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Transcript of Strategies For Using Reading Interventions with English Language Learners Julie Walker.
![Page 1: Strategies For Using Reading Interventions with English Language Learners Julie Walker.](https://reader030.fdocuments.net/reader030/viewer/2022032802/56649e0e5503460f94af7f74/html5/thumbnails/1.jpg)
Strategies For Using Reading Interventions with English Language
Learners
Julie Walker
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Targets For the Day
Effective instructional routines for ELL’s in reading intervention
programs.
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Talk Times
• Coffee- Person with the next birthday is coffee.• Share name, goal for the day, and one fun activity
you participated in last weekend.
• Cream- The other person is cream• Share name, goal for the day, and your favorite
restaurant.
• Switch if you have time
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Read Well Video
• http://youtu.be/Cfu26lBTj30
• First Grade Read Well Video
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Research
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Why screen and progress monitor?
IES Recommendation: Screen and Progress Monitor
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Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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Effective instruction for English learners is similar to effective literacy instruction for native
speakers
• Research has shown that many of the instructional approaches that have been successful with native speakers of English are effective with English learners, too.
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Considerations
• Instructional match
• Coordination with core program
• Language proficiency levels of group
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1. Matching data to skill need......
Curricula
Core instruction/Small group
Intervention
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Avoiding Curricular Chaos
11
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High Leverage Strategies with ELL’s
• Posting Content and Language Objective
• Using consistent cueing systems
• Explicit vocabulary instruction
• Planning for many opportunities to use academic language
• Close readings
• Questioning
• Use of graphic organizers
• Writing
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ObjectivesTeacher Clarity: +0.73 effect size
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Learning Objectives
• Content
• Language
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Objectives
What language will my students need to learn to
demonstrate their understanding of this content?
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Content Objective
Level Verb
Evaluate/Create Combine, compile, create, construct, compose, design, infer, decide, justify, defend, support
Application/Analysis Predict, compare, contrast, solve, classify, categorize, show, apply, make
Understanding Recall, reproduce, summarize, explain, demonstrate, rephrase
Remembering List, identify, locate, memorize, review, label, describe, define, name, match
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Language ObjectiveListening Speaking Reading Writing
Tell, role play, identify, listen, recognize, print, show, follow direction
Name, discuss, rephrase, ask, answer, predict, say steps in a process, pronounce, repeat, respond, state, summarize, explain, tell, use
Preview, read aloud, find specific information, identify, skim, explore
List, summarize, ask and answer questions, create sentences, state and justify opinions, write, contrast, classify, record
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Example: Phonics For Reading
• Content: Read short “a” and “I” sounds correctly in words and text.
• Language: Describe what each person in the story is doing using these sentence starters:
• Sam is _______________.
• Nan is_______________.
• The man is____________.
This activity incorporates: reading and speaking? What could you do to incorporate listening and writing? Coffee: listening, Cream: Writing
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Cueing SystemsMarzano: Classroom Instruction That Works for ELL’s
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Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
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Voca
bula
ry
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingAccuracy &
Fluency
Reading Skills Build on Each Other
21
Com
pre
hensi
on
Foun
dati
onal
Skill
s
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Phonics-Based Programs
• Reading Mastery
• Read Well
• Phonics For Reading
• ERI
• KAM
• I Love Reading!
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Consistent Cueing
• Using consistent, repetitive cues frees ELL students up to be able to focus on:
Meaning
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Phonemic Awareness for ELL’s
• Explicit instruction is important
• Young English learners can acquire appropriate phonemic awareness skills even when English proficiency is not fully developed
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Phonics Instruction for ELL’s
• Effective phonics instruction for ELL’s involves teaching students individual letter sound relationships and then how to explicitly blend those letters/sounds into words.
• Decodable books based on the phonics skill are important
• Start as early as possible
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Strategies
• Card #3 practicing regular/irregular word reading
• Card #7 sound/spelling review
• Card #8 sound by sound blending
• Card #9 continuous blending
• Card #10 Word Reading-Spelling focused
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Partner Practice
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Resources
• http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.html
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Academic Vocabulary Instruction
IES Recommendation: Teach a set of academic vocabulary words intensively across several days using
a variety of instructional activities.
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Vocabulary
• If you want them to HEAR it, you talk.
• If you want them to LEARN it, THEY TALK• -SPENCER KAGEN
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Vocabulary Instruction For ELL’s
• Tier 2 academic words
• Choose 3 to 10 words
• Explain
• Example
• Ask
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Engagement and Motivation
• Response Cards
• Choral Responses
• Sentence Starters
• White Boards
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Show a Model
• Response Cards
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Partner Practice
• Coffee- Teach the word “hissed” to cream.
• Cream: Teach the word “winked” to coffee.
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Leveled QuestioningMarzano: Classroom Instruction That Works with
English Language Learners
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STAGE Characteristics Time Frame Teacher Prompts
Preproduction • Has minimal comprehension• Does not verbalize• Nods “yes” and “no”• Draws and points
0-6 months • Show me…• Circle the..• Where is…?• Who has…?
Early Production
• Has limited comprehension• Produces one- or two word responses• Uses key word and familiar phrases• Uses present tense verbs
6 months to 1 year • Yes/no questions• Either/or questions• Who….?• What…?• How many…?
Speech Emergence
• Has good comprehension• Can produce simple sentences• Makes grammar and pronunciation
errors• Frequently misunderstands jokes
1-3 years • Why…?• How…?• Explain…• Questions requiring
phrase or short sentence answers
Intermediate Fluency
• Has excellent comprehension• Makes few grammatical errors
3-5 years • What would happen if…
• Why do you think….?
• Questions requiring more than a sentence response
Advanced Fluency
The student has near native level of speech 5-7 years • Decide if…• Retell…
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Why is how we question important?
• Higher level questions produce deeper learning than lower level questions.
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Remember
Understand
Apply
Analyze Evaluate
Create
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Bloom’s and StagesPreproduction (nonverbal response)
Early Production (One-Word response)
Speech Emergence (Phrases or short sentences)
Intermediate Fluency (Longer and more complex sentences)
Advanced Fluency (near native like)
Create
Evaluate
Analyze
Apply
Understand
Remember
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Practice Activity
• Work with your partner to place questions in the correct location. Assume that the student is at Preproduction or Early production in their language acquisition.
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Practice Activity Part 2
• Now assume that the student is at Speech Emergence or intermediate fluency. How would you adjust what you are asking your students to do?
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Close Reading With ELL’s
Shanahan and Marzano
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Building Background knowledge with ELL’s
• Students construct meaning by drawing connections between new information and what they already know.
• Build background by: • Focusing on key vocabulary• Using focused questions to activate prior knowledge• Give students a purpose for reading (something to look
for)• Chunk text into smaller sections • Structure talk and full sentences
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Cues and Questions
• Ell’s access their background knowledge and connect to cues and questions more quickly when teachers use:• Real objects• Pictures• Sketches• Shorter, simpler sentences• Wait time to formulate answers to questions
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Advanced Organizers
• Help ELL’s use their experiences and content knowledge to learn new information
• Organizing information visually helps us to remember what we see.
• Advance organizers help ELL’s to acquire and integrate content into a new language
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Close Reading with ELL’s
• Don’t always assume they won’t get it…give them a chance and then scaffold understanding—Shanahan
• 3 Rules for Close Reading
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Rule #1: Limit Pre-reading
• We need to spend the bulk of our time actually reading the text
• Give a quick blurb to focus students and then move on
• Use advance organizers
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Rule #2: Let the author do the talking
• Try not to reveal too much
• If it is explained in the text don’t explain in pre-reading
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Rule #3 Give student s enough information that they have a reason to
read
• Use advanced organizers, pictures, realia, video to set a purpose for reading. (keep it short)
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Progression of Text-Dependent Questions
Opinions, Arguments, Inter-textual Connections
Inferences
Author’s Purpose
Vocabulary and Text Structure
Key Details
General Understandings
Whole
Part
Across Texts
Entire Text
Segments
Paragraph
Sentence
Word
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1st Reading
• What does the text say? • Focus on key ideas and details• Clarify confusion• Give additional background for what is
unknown
• (use cards 11-14 for text reading)• NO ROUND ROBIN READING• WORK IN THE REMEMBER AND UNDERSTAND
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2nd Reading
• How does the text work? • Craft and structure• Author’s purpose• WORK IN THE APPLY AND ANALYZE
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3rd Reading
• What does the text mean?
• WORK IN THE EVALUATE AND CREATE
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Structured Partnerships
From Anita ArcherRecommendation: Schedule regular opportunities for
students to engage in peer assisted learning integrating oral and written English.
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Verbal Responses - PartnersUse when answers are long or different
Partners
• Assign partners
• Pair lower performing students with middle performing students
• Give partners a number (#1 or #2)
• Sit partners next to each other
• Utilize triads when appropriate
• Consider language levels of partners
Anita Archer
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Verbal Responses - Partners
• Provide a sentence starter
Option 1: Teach students to respond in a complete sentence using wording from the question
Option 2: Provide a verbal sentence starter
Option 3: Provide a written sentence starter
Anita Archer
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Verbal Responses - Partners
• Other hints for partners
• Teach students how to work togetherLOOK, LEAN, AND WHISPER
• At small group table, tape cards on table with numbers #1 and #2 and arrows pointing to each partner
• Change partnerships occasionally (every three to six weeks)
Anita Archer
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Verbal Responses- Partner Uses
1. Say answer to partner
2. Retell content of lesson using graphic organizer or PowerPoint slides
3. Brainstorm (Think [and record], Pair, Share, Write [partner’s ideas])
4. Teach-Pause
5. Explain process, strategy, or algorithm using example
6. Read to or with partner
7. Study, Tell, Help, Check
Anita Archer
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Talk Moves
Coffee: What is the purpose of revoicing?
Cream: What is the purpose of restating and applying your own reasoning?
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WritingIES Recommendation: Provide regular, structured opportunities to develop written language skills.
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Writing About Reading
• When we write, we clarify our thinking.
• Ask students to write something every lesson.
• 1. Ask a question
• 2. Think
• 3. Respond to partner
• 4. Then write
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What about fidelity?
• Fidelity to the scope and sequence
• Fidelity to the lesson structure
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Lesson Planning Template
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Uses
• Preteach/Reteach decodable
• Preteach/Reteach leveled reader
• Interventions that are aligned to core
• Reading Mastery
• Corrective Reading
• Read Well
• Upper levels of Phonics for Reading
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ANNOTATE THE LESSON
• When teaching an intervention program annotate for the following:
• Phonics/Phonemic Awareness Cueing cards• Vocabulary instruction• Close Reading• Questioning across proficiency areas• Opportunities to talk• Writing
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Read Well
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Phonics For Reading
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Read Naturally
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Partner Practice
• Work with your partner to annotate the Read Well Lesson Plan.
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Work Time
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Exit Ticket