ESOL\METS Presentation

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  • Characteristic of adolescent learner’s intellectual development when there is a demand the relevance in learning and what is being taught. We’re going to start here in order to get here and here.
  • Non-American English films Do these words rhyme? hot spot, make man A word that rhymes with like is __? Explain from the last vowel to the end of the word sounds the same. (elevator instigator) Model, read alouds, call attention at every instance. Octopus has how many syllables? /c/ at
  • /c/ /a/ /t/ The first sound in boy is __? Make the last sound in girl. Say pan without the /p/. Can be reviewed during a quick warm up as well as part of a Guided Reading lesson.
  • Learning the connections between letters and sounds is basic to understanding written language. Students learn the simple relationships that are regular – 1 sound is connected to 1 letter; Alphabet chart – What do you notice about the vowels? Then teach clusters, consonant digraphs. vowel combinations – 1 sound usually the first vowel is heard ea eat oa float; completely different sound ou out Students must be taught to look for and recognize these combinations as 1 unit so that their word solving process is more efficient. An efficient method for teaching phonics is through writing which capitalizes on the reciprocal nature of reading and writing
  • Researcher and creator of Reading Recovery Discuss enables student t self-monitoring which imperative when reading.
  • For efficient fluent reading that allows students to use knowledge of phonics to decode words and attend to comprehension. Look for in materials such as Newbridge informational books Self-monitoring This starts like the In order to become part of the student’s visual memory the student must attend to every part of the word. “This is how you say it and this is what it looks like.” “This is how you make/write/spell it.: m.l., with and on different materials, different sizes larger the better Bank of words should be ever increasing eventually to include words that are not as frequently used.
  • High frequency words vs. Sight words equal number of words Most vowels in name The most common high frequency words make up about 50% of written English language.
  • Do not follow normal spelling rules Highly effective for reinforcing hfw. Immediate reference, review and practice Gung chi fa
  • Researchers in the field of Reading Education Where students get to practice an orchestration of skills and strategies.
  • Involves ongoing observation and formal and informal assessment that assists you as you plan and select the appropriate leveled texts. That text level should be at the student’s instructional level with just enough challenge fro the student to practice the skills and strategies that have been taught. Time depends on the number of students, the number of groups and the allotted time for the group but aim for at least 25 minutes per group
  • Rereading a POD, self-monitoring and self-correcting, searching information systems (MSV) to cross-check one against another, making predictions based on phonics, language, context, background knowledge Make strategies concrete by telling students how you solved a word, fixed an error, used fluency , made a prediction Return to the lLesson focus, comprehension, strategy use,/self-evaluate
  • Guided Reading Lesson Plan Important to keep careful records concerning the books the students have read instructionally. Books students have read in small group High frequency word practice 8 are listed on the planning sheet as lesson focus and are appropriate for level 5 books Before Reading Succinct discuss only what’s needed practice language structures During Reading each student is reading independently as you listen for a few moments and move to the next student. They read the book until the time allotted has been expended.
  • At point of difficulty S and “Does it make sense?” probably least helpful for ELL students. CAUTION we don’t want students to think that reading is just remembering words. So use think aloud when using the S and in some cases the M prompts. Make sure students grasp the purpose of the lesson. After reading – oral retell using the model or frame you’ve taught – complete sentence, present/past tense etc. Locate answers in text – the information in the lower level texts lead to lower level questions but higher level thinking can be activated during writing which we’ll address in a moment. Phonics or new sight words
  • Helps students develop pa as they stretch words to listen for sounds and their order within words. Guides students to make discoveries about words. Helps students learn how American English spelling system works. 3 parts Paper reproducible sheets in the book, m.l., or tiles Simple (initial letters) to more complex (rhyming words) Transfer new learning to reading and writing new words – teacher is able to link what was taught during MW to reading and writing Secret word uses all the letters Lesson 1 part 1
  • single teaching method can be used to strengthen phonemic awareness, concepts about print, phonics, spelling, syntax, fluency, and help children attach meaning to print.
  • During interactive writing students are engaged in the encoding process of writing and the decoding process of reading, all within the same piece of text. Interactive writing is a unique opportunity to help children see the relationship between reading and writing.
  • The teacher serves as the facilitator by guiding and modeling reading and writing strategies while engaging students in creating text.
  • The students participate by collaborating in the construction of the text to the extent that they are able.
  • The goal is to get students independent as quickly as possible. WW but that’s for another day.
  • ESOL\METS Presentation

    1. 1. <ul><li>EARLY READING STRATEGIES </li></ul>
    2. 2. PHOLOLOGICAL AWARENESS <ul><li>Knowledge of the sounds in language </li></ul><ul><li>Ability to identify and make rhymes </li></ul><ul><li>Ability to hear syllables in words </li></ul><ul><li>Ability to hear parts in words </li></ul><ul><ul><li>Onsets – initial consonant(s) </li></ul></ul><ul><ul><li>Rimes – from the first vowel to the end on the word </li></ul></ul>
    3. 3. PHOLOLOGICAL AWARENESS <ul><li>Ability to hear individual sounds in words </li></ul><ul><li>Phonemic Awareness </li></ul><ul><ul><li>Ability to identify, isolate, and manipulate individual sounds in words </li></ul></ul><ul><li>Taught orally </li></ul>
    4. 4. PHOLOLOGICAL AWARENESS <ul><li>Phonics </li></ul><ul><ul><li>Connecting sound(s) to the corresponding letter(s) </li></ul></ul><ul><ul><li>Alphabet chart </li></ul></ul><ul><ul><li>26 = 44 </li></ul></ul><ul><ul><li>Writing </li></ul></ul>
    5. 5. HIGH FREQUENCY WORDS <ul><li>“… islands of certainty in a sea of print.” </li></ul><ul><li> ~ Marie Clay </li></ul>
    6. 6. HIGH FREQUENCY WORDS <ul><li>Appear frequently in simple text </li></ul><ul><li>Use to check accuracy </li></ul><ul><li>Resources for solving other words </li></ul><ul><li>Must become automatic </li></ul><ul><ul><li>Repeat </li></ul></ul><ul><ul><li>Construct </li></ul></ul><ul><ul><li>Write </li></ul></ul><ul><li>Cumulative </li></ul>
    7. 7. HIGH FREQUENCY WORDS <ul><li>Sort the words in the envelope. </li></ul><ul><li>Be prepared to explain your reasoning. </li></ul>
    8. 8. HIGH FREQUENCY WORDS <ul><li>the black </li></ul><ul><li>of stop </li></ul><ul><li>to it </li></ul><ul><li>one ride </li></ul><ul><li>been mail </li></ul><ul><li>are phone </li></ul><ul><li>was eat </li></ul><ul><li>they with </li></ul><ul><li>have than </li></ul><ul><li>young them </li></ul>
    9. 9. HIGH FREQUENCY WORDS <ul><li>Sight words </li></ul><ul><ul><li>Non-decodable </li></ul></ul><ul><li>Word Walls/Folders </li></ul><ul><ul><li>Added to gradually </li></ul></ul><ul><ul><li>Alphabetized by first letter </li></ul></ul><ul><ul><li>Configuration often featured </li></ul></ul><ul><ul><li>Practiced daily reading, writing, chanting/rapping/ clapping/snapping/dancing/movement </li></ul></ul>
    10. 10. GUIDED READING <ul><li>“ It is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty.” ~ Fountas and Pinnell </li></ul>
    11. 11. GUIDED READING <ul><li>Small differentiated groups </li></ul><ul><ul><li>Every student every day </li></ul></ul><ul><ul><li>Flexible </li></ul></ul><ul><ul><li> Instruct </li></ul></ul><ul><li> </li></ul><ul><li>  Assess </li></ul><ul><li> Plan  </li></ul>
    12. 12. GUIDED READING <ul><li>Strategy instruction </li></ul><ul><li>Think Aloud </li></ul><ul><li>Discussion/Reflection </li></ul>
    13. 13. GUIDED READING <ul><li>Components </li></ul><ul><ul><li>Familiar Reading </li></ul></ul><ul><ul><li>Fluent Writing </li></ul></ul><ul><ul><li>Setting the Purpose </li></ul></ul><ul><ul><li>Book Introduction </li></ul></ul><ul><ul><li>Guided Practice </li></ul></ul>
    14. 14. GUIDED READING <ul><ul><li>Pause, Prompt, Praise </li></ul></ul><ul><ul><li>Revisit Lesson Focus </li></ul></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><li>Word Work </li></ul></ul><ul><ul><li>Interactive Writing </li></ul></ul>
    15. 15. Making Words Cunningham & Hall <ul><li>Guided discovery lessons </li></ul><ul><li>Develop phonemic awareness </li></ul><ul><li>American English phonics & spelling system </li></ul><ul><li>Three part lessons </li></ul><ul><ul><li>Manipulate letters to make words </li></ul></ul><ul><ul><li>Sort words into patterns </li></ul></ul><ul><ul><li>Transfer learning to reading and writing </li></ul></ul>
    16. 16. Making Words Cunningham & Hall <ul><li>eat team net seat steam met neat set meat </li></ul>
    17. 17. “ Interactive writing is a dynamic literacy event in which reading and writing come together.” ~ Andrea McCarrier
    18. 18. Interactive Writing <ul><li>Can be used to: </li></ul><ul><li>demonstrate concepts about print, early strategies, and how words work. </li></ul><ul><li>provide opportunities to hear sounds in words and connect sounds with letters. </li></ul><ul><li>teach students how written text works. </li></ul><ul><li>teach students about the connections between what we say, and write. </li></ul>
    19. 19. Interactive Writing <ul><li>The teacher and the student : </li></ul><ul><li>compose a sentence cooperatively. </li></ul><ul><li>collaborate in the construction of text. </li></ul><ul><li>use the conventions of print. </li></ul>
    20. 20. Interactive Writing <ul><li>The teacher: </li></ul><ul><li>writes what the students can’t. </li></ul><ul><li>facilitates the students’ efforts to write and read. </li></ul><ul><li>makes on-the-spot decisions based on the immediate needs of their students. </li></ul>
    21. 21. Interactive Writing <ul><li>The students: </li></ul><ul><li>write what they can. </li></ul><ul><li>read and reread the text. </li></ul><ul><li>search, check, and confirm while writing and reading. </li></ul>
    22. 22. Interactive Writing <ul><li>Keep the lessons short </li></ul><ul><li>Text length depends on the ability level of the students </li></ul><ul><li>Use white boards to engage all students </li></ul><ul><li>Reference the word wall when appropriate </li></ul>
    23. 23. Interactive Writing <ul><li>Model in the beginning but eventually let students do all the work they can </li></ul><ul><li>Incorporate into all content areas </li></ul><ul><li>Reinforce word work strategies </li></ul><ul><li>Can be use with a whole group </li></ul>
    24. 24. Interactive Writing <ul><li>As the students become more capable writers and readers, interactive writing should transfer to more independent writing tasks such as Writing Workshop. </li></ul>

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