Reading is spESLESL Learning TeamMonday, April 30, 2012Allison Balter and Lindsey Mayer

Do Now:Jot brief answers to the following questions on your

three sticky notes. When you are done, stick them to the poster.

What has been your biggest challenge in teaching reading to your ELL students?

What has been your biggest success?

What additional support are you looking for to improve your reading instruction?

Agenda

Introduction (10 min)

Before Reading (15 min)

Work Time (15 min)

During Reading (15 min)

Work Time (15 min)

BRAKE FOR A BREAK (5 min)

After Reading (15 min)

Work Time (15 min)

Close Out and Exit Ticket (15 min)

We will split into two groups after introductions:

Secondary / Intermediate

Elementary / Beginner

By the end of the session, you will develop Before, During, and After reading strategies for an upcoming lesson.

Objective

CMs will be READ-y to incorporate before-, during-, and after-reading strategies that support English Language Learners into a lesson.

Key PointsUltimate goal=comprehension

Utilize all domains (speaking, listening, reading, writing)

Before, during, and after reading

You won’t learn everything about reading tonight

Continuum of Key Reading Strategies

to Teach

Thinking Within the Text•Solve Words•Monitor and Correct•Search for and Use Information•Summarize•Maintain Fluency•Adjust

Thinking Beyond the Text•Predict•Make Connections •Synthesize•Infer

Thinking About the Text•Analyze•Critique

Other reading centers and activities for emerging readers

Word work centers (letter tiles, magnetic letters vocabulary puzzles, sight word games, pocket chart sorting, etc.)

“Read around the room”

Poetry centers (practice a shared reading or poetry notebook)

Sentence strip puzzles for familiar poems, songs, etc.

Listening center

Computer center (RAZ-kids, etc.)

Flash cards, letter tiles, and other manipulatives in personal book bags for independent reading time

Poetry Center – 6:30

Important notes for Newcomers

Reading must be contextualized in known oral language and integrated across subjects and activities

Thematic vocabulary Phonics based in known oral language

Simultaneously build oral language through reading Listening to stories read aloud

Read alouds / interactive reading Listening centers Computer programs like RAZ-kids

Shared reading opportunities

Remember: reading starts at the word level!

Phonological Loop:“After a word is heard or read, a phonological image is formed. The loop allows for the retention of the phonological image for short periods of time in short-term memory…In reading, the graphs on the page are matched to graphemes in our head and these, in turn, are matched to phonological image of the phonemes associated with the graphemes” (Birch, 2007, p. 151)

The Best Legs (D)Predictable text (with some variation)

Controlled vocabulary

Pictures correspond directly to text

Connected to thematic vocabulary units (current and spiraling – Body Parts, Animals)

Connected to what students are learning in other classes (Science)

Can differentiate around this theme (different guided reading books at different levels, more sophisticated read alouds, etc.)

Before ReadingPre-teach vocabulary

Generate interest

Activate background knowledge

Determine a purpose for reading

Pre-teach VocabularyRefer to Vocabulary LT materials for beginners

Select Tier 1 words that fit into current and spiraling themes Animal names Body parts Colors

Preview key sight words and language structures Am, have, what, I, can I am ________. I can _________. I have __________.

Activate Background Knowledge& Generating Interest

Provide a brief overview of the story using some key vocabulary and give purpose for reading

Look at the cover and take a picture walk to activate prior knowledge AND key, learned vocabulary

Make predictions

K-W-L charts

Connect to other learning students are doing

Making Personal ConnectionsWhat do you already know about these animals

and how they use their legs?

What animals have you been learning about in science class? How many legs do they have? How do they use their legs?

KWL

What do we know? What do we want to know? What did we learn?

During ReadingPractice fluency

Assess comprehension and fluency

Model strategies

Opportunities for conferencing, differentiated teaching points, running records, etc.

Let’s Practice!

FluencyRead Aloud

Whisper reading (choral reading)

Echo reading

Opportunities for listening centers and other technology for struggling students or students who just need extra modeling

Assess ComprehensionFor very beginning texts Right there questions

Turn and Talk

Think-Pair-Share

Underline Answers

Inquiry Charts

Revisit KWL

“I remember…”

After ReadingRetelling (using key vocabulary)

Story maps Sequencing events (picture supports) Beginning, middle, end (storyboards)

Oral and writing activities incorporating key vocabulary and language structures from the reading Animal guessing game Student writing modeled off the language of the text Integrate all the language domains!