1. Teaching English Reading in a Bilingual Classroom

2. ESL/Bilingual Learners –“Children do not become readers unless they have time, materials, models, and motivation.” (Cunningham & Allington, 1999) (Cunningham & Allington, 1999)

3. Overview What is effective reading instruction? What is effective reading instruction? Explain and demonstrate the five components of reading instruction. Explain and demonstrate the five components of reading instruction. Additional instruction that fosters a successful reading experience Additional instruction that fosters a successful reading experience

4. Characteristics of Effective Instruction Provide time Provide time Provide teacher modeling Provide teacher modeling Read to children Read to children Read with children Read with children Provide a print rich environment Provide a print rich environment Provide a variety of strategies Provide a variety of strategies

5. Time For talk For talk For reading For reading For writing For writing

6. Teacher Modeling Provides an insight to “thinking about thinking” Provides an insight to “thinking about thinking” Allows opportunity to visually see what is expected of them Allows opportunity to visually see what is expected of them Encourages participation Encourages participation Interactive through shared reading and shared writing Interactive through shared reading and shared writing

7. Reading To Models what good reading sounds like Models what good reading sounds like Exposes students to vocabulary Exposes students to vocabulary Implicit teaching points can be made Implicit teaching points can be made

8. Reading With Provides support to reader Provides support to reader It is non- threatening It is non- threatening Allows for one-on- one interaction Allows for one-on- one interaction

9. Provide a Print Rich Environment That includes student work That includes student work Shows students that print bears meaning Shows students that print bears meaning Includes an array of books that children can relate to Includes an array of books that children can relate to

10. Provide a Variety of Strategies To accommodate learning styles To accommodate learning styles Different types of text calls for a variety of graphic organizers Different types of text calls for a variety of graphic organizers

11. Introduction to the Five Components

12. Reading Components Phonemic Awareness Phonics Fluency Vocabulary Comprehension

13. PHONEMIC AWARENESS

14. Phonemic Awareness (PA) What is Phonemic Awareness? What is Phonemic Awareness?

15. –The ability to hear and manipulate sounds. It deals with students being able to hear and differentiate sounds through oral language activities.

16. Phonemic Awareness (cont’d) Why is it important? Why is it important?

17. –It prepares readers for phonics, sounding out words. –It establishes a foundation for later reading skills.

18. Activities to Develop Phonemic Awareness in the Classroom

19. Rhyming Word Activity 1. Use word families. 1. Use word families. 2. Hands on games. 2. Hands on games. 3. Using words in context. 3. Using words in context. 4. Write words with a rhyming pattern. 4. Write words with a rhyming pattern.

20. Phonemic Activity Sound blending Sound blending Sound count Sound count Sound match Sound match Sound switching Sound switching Syllable count Syllable count

21. PHONICS

22. How do I teach phonics effectively?

23. In addition to set phonics instruction In addition to set phonics instruction Giving students ample opportunities to work with words and make the connection to reading and writing, Giving students ample opportunities to work with words and make the connection to reading and writing, Incorporating rhyming poems for read alouds, for shared reading, and shared writing Incorporating rhyming poems for read alouds, for shared reading, and shared writing

24. Activities for Teaching Phonics

25. Sight Word Activity Use manipulatives Use manipulatives Incorporate writing Incorporate writing Use words in sentences Use words in sentences

26. Big Books Select books with patterns Select books with patterns Exposes to basic sight words Exposes to basic sight words

27. Making Words Beginning sounds Beginning sounds Ending sounds Ending sounds Medial vowel sounds Medial vowel sounds Beginning blends Beginning blends Vowel diagraphs Vowel diagraphs ex: toad, fleet

28. FLUENCY

29. Components of Fluency Speed Speed Accuracy Accuracy Prosody Prosody

30. Why is fluency important?

31. After primary grades students are expected to read independently. After primary grades students are expected to read independently. Non-fluent readers likely to avoid reading. Non-fluent readers likely to avoid reading. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground.

32. Creating Fluent Readers Includes: Includes: –Modeling fluent reading –Providing many opportunities to read the same text orally several times –Select text at an easy level –Incorporating a variety of techniques such as audiotapes, buddy reading, choral reading, and reader’s theatre

33. Activities for Creating Fluent Readers

34. Paired Reading Two read together from the text. Two read together from the text. Students monitor reading Students monitor reading

35. Poems Repeated readings. Repeated readings. Repetition of spelling word patterns. Repetition of spelling word patterns. Time for independent practice. Time for independent practice.

36. Poems and Songs Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in repeated reading or singings. Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in repeated reading or singings.

37. Reader’s Theater Select a script or create one Select a script or create one Assign parts of the texts to each group. Assign parts of the texts to each group. Highlight the part of each student Highlight the part of each student Provide lots of practice time for groups Provide lots of practice time for groups Encourage students to read fluently and expressively with good phrasing. Encourage students to read fluently and expressively with good phrasing. Help students define and pronounce any words. Help students define and pronounce any words. Perform Perform

38. VOCABULARY

39. Vocabulary Two Kinds Two Kinds –1. Written Vocabulary- reading and writing reading and writing –2. Oral Vocabulary- listening and speaking listening and speaking

40. Vocabulary Is crucial for comprehension Is crucial for comprehension Can be taught indirectly Can be taught indirectly Takes place when students are active in figuring out how words relate to experiences Takes place when students are active in figuring out how words relate to experiences Takes place when students personalize words Takes place when students personalize words

41. Vocabulary (cont’d) Students need to be immersed into words through: Students need to be immersed into words through: –Read alouds –Dialog between student to student, student to teacher, and student to adult

42. Activities for Vocabulary

43. Vocabulary Cluster Use science and social studies Use science and social studies Students gather context clues from reading Students gather context clues from reading Students make predictions Students make predictions

44. Word Wall Opportunities to use in writing Opportunities to use in writing Chants for interactive learning Chants for interactive learning Instant recognition in context Instant recognition in context

45. Vocabulary Context Clues 1.Think about the story. 1.Think about the story. 2. Check the picture. 2. Check the picture. 3. Go back and get your mouth ready. 3. Go back and get your mouth ready. 4. Look for chunks. 4. Look for chunks. 5. Does the word look like another word you know? 5. Does the word look like another word you know?

46. Shared Reading Experiences Choral reading Choral reading Shared reading Shared reading Vocabulary knowledge is introduced through discussion and oral language Vocabulary knowledge is introduced through discussion and oral language

47. Read Aloud Select a fiction or nonfiction text that relates to a science or social studies concept. Select a fiction or nonfiction text that relates to a science or social studies concept. Through read-alouds students will learn vocabulary ten times faster than those receiving intensive word-list instruction. Through read-alouds students will learn vocabulary ten times faster than those receiving intensive word-list instruction.

48. Comprehension

49. Why is comprehension important?

50. It is the most important thing about reading! It is the most important thing about reading!And It allows students to make meaning beyond literal recall. It allows students to make meaning beyond literal recall.

51. Comprehension Successful instruction includes: Successful instruction includes: –Guidance –Scaffolding –Discussion –Read More and Read Widely

52. Activities for Comprehension

53. Graphic Organizers for Comprehension Story pyramid for story elements Story pyramid for story elements Discussion of character, setting, events, problem, and solution Discussion of character, setting, events, problem, and solution

54. Graphic Organizers for Comprehension Story stair step Story stair step Retelling of story Retelling of story Sequence of story plots and events Sequence of story plots and events Use for both narrative and expository text Use for both narrative and expository text

55. KWL A before, during, and after reading strategy. A before, during, and after reading strategy. Used to see what students know about a topic. Used to see what students know about a topic. It can determine the amount of scaffolding needed. It can determine the amount of scaffolding needed. What I Know What I Want To KnowWhat I Learned

56. Other Suggestions Language Experience Approach (LEA) Language Experience Approach (LEA) Making connections Making connections

57. Language Experience Story retelling Story retelling Check for student’s interpretation of story Check for student’s interpretation of story Students relate personal experiences to story Students relate personal experiences to story

58. Steps for LEA Talk about an experience. Talk about an experience. Brainstorm about ideas for writing. Brainstorm about ideas for writing. Student dictates and the teacher writes. Student dictates and the teacher writes. Student reads back to teacher. Student reads back to teacher. Student illustrates. Student illustrates.

59. Making Connections To other books read, read to, or read with To other books read, read to, or read with To their own experiences To their own experiences To other things going on in the world they can relate it to To other things going on in the world they can relate it to

60. Final Thoughts LEARNING MUST BE PERSONAL LEARNING MUST BE MEANINGFUL

61. Final Thoughts LEARNING MUST BE INTERACTIVE LEARNING MUST BE CREATIVE

62. Assessment

70. Answer Key Answer Key

71. Answer Key 1. A 2. D 3. A 4. A Scenario 1 Component: C Activity: B Scenario 2 Component: B Activity: D Scenario 3 Component: A Activity: D Scenario 4 Component: E Activity:D Scenario 5 Component: D Activity: D