activity focusing on cueing systems in ‘ reading to learn.
’ • Implement the activity with your current students.
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Follow-up Reading
•
Coming soon: a list of recommended readings
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