Reading Instruction and ELLs Research Fabulous Five Best Practices Strategies Presentation by: Lora Drum Curriculum Specialist

Today’s Agenda Research- Effective Instruction Reading Fabulous Five Best Practices Strategies The Core and More…

“The Good, The Bad, and The Ugly” from Reading Research

The “Bad” News… “Research has shown that many children who read at the third grade level in grade 3 will not automatically become proficient comprehenders in later grades.” “There is a 90% chance that a child who has reading problems at the end of first grade will continue to struggle with reading at the end of fourth grade.” -RRSG Report, NRP

The “Ugly” News… “Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.” - Burns, Griffin, & Snow, 1999

The “Good” News… “The process of reading in English is essentially similar for all readers, whether they are native or non-native English learners.” - Goodman & Goodman, 1978 But,…(you know there is always a but following)

Differences between English learners and native speakers of English… The main differences between the English (as a new language) learner and a native English speaker are the cognitive-linguistic and experiential resources that they bring to the reading task.

Importance of Native Language The native language serves as the foundation for English language acquisition.

Why is native language literacy important? “Children who are learning English as a second language are more likely to become readers and writers of English when they are already familiar with the vocabulary and concepts in their primary language.” - Wong & Fillmore, 1991

Effective Instruction Relevant, Meaningful Instruction Optimal Learning

Introducing the Fabulous Five… Reading Components Word/Concept Sort (cooperative group activity) What was the purpose of this activity? establish prior/background knowledge pre-assess knowledge provide scaffolding building vocabulary

Phonological Awareness Phonics & Word Study Vocabulary Fluency Comprehension Fabulous Five “The Core”

ELLs Learning to Read Both first- and second-language readers require… Alphabetic understanding Decoding skills Automaticity of sight vocabulary Overall fluency Development of metacognitive strategies to foster fluency and comprehension Engagement in extensive reading

ELLs Learning to Read (cont.) ELLs readers face unique challenges: Sounds/symbol dissimilarity or interference Vocabulary constraints Limitations due to background knowledge Difficulties with text structure

Importance of Background Read the following paragraph and fill in the blanks… In the early 1860s, 1 issued the Emancipation 2. This order freed millions of __3. The C 4 had the authority to enforce this order. Emancipation alone did not give the former __5___ a new life. Decades of economic hardships and unequal rights continued, A__6___ Plan was supported by many R____7____.

So, how did you do?… In the early 1860s, Alexander II issued the Emancipation Edict. This order freed millions of serfs. The Czar had the authority to enforce this order. Emancipation alone did not give the former serfs a new life. Decades of economic hardships and unequal rights continued, Alexander’s Plan was supported by many Russians.

Phonological Awareness Instruction focuses on the sounds in spoken language is auditory and does NOT involve print helps students understand the alphabetic principle (Adams, 1990; Ball & Blachman, 1991; Burns et al., 1999; Chard & Dickson,1999; Snow et al., 1998; Uhry, 1999) /m/ /a/ /t/

Phonemic Awareness and ELLs Capitalize on native oral language ability: ELLs may have developed PA skills in their native language that can be transferred Listen to the sounds that ELLs can produce and identify Accept Oral Approximations: Be aware of differences in pronunciation ELLs may apply knowledge of their native language to produce English sounds

PA and ELLs cont. Provide instruction to develop elements that are unique to English: Learn about students’ native language Begin with commonalities Listen carefully to sounds that ELLs can produce and identify easily, and the ones that seem to be more problematic Be explicit when teaching letter combinations and sounds that do not occur in ELLs’ native language

Phonics, Word Study and ELLs “Systematic phonics instruction can enable second-language learners to acquire word recognition and decoding skills in their second language to a relatively high level, despite the fact that their knowledge of the second language is still limited.” -Stephen Cummins, 2003

Phonics, Word Study & ELLs cont. BUT we can’t forget about meaning, comprehension and language development. We have to make sure that English language is developed at the same time.

Key points concerning phonics: Systematic, explicit phonics instruction improves kindergarten and first grade students’ word recognition and spelling skills Phonics must not be considered your reading instruction (only 1 portion of your entire reading program)

Phonics, Word Study for ELLs Explicitly teach English specific structures and rules: Ensure that ELLs have English print awareness Focus on the specific decoding rules in English Explicitly teacher English letter –sound correspondences and word patterns Build phonics instruction with vocabulary instruction Provide language support- use visuals Teach irregular words that students will encounter often

Early Strategies/Activities Nursery Rhymes Rime/rhyme Decoding Words Blending Making Words Word Sorts Word Walls Syllables High Frequency or Dolch Words bat cat hat sat

Aoccdrnig to a rsceearh sutdy at an Elingsh uinervtisy, it deosn’t mttaer in what oredr the ltteers in a word are, the olny iprmoatnt tihng is that the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can still raed it wouthit a porbelm. This is bcuseae we do not raed ervey lteter by istlef but the wrod as a wlohe. Can you read this?

Vocabulary refers to the ability to understand (receptive) and use (expressive) words to acquire and convey meaning (word knowledge) Explicit vocabulary instruction includes… Expanding word knowledge through definitions and contexts Actively involving students Using discussions Modeling word learning strategies

A few words about Vocabulary… “…vocabulary is the glue that holds stories, ideas, and content together… making comprehension accessible for children.” -Rupley, Logan, & Nichols, 1998/1999 Research shows that students need to acquire between 2,000-3,000 new words per year

Instructional Guidelines General principles of effective vocabulary instruction hold true for ELLs (Beck, McKeown, Kucan, 2002; Carlo, McLaughlin, Snow & August, 2003, Reading Research Quarterly). Multiple Exposures Multiple Modalities Different Media Presentations Systematic and Cumulative Review Contextualized Approach (e.g. Read Alouds) Semantic Connections

Relate words and concepts to personal experiences Present examples Use prompts Use less complex language Vocabulary Strategies

Vocabulary Building Strategies Highlight or underline vocabulary words in context Teacher Read Alouds Explicit Instruction Highlight Vocabulary Words Use Cloze Procedures Categorize Words Teach Prefixes, Suffixes Teach Antonyms, Synonyms Use Visual Imagery (Burns, Griffin, & Snow, 1999; Moats, 1999; Morrow, 1997; Smith, 1999)

Vocabulary Building Activities Vocabulary Cards Word Walls Making Words Word Sorts Graphic Organizers Concept Definition Maps Frayer Model/Four Square Vocabulary Semantic Mapping Word Diary Affixes Alphaboxes Providing visuals, realia is important Atom

Why Fluency is Important Fluent readers are able to focus attention on understanding text. Non-fluent readers focus their attention on decoding, leaving less attention free for comprehension. Fluency is vital to comprehension

Fluency and ELLs Model, Model, Model how fluent reading should sound Teacher read alouds Echo reading Listening to recordings Computer based software or websites with audio Modeling provides examples of pronunciation, prosody, and fluent reading that students can imitate when they read

Fluency and ELLs Provide multiple opportunities for practice since ELLs often have less opportunity to read aloud in English with feedback Partner Reading (purposeful partners) Echo and choral reading Repeated reading

Fluency Building Strategies Echo Reading Choral Reading Chunking Repeated Reading Tape/computer Assisted Reading Reader’s Theater Partner Reading Echo Reading (builds prosody)

The goal of reading is… “Getting meaning from the text”

Comprehension and ELLs Instructional Strategies for Teaching Comprehension Using instructional routines: thinking before, during, and after reading Build background/ Activate Prior Knowledge Use visuals Direct explanations Modeling and Thinking Aloud Chunk reading/summarize frequently

Language Issues It’s a problem with lack of comprehension… ELLs might not understand directions used in the classroom ELLs might not hear or understand certain English sounds ELLs might not understand common idioms such as “make up your mind”, “let’s hit the books”, etc.

Language Issues (cont.) …but it’s also a problem of language production ELLs might have mispronunciations, etc. ELLs might be at different levels of English language proficiency ELLS might not be able to produce English language in a way that allows them to fully participate in the learning process

Comprehension Activity The procedure is actually quite simple. First you arrange the pieces into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step. Otherwise you are pretty well set. What do you predict will happen next? What picture might we see on the next page?

Is this what you expected?

Structures & Strategies to Support Comprehension Fiction and Informational Texts Genres Text Features Author’s Purpose Questioning QARs Think Alouds/Think Clouds Modeling through Reading Aloud Before, During, & After Reading Activities

Before Reading Stategies… Activate prior or background knowledge using students’ cultural experiences Allow students to make predictions Develop Vocabulary

Before Reading Activities Anticipation Guides Predict-O-Grams KWL Story Mapping Semantic Mapping Brainstorming Scavenger Hunts Graphic Organizers Foldables Activating Prior or Background Knowledge is crucial

Link what students know with new information Develop academic skills Promote reading comprehension and fluency During Reading Strategies

During Reading Activities Graphic organizers –maps –graphs –timelines –two-column notes –sequencing with graphic organizer story mapping

During Reading Activities Main idea and summarization –graphic organizers –Retell –Visualizations (“Brain tv”) –VIP or Five Finger Notes (Very Important Points)-sticky notes

During Reading Activities Compare and Contrast: –graphic organizers – (Venn Diagrams, Double Bubble Maps) –Feature Analysis –Annotate the text - Chunk and Summarize STOP & THINK

Post-reading Strategies Check for reading comprehension Encourage students to apply skills Elevate thinking to higher levels

Post-reading Activities Formal assessment utilizing multiple choice questions Analysis Pizza Storyboard Story Pyramid Questioning Anticipation Guides 10 Important Sentences Reading Response Logs

Checking for Understanding Listening comprehension strategies Reading comprehension strategies Vocabulary building strategies Scaffolding

Listening Comprehension Recorded books Computer Jazz chants Teacher read alouds Music/songs Reader’s theater Games (“Simon Says”) Total Physical Response People Hunt I have… Who has…

Scaffolding One of the most important things to remember when working with ELLs Let’s practice what a beginning ELL may feel like learning a new language…

Nyob rau ob sab Los Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem.

Nyob rau ob sab Los Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem.

Lub nroog (zos) No Ncaaij ntuj no sov sab nub tuaj thiab sab nub poob

Vocabulary Fuab cva weather Lub nroog (zos) city sov warm No cold Sab nub tuaj thiab sab nub poob coast Ncaij ntuj no winter ob Lub both Lom zem fun Mus saib visit

Nyob rau ob sab Los Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem. Los Angeles New York City

Nyob rau ob sab Los Angeles thiab New York zoo ib yam rau qhov nkawv yog ob lub nroog. Muaj ntau cov yeeb yaj duab tau ua los hauv ob lub nroog no. Los Angeles nyob sab hnub tuaj. New York nyob sab nyob poob. Thaum txoj caij no, hauv Los Angeles tseem sov sov. Tabsis hauv New York lub caij no mas no kawg li. Yog thawn mus xyua ob lub nroog no muaj ntau yam ua kev lom zem. Los AngelesNew York

On the Coast Los Angeles and New York are alike because they are both cities. Many movies and television shows are filmed in both cities. Los Angeles is on the West Coast. New York is on the East Coast. The weather stays warm in Los Angeles during the winter. The weather gets very cold in New York during the winter. Both cities can be fun to visit. Los Angeles New York Tell how Los Angeles and New York are alike and different by writing about them in the circles.

Reflection 1.What were you thinking when you were asked to complete a task that was difficult or almost impossible for you to complete? 2.What kinds of scaffolding did I provide to you as the student? 3.Why was scaffolding important in this assignment? 4.What are your overall thoughts/impressions from doing this activity? 5.Why do you think I took the time to do this with you?

Summing it all up… “Language knowledge and language proficiency differentiate good and poor readers.” - American Federation of Teachers, Executive Summary

Okay, now that you know it all..., let’s take a Quiz to see if you really are smarter than a 5 th Grader Directions: Number your paper from 1-15 Listen carefully as I read a question Write your answer on your paper Keep your answers to yourself (no cooperative learning here) Turn your paper over when you have finished We will check your answers when everyone is finished

Are You Smarter Than a Fifth Grader? 1.What color is a purple finch? 2.The Canary Islands are named after what animal? 3.Which country makes Panama hats? 4.In what month do Russians celebrate their October Revolution? 5.Where do Chinese gooseberries come from? 6.How long did the 100 Years War last? 7.What is a camel’s hair brush made of? 8.What was King George’s VI’s first name? 9.What is the largest lake in the world?

10. Vanilla is the extract of fermented and dried pods of what? 11.What animal is cat gut extracted from? 12.What color is the black box in a commercial airplane? 13.How much time is a “jiffy”? 14.What do bananas grow on? 15. How long did the 30 Years War last? So, how did you do? Let’s check it out…

Answers 1.crimson 2.dog 3.Ecuador 4.November 5.New Zealand years 7.squirrel fur 8.Albert 9.Caspian Sea 10.orchids 11.horse or sheep 12. orange 13.1/100 of a second 14.rhizomes- root stems growing from underground (false trunks) years.

Thanks for your hard work and dedication to teach the Future! Questions/Comments: