reading instruction and ells research fabulous five best practices strategies presentation by: lora...
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Reading Instruction and ELLs
•Research•Fabulous Five•Best Practices•Strategies
Presentation by:
Lora Drum
Curriculum Specialist
Today’s Agenda
Research- Effective InstructionReading Fabulous FiveBest PracticesStrategies
The Core and More…
“The Good, The Bad, and
The Ugly”from Reading Research
The “Bad” News…“Research has shown that many children
who read at the third grade level in grade 3 will
not automatically become proficient comprehenders in later grades.”
“There is a 90% chance that a child who has reading problems at the end of first grade will continue to struggle with reading at the end of fourth grade.”
-RRSG Report, NRP
The “Ugly” News…
“Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”
- Burns, Griffin, & Snow, 1999
The “Good” News…
“The process of reading in English is essentially similar for all readers, whether they are native or non-native English learners.”
- Goodman & Goodman, 1978
But,…(you know there is always a but following)
Differences between English learners and native speakers of English…
The main differences between the English (as a new language) learner and a native English speaker are the
cognitive-linguistic and experiential resources that they bring to the reading task.
Importance of Native Language
The native language serves as
the foundation for
English language
acquisition.
Why is native language literacy important?
“Children who are learning English as a second language are more likely to become readers and writers of English when they are already familiar with the vocabulary and concepts in their primary language.”
- Wong & Fillmore, 1991
Effective Instruction
Relevant, Meaningful
Instruction
OptimalLearning
Introducing the Fabulous Five…
Reading Components Word/Concept Sort
(cooperative group activity)
What was the purpose of this activity? establish prior/background knowledge pre-assess knowledge provide scaffolding building vocabulary
Phonological Awareness
Phonics & Word Study
Vocabulary
Fluency
Comprehension
Fabulous Five“The Core”
ELLs Learning to ReadBoth first- and second-language readers require…
• Alphabetic understanding• Decoding skills• Automaticity of sight vocabulary• Overall fluency• Development of metacognitive strategies to
foster fluency and comprehension• Engagement in extensive reading
ELLs Learning to Read (cont.)
ELLs readers face unique challenges:• Sounds/symbol dissimilarity or
interference• Vocabulary constraints• Limitations due to background
knowledge• Difficulties with text structure
Importance of Background
Read the following paragraph and fill in the blanks…
In the early 1860s, 1 issued the Emancipation 2 . This order freed millions of __3 . The C 4 had the authority to enforce this order. Emancipation alone did not give the former __5___ a new life. Decades of economic hardships and unequal rights continued, A__6___Plan was supported by many R____7____.
So, how did you do?…
In the early 1860s, Alexander II issued the Emancipation Edict. This order freed millions of serfs. The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardships and unequal rights continued, Alexander’s Plan was supported by many Russians.
Phonological Awareness Instruction
• focuses on the sounds in spoken language
• is auditory and does NOT involve print
• helps students understand the alphabetic principle
(Adams, 1990; Ball & Blachman, 1991; Burns et al., 1999; Chard & Dickson,1999; Snow et al., 1998; Uhry, 1999)
/m/ /a/ /t/
Phonemic Awareness and ELLs
Capitalize on native oral language ability:
• ELLs may have developed PA skills in their native language that can be transferred
• Listen to the sounds that ELLs can produce and identify
Accept Oral Approximations:• Be aware of differences in pronunciation• ELLs may apply knowledge of their native
language to produce English sounds
PA and ELLs cont.
Provide instruction to develop elements that are unique to English:
• Learn about students’ native language• Begin with commonalities • Listen carefully to sounds that ELLs can
produce and identify easily, and the ones that seem to be more problematic
• Be explicit when teaching letter combinations and sounds that do not occur in ELLs’ native language
Phonics, Word Study and ELLs
“Systematic phonics instruction can enable second-language learners to acquire word recognition and decoding skills in their second language to a relatively high level, despite the fact that their knowledge of the second language is still limited.”
-Stephen Cummins, 2003
Phonics, Word Study & ELLs cont.
BUT we can’t forget about meaning, comprehension and language development.
We have to make sure that English language is developed at the same time.
Key points concerning phonics:
Systematic, explicit phonics instruction improves kindergarten and first grade students’ word recognition and spelling skillsPhonics must not be considered your reading instruction (only 1 portion of your entire reading program)
Phonics, Word Study for ELLs
Explicitly teach English specific structures and rules:
• Ensure that ELLs have English print awareness• Focus on the specific decoding rules in English• Explicitly teacher English letter –sound
correspondences and word patterns• Build phonics instruction with vocabulary instruction• Provide language support- use visuals• Teach irregular words that students will encounter
often
Early Strategies/Activities
Nursery Rhymes
Rime/rhyme
Decoding Words
Blending
Making Words
Word Sorts
Word Walls
Syllables
High Frequency or Dolch Words
bat cat hat sat
Aoccdrnig to a rsceearh sutdy at an Elingsh uinervtisy, it deosn’t mttaer in what oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can still raed it wouthit a porbelm. This is bcuseae we do not raed ervey lteter by istlef but the wrod as a wlohe.
Can you read this?
Vocabularyrefers to the ability to understand (receptive) and use (expressive) words to acquire and convey meaning (word knowledge)
Explicit vocabulary instruction includes…
•Expanding word knowledge through definitions and contexts
•Actively involving students
•Using discussions
•Modeling word learning strategies
A few words about Vocabulary…
“…vocabulary is the glue that holds stories, ideas, and content together… making comprehension accessible for children.” -Rupley, Logan, & Nichols, 1998/1999
Research shows that students need to acquire between 2,000-3,000 new words per year
Instructional Guidelines
General principles of effective vocabulary instruction hold true for ELLs (Beck, McKeown, Kucan, 2002; Carlo, McLaughlin, Snow & August, 2003, Reading Research Quarterly).
•Multiple Exposures•Multiple Modalities•Different Media Presentations•Systematic and Cumulative Review•Contextualized Approach (e.g. Read Alouds)•Semantic Connections
•Relate words and concepts to personal experiences
•Present examples•Use prompts•Use less complex language
Vocabulary Strategies
Vocabulary Building Strategies
Highlight or underline vocabulary words in context
Teacher Read Alouds
Explicit Instruction
Highlight Vocabulary Words
Use Cloze Procedures
Categorize Words
Teach Prefixes, Suffixes
Teach Antonyms, Synonyms
Use Visual Imagery
(Burns, Griffin, & Snow, 1999; Moats, 1999; Morrow, 1997; Smith, 1999)
Vocabulary Building Activities
Vocabulary Cards
Word Walls
Making Words
Word Sorts
Graphic Organizers
Concept Definition Maps
Frayer Model/Four Square Vocabulary
Semantic Mapping
Word Diary
Affixes
Alphaboxes
Providing visuals, realia is important
Atom
Why Fluency is Important
• Fluent readers are able to focus
attention on understanding text.
• Non-fluent readers focus their
attention on decoding, leaving less
attention free
for comprehension. Fluency is vital to comprehension
Fluency and ELLsModel, Model, Model how fluent reading should sound
• Teacher read alouds• Echo reading• Listening to recordings• Computer based software or websites with audio
• Modeling provides examples of pronunciation, prosody, and fluent reading that students can imitate when they read
Fluency and ELLs
Provide multiple opportunities for practice since ELLs often have less opportunity to read aloud in English with feedback
• Partner Reading (purposeful partners)• Echo and choral reading• Repeated reading
Fluency Building Strategies
Echo Reading
Choral Reading
Chunking
Repeated Reading
Tape/computer Assisted Reading
Reader’s Theater
Partner Reading
Echo Reading (builds prosody)
The goal of reading is…
“Getting meaning from the text”
Comprehension and ELLs
Instructional Strategies for Teaching Comprehension
• Using instructional routines: thinking before, during, and after reading
• Build background/ Activate Prior Knowledge • Use visuals• Direct explanations• Modeling and Thinking Aloud• Chunk reading/summarize frequently
Language IssuesIt’s a problem with lack of comprehension…
• ELLs might not understand directions used in the classroom
• ELLs might not hear or understand certain English sounds
• ELLs might not understand common idioms such as “make up your mind”, “let’s hit the books”, etc.
Language Issues (cont.)…but it’s also a problem of language
production• ELLs might have mispronunciations, etc.• ELLs might be at different levels of
English language proficiency• ELLS might not be able to produce English
language in a way that allows them to fully participate in the learning process
Comprehension Activity
The procedure is actually quite simple. First you arrange the pieces into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step. Otherwise you are pretty well set.
What do you predict will happen next? What picture might we see on the next page?
Is this what you expected?
Structures & Strategiesto Support
ComprehensionFiction and Informational TextsGenresText FeaturesAuthor’s PurposeQuestioningQARsThink Alouds/Think CloudsModeling through Reading AloudBefore, During, & After Reading Activities
Before Reading Stategies…
Activate prior or background knowledge using students’ cultural experiencesAllow students to
make predictionsDevelop Vocabulary
Before Reading Activities
Anticipation GuidesPredict-O-GramsKWLStory MappingSemantic MappingBrainstormingScavenger HuntsGraphic OrganizersFoldables
Activating Prior orBackground Knowledge is crucial
• Link what students know with new information
• Develop academic skills• Promote reading comprehension and fluency
During Reading Strategies
During Reading Activities
Graphic organizers– maps
– graphs
– timelines
– two-column notes
– sequencing with graphic organizer
• story mapping
During Reading Activities
Main idea and summarization
– graphic organizers
– Retell
– Visualizations (“Brain tv”)
– VIP or Five Finger Notes
(Very Important Points)-sticky notes
During Reading Activities
Compare and Contrast:– graphic organizers
– (Venn Diagrams, Double Bubble
Maps)
– Feature Analysis
– Annotate the text
- Chunk and Summarize
STOP &THINK
Post-reading Strategies
Check for reading comprehension
Encourage students to apply skills
Elevate thinking to higher levels
Post-reading Activities
Formal assessment utilizing multiple choice questionsAnalysis PizzaStoryboardStory PyramidQuestioningAnticipation Guides10 Important SentencesReading Response Logs
Checking for Understanding
Listening comprehension strategiesReading comprehension strategiesVocabulary building strategiesScaffolding
Listening Comprehension
Recorded booksComputer Jazz chantsTeacher read aloudsMusic/songsReader’s theaterGames (“Simon Says”)Total Physical ResponsePeople HuntI have… Who has…
Scaffolding
One of the most important things to remember when working with ELLs
Let’s practice what a beginning ELL
may feel like learning a new language…
Nyob rau ob sab
Los Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem.
Nyob rau ob sab Los Angeles thiab New York zoo ib yam
rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem.
Lub nroog (zos)
No
Ncaaij ntuj no
sov
sab nub tuaj thiab sab nub poob
VocabularyFuab cva weatherLub nroog (zos) citysov warmNo coldSab nub tuaj thiab sab nub poob coastNcaij ntuj no winterob Lub bothLom zem funMus saib visit
Nyob rau ob sab Los Angeles thiab New York zoo ib
yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem. Los Angeles
New York City
Nyob rau ob sabLos Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem. Los Angeles New York
On the CoastLos Angeles and New York are alike because they are both cities. Many movies and television shows are filmed in both cities. Los Angeles is on the West Coast. New York is on the East Coast. The weather stays warm in Los Angeles during the winter. The weather gets very cold in New York during the winter. Both cities can be fun to visit.
Los Angeles New York
Tell how Los Angeles and New York are alike and different by writing about them in the circles.
Reflection1. What were you thinking when you were
asked to complete a task that was difficult or almost impossible for you to complete?
2. What kinds of scaffolding did I provide to you as the student?
3. Why was scaffolding important in this assignment?
4. What are your overall thoughts/impressions from doing this activity?
5. Why do you think I took the time to do this with you?
Summing it all up…
“Language knowledge and language proficiency differentiate good and poor readers.”
- American Federation of Teachers, Executive Summary
Okay, now that you know it all...,let’s take a Quiz to see if you really are
smarter than a 5th Grader
Directions:Number your paper from 1-15Listen carefully as I read a questionWrite your answer on your paperKeep your answers to yourself (no cooperative learning here)Turn your paper over when you have finishedWe will check your answers when everyone is finished
Are You Smarter Than a Fifth Grader?
1. What color is a purple finch?2. The Canary Islands are named after what
animal?3. Which country makes Panama hats?4. In what month do Russians celebrate their
October Revolution?5. Where do Chinese gooseberries come from?6. How long did the 100 Years War last?7. What is a camel’s hair brush made of?8. What was King George’s VI’s first name?9. What is the largest lake in the world?
10. Vanilla is the extract of fermented and dried pods of what?11.What animal is cat gut extracted from?12.What color is the black box in a commercial airplane?13.How much time is a “jiffy”?14.What do bananas grow on?15. How long did the 30 Years War last?
So, how did you do? Let’s check it out…
Answers1. crimson2. dog3. Ecuador4. November5. New Zealand6. 116 years7. squirrel fur8. Albert9. Caspian Sea10. orchids11. horse or sheep12. orange13. 1/100 of a second14. rhizomes- root stems growing from underground (false
trunks)15. 30 years.
