Teaching English Teaching English Reading in a Bilingual Reading in a Bilingual ClassroomClassroom

ESL/Bilingual LearnersESL/Bilingual Learners

–““Children do not become Children do not become readers unless they have readers unless they have time, materials, models, time, materials, models, and motivation.”and motivation.”

(Cunningham & Allington, 1999)(Cunningham & Allington, 1999)

Overview Overview

What is effective reading What is effective reading instruction?instruction?

Explain and demonstrate the five Explain and demonstrate the five components of reading instruction. components of reading instruction.

Additional instruction that fosters a Additional instruction that fosters a successful reading experiencesuccessful reading experience

Characteristics of Characteristics of EffectiveEffective Instruction Instruction

Provide timeProvide time Provide teacher modelingProvide teacher modeling Read to childrenRead to children Read with childrenRead with children Provide a print rich environmentProvide a print rich environment Provide a variety of strategiesProvide a variety of strategies

TimeTime For talkFor talk For reading For reading For writingFor writing

Teacher ModelingTeacher Modeling Provides an insight to “thinking Provides an insight to “thinking

about thinking”about thinking” Allows opportunity to visually see Allows opportunity to visually see

what is expected of themwhat is expected of them Encourages participationEncourages participation Interactive through shared Interactive through shared

reading and shared writingreading and shared writing

Reading ToReading To Models what good reading sounds Models what good reading sounds

likelike Exposes students to vocabularyExposes students to vocabulary Implicit teaching points can be Implicit teaching points can be

mademade

Reading WithReading With

Provides support Provides support to readerto reader

It is non-It is non-threateningthreatening

Allows for one-on-Allows for one-on-one interactionone interaction

Provide a Print Rich Provide a Print Rich EnvironmentEnvironment

That includes That includes student workstudent work

Shows students Shows students that print bears that print bears meaningmeaning

Includes an array Includes an array of books that of books that children can relate children can relate toto

Provide a Variety of Provide a Variety of StrategiesStrategies To accommodate To accommodate

learning styleslearning styles Different types of Different types of

text calls for a text calls for a variety of graphic variety of graphic organizersorganizers

Introduction to Introduction to the Five the Five ComponentsComponents

Reading

Components

Phonemic

Awareness

Phonics

FluencyVocabulary

Comprehension

PHONEMIC PHONEMIC AWARENESSAWARENESS

Phonemic Awareness Phonemic Awareness (PA)(PA)

What is Phonemic What is Phonemic Awareness?Awareness?

–The ability to hear and The ability to hear and manipulate sounds. It deals manipulate sounds. It deals with students being able to with students being able to hear and differentiate hear and differentiate sounds through oral sounds through oral language activities.language activities.

Phonemic Phonemic Awareness Awareness (cont’d)(cont’d)

Why is it important?Why is it important?

–It prepares readers for It prepares readers for phonics, sounding out phonics, sounding out words.words.

–It establishes a It establishes a foundation for later foundation for later reading skills.reading skills.

Activities to Develop Activities to Develop Phonemic Awareness in Phonemic Awareness in the Classroomthe Classroom

Rhyming Word ActivityRhyming Word Activity 1. Use word 1. Use word

families.families. 2. Hands on 2. Hands on

games.games. 3. Using words in3. Using words in

context.context. 4. Write words 4. Write words

withwith a rhyminga rhymingpattern.pattern.

Phonemic ActivityPhonemic Activity Sound blendingSound blending Sound countSound count Sound matchSound match Sound switchingSound switching Syllable countSyllable count

PHONICSPHONICS

How do I teach phonics How do I teach phonics effectively?effectively?

In addition to set phonics instructionIn addition to set phonics instruction Giving students ample opportunities Giving students ample opportunities

to work with words and make the to work with words and make the connection to reading and writing,connection to reading and writing,

Incorporating rhyming poems for Incorporating rhyming poems for read alouds, for shared reading, and read alouds, for shared reading, and shared writingshared writing

Activities for Activities for Teaching PhonicsTeaching Phonics

Sight Word ActivitySight Word Activity Use Use

manipulativesmanipulatives Incorporate Incorporate

writingwriting Use words in Use words in

sentencessentences

Big BooksBig Books Select books with Select books with

patternspatterns Exposes to basic Exposes to basic

sight wordssight words

Making WordsMaking Words Beginning soundsBeginning sounds Ending soundsEnding sounds Medial vowel Medial vowel

soundssounds Beginning blendsBeginning blends Vowel diagraphsVowel diagraphs

ex: tex: toaoad, fld, fleeeett

FLUENCYFLUENCY

Components of Components of FluencyFluency SpeedSpeed AccuracyAccuracy ProsodyProsody

Why is fluency Why is fluency important?important?

After primary grades students are After primary grades students are expected to read independently.expected to read independently.

Non-fluent readers likely to avoid Non-fluent readers likely to avoid reading.reading.

Students who avoid reading are less Students who avoid reading are less likely to be exposed to ideas and likely to be exposed to ideas and vocabulary and may loose intellectual, vocabulary and may loose intellectual, as well as academic ground.as well as academic ground.

Creating Fluent Creating Fluent ReadersReaders Includes:Includes:

– Modeling fluent readingModeling fluent reading– Providing many opportunities to read Providing many opportunities to read

the same text orally several timesthe same text orally several times– Select text at an easy levelSelect text at an easy level– Incorporating a variety of techniques Incorporating a variety of techniques

such as audiotapes, buddy reading, such as audiotapes, buddy reading, choral reading, and reader’s theatrechoral reading, and reader’s theatre

Activities for Activities for Creating Fluent Creating Fluent ReadersReaders

Paired ReadingPaired Reading Two read Two read

together from the together from the text.text.

Students monitor Students monitor readingreading

Poems Poems Repeated Repeated

readings.readings. Repetition of Repetition of

spelling word spelling word patterns.patterns.

Time for Time for independent independent practice.practice.

Poems and SongsPoems and Songs Choose songs and rhymes that Choose songs and rhymes that

are enjoyed by your students or are enjoyed by your students or connect to a science or social connect to a science or social studies concept. Print the words studies concept. Print the words on chart paper. Engage the on chart paper. Engage the students in repeated reading or students in repeated reading or singings.singings.

Reader’s TheaterReader’s Theater

Select a script or create oneSelect a script or create one Assign parts of the texts to each group. Assign parts of the texts to each group. Highlight the part of each student Highlight the part of each student Provide lots of practice time for groups Provide lots of practice time for groups Encourage students to read fluently and Encourage students to read fluently and

expressively with good phrasing.expressively with good phrasing. Help students define and pronounce any Help students define and pronounce any

words. words. PerformPerform

VOCABULARYVOCABULARY

VocabularyVocabulary Two KindsTwo Kinds

– 1. Written Vocabulary- 1. Written Vocabulary- reading and writingreading and writing

– 2. Oral Vocabulary- 2. Oral Vocabulary- listening and speakinglistening and speaking

VocabularyVocabulary Is crucial for comprehensionIs crucial for comprehension Can be taught indirectlyCan be taught indirectly Takes place when students are Takes place when students are

active in figuring out how words active in figuring out how words relate to experiencesrelate to experiences

Takes place when students Takes place when students personalize wordspersonalize words

Vocabulary (cont’d)Vocabulary (cont’d)

Students need to be immersed Students need to be immersed into words through:into words through:– Read aloudsRead alouds– Dialog between student to student, Dialog between student to student,

student to teacher, and student to student to teacher, and student to adultadult

Activities for Activities for VocabularyVocabulary

Vocabulary ClusterVocabulary Cluster Use science and Use science and

social studiessocial studies Students gather Students gather

context clues context clues from readingfrom reading

Students make Students make predictionspredictions

Word WallWord Wall Opportunities to Opportunities to

use in writinguse in writing Chants for Chants for

interactive interactive learninglearning

Instant Instant recognition in recognition in contextcontext

Vocabulary Context Vocabulary Context CluesClues

1.Think about the 1.Think about the story. story.

2. Check the 2. Check the picture. picture.

3. Go back and get 3. Go back and get your mouth ready. your mouth ready.

4. Look for chunks. 4. Look for chunks. 5. Does the word 5. Does the word

look like another look like another word you know? word you know?

Shared Reading Shared Reading ExperiencesExperiences

Choral readingChoral reading Shared readingShared reading Vocabulary Vocabulary

knowledge is knowledge is introduced introduced through through discussion and discussion and oral languageoral language

Read AloudRead Aloud Select a fiction or nonfiction text that Select a fiction or nonfiction text that

relates to a science or social studies relates to a science or social studies concept.concept.

Through read-alouds students will Through read-alouds students will learn vocabulary ten times faster learn vocabulary ten times faster than those receiving intensive word-than those receiving intensive word-list instruction.list instruction.

ComprehensionComprehension

Why is comprehension Why is comprehension important?important?

It is the most important thing It is the most important thing about reading!about reading!

AndAnd

It allows students to make It allows students to make meaning beyond literal recall.meaning beyond literal recall.

ComprehensionComprehension Successful instruction includes:Successful instruction includes:

– GuidanceGuidance– ScaffoldingScaffolding– DiscussionDiscussion– Read More and Read WidelyRead More and Read Widely

Activities for Activities for ComprehensionComprehension

Graphic Organizers for Graphic Organizers for ComprehensionComprehension

Story pyramid for Story pyramid for story elementsstory elements

Discussion of Discussion of character, character, setting, events, setting, events, problem, and problem, and solutionsolution

Graphic Organizers for Graphic Organizers for ComprehensionComprehension

Story stair stepStory stair step Retelling of storyRetelling of story Sequence of Sequence of

story plots and story plots and eventsevents

Use for both Use for both narrative and narrative and expository textexpository text

KWLKWL A before, during, and after A before, during, and after

reading strategy.reading strategy. Used to see what students know Used to see what students know

about a topic. about a topic. It can determine the amount of It can determine the amount of

scaffolding needed.scaffolding needed.What I Know

What I Want To Know What I Learned

Other SuggestionsOther Suggestions

Language Language Experience Experience Approach Approach (LEA)(LEA)

Making Making connectionsconnections

Language Experience Language Experience Story retellingStory retelling Check for Check for

student’s student’s interpretation of interpretation of storystory

Students relate Students relate personal personal experiences to experiences to storystory

Steps for LEASteps for LEA Talk about an experience.Talk about an experience. Brainstorm about ideas for Brainstorm about ideas for

writing.writing. Student dictates and the teacher Student dictates and the teacher

writes.writes. Student reads back to teacher.Student reads back to teacher. Student illustrates.Student illustrates.

Making ConnectionsMaking Connections To other books read, read to, or To other books read, read to, or

read withread with To their own experiencesTo their own experiences To other things going on in the To other things going on in the

world they can relate it toworld they can relate it to

Final ThoughtsFinal Thoughts

LEARNING MUST LEARNING MUST BE PERSONALBE PERSONAL

LEARNING MUST LEARNING MUST BE MEANINGFULBE MEANINGFUL

Final ThoughtsFinal Thoughts

LEARNING MUST LEARNING MUST BE INTERACTIVEBE INTERACTIVE

LEARNING MUST LEARNING MUST BE CREATIVEBE CREATIVE

Assessment

Assessment

Best Practices for Teaching Students in a Bilingual Classroom:

Teaching Reading in English

Directions: Listed below are four multiple-choice questions over the power point presentation. After answering the multiple-choice questions, there are five scenarios situated in one of the five reading components. Read each situation and decide which of the five: phonemic awareness, phonics, fluency, vocabulary, and comprehension, is being addressed.

1. What is phonemic awareness? A. Ability to say and manipulate sounds B. Ability to hear and manipulate sounds C. Ability to write and manipulate sounds D. Making words

2. The components of fluency mentioned in the power point are:

A. Speed B. Accuracy C. Prosody D. All of the above

2. Reading aloud to students: A. Models what good reading sounds like and helps

build vocabulary B. Really is not that important C Is a good way for a teacher to build phonics skills A. Should primarily be done in the afternoon

3. The Language Experience Approach:

A. Allows for students to dictate while teacher writes B. Is primarily used for oral language development C. Is not used for retelling D. Allows for teachers to dictate while students write

Scenario 1 You are working with a third grade student who is reading a passage out loud. You observe behaviors like reading word by word, not reading with expression, and just slow and halting reading. Which component should the teacher address? Component: ______

A) Phonemic Awareness B) Phonics C) Fluency D) Vocabulary E) comprehension

Which activity would be appropriate working with this student? ______ A) Create a wall with words for students to see and use in their daily writing. B) Have students read a poem in unison. C) Clap the beat (syllables) of words D) Give vocabulary words and definitions

Scenario 2 You are working with students in guided reading and you notice that some are mispronouncing words that have “ge” as in the word “judge”. What component would you need to address? Component: ______

A) Phonemic awareness B) Phonics C) Fluency D) Vocabulary E) Comprehension

Which activity would be appropriate for this component? A) Brainstorming and making predictions about the story B) Retelling the story elements in sequential order C) Practicing reading orally, accurately, and expressively a prepared script D) Manipulating printed letters to create new words.

Scenario 3 A student is having trouble identifying the sounds in spoken words. Of the five components, which do you address? Component: ______

A) Phonemic awareness B) Phonics C) Fluency D) Vocabulary E) Comprehension

Which activity would be appropriate for this component? A) Students manipulating letter tiles to create new words B) Talking to the child and writing out what he says C) Working on written and oral vocabulary D) Orally substituting the beginning sounds of words to create new words with familiar ending sounds.

Scenario 4 It is widely agreed that the purpose of reading is the acquisition of meaning. You are studying Texas Indians in 4th grade. You have a student who is able to read the passage but has trouble recalling what he read. Which of the five components should you address? Component:

A) Phonemic awareness B) Phonics C) Fluency D) Vocabulary E) Comprehension

Which activity would be appropriate for this student? A) Help the student with word attack skills B) Give the student a timed reading on easy passages C) Read books to the student about Texas Indians D) Put the student in an easier book

Scenario 5 You are preparing for your guided reading lesson and you notice that the text to be read has some words that may be challenging to your students. You decide to pick five words to go over before reading the text. What component are you addressing? Component: _______

A) Phonemic awareness B) Phonics C) Fluency D) Vocabulary E) Comprehension

Which activity would be appropriate for your lesson?______ A) Sing rhyming songs B) Going back to the text and reading the word in context and using word clues to

determine word meaning C) Using books with predictable word patterns D) Looking up words in a dictionary and writing the meaning of the word

Answer KeyAnswer Key

Answer KeyAnswer Key1. A

2. D

3. A

4. A

Scenario 1

Component: C

Activity: B

Scenario 2

Component: B

Activity: D

Scenario 3

Component: A

Activity: D

Scenario 4

Component: E

Activity:D

Scenario 5

Component: D

Activity: D