Reading is spESL ESL Learning Team Monday, April 30, 2012 Allison Balter and Lindsey Mayer.

Slides:



Advertisements
Similar presentations
Materials and Programs for Literacy Instruction Chapter 6.
Advertisements

Kindergarten Reading at PS 11
What does it look like: …at the table?
Guided Reading What does it look like: …at the table? Mia Johnson, Lora Drum.
Digging Deeper Into the K-5 ELA Standards College and Career Ready Standards Implementation Team Quarterly – Session 2.
Copyright (c) 2003 Allyn & Bacon Chapter 12 Facilitating Reading This multimedia product and its contents are protected under copyright law. The following.
Teaching English Reading in a Bilingual Classroom.
 Integrating LFS Into Guided Reading Donna Jay What is guided reading?
Primary Reading Focus Group
S MALL G ROUP READING INSTRUCTION A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials) Facilitator: Lynn White SAGE.
Guided Reading A Part of a Balanced Literacy Framework.
Guided Reading An Overview. It’s not enough just to create opportunities for children to do things they can already do. Instead, it’s up to us to provide.
G UIDED R EADING Sabrina Lasher Morehead STEM Academy January 2011.
GOOD MONDAY MORNING WELCOME TO ACADEMIC REVIEW Tuesday September 24th, 2014 WMDMS MORNING ANNOUNCMENTS Lunch menu Upcoming events at MDSM CHANNEL ONE NEWS.
Balanced Literacy J McIntyre Belize.
November, 2011 In-Service. What is Guided Reading? Guided Reading offers small-group support and explicit teaching to help students take on more challenging.
So You Want to Teach?? Some Fundamentals for a Basic Teacher Interview.
Mount Olive Elementary Schools K-2 Parent Reading Night.
Grade 3: Comprehension The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was based upon the original.
Teaching Strategies with ELL Students in the Preschool Setting.
Session 5 – Small Group Instruction   Guided Reading – purpose  Preparing for the small group  Book Orientations  Reading and conferencing  Book.
Blast Off! With Guided Reading! Our astronauts are ready to blast off to independent reading and beyond. Before blast off you must follow the launching.
Non-Fiction Text Structures and Before, During, and After Reading Strategies.
How can parents support their child’s literacy?. Supporting Children’s Learning Why are parents important in education? Important areas in Reading Research.
Making Workshop Work Readers’ and Writers’ Workshop for Multi-lingual Learners.
4th & 5th Grade Coffee January 27, Levels are determined by benchmarking, MAP testing, anecdotal notes and MCAS. Assessment informs instruction.
Balanced Literacy Components of a Well-Balanced Literacy Program Phonological Awareness Working With Letters and Words Presented by: Natalie Meek and Melissa.
Framework for Diagnostic Teaching. Framework The framework for diagnostic teaching places a premium on tailoring programs that specifically fit all readers.
Reading Fluency Chapter 5.
Guided Reading Staff Development for Rockdale County.
New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.
Lucy Ragoza Reading Specialist Bedminster Township School September 3, 2015.
Guided Reading: One Component of a Balanced Literacy Program November 20, 2007.
First Grade Reading Workshop
Child Development Texas Keo Ripon Elementary
Learning to Add Kindergarten Math.
Year 1 Reading Workshop. End of Year Expectations Word ReadingComprehension As above and: Letters and Sounds Phases 4 to 5.  Respond speedily with the.
Sheltered Instruction: Making Content Comprehensible for ELLs London Middle School April 18, 2008.
Supporting Early Literacy Learning Session 2 Julie Zrna.
Demystifying Small Group Instruction How to Deliver the Core and More!
+ Interactive Guided Reading
A Parent’s Guide to Balanced Literacy
4. ( min.) Introduce Vocabulary – T.E. Pgs. _____________ Read the word alone, then whole class reads the word Read aloud, “What Does It Mean?” (Back.
Retelling Fieldwork Assignment
The Road to Literacy Development Native English Speakers vs. ELLs.
After School Workshops 17 Feb, 3, 17, 31 Mar, 26 May, 14, 9, 23 June, 28July, 11, 25 Aug. Presenter Sandra Pizaro Learning More about Teaching Students.
Pedagogy As it relates to the field of linguistics.
Boulder Valley Public Schools Sheltered Instruction.
LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District March 4, 2016 LEADERS IN LITERACY CONFERENCE.
GUIDED READING.  Teacher works with small groups of children who have similar reading needs.  The teacher selects and introduces new books carefully.
Using the Four Block Framework for Students with Disabilities Guided Reading.
Legos, Language and Literacy
The First Days of School
The Goal of Guided Reading
Supporting English Language Learners in the Elementary Classroom
Reading Comprehension Strategies for ELLs
General Understanding of Guided Reading Essential Elements of G.R. Video - Book Club Structure Lesson Planning.
Comprehensive Balanced
Integrating Sentence Stems into Reading Instruction
Kindergarten Balanced Literacy
Reading is spESL ESL Learning Team Monday, April 30, 2012
Diagnosis and Remediation of Reading Difficulties
Blast Off! With Guided Reading!
AGENDA Discussing Field Experiences (Students & Teachers)
Pathways Reading Workshop
Guided Reading November, 2011 In-Service.
WELCOME PARENTS!  WE ARE SO GLAD YOU ARE HERE!
Assessments and Investigating Literacy Resources
Reading Strategies By Kristen Keller.
Pathways Reading Workshop
Presentation transcript:

Reading is spESL ESL Learning Team Monday, April 30, 2012 Allison Balter and Lindsey Mayer

Do Now: Jot brief answers to the following questions on your three sticky notes. When you are done, stick them to the poster.  What has been your biggest challenge in teaching reading to your ELL students?  What has been your biggest success?  What additional support are you looking for to improve your reading instruction?

Agenda  Introduction (10 min)  Before Reading (15 min)  Work Time (15 min)  During Reading (15 min)  Work Time (15 min)  BRAKE FOR A BREAK (5 min)  After Reading (15 min)  Work Time (15 min)  Close Out and Exit Ticket (15 min) We will split into two groups after introductions: Secondary / Intermediate Elementary / Beginner By the end of the session, you will develop Before, During, and After reading strategies for an upcoming lesson.

Objective CMs will be READ-y to incorporate before-, during-, and after- reading strategies that support English Language Learners into a lesson.

Key Points  Ultimate goal=comprehension  Utilize all domains (speaking, listening, reading, writing)  Before, during, and after reading  You won’t learn everything about reading tonight

Continuum of Key Reading Strategies to Teach Thinking Within the Text Solve Words Monitor and Correct Search for and Use Information Summarize Maintain Fluency Adjust Thinking Beyond the Text Predict Make Connections Synthesize Infer Thinking About the Text Analyze Critique

Other reading centers and activities for emerging readers  Word work centers (letter tiles, magnetic letters vocabulary puzzles, sight word games, pocket chart sorting, etc.)  “Read around the room”  Poetry centers (practice a shared reading or poetry notebook)  Sentence strip puzzles for familiar poems, songs, etc.  Listening center  Computer center (RAZ-kids, etc.)  Flash cards, letter tiles, and other manipulatives in personal book bags for independent reading time

Poetry Center – 6:30

Important notes for Newcomers  Reading must be contextualized in known oral language and integrated across subjects and activities  Thematic vocabulary  Phonics based in known oral language  Simultaneously build oral language through reading  Listening to stories read aloud  Read alouds / interactive reading  Listening centers  Computer programs like RAZ-kids  Shared reading opportunities  Remember: reading starts at the word level! Phonological Loop: “After a word is heard or read, a phonological image is formed. The loop allows for the retention of the phonological image for short periods of time in short- term memory…In reading, the graphs on the page are matched to graphemes in our head and these, in turn, are matched to phonological image of the phonemes associated with the graphemes” (Birch, 2007, p. 151)

The Best Legs (D)  Predictable text (with some variation)  Controlled vocabulary  Pictures correspond directly to text  Connected to thematic vocabulary units (current and spiraling – Body Parts, Animals)  Connected to what students are learning in other classes (Science)  Can differentiate around this theme (different guided reading books at different levels, more sophisticated read alouds, etc.)

Before Reading  Pre-teach vocabulary  Generate interest  Activate background knowledge  Determine a purpose for reading

Pre-teach Vocabulary  Refer to Vocabulary LT materials for beginners  Select Tier 1 words that fit into current and spiraling themes  Animal names  Body parts  Colors  Preview key sight words and language structures  Am, have, what, I, can  I am ________. I can _________. I have __________.

Activate Background Knowledge & Generating Interest  Provide a brief overview of the story using some key vocabulary and give purpose for reading  Look at the cover and take a picture walk to activate prior knowledge AND key, learned vocabulary  Make predictions  K-W-L charts  Connect to other learning students are doing

Making Personal Connections  What do you already know about these animals and how they use their legs?  What animals have you been learning about in science class? How many legs do they have? How do they use their legs?

KWL What do we know?What do we want to know?What did we learn?

During Reading  Practice fluency  Assess comprehension and fluency  Model strategies  Opportunities for conferencing, differentiated teaching points, running records, etc. Let’s Practice!

Fluency  Read Aloud  Whisper reading (choral reading)  Echo reading  Opportunities for listening centers and other technology for struggling students or students who just need extra modeling

Assess Comprehension  For very beginning texts  Right there questions  Turn and Talk  Think-Pair-Share  Underline Answers  Inquiry Charts  Revisit KWL  “I remember…”

After Reading  Retelling (using key vocabulary)  Story maps  Sequencing events (picture supports)  Beginning, middle, end (storyboards)  Oral and writing activities incorporating key vocabulary and language structures from the reading  Animal guessing game  Student writing modeled off the language of the text  Integrate all the language domains!