1. Reading in the Content Areas Project Mast 2 er ELL Module Adapted from Center for Applied Linguistics Enriching Content for Secondary ESOL Students C. Carlson

2. Agenda 1. Effective Content Instruction for ELLs 2. Content Area Reading Principles 3. Strategies

3. What’s our goal? Success For All in Content Classes

4. Why do we have to change? ….the way we think about teaching & learning 1. Read the text 2. Create a passage title 3. Think-pair-share

5. 3 Guidelines for Effective Content Instruction

6. What’s our goal? inContentClasses Increased Success for ELLs ELLs

7. 3 Guidelines How can we modify lessons to help ELLs learn in content classrooms?

8. To Increase ELL Success in Mainstream Classes: To Increase ELL Success in Mainstream Classes: 1. Increase Comprehensibility 2. Increase Interaction 3. Increase HOT Skills 3 Guidelines

9. Increasing Comprehensibility during content area reading Focus

10. Reading to Learn Think, pair, share: “What makes reading in the content areas difficult for ELLs?” List on chart paper

11. Selections from Textbooks Directions: Read each selection and identify 2-3 difficulties that ELLs might have in reading it. Reading to Learn to Learn

12. 3 Content Area Reading Principles

13. 3 Passages: Deductive lesson

14. Passage #1 F i r s t, r e a d p a s s a g e & t r y t o d e t e r m i n e t o p i c W h a t p r i n c i p l e d o e s t h i s p a s s a g e i l l u s t r a t e ? L i s t s o m e c l a s s r o o m s t r a t e g i e s & i m p l i c a t i o n s

15. (Bransford & McCarrell, 1974) The procedure is really quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications from doing too many may arise. A mistake can be expensive as well. The manipulations of the appropriate mechanisms should be self-explanatory, and we don’t need to discuss it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee an end to the necessity of this task in the future. (Bransford & McCarrell, 1974)

16. Principle 1 Passage #1 Build on students’ background knowledge & provide the “big picture”

17. Passage #2 F i r s t, r e a d p a s s a g e & t r y t o d e t e r m i n e t o p i c W h a t p r i n c i p l e d o e s t h i s p a s s a g e i l l u s t r a t e ? L i s t s o m e c l a s s r o o m s t r a t e g i e s & i m p l i c a t i o n s

18. “Do I deserve a mulligan?” asked Bob. “No, but I don’t take a drop,” said Al. “Use a hand-mashie, then fly the bogey high to the carpet and maybe you’ll get a gimme within the leather.” “You’re right,” said Bob, “I’ll cover the flag for a birdie and at least get a ginsberg if I’m not stymied.”

19. Principle 2 Passage #2 Explicitly teach essential content vocabulary

20. Proficiency Levels (CAL, 1998)

21. Proficiency Levels (CAL, 1998)

22. Proficiency Levels (CAL, 1998)

23. Passage #3: Look at your “role” & do not share with anyone Look at your “role” & do not share with anyone Read passage 3 Read passage 3 List as many details as you can remember in 30 seconds List as many details as you can remember in 30 seconds Record on T chart by group Record on T chart by group Guess other group’s “role” Guess other group’s “role” Discuss implications Discuss implications

24. Principle 3 Passage #3 Set a purpose for reading

25. “… all language skills … are best developed when students are using those skills to achieve communication goals that are interesting to them.” (Peregoy & Boyle, p. 310, 2006) Reading for a Purpose

26. Content Reading for ELLs: 3 Principles 1.Build on students’ background knowledge & provide the “big picture” 2.Explicitly teach essential content vocabulary 3.Set a purpose for reading Plus: Teach reading strategies and other skills needed for academic success “plus”

27. 3 Guidelines for ELL Instruction To Increase Success in Mainstream Classes 1. I n c r e a s e C o m p r e h e n s i b i l i t y 3333 S p e c i f i c S t r a t e g i e s 2. I n c r e a s e I n t e r a c t i o n 3. I n c r e a s e H i g h e r O r d e r T h i n k i n g S k i l l s ( C A L, 1 9 9 8 ) Increase Comprehensibility Plus: Make connections & modify assessments

28. Increasing Reading Comprehensibility 3 Specific Strategies Contextual Support Contextual Support From Text to Graphics From Text to Graphics & Back Again Teach the Text Backwards Teach the Text Backwards

29. 3 Strategies 3 Strategies

30. Contextual Support Use: ______________, ______________, Non- ___________clues, etc. Non- ___________clues, etc. 1. Communicate the overall meaning, 2. Then correlate the meaning with the text.

31. From Text to Graphics & Back Again From, Other Places, Other Times, G. Tang. Preview the chapter and determine how it’s organized and what its key concepts are Preview the chapter and determine how it’s organized and what its key concepts are Pay explicit attention to the language of the text Pay explicit attention to the language of the text Choose a graphic organizer to help students understand the organization and/or major content and relationships Choose a graphic organizer to help students understand the organization and/or major content and relationships Students practice constructing graphics from the text Students practice constructing graphics from the text Students do academic writing task using the graphic organizers & language learned Students do academic writing task using the graphic organizers & language learned

32. Teach the Text Backwards 1. Extension activities 2. Discussion 3. End of chapter questions 4. Then, read!

33. Lesson Sequence From ________ knowledge to new knowledge From the ________ to the abstract From ________ language to texts From ________ contextual support to less contextual support

34. Lesson Sequence From ________ knowledge to new knowledge From the ________ to the abstract From ________ language to texts From ________ contextual support to less contextual support