teaching reading to english language learners
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TEACHING READING TO ENGLISH LANGUAGE LEARNERSLaura Araujo
MAACCE Conference - May 8, 2014
Carroll Community College
What do your students
enjoy reading?
What is your biggest
struggle when teaching reading?
What type of reading is the most difficult
for your students?
What reading strategies do your students currently use?
What are your
students reading on a daily basis?
What is involved in reading?
Decoding Vocabulary
Comprehension Fluency
DecodingWhat is the word?
Phonemic awareness- ability to notice, think about, and work with sounds
Phonics knowledge- recognize relationship between letters and sounds and ability to apply relationships to reading and writing
Strategies to Develop Decoding Skills
Decoding instruction should involve explicitly teaching:• Consonant blends (bl, st, sh)• Vowel combinations (ai, oa, ea)• High frequency spelling patterns (-tion, -nce, il-, ir-)• Prefixes and suffixes• Sight words
Cloze activities with sounds
Circle sounds/words in context
Letter tiles
Dictation
Sort words by sounds
What could we do with this vocabulary list?
Strawberry
Apple
Watermelon
Orange
Grapefruit
Grapes
Banana
Peach
Cherry
Nectarine
Plum
Blueberry
Raspberry
Pineapple
Grocery store
Fruit
Produce
Shop
Slice
Chop
Cut
VocabularyWhat does the word mean?
Vocabulary is a primary indicator of reading success
Develop VocabularyTeach Greek and Latin roots
What do these prefixes/roots mean:
un (unhappy)
thermo (thermometer)
phon (telephone)
demo (democracy)
Developing Vocabulary Types of Vocabulary
General Service List
1. the2. be3. to4. of5. and6. a7. in8. that9. have10. I
Academic Words List
chartadultaffecteconomyfeatureproportionrespondperspectiveneverthelesscycle
Technical Vocabulary
ampereaxlecamclosed circuitpistonradiatorsuspensiontiming changetorquerotor
Explicitly teach and practice vocabulary by…
Making flashcards and word sorts
Maintaining a list of new words
Use a word map
Play games (BINGO and Concentration)
Determine depth of understanding for vocabulary
FluencyCan I read it accurately and quickly?
Affected by text complexity and reader’s familiarity of structure
ComprehensionWhy did I read? and Did I understand it?
Purposeful and active
Developing ComprehensionLearners need training, modeling, and guided practice
Determine main idea, details, inferences
Summarize
Reread
Utilize prior knowledge
Elaborate discussion of text
Critical analysis of text
Determine author’s point of view/purpose
Using Graphic Organizers to Guide Reading Comprehension
Discuss the following questions:
• With what type of reading would you use this graphic organizer?
• How would you modify the graphic organizer to match the level of your students?
• How would this graphic organizer help students’ reading comprehension?
Where do I start???
“People learn best when learning starts with what they already know, builds on their strengths, engages them in the learning process, and enables them to accomplish something they want to accomplish” (Auerbach, 1997).
Balance top-down and bottom-up instructionWholeStory about going to the grocery store
PartIdentify words with ‘ch’ sound, identify sequence with a graphic organizer
WholeClass discussion about going to the grocery store
PartPreview vocabulary- review words students already know and introduce new words
