Transcript Implementing Best Practices for English Language Learners

Oh, Now I See!
Scaffolding
Comprehension Strategies
in Elementary/Middle Reading
WABE 2010
Yakima, WA
David Irwin
Language Development Opportunities
www.langdevopps.com
[email protected]
Today we will…
Practice four learner comprehension
strategies for use with struggling
learners and/or ELLs by discussing
and adapting comprehension skill
activities
What A Decade of Reform said…
Strategies alone (first order) without
changes in beliefs (second order) make no
difference
 Focus on targeted1 GLEs – eliminate nonessential activities
 High expectations for all students including
those in poverty and ELL
 “Powerful teaching and learning” depends
not on specific strategies, but on the
intellectual demands placed on the student

Fouts, Jeffrey T., A Decade of Reform: A Summary of Research Findings on Classroom, School and District
Effectiveness in Washington State, Washington School Research Center, 2003.
1See Ainsworth 2003
Comprehension Strategies

Making Connections
– Text-to-Self
– Text-to-Text
– Text-to-World
Inference
 Summarizing

What is scaffolding and why is it
important for ELLs?
On a Post-it, write your own
personal definition of
scaffolding.
One model of scaffolding
Teacher
Centered
Teacher
Assisted
Mini-lecture
Practice
Explicit
instruction
Teacher
modeling
Discussion
Peer
Assisted
Student
Centered
Peer
modeling
Reciprocal
teaching
Cooperative
learning
Apply
strategies
during
independent
reading
Another model of scaffolding
Whole
group
Shout out
Think
aloud
Choral
reading
Small
Group
Independent
Work
Partners
Round table
Rally Table
Round Robin
Rally Robin
Numbered
heads together
Quiz-quiz-trade
Talking Chips
Mix-pair share
Timed pair
share
Personal white
Boards
Thumbs up
Worksheets
Tickets out
Scaffolding
Verbal Scaffolding
Prompting, questioning,
and elaborating facilitate
students’ movement to
higher levels of language
proficiency,
comprehension, and
thinking:




Paraphrasing
Using “Think –
Alouds”
Reinforcing
Contextual
Definitions
Think-Pair-Share
Procedural
Scaffolding
Lead the students through
steps to make them
more independent:




Modeling: I do
Practice
opportunities with
others: We do
Independent
practice: You do
Graphic organizers
What is scaffolding?
 Find
the definition you wrote earlier.
 Read it over and make some
changes.
 What is your new definition of
scaffolding?
 Share with your group.
Scaffolding:
Gradual Release of Responsibility
I
Do
– Modeling the strategy yourself, thinking
aloud while writing or charting
 We
Do
– Do the same activity again with students or
go to the next step of the activity. Plan to
have directions of comments match your
actions.
 You
Do
– Paired or independent work after a
successful “we do” trial
Making Connections
 Help
kids make in-depth connections
related to story
 Anchor charts for student responses
 Self-to-text, text-to-text, text-toworld
 Small group work: releasing
responsibility
Making Connections:
Thinking Aloud
 Models
real inner dialogue
 Pick books you like – be real
 Use academic language
 Starters:
– “When I read these words, I thought of…”
– When I saw this picture, it reminded me
of…”
– From this information, I can infer…”
Miller 2002 p. 54
Making Connections:
Anchor Charts
 Chart
all student responses – give
credit
 Discuss which ones are helpful to the
story. Vote 1, 2; star, circle; etc.
– Students justify their votes
Miller 2002 p. 60
Making Connections:
Small Group Expectations
 Read
book to class
 Students break up to pairs to record
connections with pictures or words
 Review helpful connections
– Vote 1-2 if necessary
Miller 2002 p. 61
Making Connections:
Self-to-text
 Connect
to personal experience that
deepens understanding of the story
 Mostly oral language
 Charts are useful to review
connections
– List and vote for relevance
Making Connections:
Text-To-Text
 Compare
two books
 Venn diagram – 3-tab foldable
 Also:
Text-to-World connections
– What are the connections to the world
outside of self?
Miller 2002 p. 63
Thinking Aloud with Stickies
Write down thoughts on sticky notes –
stick them in the book, notebook or poster
 Categories:

– Confusion/clarity



Huh? I don’t get it. How Why Who When What
Where etc?
Oh, now I get this part!
Alternative: ? & Lightbulb
– New information

Wow, I never knew ____ before!
– Connection


This reminds me of…
I heard/read/remember something like this in
_______.
Asking Questions
“What are you wondering?”
Why ask questions?
Questions: Leaf & Root
 “Leaf”
questions are “above ground”,
literal comprehension knowledge
level
– Answer is in the text
 “Root”
questions are “buried”, higher
order thinking questions
– Information leading to the answer is in
the text, but not the exact answer
Asking Questions
 Code
questions after forming them.
Why?
 Do all questions have answers?
 How else can questioning skills help
our kids besides with reading?
 How well can/do ELLs ask deeper
level questions?
Digging Deeper: Questions
Teach children to make meaningful
connections with questions:
 Does what I have to say connect to the
current topic? …to what someone else
said?
 Can I support what I say with evidence or
experience?
 Did someone else already say it?
 If I disagree, do I state what the other
person said and say why my thinking is
different in a nice way?
What to say instead of
“I don’t know”

Write the following on sentence strips, post
on wall
– When you hear “I don’t know” refer student to
a question choice or help him/her with a new
one






Could I please have some more
information?
Could you please repeat the question?
Could I ask my partner?
Where can I find the answer?
Can you say that a different way?
Can I have some more time to think?
Inference
 Connecting
prior knowledge with
textual clues to draw conclusions,
form interpretations and make
predictions
Using the term “infer” frequently helps
kids internalize its use and function
Inference for Vocabulary

3-column Chart (I do, We do), sticky note
or 3-way organizer (You do)
List unknown word
 What we infer it means
 What helps us
 Confirm (C) or deny (X) meanings by
context, picture, glossary and use strategy
to find meanings for the X words

Word
What we infer it means
What helps us
Inference for Prediction
 2-column
Chart (I do, We do) or Notes
(You do)
 Fiction: What will happen?
 Non-fiction: What will we learn?
– What is our thinking (based on pictures and
text features)
 Read
passage
 Confirm (C)/deny (X) predictions
 Make new predictions; What is our
thinking (based in information from
text)
Prediction
What is our thinking
Inference for Drawing Conclusions,
Making Interpretations
Metaphor and allusion: is there more
meaning in these words than meets the
eye?
 Using schema again to connect text to
experience
 2-column notes

– Text printed on left side
– Student highlights on left and writes
interpretations on right
– On doc cam (I do, We do); on paper (You do)
Text
What do we infer
Try it!
 Dave
will model with
The Year of Miss Agnes
 Pick a book, read and develop your
inner conversation to model
– Mark places to stop, think, write, ask
students for their connections
 Write
questions (red), answers (green)
and connections (purple)
– Write them all at first. Days later, have
the class help you decide which ones really
give more understanding of the story. Rate
them 1, 2.
 Make
inferences about the passage
Visualization
Help students create mental images by
having them work together to draw
pictures based on text:
 Tell a personal story or use a book, picture
at first, then text only, then poetry
 Have students “think in their head” about
what they see before telling it
 Then have them describe what they see
one by one
 Highlight any new, interesting vocab they
might use or help them with new words
Miller Ch 6 p 78-85
Visualization
 Choosing
text: do students have
enough schema to make images
from this text?
 Do they have the vocab and what
new words do they need?
 Make copies of several passages; s.
can choose
 Partners go to a corner and draw
their images
Miller Ch 6 p 78-85
Visualization
Discuss why they chose to draw what they
did. Why is it important?
 The partners’ images can influence each
others’ – sharing schema
 Highlight any new, interesting vocab they
might use or help them with new words
 Write responses to the readings and
pictures
 Practice for several weeks. Save vocab
lists for use in writing stories or poetry of
their own.

Miller Ch 6 p 78-85
outside
inside
Describe my image:
(picture is on the back of
this page)
(front)
What it reminds me of
(connection):
Drawing
Summarizing
 Story
Pyramid
 Sketch
to Stretch (main idea/detail)
– Sketch in color – 3 minutes
– One sentence - main idea
– 3-4 sentences – supporting details
– Final draft
– Organizer has versions for elementary,
secondary.
Digging Deeper: Visuals
 Reading
spaces, bulletin boards,
book displays. See p 98 for ideas.
 Map your room.
 Do you have
– Group reading space (carpet)
– Individual/partner reading spaces
– Inviting/instructional visuals
 Student
work
 Books/authors
Digging Deeper: Tools
 Do
you have on hand:
– Paper, bond & construction in colors
– Markers/colored pencils/crayons
– Sticky notes
– Two-column note pages (spirals for
older kids)
– Story maps
– Venns (paper for making 3-tab
foldables)
So What Now…
I can use the ___________________________strategy with my
___________________ group or class.
How I need to modify it:
What materials I need:
Download and Contact
Forms, templates, questions, bookings:
www.langdevopps.com
[email protected]
Acknowledgements
Material in this presentation draws on the work of
Ainsworth, Larry (2003) Power Standards: Identifying the Standards that Matter the Most,
Advanced Learning Press
Archer, Anita (2006) “Dynamic Vocabulary Instruction in Secondary Classrooms,” presentation at OSPI
January Conference, Seattle, WA.
Beck, McKeown & Kucan (2002) Bringing Words to Life: Robust Vocabulary Instruction, Guilford Press
Beck, McKeown & Kucan (2008) Creating Robust Vocabulary: Frequently Asked Questions & Extended
Examples. Guilford Press.
Calderon & Rowe (2005) “Project ExC-ELL: Expediting Comprehension for English Language Learners in
Secondary Schools” training, Johns Hopkins University.
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language minority students. In Schooling and language minority students: A theoretical
framework (pp. 3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center,
California State University, Los Angeles.
Echevarria, Vogt & Short (2008) Making Content Comprehensible for English Learners: The SIOP Model,
3rd Edition, Pearson.
Echevarria & Graves, (2003) Sheltered Content Instruction: Teaching English Language Learners with
Diverse Abilities 2nd Edition, Allyn & Bacon.
Figueroa, Richard (2002) “Scientifically Based Reading Research”: The Definitional Dilemma for
California Migrant Education Students (draft), UC Davis.
Krashen, Stephen (1993) The Power of Reading: Insights from the Research, Libraries
Unlimited.
Montaño-Harmon, Dr. Maria (2003) “English for Academic Purposes” training, California State
University Fullerton.
Miller, Debbie (2002) Reading with Meaning: Teaching Comprehension in the Primary
Grades. Stenhouse.
National Reading Panel (2000) Report of the National Reading Panel: Teaching Children to Read.
Russell, Sarah (2007) Powerpoint slides & ideas. Washoe School District, Reno NV.
Thomas, W. & Collier, V. (1997) School effectiveness for language minority students. George Mason
University.
Vacca & Vacca (1999) Content Area Reading: Literacy and Learning Across the Curriculum, 6th
Edition, Longman.
Zike, Dinah (1989) Big Book of Projects: How to design, develop, & make projects from
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