Title: Reading Strategies for English Language Learners in the General Education Classroom K-3
1Reading Strategies for English Language Learners
in the General Education ClassroomK-3
- Presented by
- Marisa Uribe and Rita Weber
- School District U-46
2- Elgin School District U-46 is a suburban school
district that encompasses 11 diverse communities
in the northwest suburbs of Chicago. Serving
over 41,000 students in grades PreK-12, U-46
ranks as the second largest school district in
the state of Illinois.
3- Who is
- the Second Language Learner?
4Vocabulary Knowledge
Those who start behind in the race of life
must either run faster or forever remain
behind. -Benjamin E Mayo
5Conversational Proficiency
Cognitive Process
Language Process
L1
L2
BICS
6 months to 2 years
Knowledge Comprehension Application
Pronunciation Vocabulary Grammar
CALP
5 to 7 years
Analysis Synthesis Evaluation
Semantic Meaning Functional Meaning
Cognitive/Academic Proficency
Cumins, James 1984
6What We Know From Research
- Vocabulary knowledge is strongly related to
reading proficiency. - Students need to add at least 2,000 to 3,000
words to their listening/reading vocabularies
each year. - Anderson, Wilson, Fielding, 1988
- Childrens word knowledge in preschool has
significant correlations with their comprehension
in upper elementary school. - Dickinson Tabors, 2001
7What Can Narrow the Gap?
- Storybook Reading
- Provides a model of complex language and academic
vocabulary - Increases word knowledge and world knowledge
- Prepares children for future reading tasks by
building listening comprehension - Illinois
Reading First, 2006
8What Can Narrow the Gap?
- Explicit, Robust Vocabulary Instruction
- Offers rich information about words and their
uses - Provides frequent and varied opportunities for
students to think about and use words - Enhances students language comprehension and
production - Illinois Reading First, 2006
9Academic Research Says
- one compelling fact what students already know
about the content is one of the strongest
indicators of how well they will learn new
information about the content. - Robert J. Marzano, Building Background Knowledge
for Academic Achievement
10Word PersonificationsAdapted from LaTasha
Mitchell, Oakton Elementary, Evanston, IL
Frightened
hysterical
Vocabulary Tools ASCD, 2007
11When possible, try to build into the picture a
way of attaching the picture to the word.
12When possible, try to build into the picture a
way of attaching the picture to the word.
Latitude
Longitude
Latitudeimaginary lines around Earth parallel to
equator Longitudeimaginary lines around Earth
that go through North and South Pole and are
perpendicular to the equator
Debra J. Pickering
13Find Someone Who
Find Someone Who can define and give examples of the following
Cardinal Directions Compass Rose Map Key North
Strategies for Success with English Language
Learners, ASCD Action Tool, 2007
14Concept Circle
Which one doesnt belong? WHY?
15Word Chains
beat
beast
bed
bead
feast
fist
Vocabulary Tools
ASCD, 2007
16- Cognates
- Similar meaning, spelling and pronunciation
-
- If students have knowledge of the word in their
native language they make the connection between
the two words more easily.
cube
map
mapa
cubo
17 18Step by Step Directions
- Be explicit
- Use short, simple directions
- Rephrase or paraphrase often
- Use gestures, pictures, graphics
- Avoid slang or idioms
- Enunciate and write clearly
- Present new information in the context of known
information!
19Content Objectives
- Make learning relevant
- Provide guided practice
- Provide guided conversations
- Provide literacy support through
- Content and descriptive vocabulary
- well-formed sentences
20Content Objectives
- I can draw the parts of a flower.
- I can label the parts of a plant.
- I can describe three ways seeds scatter.
- I can write about the germination process.
21Sentence Frames
- _______ make the yellow powder called _______.
- In the center of the flower is the _______.
- At the bottom of the pistil are tiny ______ cells
called _______. - The parts of the flower around the pistil are the
_______
22Cooperative Learning
- Small group activities to promote positive
interactions. - Provides opportunities to speak with classmates
- Helps form friendships through natural talk
- Reduces anxiety
- The task should be well-structured
23- Picture Notes Allowing students to read, talk,
then draw their meaning of the story before
writing an explanation. - Retelling Allow graphic representations to help
demonstrate their understanding. - Two Column Notes Link the childs thinking to
their text evidence.
24Writing
- Be a good model
- Allow illustrations
- Should be meaningful and relevant
- Need daily writing opportunities
- Nurturing, trusting environment
- Provide oral language opportunities
- When possible allow them to write in their native
language
25- Writing Matrix Compared to Stages of Language
Acquisition - Journal Writing Allow pictures, labels, support
with underwriting. - Sketch to Stretch Sketch ideas about what the
story means to the child.
26Tried and True
- Effective Strategies that Continue to Support
English Language Learners.
27Alphabet Books
- Make alphabet books after reading.
- For K-1 child draws
- an illustration and
- writes the key word.
school teacher
S s
T t
28Language Experience Approach
The Pumpkin Farm
This morning we went to
the pumpkin farm, said Ms. Uribe.
We saw a lot of animals, said Rita.
Juan said, yes I saw a big cow!
29Story Hats
30- Choral Reading
- Patterned Reading
- Recorded Books
31Strategies for Success with English Language
LearnersVirginia Pauline RojasASCD, 2007
When English Language Learners Write Connecting
Research to Practice K-8 Katharine Davies
Samway Heinemann, 2006
Guided Comprehension A Teaching Model for Grades
3-8 Maureen McLaughlin Mary Beth
Allen International Reading Association, 2002
Writing Essentials Regie Routman Heinemann, 2004
References
- Classroom Instruction
- that works with
- English Language Learners
- Jane D Hill
- Kathleen M Flynn
- ASCD, 2006
Teaching Vocabulary Across The Content
Areas Camile Blackhowicz and Charlene Cobb ASCD,
2007
32Some children already come to school with the
ability to speak two languages. We should build
on this linguistic base and recognize that our
nation will be the better for it in the new
global environment . . . Think of the many
advantages, economic, cultural and political,
that a fluency in two languages can give to the
American people. Americas message of democracy,
human rights and economic freedom would surely
reach a wider audience.
Secretary of Education Richard Riley
April 1998