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Reading Strategies for English Language Learners in the General Education Classroom K-3

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Title: Reading Strategies for English Language Learners in the General Education Classroom K-3


1
Reading 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?

4
Vocabulary Knowledge
Those who start behind in the race of life
must either run faster or forever remain
behind. -Benjamin E Mayo
5
Conversational 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
6
What 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

7
What 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

8
What 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

9
Academic 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

10
Word PersonificationsAdapted from LaTasha
Mitchell, Oakton Elementary, Evanston, IL
Frightened
hysterical

Vocabulary Tools ASCD, 2007
11
When possible, try to build into the picture a
way of attaching the picture to the word.
12
When 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
13
Find 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
14
Concept Circle
Which one doesnt belong? WHY?
15
Word 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
  • N-Less Language
  • Activity

18
Step 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!

19
Content Objectives
  • Make learning relevant
  • Provide guided practice
  • Provide guided conversations
  • Provide literacy support through
  • Content and descriptive vocabulary
  • well-formed sentences

20
Content 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.

21
Sentence Frames
  1. _______ make the yellow powder called _______.
  2. In the center of the flower is the _______.
  3. At the bottom of the pistil are tiny ______ cells
    called _______.
  4. The parts of the flower around the pistil are the
    _______

22
Cooperative 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.

24
Writing
  • 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.

26
Tried and True
  • Effective Strategies that Continue to Support
    English Language Learners.

27
Alphabet Books
  • Make alphabet books after reading.
  • For K-1 child draws
  • an illustration and
  • writes the key word.

school teacher
S s
T t
28
Language 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!
29
Story Hats
30
  • Choral Reading
  • Patterned Reading
  • Recorded Books

31
Strategies 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
32
Some 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
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