Welcome to Red Apple/Augustana EDUC 570 Literacy for English Language Learners

1
Welcome to Red Apple/Augustana EDUC 570Literacy
for English Language Learners
Instructor Marcia.Gaudet SFSD K-12 ELL
Instructional Coach
2
Red Apple/Augustana EDUC 570Class 2 Friday,
June 24 1200 to 330

• Circle Up Greeting, Sharing, ABC Pop
• Share Book Sample books
• The Danger of the Single Story
• http//www.youtube.com/watch?vD9Ihs241zeg
• Discussion of reading Peregoy 5, CAL 14, Tucker
• Discuss Elizabeth Skelton - Intro to TPRS - DVD
• Today Turn in Reading Reflection
• For Next Thursday Read Peregory 6, CAL 5,6,7
• 
  Observation Papers Due

3
Red Apple/Augustana EDUC 570Literacy for ELL -
Course Overview

• June July 1- Reading focus for ELLs
• Understanding the challenges for ELLs with no
  prior literacy assessments research-based
  strategies
• July 6 7- Writing focus for ELLs
• Challenges of teaching ELLs with no prior
  literacy in their first language and
  research-based strategies
• August 2 3 WIDA, Collier Presentations
• whose reading and writing levels are below grade
  level - How to adapt grade level curr for ELLs to
  teach content standards so they are progressing
  in literacy skills

4
Course Outline June 30 July 1Reading Focus
for ELLs

• Thursday, June 30
• Peregoy Chapter 6, pages 200- 223
• TPR Lesson demonstrations begin!
• Friday, July 1
• Reflection paper on reading for week due
• Observation Paper Due Include language level of
  students
• CAL Text Whats Different Chapters 5,6, 7

5
Stephen Krashens 5-pronged theory of Language
Aquisition

• 1. Language acquisition is a subconscious and
  intuitive process much like how children pick up
  their first language.
• 2. The monitor If students learn language
  through rules rather than naturally fluency will
  be delayed.
• 3. The natural order of acquisition ELs will
  first acquire that which has the most meaning,
  form comes later.
• 4. Providing comprehensible input to acquire
  language.
• 5. The affective filter a cognitive shut-down if
  anxious.

6
Classroom Strategies to Promote Early Literacy

• Holistic strategies
• Creating a Literacy-Rich Classroom
• Books, books, books
• Daily Routines
• Reading Aloud to Students
• With your grade level Brainstorm ideas you
  might use for each of the areas above with the
  age group and content area you are/will be
  teaching. Make a list you can share!

P 176-180
7
Augustana EDUC 397/597Literacy for ELL - Course
OverviewMTWR - MC 164 6 - 930pm

• Week 1 - Reading focus for ELLs
• Understanding the challenges for ELLs with no
  prior literacy and research-based strategies
• Week 2 - Writing focus for ELLs
• Challenges of teaching ELLs with no prior
  literacy in their first language and
  research-based strategies
• Week 3 - Literacy Development for ELLs
• Grammar and Vocabulary - differentiation for ELLs
• Week 4 - WIDA Differentiation for ELLs
• whose reading and writing levels are below grade
  level - How to adapt grade level curr for ELLs to
  teach content standards so they are progressing
  in literacy skills

8
Course Outline - Week 1Reading Focus for ELLs

• Monday, January 3
• Introductions, Course Requirements, Challenges to
  ELL Literacy!
• Select Multicultural book to present to class.
  Sign up today.
• Sign up for preferences for ELL Teacher
  observation.
• Tuesday, January 4
• Peregoy - pp 152-182 Emergent Literacy English
  Learners Beginning to Write and Read - Basic
  steps a students goes through in learning to
  read.
• Wednesday, January 5
• Peregoy - pp 183-199Emergent Literacy
• Skelton Pages 1-11 Making content
  comprehensible - Watch DVD on TPR!
• Thursday, January 6
• Peregoy, pp 200-223 Words and Meanings English
  Learners Vocabulary Development. Reflection paper
  on reading for week due Sign up for TPR!
• Skelton Pages 12-23 19-31

9
Our Challenge

• In the SFSD we are serving four types of Els
• 1) ELs born in the U.S. and educated here
• 2) ELs new to the U.S. with strong educational
  backgrounds
• 3) ELs new to the U.S. with interrupted education
  but have literacy in their first language
• 4) ELs new to the U.S. with no prior literacy

10
Reasons for limited literacy

• There are 115 million children in the world who
  do not attend primary school.
• In Africa, only 59 attend school at all, and
  only 1 in 3 will complete primary school. Why?
• - Their families need them to work fetching
  water, farming, or even working in bonded labor
  to pay off a debt.
• - 29 of the worlds children ages 5-14 are
  engaged in child labor.

11
Reasons for limited literacy

• A Long Walk to Water
• by
• Linda Sue Park

12
Reasons for limited literacy

Schools in refugee camps often have limited
resources.
In some camps children must pay to attend the
schools.
13
Reasons for limited literacy

• There are many reasons for limited literacy
• The US spends about 1780 per capita on primary
  and secondary education.
• Uganda spends just about 5.00 per capita
• Today 1 in 6 adults in the world is illiterate
• 2/3 of the illiterate are women

14
Important to remember

• Our people did not carry their stories in heavy
  books, but in our songs. Home of the Brave
• Cultures without literacy are rich in
• relationships if you need to know
• how to do something, you dont
• Google it, you ask a friend.
• Parents from these cultures who
• come here, highly value education!

15
Factors to Keep in Mind When Teaching 2nd
Language Speakers to Read English

• Not all languages are alphabetic neither do they
  share the same syntactic characteristics.
• Reading models include the same set of three
  processing dimensions
• visual phonological syntactic
• Phonology the systematic use of sound to
  encode meaning in any spoken human language.
  Syntax - the study of the principles and rules
  for constructing sentences in natural language.
• What is not considered in reading models is the
  second language readers prior knowledge of the
  sound-letter correspondences in the native
  language experiences with them.

16
Factors to Keep in Mind When Teaching 2nd
Language Speakers to Read English

• 4. ELLs come from around the globe bring
  different sets of language experiences with them.
• 5. Teachers need to understand the similarities
  and differences between students languages and
  writing systems and English in order to be able
  to teach English language learners.

17
Chinese Numbers

• 1. Write the number
• of toes you have.
• 2. Write the answer
• to 4 4 _____
• 3. Write the number
• of days in a week.
• 4. Write your phone
• number.

18
What is Phonemic Awareness?

• Knowing the sounds of a language is a
  prerequisite to being able to start to match it
  with print. Ramirez 2000
• Phonemic awareness if the ability to notice,
  think, and work with the individual sounds in
  spoken words. Adler 2001

19
What is Phonemic Awareness?

• This means that individuals are aware of how
  the individual sounds in words work. They can
  break words into their component sounds, identify
  onsets and rhymes, and make new words by deleting
  or replacing sounds.
• Words are made of speech sounds called
  phonemes. Phonemes are the small, discrete spoken
  sounds of a language that help to distinguish one
  word for another.
• For example, change the first phoneme in
  the word bat to /h/. Changing the /b/ to /h/
  changes the word from bat to hat and also changes
  the meaning of the word.

20
Some Ways Students Develop Phonemic Awareness

Word Play
What is left if I take away the m in mice? ice What is let if I take away the p in bump? eye What is left if I take away the p in bump? bum
Rhyming Games
One, two, buckle your shoe. Three, four, shut the door One, two, stir the stew. Three, four, lie on the floor.
Nursery Rhymes
Three little kittens lost their mittens
21
Some Ways Children Develop Phonemic Awareness
Picture Books With Rhymes
Its Theresa Mirror, mirror in my claw Whos the prettiest dinosaur of all? Her horns are purple, and her lips are read. Theres a scalloped frill behind her head. Theresa Triceratops it must be. No dinosaur in the world is prettier than she. -Written by Dorothy Kauffman

22
Phonics Is

• the predictable relationship between the sounds
  (phonemes) of spoken language and the letters and
  spellings (graphemes) that represent those sounds
  in written language (Antunez, 2002).

23
Phonics Instruction Is

• a way of teaching reading. It focuses on
  teaching children to understand the relationships
  between the sounds of the spoken words they hear
  and the letters of written words they see in
  print so they can use these relationships to read
  and write words (Adler, 2001 Heilman, 1968)

24
Factors to Keep in Mind When Teaching Phonics

• Phonics programs for native English speakers
  generally begin with consonants, because they
  tend to have a close one-to-one correspondence
  with one letter to one sound.
• Phonics instruction that is systematic and
  explicit contributes to a students growth in
  reading.

25
Factors to Keep in Mind When Teaching Phonics

• For ELLs, instruction in phonemic awareness
  that includes letter-sound associates, or
  phonics, is more likely to be productive then
  teaching speech sounds alone (Adams, Foorman,
  Lunderg, Beeler, 1998 Oudeans, 2004, cited in
  August Shanahan, 2006).

26
Factors to Keep in Mind When Teaching Phonics

• Phonics instruction should begin with the most
  frequently occurring letter-sound relationships
  in English so that children can read words as
  soon as possible. (Texas Education Agency, n.d.)
• All students can best benefit from phonics
  instruction that is taught in meaningful contexts
  (Peregoy Boyles, 2001 Snow, Burns, Griffin,
  1998).

27
What is Required for Skilled Reading?

• Skilled reading clearly requires skill in both
  decoding and comprehension
• A student who cannot decode cannot read
• a student who cannot comprehend cannot read
  either.
• Literacy reading ability can be found only
  in the presence of both decoding and
  comprehension. Both skills are necessary neither
  is sufficient.

28
Some English language learners may

• Speak languages that do not have the visual,
  phonological, or syntactic matches of spoken and
  written English (Bernhardt, 2003)
• Be literate in their native language but know
  very little oral English (Bernhardt, 2003)
• not be literate in their native language, so
  English is the language in which they develop
  literacy (Bernhardt, 2003)

29
Some English language learners may

• Need to develop a phonological concept for
  English words (Bernhardt, 2003)
• Develop early reading skills in many of the same
  ways as native English speakers (Ramirez, 2000)
• Be able to use what they now about the
  phonological features of their native language to
  develop phonemic awareness in English (Bernhardt,
  2003)

30
Some English language learners may

• Need to learn the alphabetic writing system of
  English because the writing system of their
  native language is different from what of English
  (Durgunoglu, Nagy, Hancin-Bhatt, 1991))
• Benefit from instruction in phonemic awareness
  and phonics that teaches English speech sounds
  alone and letter-sound associations (Adams,
  Foorman, Lundberg, Beeler, 1998 Oudeans, 2004,
  cited in August Shanahan, 2006)

31
Older Learners need

• Language Experience Approach
• Picture Books with mature themes/Nonfiction texts

32

Learn as much as you can about a students first
language

• Spanish has 24 distinct sounds
• - Words usually end in vowels
• - Vowels very consistent in sound
• English as 44 distinct sounds (System 44)
• Swahili every word ends in a vowel
• Arabic read from right to left
• Is it an Asian pictorial language? plural?
• Are there male and female pronouns in their
  first language?

33
Assessment

• It is important to assess Els at the beginning of
  each semester to know where they are starting and
  to measure their growth.
• The DRA is an assessment used for
• beginning readers. It can be useful for EL to
• determine what level of reading a student
• has in English.

Next Week we will look at this more
34
Small Groups are a must

• Begin each semester with a reading assessment
  to determine reading level
• Adjust classroom routine to accommodate small
  group instruction to differentiate
• Begin with illustrated repetitive text

35
Small Group Reading Instruction

• Before Reading
• Teach key vocabulary
• Preview Predict
• During Reading
• Model Reading / model decoding strategies
• Focus on the first sound in words
• After Reading Review and Retell story Shared
  writing

36
Retell by drawing pictures, then writing
1. 2. 3.
___________________ ___________________ ___________________ ___________________ ____________________________________
4. 5. 6.
________________________________________ ________________________________________ ____________________________________
37
Break

• Thank you for bringing snacks today!
• Following Break Tucker Signs

38
Setting the context for literacy

• You may be preparing to teach older students,
  how could a chapter that begins by discussing
  literacy in a Kindergarten class be relevant to
  you?
• Stand up, move around and find someone you
  have not talked with yet.
• Find out what level your partner teaches or
  is preparing to teach, discuss the question and
  then you will share your partners thoughts with
  the class.

39
What does the research say?

• Large body of research on literacy development
  in first language
• Far less research on literacy development for
  second language literacy development - even less
  for students with no literacy in their first
  language - which is much of the challenge with
  the African refugee population K-12!

40
What does the research say?

• The research we do have shows that the English
  reading and writing development processes are
  essentially similar for both English learners and
  native English speakers (Edelsky, 1981a, 1981b
  Goodman Goodman, 1978 Hudelson, 1984 Urzua,
  1987).
• My concern Refugee Act passed in 1980 - that is
  when the USA began getting refugees from African
  nations with no prior literacy and languages with
  a completely different structure from Romantic
  languages. There is a need for more research!

41
What does the research say?

• For all learners, literacy development is a
  complex process that takes place over a lengthy
  period of time.
• Academic fluency takes 5 to 7 years
• Longer if there is no literacy in students first
  language

42
What does the research say?

• There are two important differences in literacy
  development for ELLs
• A students English Language proficiency
• A students ability to read and write in their
  primary language (Hudelson, 1987)
• Research shows English learners can benefit from
  English literacy instruction well before they
  have developed full control of the language
  orally!

43
What does the research say?

• Oral and written English can develop more or less
  simultaneously, provided that instruction is
  carefully organized to be meaningful and
  relevant.
• Stephen Krashen calls this comprehensible input.
• When students are focused on understanding the
  meaning of a messagethey are naturally acquiring
  language

44
What does the research say?

• If English learners are literate in their primary
  language, they may bring knowledge, skills, and
  attitudes about reading and writing that transfer
  to the task of English reading.
• Research and theory consistently support the
  benefits of teaching children to read and write
  in their primary language first.

45
What does the research say?

• Research consistently shows that
• English language proficiency and
• Primary language literacy
• contribute to the ease with which English
• learners develop English reading and writing
• skills.
• ..now think of the challenges of students who
  have no generational literacyno one they know or
  their parents know have ever been able to read or
  write in their language

46
Contrasting the Emergent Literacy Reading
Readiness Perspectives

• Note The authors of our text believe the
• emergent literacy perspective offers
  the
• most effective teaching practices for
  ELLs.
• We will be looking at how children learn to read
  at a young age and then apply this knowledge to
  ELL students who come to us at all ages with no
  prior literacy in their first language. How will
  you teach an eight grade students who does not
  yet know to read or is just now reading at a
  first grade reading in English?

47
Reading Readiness Perspective

• Popular in much of the world in the 20th century
• Believe children are not developmentally ready to
  read until they reach a mental age of 6.6 years
  so reading not taught until 1st grade
• Writing postponed until 1st grade and focused on
  proper letter formation rather than communicating
• Kindergarten for socialization, oral language
  development, not literacy

48
Reading Readiness Subskills
Auditory discrimination Identify and differentiate familiar sounds (car horn, dog barking) identify rhyming words I dentify sounds of letters
Visual discrimination Recognize colors, shapes
Visual motor skills Cut with scissors Color inside the lines
Large motor skills hop on one foot skip
49
Research Conclusions

• For native English speakers and English learners
  many reading readiness subskill prerequisites
  turned out to be unnecessary hindrances to
  literacy development.
• Example students who were already reading were
  told they could not advance to 1st grade
  because they could not color inside the lines.
• The assumption was that a student was not ready
  to learn to read until they could color inside
  the lines.

50
Emergent Literacy Perspective

• The Emergent Literacy Perspective was pioneered
  by Marie Clay (1975) in New Zealand, also known
  as the founder of Reading Recovery and Emilio
  Ferrerio and AnaTeberosky in Latin America
  (1982).
• According to this perspective children begin to
  develop written language knowledge as soon as
  they are first exposed to reading and writing.

51
Emergent Literacy Perspective

• Literacy development is viewed as somewhat
  parallel to oral language development in process
  - that is when children are exposed to how the
  written word is used around them
• Lists, notes, letters, storybooks, road signs,
  product labels, and other environmental print.
• What about cultures where this is not there? How
  will this impact literacy dev? Ex Rwanda -
  picture/not print

52
Emergent Literacy Perspective

• If, from this highly functional written input,
  children gradually construct knowledge of the
  functions and forms of print, what will be the
  impact for students who do not come from this
  cultural background that involves literacy?
• How will it impact girls whose mothers have never
  been allowed to read or write? Example Sudan
• Discuss with your table partner How would this
  be different for students growing up in a culture
  with very little literacy?

53
Emergent Literacy Perspective

• Although early research on emergent literacy
  highlighted childrens natural tendencies to
  develop literacy through immersion - another line
  of inquiry took hold in the 1990s that focused
  on how explicit, direct instruction might help
  emergent literate children learn to decode
  written words. They examined the aspect of the
  Alphabetic principle.

54
Alphabetic principle

• 3 concepts inherent in the alphabetic principle
• - 1. The speech stream can be broken down into
  sounds or phonemes
• - 2. Letters of the alphabet can represent these
  speech sounds
• - 3. Knowing letter-sound correspondences permits
  a reader to recode words from written form to
  oral
• The outcome of this research Education policies
  calling for a balanced approach which includes
• An emphasis on explicit instruction on phonemic
  awareness (the ability to discriminate speech
  sounds in words) and
• Phonics - specific letter-sound correspondences

55
Conclusions from the research

• The reading readiness perspective was based on
  the best scientific knowledge in the first half
  of the past century.
• However, literacy research in recent decades
  refutes the major assumptions of the reading
  readiness perspective and calls into question
  many of the practices.

56
Emergent Literacy research recommendations for
all

• 1. Acknowledge that all children bring literacy
  knowledge to school, although they vary in their
  literacy concepts skills.
• 2. Immerse children in variety of functional
  reading and writing experiences that display the
  purposes of literacy while demonstrating and
  modeling the processes of reading and writing.

57
Emergent Literacy research recommendations for
all

• 3. Enrich dramatic play centers with functional
  print, including lists, tablets, prescription
  forms, phone books, and other props, to encourage
  children to experiment with reading and writing
  during play.
• Talk with your 900 partner Why would you do
  this? If this is important, how could this be
  adapted for older ELL learners?

58
Emergent Literacy research recommendations for
all

• 4. Accept and celebrate childrens progress in
  their gradual approximations to conventional
  literacy.
• 5. Encourage children to read and write at home
  and to talk to their parents about their reading
  and writing.
• Talk with others from your grade level-
  Application for ELL?
• 6. Offer explicit instruction on phonemic
• awareness and phonics based on assessed need.

59
Differences Between Oral and Written Language
Development
Oral Language Development Written Language Development
Every culture develops oral language. Not every culture develops written language.
Almost every child learns the language of his or her community. Not every child learns the written language of his or her community.
Oral language is learned with little explicit instruction. For most children written language must be learned with a lot of explicit instruction.
Oral language is the primary vehicle for meeting our basic needs. Written language is not the primary vehicle for meeting our basic needs.
P 160
60
Highlighting Literacy Functions in Your Classroom

• If students have had little prior experience with
  reading and writing it is important to explicitly
  talk about how these can be used for different
  purposes, such as
• Card - to send birthday greetings far away
• List - to remember what to buy at store
• Personal phone book - friends numbers
• Drivers manual - to study for driving test
• Job application forms - to apply for a job
• Computer - to look up news from home country

P 161
61
Highlighting Literacy Functions in Your Classroom

• Talk with others from your grade level Make a
  list of additional reading and writing examples
  that are purposeful and relevant to the age level
  of ELL student you are or will be working with.
• Also make a list of things their parents might
  want help reading or writing.

p 161
62
Exploring the Visual Form of Written Language

• As you read pages 162 - 165 - examples were given
  from cultures where literacy is highly valued
  developmental writing examples were from English,
  Hebrew, Chinese, and Arabic.
• Talk with your table Make a chart to answer the
  following
• 1. What process did the research identify as
  being similar in all these cultures?
• 2. How would it be different with different types
  of languages?
• 3.How would that process be the same or different
  for a student whose parents are not literate?

Write on display paper to share
63
What are the writing strategies children use when
learning to write?
What similar strategies are used in English, Spanish, Arabic, Chinese? Description/definition of developmental scripting strategies
1.
2.
3.
4.
5.
6.
7.
64
What are the writing strategies children use when
learning to write?
Spanish Arabic Chinese Non-literate culture
How are these written languages different from English?
How would the writing strategies be different coming from these languages?
65
Print Concepts that Emerge in Emergent Literacy

• 1. Print carries meaning. It conveys a message.
• 2. Spoken words can be written down and
  preserved.
• 3. Written words can be spoken, that is, read out
  loud.
• 4. In English, words are read from left to right,
  top to bottom.
• 5. In English and other languages that use
  alphabets, the speech stream can be divided into
  sounds, and these sounds are represented by
  letters or groups of letters. This is the
  alphabetic principle.
• 6. The speech stream has a linear sequence in
  time that corresponds to written languages
  linear sequence on the page.
• 7. Sound/symbol correspondences are consistent,
  but in English there are many exceptions.

p 166
66
How do students learn these abstract concepts?

• It is through immersion in a literacy-rich
  environment with lots of stories read aloud and
  lots of opportunities for children to write on
  their own that they begin to understand the
  marvelous truths about print, its relationships
  to spoken language, and its power to communicate
  across time and space.
• This is the purpose of the Immersion Centers in
  the SFSD.
• Talk with grade level What activities/literature
  could you use for your age level ELLs to create
  this literacy-rich environment?

Reason for literature sharing in class.
67
Print concepts in Emergent Literacy

• The alphabetic principle the idea that language
  sounds are represented by letters and letter
  sequences (unlike a pictorial language such as
  Chinese).
• Research suggests that once students grasp
• The idea that words consist of different phonemes
  and
• That letters represent these phonemes,
• they can benefit from phonics instruction.

68
Print concepts in Emergent Literacy

• Graphophonemic units - letter-sound
  correspondences
• Phoneme - the smallest unit of sound that makes a
  difference in meaning in a language
• Grapheme - the letter or letter combination, such
  as d or th, that represents that sound
• Phonemic awareness - the awareness of individual
  sounds that constitute spoken word
• Phonemic awareness should not, however, be
  considered a prerequisite for literacy
  instruction as rhyming takes a great deal of time
  for ELLs to hear!

p.167
69
Print Concepts That Emerge in Emergent Literacy

• Exposure to written language promotes phonemic
  awareness by showing children how oral language
  sounds are divided, sequenced, and represented by
  letters and letter sequences. Reading poems,
  stories and song lyrics aloud while students read
  along is one way.

70
Print Concepts That Emerge in Emergent Literacy

• A students emergent writing demonstrates the
  extend of their understanding of the alphabetic
  principle and other concepts about the forms and
  functions of print.

71
Invented or Temporary Spelling

• Just as childrens oral language errors (e.g.,
  he goed for he went) represent logical,
  developmental hypotheses about grammar, so also
  childrens and older students invented spellings
  (e.g. bar for bear) represent their logical,
  developmental hypotheses about how to spell. This
  step represents a high level cognitive process in
  which student think through how sounds and
  letters relate to one another. Invented spelling
  represents an important step on the way to
  conventional spelling which will assist both
  reading and writing development.

P 168
72
Invented or Temporary Spelling

• How does invented spelling, which students use to
  work out sound/symbol correspondence, look for
  ELLs?
• - ELLs spelling shows us what they are hearing.
• Dear Momdont forget to tace owt my paperes
  foron my Wensday onvilope
• thar wus a lost dog and hee Koodinnt finde
  a hom but hee finlee fawnd a onr

73
A Research Question for teachers of non-literate
refugees to document!

• What is the difference between younger and older
  learners whose first exposure to literacy is in
  their second language?
• How to do the research? Document your teaching
  strategies and corresponding student progress
  over time. Sharing these findings will expand the
  research available on these older students not
  literate in their primary language!

p.171
74
Writing Research Findings

• As we look further into writing next week - I
  will be sharing some of the research on writing I
  have been doing over the past five years.

75
English Language learners

• learn English in hands-on, concrete ways
• As they learn English vocabulary in meaningful
  contexts they can begin to read it and write it.
• Remember showing them a picture of a ball - is
  not a way to teach a b sound if the word for
  ball in their language is crunck.

76
Home and School Environments that Nurture
Emergent Literacy

• The most important concept to bring from this
  portion is the realization that even parents who
  are from a non-literate background have a high
  value for education and high aspirations for
  their children. Over 50 of my parents want their
  children to be doctors and the students hold
  those same aspirations.

P 171-176
77
Classroom Strategies to Promote Early Literacy

• Early Literacy Goals - regardless of age
• Awareness and appreciation of the variety of
  purposes reading and writing serve
• Understanding of relationships between print and
  oral language, including the alphabetic principle
• Knowledge of print conventions, such as
  left-to-right, top-to-bottom sequencing
• Knowledge of specific sound/symbol
  correspondences, or phonics
• Ability to recognize a growing number of words on
  sight.

P 176-182
78
Classroom Strategies to Promote Early Literacy

• Holistic strategies - stores, poems, songs, and
  recipes - that serve real, day to day purposes
• Creating a Literacy-Rich Classroom
• Books, books, books - teacher read, student
  created, student journals, etc.!
• Using Daily Routines to Highlight the form and
  Functions of Print - Wall dictionary
• Reading Aloud to Students with TPR strategies!

79
Classroom Strategies to Promote Early Literacy

• Holistic strategies
• Creating a Literacy-Rich Classroom
• Books, books, books
• Daily Routines
• Reading Aloud to Students
• With your grade level Brainstorm ideas you
  might use for each of the areas above with the
  age group and content area you are/will be
  teaching. Make a list you can share!

P 176-180
80
Course Outline June 23 24Reading Focus for
ELLs

• Thursday, June 23
• Introductions, Course Requirements, Challenges to
  ELL Literacy!
• Select Multicultural book to present to class.
  Sign up today.
• Sign up for preferences for ELL Teacher
  observation.
• Reading for Friday Peregoy Chapter 5, CAL 1 4,
  Skelton
• Friday, June 24
• Peregoy Chapter 5 Emergent Literacy English
  Learners Beginning to Write and Read - Basic
  steps a students goes through in learning to
  read.
• CAL Reading Chapter 1 - 4
• Skelton Making content comprehensible - Watch
  DVD on TPR!
• Reflection paper on reading for week due Sign
  up for TPR!