Echelberger_OneStoryOneWeek_LESLLA2011

475 views

Published on

This presentation looks at ways to use learner-generated texts, repeated readings, and muli-level activities to engage language learners and build skills in multiple modalities.

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
475
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
9
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Echelberger_OneStoryOneWeek_LESLLA2011

  1. 1. One Week , One Story-I Understand<br />Using Repeated Readings in a Low-Level ESL Classroom<br />
  2. 2. There is a "vicious circle" to describe readers who cannot develop good reading skills. Slow readers do not read much, and if they do not read much, they do not understand. If they do not understand, then they cannot enjoy reading. Taguchi, Gorsuch and Sasamoto, 2006<br />
  3. 3. From Julie Trupke-Bastidas, 2007<br />
  4. 4. <ul><li>Shared Experience (LEA)
  5. 5. Picture Stories
  6. 6. Responding to a Picture or Photo
  7. 7. Texts for Wordless Books
  8. 8. Photo Books</li></ul>From Patsy Vinogradov, 2009<br />Challenges in Locating Materials<br />Student Generated Texts<br />
  9. 9. Picture Stories (1990) Longman<br />
  10. 10. More Picture Stories (1992) Longman<br />
  11. 11. Wait…What do these lines mean?<br />
  12. 12. Whole-Part-Whole Instruction<br />Learner-Generated Texts<br />Real Pictures<br />Monthly Themes<br />Daily and Weekly Routines<br />Different Daily Instructional Focus<br />Repeated Reading of Weekly Text<br />Multi-Level Instruction<br />Basis for Classroom Practice<br />
  13. 13. Organization and Routines are…<br />
  14. 14. Weekly flashcards <br />Class Jobs<br />Weekly <br /> Word <br /> Wall<br />Reading binders<br />
  15. 15. Monday<br />Create the Story<br />1) Activate schema with pictures and questions<br />2) Flashcards with weekly vocabulary and practice<br />2) Look at the pictures and talk about what happens <br />3) Write the story on the board as a class <br />4) Everyone copies the story and puts it in their reading binder<br />5) Homework: Read<br /> the story 5 times at <br /> home<br />
  16. 16.
  17. 17.
  18. 18.
  19. 19.
  20. 20.
  21. 21.
  22. 22.
  23. 23.
  24. 24. Read the story 5 times.<br />
  25. 25. Listen and Repeat<br />Choral Reading<br />Everyone Reads One Sentence<br />Reading Together in Partners<br />Reading in a Small Group<br />Reading with Emotions<br />Read the Sentence Before or After<br />Tape Recording Readings<br />Students Acting Out the Story as Class Narrates<br />“Silent” Reading<br />Additional Ideas?<br />How Many Ways Can You Read the Same Story?<br />
  26. 26. Tuesday<br />Vocabulary<br />Activities:<br /><ul><li>Story Retell with </li></ul> Pictures<br /><ul><li>Matching
  27. 27. Sentence Scramble</li></ul>Learner-generated spelling words<br />
  28. 28. Wednesday<br />Phonics <br /><ul><li>Sort by Sounds
  29. 29. Letter tiles
  30. 30. 9-Patch</li></li></ul><li>Thursday<br />Fluency<br /><ul><li>Question Mingle
  31. 31. Partner Retell
  32. 32. Partner/Running Dictation</li></li></ul><li>Friday<br />Comprehension and Mastery<br /><ul><li>Spelling Test
  33. 33. Comprehension Questions
  34. 34. Free Writing</li></li></ul><li>
  35. 35. Observed Benefits<br />Increased Confidence<br />Learners Taking Responsibility for Learning<br />Routine Helps with Classroom Management<br />Easier to Create Lessons<br />Helpful for Classroom Volunteers<br />More Control over Language and Constructions within Text<br />Learners Remain Engaged<br />Developing Fluent Reader Skills<br />Strong Sense of Mastery<br />Easy to Reuse Materials and Modify for Different Levels <br />Level Gains<br />
  36. 36. Brenda Anfinson: Neighborhood House<br />Very Easy True Stories<br />Monday: Introduce story, class discusses pictures<br />Tuesday: Read the text different ways<br />Wednesday: Vocabulary and key words practice<br />Thursday: Retelling the story, key word clozes, sequencing with picture<br />The class also uses vocabulary pictures from units to create stories. The learners look at the pictures and write the story as a class. They divide the story into sentences, draw a picture for each sentence, and then Brenda turns them into books. On Fridays the class uses the books at their reading station.<br />“The learners really enjoy the multiple readings- it gives them a strong sense of mastery.”<br />“They reference the stories weeks later, there is obviously strong retention.”<br />
  37. 37. Marya Abraham: MLC<br />Writes her own original stories<br />Marya creates Real-e Books and class looks at the pictures then reads together. The class works on phonemic awareness from the text every day. Marya bolds the key words in the text to keep it from being overwhelming. She makes word cards for all of the words in the story and dictates the story and new sentences- as a result the learners are much more aware of articles and word order.<br />“Sometimes doing the same story every day seems boring to volunteers, but the learners are never bored.”<br />“Repetition is needed and the learners love it.”<br />“The learners are independently reading the books before class in the mornings.”<br />
  38. 38. Could you apply this practice or portions of it to your classroom/program?<br />Questions? <br />Discussion<br />
  39. 39. Thank you!<br />

×