Teaching Reading to English Language Learners

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  • Sentence strips-students write main events from a story to review and check for understanding, can also be used for sequencing Background knowledge- helps reader infer and predict Responses to text- diagram, picture, personal narrative, poem
  • When students see the big picture they read for meaning Content areas are interrelated- students make more connections Success- students don’t have to compartmentalize their learning
  • Lit. Study- Students read individually entire book (or chunks at a time), then meet with teacher and respond to the book, teacher assigns task based on student discussion & students go back to find out more about the text, students meet again with teacher and respond to their task, new task may be assigned, this is repeated- teacher acts as a group member Oral language development is preparation for written language development
  • Language Learning occurs as a result from direct teaching, it involves learning rules and can be tested Language Acquisition is a result of trying to communicate and involves using language for real purposes, more subconscious Acquisition leads to proficiency Key to acquisition is comprehensible input Oral directions accompanied by written ones-helps students to refer back , visuals help to reinforce directions
  • Genre writing- builds knowledge surrounding specific genres as well as specific needed vocabulary Non-linear: depends on genre and interest Whatever language they are producing orally, allow them to practice in L1
  • Choral reading for ELL’s-material needs to be age-appropriate and just slightly above their independent level. They will increase fluency through repeat reads. Repeat reads- makes content more comprehensible
  • Teaching Reading to English Language Learners

    1. 1. Developing Lessons in Reading and Language Arts Accessibility for Varying Levels of English Proficiency Jamie Davis
    2. 2. ELL’s and Reading Comprehension <ul><li>Pre-reading </li></ul><ul><li>Model reading aloud </li></ul><ul><li>Audio taped texts </li></ul><ul><li>Allow various types of responses to text </li></ul>
    3. 3. Reading Materials <ul><li>Primary Language </li></ul><ul><li>Content Areas </li></ul><ul><li>Interest </li></ul><ul><li>Books reflecting students’ home cultures </li></ul>
    4. 4. Supplementary Materials <ul><li>Manipulatives </li></ul><ul><li>Realia </li></ul><ul><li>Pictures </li></ul><ul><li>Visuals </li></ul><ul><li>Multimedia </li></ul><ul><li>Demonstrations </li></ul>
    5. 5. Teaching Thematically <ul><li>Students see the big picture </li></ul><ul><li>Vocabulary is repeated </li></ul><ul><li>More opportunities for success </li></ul>
    6. 6. Talk, Talk, Talk <ul><li>Discussions surrounding text: </li></ul><ul><ul><li>Literature Studies </li></ul></ul><ul><ul><li>Literature Circles </li></ul></ul><ul><ul><li>Partner reading </li></ul></ul><ul><li>Discussion surrounding the writing process: </li></ul><ul><ul><li>Writer’s workshop </li></ul></ul>Reading is social!
    7. 7. Comprehensible Input (Krashen,1985) <ul><li>Krashen’s theory of language acquisition </li></ul><ul><li>Teach students in a way they can understand </li></ul>
    8. 8. Different Paths to Common Outcomes (Clay, 1998) <ul><li>Varying levels of English proficiency </li></ul><ul><li> + </li></ul><ul><li>Varied world experiences </li></ul><ul><li> = </li></ul><ul><li>The need to adjust and individualize instruction </li></ul><ul><li>* Learn the extent of students’ linguistic and conceptual knowledge and start instruction at their level </li></ul>
    9. 9. Writing and English Language Learners <ul><li>Environmental Print </li></ul><ul><li>Drawing </li></ul><ul><li>Student-made books </li></ul><ul><li>Lists & Labeling </li></ul>
    10. 10. Writing and English Language Learners <ul><li>Primary language </li></ul><ul><li>Freedom & Choice </li></ul><ul><li>Audience </li></ul><ul><li>Development </li></ul>
    11. 11. Music and Literacy Development in ELL’s <ul><li>Language Elements </li></ul><ul><li>Kinesthetic learners </li></ul><ul><li>Song-based literature </li></ul><ul><li>http://www.songsforteaching.com/index.htm </li></ul>
    12. 12. Reading Fluency and ELL’s <ul><li>Repeat reads </li></ul><ul><li>Paired reading, echo reading and choral reading </li></ul><ul><li>Readers’ Theatre </li></ul><ul><li>Poetry </li></ul><ul><li>Caution: </li></ul><ul><ul><li>Do not stress oral reading (it can draw away from making meaning) </li></ul></ul><ul><ul><li>Do not overcorrect pronunciation </li></ul></ul>
    13. 13. References <ul><li>Clay, M.M. (1998). By different paths to common outcomes. Portland, ME: Stenhouse Publishers. </li></ul><ul><li>Echevarria, J., Vogt, M.E., & Short, D.J. (2010). Making content comprehensible for elementary English language learners: The SIOP model. Boston, MA: Pearson Education, Inc. </li></ul><ul><li>Freeman, D.E., & Freeman Y.S. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. </li></ul><ul><li>Samway, K.D. (2006). When English language learners write: Connecting research to practice. Portsmouth, NH: Heinemann. </li></ul><ul><li>Paquette, K.R., & Rieg, S.A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal. 36. 227-232. </li></ul>

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