Transcript Instructional Strategies for English Learners with

Reading and Writing
By
Ximena Schneider
Reading Next and Writing Next
Carnegie Foundation's Reading Next and Writing Next
The reading and writing report from the Alliance for Excellent
Education by Giana Biancarosa and Catherine Snow research on
literacy for adolescent students has made some
recommendations to improve literacy in adolescences.
Recommendations
For Reading
This report
provides
fifteen
elements
designed at
improving
middle and
high school
literacy
1. Direct, explicit comprehension
2. Effective instructional principles embedded
in content
3. Motivation and self-directed learning
4. Text-based collaborative learning,
5. Strategic tutoring
6. Diverse texts
7. Intensive writing
8. A technology component
9. Ongoing formative assessment of students
10. Extended time for literacy
11. Professional development
12. Ongoing summative assessment of
students and programs
13. Teacher teams
14. Leadership
15. A comprehensive and coordinated literacy
program
Recommendations # 1 and # 2
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#1
Effective comprehension
instruction requires purposeful and
explicit teaching:
A teacher needs to:
know what the student’s cognitive needs
to be clear
needs to have a purpose
provide scaffolded instruction in researchtested strategies
to model the strategy and to allow students
to use them
Strategies:
Previewing the text and predicting
Chunking the text
Read Aloud and think aloud
Review, retelling, summarizing
Graphic sources, organizers
(graphic organizers),
visual images
Attending to text structure
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#2
Effective reading instruction
embedded in content
A teacher needs to
Provide interactions that support the
understanding of all the subjects
uses a range of techniques of specific
texts
is clear about the types of texts
provides discussions
provides writing in response to reading
Discussions:
Student-led discussions
Balanced level of questions
Bloom’s Taxonomy
Recommendations # 3 and # 4
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#3 Motivation and self-directed
learning
Effective reading comprehension
instruction starts with motivation and
attitude
A teacher needs to:
help the student to become aware of their
unique learning strengths
show motivation her/himself
provide the students with opportunities to
choose reading materials/type
provide opportunities for success
emphasize progress rather than
performance
allow students to have some control over
the choices of text
Builders of motivation:
Presence of different genres
Books with different levels of reading difficulty
Goal: to enjoy and learn rather than a grade
Independent reading time
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#4 Effective reading instruction offers
Text-based collaborative learning
A teacher needs to:
provide a rage of concepts and techniques
for enhancing the value of student-student
interaction
promote reading across the curriculum
encourage small group participation
promote interaction beyond discussion
encourage decentralized learning
Collaborative learning:
Positive interdependence:
“what helps one helps all”
Individual accountability
Processing group interaction: time,
number of members in a group
Heterogeneous and homogeneous grouping
Recommendations #5 and #6
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# 5 Strategic tutoring
Needs to
provide students with intense
individualized reading, writing, and content
instruction as
Tutoring needs to
provide Intense and individualize
instruction
focus on specific area of reading (within
the 5)
be offered during the school day
Five areas of reading instruction:
Phonemic awareness
Decoding
Fluency
Vocabulary
Comprehension
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# 6 Effective reading instruction offers
a diversity of texts
A teacher needs to:
provide a rage of concepts and techniques
for enhancing the value of student-student
interaction
promote reading across the curriculum
encourage small group participation
promote interaction beyond discussion
encourage decentralized learning
Weave a web of connections
within lessons, across lessons, and to
students’
lives in and out of school.
Recommendations # 7 and # 8
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# 7 Effective reading instruction offers
Intensive writing
Reading to Writing activities
Dialogue journals
Debate
Thematic units
Writing to Reading activities
Writing as a pre-reading activity
Writing during reading activity
Writing as a post reading activity
The connection:
Reading and writing are natural partners
One cannot be done without the other
Writers write so their work can be read
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# 8 A technology component
Needs to use:
Technology as both an instructional tool
and an instructional topic
Technology as a facilitator of literacy and a
medium of literacy
Needs to be use in different way or stages
of literacy
Computer applications for instruction:
– supplementary applications to used
along with other forms of instruction;
and stand-alone applications that
are used by students with minimal
teacher input
Software packages and Internet can provide
literacy instruction to support
a self-paced, stand-alone reading
and writing environment
Game /interactive activities are mediums
of learning and entertainment
Recommendations # 9 and # 10
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# 9 On going assessment for students
Pre-during-post assessments
Running records (keep track of progress)
Results need to be accessible to those
who work with the kids
Make results (data) meaningful and have a
purpose for testing
Focus on one area of reading at the time
– Reading fluency: accuracy, rate,
prosody
– Vocabulary
– Comprehension (It must require
students to demonstrate their level of
reading comprehension by
completing some task)
Assessment should be meaningful
Use data to:
Promote learning
Plan strategically, to individualize teaching/learning
Provide evidence to support decisions as
to where to focus resources and teaching.
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# 10 Extended time for reading
Reading instruction and practice needs to
happen throughout the day
At least 2 to 4 hours of instruction
connected to the Language Arts
Time needs to be spend connecting
reading and writing
Reading time needs to be meaningful:
quantity not always equals quality
Make time for reading
I Have No Time
I have no time to dream a dream
Or think a splendid thought. . . . ..
I need time to read!
Recommendations # 11 and 12
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# 11 Professional Development
Teachers should:
have on going professional development
be offered to everyone that works directly
with the students
should use data from research studies
attend inservice of specific and nonspecific content areas (to sharpen crosscurriculum instruction)
seek professional development that is tied
to the school, district, and state goals
(curriculum and standards) for student
achievement
Reflect on students’ need to seek the right
inservice
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# 12 Ongoing summative Assessment
of Students and Programs
Summative assessments
are typically used to evaluate the
effectiveness of instructional programs and
services at the end of an academic year or
at a pre-determined time
determine each student's ability
are used to identify instructional areas that
need additional attention
are used to determine if students have
mastered specific abilities
Formative Assessments
Professional development can promote
a positive school environment,
Improve individual teacher skills,
team work, and student achievement.
Summative Assessments
Anecdotal records
Final exams
Quizzes and essays
Statewide tests (ISAT,
DWA)
Diagnostic tests
National tests (SAT and
ACT)
AR tests, selection tests
Recommendations # 13 and # 14
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# 13 Teacher teams
Teams need:
to be properly fashioned and managed
to be diverse (strengths, abilities,
experience, expertise)
need to distribute obligations and
resources
to last for prolonged period of time (to grow
effectively into productive teams)
to have accountability as a team
to have informative assessments
to report to principal/supervisor
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# 14 Leadership
Entitles
a principal and staff with a collective vision
a principal and commitment and
enthusiasm
a school with a defined mission statement,
a vision and goals and objectives
a principal with knowledge of students
strengths and learning needs
teachers who are capable to assume a
leadership role in teams or committees
Two (or more) heads are better than one!
“Leadership is not magnetic personality—that can just as well be a glib
tongue. It is not "making friends and influencing people“—that is flattery.
Leadership is lifting a person's vision
to higher sights, the raising of a person's performance
to a higher standard, the building of a personality
beyond its normal limitations.”
Peter F. Drucker
Recommendation # 15
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# 15 A comprehensive and Coordinated Literacy Program
A program that:
requires teachers to work and coordinate instruction
encourages interdisciplinary teams
promotes reading and writing teachers support and help content-area teachers
teachers to share writing and reading skills to support other subjects
reaches or initiates collaborations with our-of-school organizations
displays motivation, enthusiasm, commitments to learning and reflects these to
the students
“The achievements of an organization are the
results of the combined effort of each individual.”
Vincent Lombardi
One cannot be done without the
other!
Reading and Writing
Reading
Writing
Shared reading
Shared writing
TEACHER
TEACHER
May read aloud, ask
students to predict,
infer, conclude
Helps students fine
tune ideas, make
suggestions, ask
questions, clarify
STUDENT
STUDENT
Respond to questions
Partner reading with
peer, cross age tutor
Accept responsibility
for fleshing out ideas,
using personal
experiences,
illustrations.
Pattern writing style
after another author
Reading
Writing
Guided reading
Guided writing
TEACHER
TEACHER
Does reciprocal
teaching before, during
and after reading
Offers techniques,
strategies
Uses reciprocal
teaching techniques to
guide writing, fine
tuning writing
STUDENT
STUDENT
Accepts more
responsibility for
reading when reading
materials at their
instructional level
Accepts responsibility
for writing, looks for
guidance from teacher
or "more literate other"
(peer, family member,
etc.
READING
WRITING
Reading aloud
Modeled writing
TEACHER
TEACHER
Models fluency and
expression
Reads at student's
listening level
Demonstrates
planning,
brainstorming,
structuring, drafting,
editing, revising,
rereading, thinking
aloud
STUDENT
Is an attentive listener
STUDENT
Observes
Learns by example
Practices getting into
readers' and writers'
minds
Reading
Writing
Guided reading
Guided writing
TEACHER
TEACHER
Does reciprocal
teaching before, during
and after reading. Offers
techniques, strategies
Uses reciprocal
teaching techniques to
guide writing, fine
tuning writing
STUDENT
STUDENT
Accepts more
responsibility for reading
when reading materials
at their instructional level
Accepts responsibility
for writing, looks for
guidance from teacher
or "more literate other"
(peer, mom, dad, tutor,
etc.
Reading
Writing
Independent reading
Independent writing
TEACHER
TEACHER
Models own
independent reading.
Gives time to read:
DEAR, SSR, WARP,
etc.
Models a variety of
opportunities/genres for
writing, letters, journals,
notes, poems, stories
STUDENT
STUDENT
Takes responsibility for
choice of reading
materials, practices
reading skills learned in
guided reading, time for
practice, reflection.
Finds time to read
without deadlines.
Makes personal
choice of writing topics,
takes responsibility for
completion of tasks,
practices skills learned
in guided writing,
reflects, and rewrites
Recommendations
For Writing
This report
provides
eleven
elements
designed at
improving
middle and
high school
literacy
1.
2.
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5.
6.
7.
8.
9.
10.
11.
Writing Strategies
Summarization
Collaborative Writing
Specific Product Goals
Word Processing
Sentence-Combining
Prewriting
Inquiry Activities
Process Writing Approach
Study of Models
Writing for content learning
Recommendations 1 and 2
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#1 Teaching Explicit Writing Strategies
Intensive instruction should focus on the
following:
Writing strategies
Knowledge of the elements of genres
Self-regulation strategies
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#2 Summarization
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Students need to learn to express their
reading in a shorter version
The summary captures all the most
important parts of the original (passage,
story, article), but expresses them in a
shorter version
Brainstorming
Peer-revising
Journaling: response,
double-entry journals, learning logs
Gist statements
Focusing on one element at a time:
ideas, organization, word choice,
sentence fluency, convention, and voice
Exit Slips
SRSD: self-regulated strategy development
Read the article.
Re-read the article.
Underline important ideas.
Circle/underline key terms.
Find the main point of the article.
Divide the article into sections
Write brief outline of the article/passage/story.
Write a rough draft of the summary:
Combine these steps into paragraphs.
Read it to yourself, a peer and/or teacher
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Recommendations # 3 and # 4
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#3 Collaborative Writing
Collaborative groups draw upon the
strengths of all their members
One student may be stronger in one area
(example one can be stronger in critical
thinking skills, another may excel in
organizing)
By working in groups, students learn from
each other while they complete assigned
tasks
Students work together to
plan, raft, revise, and
edit their compositions
Positive interdependence:
“what helps one helps all”
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#4 Specific Product Goals
Students need attainable specific goals
Be specific (element, trait, genre)
Use models to attain specific goal
Models show students what they should
do, and avoid what they need to avoid
“If you don't know where you are going,
you’ll end up someplace else.”
Jogi Berra
Or
Alice in Wonderland found out,
"If you don't know where you're going,
then any road can take you there."
Recommendations #5 and #6
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# 5 Word Processing
Word processors are powerful assistants
World Wide Web provides new ways to
practice writing
Word processors provide software to
enhance writing: example, Inspiration
(organizing, pre writing, outlining skills)
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Word processing is
primarily about manipulating text:
Add, edit, cut and paste, move text
# 6 Sentence Combining
Grammar instruction should be matched
to the purpose of the user
Kill two birds in one shot: encourage the
students to explain how incorrect usage of
the words/sentences or passage in the
essay might affect the reader (writing and
reading)
When reading, point out the simple and
complex sentences
Ask students to find models of simple and
complex sentences as they read
Working with sentences:
http://www.geocities.com/fifth_grade_tpes/sentence2.html
Recommendations # 7 and # 8
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# 7 Pre-writing
Allow some time in class for students to
engage in prewriting activities:
Response Journals (prompts)
Dialogue Journals (interact with others and
text)
Brainstorming
Mapping and webbing, flow charts and
trees
Free writing
Summaries and Questioning
Annotated Bibliographies (when using
resources)
Electronic Discussions (using technology)
Listing Outlines (start small and simple)
Models (see others pre-writing work)
1) Why am I writing? (purpose)
2) What will I write about? (subject)
3) What will I say? (content)
4) How will I say it? (voice)
5) For whom am I writing? (audience)
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# 8 Inquiry Activities
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Engage students in activities that target:
The development of ideas
Analyzing
Comparing and contrasting
Evaluating
Synthesizing
Collecting data and evidence
Reflect on observations
Work with other subjects (crosscurriculum)
Ideas:
Create a brochure
Reporter assignment (newspaper article)
Review of literature
Present a historical event
Write about science processes
Recommendations # 9 and # 10
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# 9 Process Writing Approach
Encourages planning
Encourages ownership and responsibility
of one’s writing
Encourages dialogue with others writing
Encourages questioning writing purpose
and process
Encourages self-reflection and evaluation
Keeps in mind the different traits of writing:
– Ideas
– Organization
– Word choice
– Sentence fluency
– Conventions
– voice
What do I write about?
Who is my audience?
How do I structure my essay?
What sort of language and voice should I use?
I need to fix this, I need to fix that. . .
I can add this, I can delete that. . . .
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# 10 Study of Models
Studying models help students understand
the conventions
It serves as a motivator (they want to
produce something like it)
Models show students way to use the
critical elements of writing
“A good example [model] has twice
the value of good advice”
“To accept good advice is but to
increase one's own ability”
Johann Wolfgang von Goethe
Recommendations # 11
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# 11 Writing for Content Area
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All subjects should include some form
of writing:
Students should write for authentic
audiences and purposes
Students should know in advance the
criteria that will be used to assess their
writing
Examples:
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Science: research, process, analytical,
compare and contrast, cause and effect,
sequence (step by step) papers
Social Studies: research, cause and
effect, compare and contrast, narrative,
biographical papers
P.E.: how to, cause and effect, compare
and contrast papers
Mathematics: how to paper
Since each subject (content area) has its own conventions and style,
those conventions should be taught to students.
Then, content area teachers have the responsibility to teach reading and writing through the content area
Read like a writer and write like a reader!