building bridges for emergent bilinguals, part ii: learning to read across content areas
DESCRIPTION
Rebecca Curinga, PD Coordinator Suzanna McNamara, Co-Director Curriculum PD Session #3 December 7, 2013. Building Bridges for Emergent Bilinguals, Part II: Learning to Read Across Content Areas. Agenda. 9:45 Review of Oral Language as a scaffold and follow-up on Homework Assignment - PowerPoint PPT PresentationTRANSCRIPT
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Building Bridges for Emergent Bilinguals, Part II:
Learning to Read Across Content Areas
Rebecca Curinga, PD CoordinatorSuzanna McNamara, Co-Director Curriculum
PD Session #3December 7, 2013
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Agenda
• 9:45 Review of Oral Language as a scaffold and follow-up on Homework Assignment
• 10:30 What is reading? How Bridges students learn to read in English
• 11:30 Learning to Read with the Language Experience Approach using the Bridges Curriculum• 12:30 Lunch
• 1:00 Practicing the Language Experience Approach across content areas using the Bridges Curriculum
• 2:15 Wrap-Up, Homework and Evaluation
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Your Questions• How to accomplish this in classes with
several languages and different levels of HL and English proficiency?
• How to keep pace with curriculum and make sure kids are grasping it?
• How will the Bridges Program operate in my school / with my population?
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Activity 1:Review from last session
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Language Abilities
Oral
Literacy
Receptive (Input)
Productive (Output)
Listening Speaking
Reading Writing
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Components of Oral Language
• Social Rules
• Meaning of words and phrases
• Word order and grammar rules
• Word parts
• Sounds, syllables and rhymes
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Activity 2:Homework Sharing
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Scaffolding Oral LanguageThink-pair-share:• Find a partner to discuss your notes on the assignment
from the last PD, on either:
• Teacher talk: Making Input Comprehensible
• Student talk: See-Think-Wonder• You have five minutes to share your experiences and
come up with ONE important take-away.• Then you will share with the group.
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Scaffolding and PD Sessions
• Session #1 focused on scaffolding input to make it comprehensible and to develop oral language (through See-Think-Wonder).
• Session #2 (today) will focus on how oral language is a scaffold for foundational reading. 9
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Oral Language Scaffolds Reading in the Bridges Curriculum
Week 1 Build Background, Provide Context, and introduce Essential Question
Week 2 Experience to Oral Language to Print
Week 3 Presentations to Writing
Week 4 Experience to Oral Language to Print
Week 5 Presentations to Writing
Week 6 Synthesis: Creative Projects and Presentations
Week 7 Claim Evidence: Response to Essential Question
Unit Structure
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Today’s Goals
To be able to:
1. Recognize the components of reading and the process of reading in English for Bridges students.
2. How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support the development of foundational literacy for Bridges students.
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Activities for Goal 1:What is Reading? How do Bridges students learn to read in English?
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a. Read SomethingBreak into 4 Groups:1. Group 1 (no Bangla speakers)
2. Group 2 (no Spanish speakers)
3. Group 3 4. Group 4
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Group-shareb. What is preventing you from reading this passage?c. What is helping you to read this passage?
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Group 1 Reading Sample
• Volunteer to read aloud?• Is this reading?
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Group 2 Reading Sample
• Volunteer to read aloud?• Is this reading?
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Group 3 Reading Sample
• Volunteer to read aloud?• Is this reading?
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
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Group 4 Reading SampleThe procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have too go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another fact of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.
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d. ___________Which skills do Bridges students bring to the task of reading?
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Bridges Students’ Skills
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• Oral Language Skills in HL• Some print concepts
• Directionality of the text• Concept that print carries meaning
• Some phonological skills• Alphabetic principles (in HL or English)• Sound-Letter correspondences
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Reading is complex!
• Everyone learns to understand and speak a home language
• Not everyone learns to read and write in a home language• It is not a natural process – it has to be taught!
• 2 major processes:• Deciphering print -- bottom up• Comprehending meaning -- top down
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Oral Language to Reading
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Pre-Reading:Print Concepts
Reading Comprehension
Top Down
Bottom up
Fluency
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Reading Stages
• Learning to Read: infancy 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 are learned through
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Activities for Goal 2:How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support the development of foundational literacy for Bridges students.
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Oral Language to Reading
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Pre-Reading:Print Concepts
Reading Comprehension
Top Down
Bottom up
Fluency
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Teaching Bridges Students to Learn to Read
FOUNDATIONAL SKILLS RUBRIC:
What are the foundational skills students need to learn
in order to read?27
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CCSS Foundational Skills (FS)
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Bridges Rubric for FS
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What are you already doing to
teach FS?
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Core Knowledge Text for K
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www.engageNY.org
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Independent
Instructional
Frustrational
Stretch & Support
scaffolding
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Text Complexity
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Role of the Bridges Teacher
Independent
Instructional
Frustrational
•Content•Language •Literacy
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Bridges Power Method
Language Experience Approach (LEA)
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MODEL PRACTICE
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LEA Simulation
Unit 2 Science, Week 1
Unit 1 Science Unit 1 SS
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What happened in Unit 1?
ScienceVocabulary: organisms, plants, humans, resources, water, sun, soil, air, body, need, live / die, breathe, eat, grow, use, similar, different
Syntax: ____ is/ are __________ have _______
Social StudiesVocabulary: world map, land,
continent, water, ocean, place, country, culture, desert, mountain, river, live, travel, go, walk, work, swim, play, big, small, close, far, similar, different
Syntax: There is/ are ______This is _______
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Building the Context
Know where you came from!Know where you are going!Understand the‘big picture’of the unit
goals• Sequencing• Layering• Recycling
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YESTERDAY-BEGAN SCIENCE:Unit 2, Lesson 1
What happened?
Why is it important?
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Unit 2 Science
EQ: How do organisms survive where they live?
Focus: Plant, human, and animal adaptations to two extreme biomes: tundra and desert.
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The Language Experience Approach (LEA)
I can say what I know. I can read what I say.
I can read what I know.
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Your Role
REFLECT: • What did we do? • Why did we do
it? How does this support learning to read?
PARTICIPATE: • Be active• Imagine yourself
in the shoes of your students
1. student 2. teacher
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LEA
45whole
whole
part
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Steps #1-2
What happened?
Why is it important?
How does this support learning to read?
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Step #1
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Share an experience (trips, images, experiment) & discuss with partner
•Prompt with see-think
•Circulate
•Encourage L1
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Step #2
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Report Out, Teacher Scaffolds and Jots
•Teacher acts out, draws, points to scaffold language
•Label images in ‘see’
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Step #3
What happened?
Why is it important?
How does this support learning to read?
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Step #3
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Extend Language
•Partners make oral sentences
•Stretch student language to make sentences
•Prompt with word walls, frames
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Steps #4-5
What happened?
Why is it important?
How does this support learning to read?
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Steps #4-5
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Students Dictate, Teacher Writes/ Asks questions•Say words•Elicit spelling•Leave blanks•Attention to periods and capitals
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Steps #6-8
What happened?
Why is it important?
How does this support learning to read?
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Step #6-8
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Teacher Reads, Students Read & Teacher Chunks
•Track print•Read with students•Scoop text
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Deserts
There are deserts in the world. Deserts have sand, sun, and wind. Some deserts are hot. Some deserts are cold. All deserts are dry. There is not a lot of rain in deserts, so there is not a lot of water. Some animals live in deserts. Some plants live in deserts. Some humans live in deserts. But many organisms cannot survive in deserts. 59
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Zoom in on the Parts
How could you use this text further to teach more learning to read skills?
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LEA Extension Activities•Partner Reading•What words start with ‘d’?•Box the Words (is, in, and, not, so)
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Oral Language Foundational Skills
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Top Down
Bottom up
Pre-Reading:Print Concepts
• Fluency
• Decoding
• Sight recognition
• Sound-Symbol
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Back to the WHOLE
•Read whole text again.
•How did extension activities improve reading?
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LEA Practice in Content Area Groups
•Participants practice LEA.
•Then, share their experiences.
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LEA Practice
Take Aways Doubts & Questions
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Summary of Today’s PD Session
1. How did your experience with LEA change your understanding of how to teach your students to ‘learn to read’ in your content class?
2. What is one thing you will do in your classroom this week to help build these ‘learning to read’ skills?
• Print concepts• Phonological awareness• Sight word recognition and fluency
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Homework Assignment: Practicing LEADocument your experience with the
following and be prepared to share at the next PD:
1. Build an LEA activity using your classroom content.
2. Include one extension activity focusing on ‘learning to read.’
3. Implement the activity with your current students.