1. Close Reads in the ESL Classroom Tanya Hill, M.Ed, NBCT hilltk@scsk12.org Kate Bond Elementary Session 3: 10:20-11:20 Session 4: 11:20-12:20 Survey: 12:20-12:30

2. Elementary and secondary ESL teachers will: Know The design of ESL instructional support and strategies that complement the 5 priorities of Destination 2025. Understand The role of the ESL teacher as a school resource person in matters of ELD and content integration The value of the integration of language acquisition strategies and core- content subject matter Be able to Do Re-envision the design of rigorous instruction for ELLs as a curriculum that prepares ELL to meet the demands of CCSS By the end of this session, participants will have an understanding of how to implement close reads into the ESL classroom.

3. Norms Be present and engaged Be respectful of differences in perspective while challenging each other productively and respectively Monitor “air time” Make the most of the time we have Stay focused on students

4. Find your elbow partner  What is one (1) thing you find challenging about teaching reading to the ESL child?

5. ELL Levels

6. Turn & Talk What are some effective reading strategies you implement in your classroom?

7. Effective ESL Strategies Daily small group instruction for a minimum of 30-50 minutes – i.e., oral language fluency, guided reading groups, etc. Direct, explicit instruction including modeling by the teacher Fast paced instruction with frequent practice, review and response opportunities – I do, We do, You do Courtesy of the University of California, Irvine

8. Effective ESL Strategies Coverage of all five reading elements – Phonemic awareness – Phonics – Vocabulary – Comprehension – Fluency Corrective feedback when students make errors Courtesy of the University of California, Irvine

9. Special Considerations When working with the ELL who also have identified learning disabilities, it is necessary to consult with the Special Education teacher. Special considerations and/or accommodations may help to fully engage the ELL in language development. 9

11.  Building knowledge through content-rich non- fiction and informational texts [Reading Standards #1-10 in ELA and Reading Standards for History/SS, Science, and Technology]  Reading, writing, and speaking grounded in evidence from the text [Reading Standard #1, Speaking and Listening Standard #1, and Writing Standards #1, #2, #9]  Regular practice with complex texts and their academic vocabulary [Reading Standards #10 and #4] Progress toward CCR Shifts in Literacy/ELA hold Promise for Content Area Learning

12. What is “Close Reading”?

13. Close Reading Defined 1)Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons.

14. Close Reading Defined 2) Through text-based questions and discussion, students are: – Guided to deeply analyze and appreciate various aspects of the text – Discover different levels of meaning as passages are read multiple times.

15. Close Reading Defined 3) The teacher’s goal in the use of Close Reading is to gradually release responsibility to students—moving from where the teacher models the strategies for students to one where students use the strategies on their own when they read independently.

16. The Gradual Release of Responsibility (to introduce or reinforce a new skill) Teacher Responsibility Student Responsibility I do it. We do it. They do it (together). You do it (independent of the teacher). Guided Collaborative Independent

17. Why should we implement Close Reads into the ESL Classroom?

18. Access Points to Build a Bridge Between Reader and Text (Frey & Fisher, 2013) 1.Establishing a purpose for reading a complex text, and modeling how an expert reader makes meaning 2.Providing scaffolded and close reading instruction to guide students through complex texts 3.Creating opportunities for collaborative conversations w/ peers to refine understanding 4.Moving them forward through independent reading of increasingly complex texts 5.Using formative assessment so teacher and reader know what is know and still needs to be 18

19. What do Close Reads look like in the ESL Classroom?

20. Close Reading in the Classroom Regular Classroom 1)1 st Read: Students read and annotate 1)Students think and do a quick write 2)Students talk with a partner 2)2 nd Read: Teacher reads, students listen 1)Students think, talk, write 3)3 rd Read: Watch/listen as teacher reads & annotate 4)4 th Read: Students reread to find answers to text dependent questions ESL Classroom 1)Teacher frontloads academic vocabulary first. 2)1 st Read: Students read and highlight pre-taught vocabulary and unknown words. 3)2 nd Read: Teacher reads, focusing on unknown vocabulary 4)3 rd Read: Teacher and students read in guided reading session. 5)4 th Read: Students reread to find answers to text dependent questions.

24. Text Dependent Questions 1)Where does this story take place? 2)How do Australians decorate their houses? 3)Why does Santa change his clothes at the end of the passage? 4)What is the Author’s Purpose for writing this passage? 5)How are Australians and Americans celebration of Christmas similar? Different?

25. Shifting Bloom’s Taxonomy

27. Instructional Resources readinga-z.com/comprehension/close-reading-packs Readworks.org K12readers.org Thecurriculumcorner.com  CCSS checklists Teacherspayteachers.com/CloseReads http://thecornerstoneforteachers.com/2014/08/clos e-reading.html http://thecornerstoneforteachers.com/2014/08/clos e-reading.html http://tncore.org/english_language_arts/instruction al_resources.aspx http://tncore.org/english_language_arts/instruction al_resources.aspx

28. Closing