Reading Instruction and ELLs

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Reading Instruction and ELLs

• Research
• Fabulous Five
• Best Practices
• Strategies

Presentation by Lora
Drum Curriculum Specialist
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Todays Agenda

• Research- Effective Instruction
• Reading Fabulous Five
• Best Practices
• Strategies

The Core and More
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• The Good,
• The Bad, and
• The Ugly from
• Reading Research

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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

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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
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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)

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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.

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Importance of Native Language
The native language serves as the
foundation for English language acquisition.
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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

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Effective Instruction
Relevant, Meaningful Instruction
Optimal Learning
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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

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Fabulous FiveThe Core
Phonics Word Study
Phonological Awareness
Comprehension
Vocabulary
Fluency
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ELLs Learning to Read

• Both 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

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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

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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____.
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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,
Alexanders Plan was supported by many Russians.

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Phonological Awareness Instruction

• focuses on the sounds in spoken language
• is auditory and does NOT involve print
• helps students understand the alphabetic principle

/m/ /a/ /t/
(Adams, 1990 Ball Blachman, 1991 Burns et
al., 1999 Chard Dickson,1999 Snow et al.,
1998 Uhry, 1999)
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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

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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

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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

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Phonics, Word Study ELLs cont.

• BUT we cant forget about meaning, comprehension
  and language development.
• We have to make sure that English language is
  developed at the same time.

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Key points concerning phonics

• Systematic, explicit phonics instruction improves
  kindergarten and first grade students word
  recognition and spelling skills
• Phonics must not be considered your reading
  instruction (only 1 portion of your entire
  reading program)

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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

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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
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(No Transcript)
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Can you read this?

• Aoccdrnig to a rsceearh sutdy at an
  Elingsh uinervtisy, it deosnt 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.

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Vocabulary

• refers 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

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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

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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

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Vocabulary Strategies

• Relate words and concepts to personal
  experiences
• Present examples
• Use prompts
• Use less complex language

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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)
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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
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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
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Fluency and ELLs

• Model, 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

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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

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Fluency Building Strategies

• Echo Reading
• Choral Reading
• Chunking
• Repeated Reading
• Tape/computer Assisted Reading
• Readers Theater
• Partner Reading
• Echo Reading (builds prosody)

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The goal of reading is
Comprehension
Getting meaning from the text
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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

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Language Issues

• Its 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, lets hit the books, etc.

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Language Issues (cont.)

• but its 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

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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?

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Is this what you expected?
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Structures Strategiesto Support Comprehension

• Fiction and Informational Texts
• Genres
• Text Features
• Authors Purpose
• Questioning
• QARs
• Think Alouds/Think Clouds
• Modeling through Reading Aloud
• Before, During, After Reading Activities

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Before Reading Stategies

• Activate prior or background knowledge using
  students cultural experiences
• Allow students to
• make predictions
• Develop Vocabulary

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Before Reading Activities

• Anticipation Guides
• Predict-O-Grams
• KWL
• Story Mapping
• Semantic Mapping
• Brainstorming
• Scavenger Hunts
• Graphic Organizers
• Foldables

Activating Prior or Background Knowledge
is crucial
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During Reading Strategies

• Link what students know with new information
• Develop academic skills
• Promote reading comprehension and fluency

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During Reading Activities

• Graphic organizers
• maps
• graphs
• timelines
• two-column notes
• sequencing with graphic organizer
• story mapping

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During Reading Activities

• Main idea and summarization
• graphic organizers
• Retell
• Visualizations (Brain tv)
• VIP or Five Finger Notes
• (Very Important Points)-sticky notes

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During Reading Activities

• Compare and Contrast
• graphic organizers
• (Venn Diagrams, Double Bubble Maps)
• Feature Analysis
• Annotate the text
• - Chunk and Summarize

STOP THINK
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Post-reading Strategies

• Check for reading comprehension
• Encourage students to apply skills
• Elevate thinking to higher levels

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Post-reading Activities

• Formal assessment utilizing multiple choice
  questions
• Analysis Pizza
• Storyboard
• Story Pyramid
• Questioning
• Anticipation Guides
• 10 Important Sentences
• Reading Response Logs

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Checking for Understanding

• Listening comprehension strategies
• Reading comprehension strategies
• Vocabulary building strategies
• Scaffolding

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Listening Comprehension

• Recorded books
• Computer
• Jazz chants
• Teacher read alouds
• Music/songs
• Readers theater
• Games (Simon Says)
• Total Physical Response
• People Hunt
• I have Who has

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Scaffolding

• One of the most important things to remember when
  working with ELLs
• Lets practice what a beginning ELL may feel like
  learning a new language

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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.

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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.

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Ncaaij ntuj no
sab nub tuaj thiab sab nub poob
Lub nroog (zos)
No
sov
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Vocabulary
Fuab cva
weather Lub nroog (zos)
city sov
warm No
cold Sab nub tuaj thiab
sab nub poob coast Ncaij ntuj no
winter ob Lub

both Lom zem fun Mus saib
visit
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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.

New York City
Los Angeles
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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
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On the Coast
Los 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.
New York
Los Angeles
Tell how Los Angeles and New York are alike and
different by writing about them in the circles.
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Reflection

1. 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?

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Summing it all up

• Language knowledge and language proficiency
  differentiate good and poor readers.
• - American Federation of Teachers, Executive
  Summary

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Okay, now that you know it all...,lets take a
Quiz to see if you really are smarter than a 5th
Grader

• Directions
• Number your paper from 1-15
• Listen carefully as I read a question
• Write your answer on your paper
• Keep your answers to yourself (no cooperative
  learning here)
• Turn your paper over when you have finished
• We will check your answers when everyone is
  finished

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Are You Smarter Than a Fifth Grader?

• What color is a purple finch?
• The Canary Islands are named after what animal?
• Which country makes Panama hats?
• In what month do Russians celebrate their October
  Revolution?
• Where do Chinese gooseberries come from?
• How long did the 100 Years War last?
• What is a camels hair brush made of?
• What was King Georges VIs first name?
• What is the largest lake in the world?

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• 10. Vanilla is the extract of fermented and dried
  pods of what?
• What animal is cat gut extracted from?
• What color is the black box in a commercial
  airplane?
• How much time is a jiffy?
• What do bananas grow on?
• How long did the 30 Years War last?

So, how did you do? Lets check it out
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Answers

1. crimson
2. dog
3. Ecuador
4. November
5. New Zealand
6. 116 years
7. squirrel fur
8. Albert
9. Caspian Sea
10. orchids
11. horse or sheep
12. orange
13. 1/100 of a second
14. rhizomes- root stems growing from underground
    (false trunks)
15. 30 years.

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Thanks for your hard work and dedication
to teach the Future!
Questions/Comments Lora_Drum_at_catawbaschools.net