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

2. 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?

3. 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.

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

5. 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

6. 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

8. 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

10. Poetry Center – 6:30

11. 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)

12. 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.)

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

14. 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 __________.

15. 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

16. 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?

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

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

19. 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

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

21. 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!