How can we help ELLs learn to read and write successfully in a new language?

Developing Language and Early Literacy Behaviors

Artwork by Mary Morgan

Different Kinds of LanguageWithin a Language

Oral LanguageNarrative Book LanguageAcademic Language

In early literacy instruction, what should our focus be? We know that readers use three main

cueing systems when reading: Meaning—Does that make sense? Structure—Does it sound right? Visual—Does it looks right?

ELLs usually heavily rely on visual information when learning to read in their second language.

In early literacy instruction, what should our focus be?

Two areas that we may not be giving enough explicit attention to:

Working with the structure of oral and written language

Developing vocabulary

Working with Structure

Some research shows that successful early readers and writers frequently and consistently use five common sentence structures when talking and writing.

(Clay 2004)

Working with Structure (Syntax) We know kids will be better readers and

writers if they control the 5 most common sentence structures in English. So…

What are they?

How do we know if kids control them in their oral language?

How do we help kids develop that in their oral language?

Five Most Common Sentence Structures

1. Simple Sentences – usually an article, noun, and verb

Example: I love my mom.

Five Most Common Sentence Structures

2. Expanded statements containing prepositions

Example: I like to go to the zoo.

Five Most Common Sentence Structures

3. Two phrases, clauses or statements linked by a conjunction

Example: Mom went to the store and got some ice cream.

Five Most Common Sentence Structures

4. Two phrases or clause statements linked by a relative

pronoun

Example: She is the girl who came to my school.

Five Most Common Sentence Structures

5. Two phrases or clause statements linked by an adverb

Example: She came when it got dark.

Assessing Levels of Language Acquisition

Why do we need to know this?

How do we get this information?

Assessing Levels of Language Acquisition Clay’s Record of Oral Language

Repeated Sentences. The teacher reads a sentence to the student and the student repeats the sentence back to the teacher.

Reveals levels of common sentence structures the student controls in oral language.

Assessing Levels of Language Acquisition

OLAI and Oracy Instructional Guide addresses students in Pre/K-3. The Guide provides directions for working with ELL students as well as those whose native language is English.

The Oral Language Acquisition Inventory, 2nd Edition (OLAI 2)

Component I - Repeated Sentences and Sentence transformations. The teacher reads a sentence to the student and the student repeats the sentence back to the teacher.

Component II - Story Reconstruction and Narrative Comprehension – A short story is read to the student referencing a set of picture cards supplied with the book. The student is then asked to tell the teacher a story back, either the same or a different story using the same picture cards.

Component III - Picture Drawing, Narration and Dictation - The student draws a picture of a favorite pet, toy, family member and then tells a story about the picture.

Component IV - Information Processing and Critical Dialogue - Similar to II, the student hears a story, but this time is asked questions about the content of the story.

OLAI Components

Oracy Activities

Now that I know what “stage” a child might be in, what oracy activities can I do to help develop oral language for that child? Handout

Related articles by Dr. Lance Gentile

Language, Literacy, and Learning Behavior: Response to Intervention (RTI) for Tier II Students(The California Reader, Summer 2010, 43 (4), 25-35)

Focus on Structure In oral language—The Rule of Five

New Book Introductions/Orientations Let the child hear the structure from the book. Help the child rehearse difficult structure,

especially if it is a repeated phrase.

Writing Help the child compose a story with more

standard English structure Use a story frame

Ex: “Somebody wanted _____so_____but____.”

Focus on Structure Read Alouds---Why?

Above their independent reading level Exposure to richer language than they can read Exposure to deeper vocabulary study

Act out stories with toys, puppets, or in reality

Group Guided Reading Books into Units of Study Themes—Helping, friendship, school, etc. Characters showing up in other books Genres

Targeted Vocabulary Instruction—Why? CCSS #10—Read and comprehend

complex literary and informational texts independently and proficiently What are complex texts? How will reading strategies be used to

develop deeper comprehension? How can teachers scaffold struggling

readers to read more complex texts?

Don’t Fear the Complex Texts! Scaffolds should enable struggling

readers to experience the text rather than avoid the complexity. Read Alouds Gradients of Difficulty Gradual Release of Responsibility Model Writing in Response to Reading Appropriate Word Study (of words in

isolation and embedded in text)

Important Factors in Preparing Children for the Future Students must be able to comprehend

texts of steadily increasing complexity as they progress through school.

The best understandings of what works in classrooms come from the teachers who are in them.

Standards establish what students need to learn, but they do not dictate now teachers should teach.

Knowledge—One piece of complexity Background Knowledge—Your

knowledge of the world. What experiences and/or learning you bring with you from your life.

Prior Knowledge—What you know about this book in order to successfully read it.

Vocabulary Instruction—Another piece of complexity Research is showing that limited vocabulary

knowledge (knowing the meaning of words) is the biggest barrier to comprehension, not phonics.

In order for K-2 children with low vocabularies to catch up with their grade level peers, they must acquire vocabulary at an accelerated rate.

Vocabulary development may need to be an intentional part of literacy interventions.

Some Facts to Know Vocabulary as assessed in 1st grade

predicts more than 30% of 11th grade reading comprehension.

Large vocabulary differences are present by the end of 2nd grade. If we can find ways of supporting more rapid vocabulary growth in lower grades, more kids will be able to comprehend complex texts in the upper grades.

This does not even include ELLs.

Teach Vocabulary Within Reading Before, during and after reading:

Before: Predict vocabulary meanings during book orientations and record predictions on your lesson records.

During: Pay attention to vocabulary words within text, indentify words for follow up discussion.

After: Discuss vocabulary meanings.

Teach Vocabulary Within Writing Writing about Reading

Include vocabulary from the text. Revise dull vocabulary with more lively

vocabulary. Use sentence frames to scaffold vocabulary

use. Expand the writing topic over several days. Engage in a vocabulary writing spree

Ex: Write all the words you know that mean the same as the word “big”.

Developing Vocabulary in Oral Language

Where do the words we want to introduce come from? Not necessarily from the texts kids are

being asked to read on their own or in a guided reading group.

Read Alouds

TEXTS WITH RICH LANGUAGE ABOVE THE STUDENTS’ READING LEVEL

Choosing Words to Target Find words that are unfamiliar to young

children, but whose concept is one they can understand and could use in conversation.

Tier ll Words Bringing Words to Life

Targeted Vocabulary Instruction Let’s try it. As you listen to a few pages of “A Pocket

for Corduroy”, jot down a few words and/or phrases that might be good targets for language instruction.

HTTPS://WWW.YOUTUBE.COM/WATCH?V=XGVFZY4SLOO

Vocabulary Instruction Format Suggested based on research--

Contextualize the word for its role in the story.

Provide a student-friendly definition. Use the word beyond the story context. Provide opportunities for students to

interact with the word. Conclude by using all the targeted words.

Some Vocabulary Instruction Resources

Vocabulary Lessons Online

ualr.edu/literacy flocabulary.com bigiqkids.com/SpellingVocabulary/

Lessons/wordlistFinder.shtml reading rockets.org/atoz/vocabulary vocabulary.co.il/ kidzone.ws/dolch/index.htm primary-education-oasis.com/teaching-

vocabulary.html

Talking, Reading, and WritingPulling it all together Oral Language Instruction as a

Foundation for Guided Reading and writing (handout)