Rethinking Equity of Teaching English Language Learners (RETELL) Session 9: Reading for ELLs I. Face to Face Session

Transcription

1 Rethinking Equity of Teaching English Language Learners (RETELL) Session 9: Reading for ELLs I Face to Face Session

2 Session Introduction

3 SEI Teacher Endorsement Course Map MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom 1: Examining Data & Policies Relevant to ELLs 2: Diversity within ELL Populations (ONLINE 3 HOURS) (Sessions 1 4) 3: Cultural & Social Aspects of Teaching in the SEI Classroom 4. Second Language Acquisition in the SEI Classroom MODULE B: Academic Language and Literacy Development in the SEI Classroom (Sessions 5 16) 5. Sheltering Content (ONLINE 3 HOURS) 6: Vocabulary for ELLs I 7: Vocabulary for ELLs II 8. Vocabulary for ELLs III (ONLINE 2 HOURS) 9: Reading for ELLs I 10: Reading for ELLs II 11: Reading for ELLs III (ONLINE 2 HOURS) 12: Writing for ELLs I 13: Writing for ELLs II 14. Writing for ELLs III (ONLINE 2 HOURS) 15. Large-Scale Assessment for ELLs; Capstone Lesson Presentations 16. Capstone Lesson Presentations; Course Evaluation 3

4 Agenda Introduction (8 min) Overview of Reading (15 min) Components of Reading (34 min) Strategies for Improving ELLs Reading Comprehension (20 min) Break (10 min) Strategies for Improving ELLs Reading Comprehension cont d (51 min) Summarizing Learning: Think-Pair-Square-Share (10 min) Wrap- up (5 min) 4

5 Connections to Prior Session Assignments due today: Journal Entry Bring a text from your class Questions? Concerns? 5

6 Objectives Explain the relationship of reading to language subsystems, language domains, essential instructional shifts in the 2011 Curriculum Frameworks and Common Core standards, WIDA s components of academic language, oracy and sheltered instruction theory and practice. Explain the relationship between discrete reading skills and reading comprehension, and articulate areas of potential challenges for ELLs. 6

7 Objectives Explain the importance of reading comprehension as a predictor of success for all students. Practice and apply modeled strategies for explicit reading instruction for ELLs and reflect on their effectiveness in the sheltered instruction classroom. Analyze a common text for linguistic demand to identify potential areas of challenge for ELLs affecting comprehension. Apply interactive strategies to increase comprehension, engagement and oral language in the SEI classroom. 7

8 Overview of Reading

9 Language Subsystems 9 Source: Peregoy & Boyle, Reading, Writing and Learning in ESL.. Pearson, Inc.

10 Reading and Language Domains 10 Source: Peregoy & Boyle, Reading, Writing and Learning in ESL.. Pearson, Inc.

11 Instructional Shifts ELA/Literacy Standards 1)Balance of literature & informational texts Focus on text complexity 2) Emphasis on argument, informative/explanatory writing, and research Writing that includes evidence from multiple sources Answer questions that require close reading of text 3)Speaking and listening skills Inclusion of formal and informal talk 4) Literacy standards for history, science and technical subjects Developing content area through reading & writing 11

12 Complex Texts and ELLs Qualitative evaluation Quantitative evaluation Matching reader to text and task Measuring Text Complexity: Three Factors Levels of meaning, structure, language conventionality and clarity, and knowledge demands Readability measures and other scores of text complexity Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) 12 Source: CCSSO, Common Core State Standards Appendix A, p. 4

13 WIDA and Text Complexity 13

14 Reading and Academic Success Students who master academic texts are more likely to be successful in academic and professional settings (college and career). Failure to read proficiently is linked to higher school drop out rates (Anne E. Casey Foundation, 2010) Decreased individual earning potential Decreased national competitiveness and general productivity Source: Anne E. Casey Foundation, Early Warning! Why Reading by the End of Third Grade Matters. 14

15 Reading Instruction for ELLs Realities and Goals There has been a gradual erosion in the complexity of texts students are expected to handle and produce in school, resulting in a huge gap between what even successful students can understand and do at the end of high school, and what they face in college or on the job. Adapted texts are probably necessary for a year or so, but not much longer than that! ELLs need: Authentic and age appropriate texts Appropriate instructional support from teachers who know how to support language development Source: Wong Fillmore, Common Core Standards: Can ELs meet them? 15

16 Components of Reading

17 Differences Between Literacy and Oral Language Development ELLs have multiple opportunities to develop oral naturally through exposure ELLs acquire the spoken language they listen to in the classroom and playground BICS ELLs still need explicit instruction in spoken academic language how to argue, present, describe orally CALP Literacy development is much more complex and requires additional targeted instruction Oral language development influences reading 17

18 What Do We Do When We Read? Quick Write Write down ideas about skills involved in reading and what you do when you read Write independently 18

19 Reading Complex Texts Read Aloud: One volunteer reads the text Listeners pay attention to what the reader can do, what he/she struggles with Comprehension: What is the main idea of the text? Can you explain it in your own words? 19

20 Components of Reading Several elements compose what we call reading : Knowledge of vocabulary Ability to decode and pronounce words quickly Being able to understand what was read Turn and talk with a partner: Which elements were evident in the reading of the abstract? Were there any words or phrases that the reader read that you might have read differently? 20

21 Components of Reading Word Recognition Two main skills in reading: word recognition and language comprehension Word recognition includes Phonemic Awareness Phonics Fluency There are special considerations for teaching word recognition skills to ELLs Discuss these components with a small group Use the Reading Components handout 21

22 Components of Reading 22

23 The Role of Background Knowledge ELLs often have difficulty with texts that Discuss cultural topics they don t know about Contain difficult vocabulary, complex themes, archaic syntax Three types of schemata (background knowledge): content, linguistic, formal (Singhal, 2011) How do you build ELLs background knowledge in your classroom? Which type of schemata do you normally build? 23

24 Building Background Knowledge Pre-teach vocabulary and language structures Provide experiences related to the topic or text structures Field trips Hands-on activities Realia and visuals Read books, watch videos and web-based experiences Interviews (parents, guests) Analyze model texts Introduce a conceptual framework with graphic organizers (timelines, outlines, webs, etc.) 24

25 Reading Comprehension and Oral Language Proficiency Teachers should not confuse lower oral language proficiency with lack of reading comprehension skills ELLs may have strong L1 readings skills that they transfer to L2 reading, but may not have sufficient oral language skills to read aloud or explain their understanding in English (Diaz, Moll & Mehan, 1986) Too much focus on correct decoding and pronunciation could keep ELLs engaging lower level texts even when they are ready to tackle complexity Provide multiple ways to demonstrate comprehension 25 Source: Diaz, S., Moll, L.C., & Mehan, H. (1986). Sociocultural resources in instruction: A context-specific approach. In Beyond language: Social and cultural factors in schooling language minority students (pp ). Los Angeles: California State University, Evaluation, Dissemination and Assessment Center. (ED )

26 Strategies for Improving ELLs Reading Comprehension

27 Identifying & Analyzing Text Features Content area and literary texts have typical and unique features to promote comprehension Headers Images, visuals, diagrams Captions Boldened or italiziced words Index, table of contents, glossary What features does YOUR content area book have? 27

28 Identifying & Analyzing Text Features Manual. What text?. 28

29 Identifying and Analyzing Text Features Work with a partner and your sample content area texts. Zoom into a specific section, page or chapter Take turns leading each other through identification and analysis of text features as if your partner were an ELL Use the guiding questions the Text Features handout (Practice section) 29

30 Identifying & Analyzing Text Features Whole group debrief: What features of text did you identify? Which would be especially easy for ELLs? What features would be challenging? How did you do? What things might you need to consider when modeling this for your students? How can you apply this in your classroom? 30

31 Break (10 minutes) One of the activities later requires eight volunteers. If you re interested in participating, please talk to the instructor now. 31

32 Strategies for Improving ELLs Reading Comprehension

33 Think Aloud Think Alouds help ELLs see strategies in action and monitor their own comprehension When modeling Think Alouds for ELLs include thoughts about: Content (ideas, vocabulary) Language structures Reading comprehension strategies Connections to other texts, the text itself, the reader, the reader s world 33

34 Think Aloud 1 Two, Four, Six, Eight Now s the Time to Pollinate! 2 In order to reproduce, most flowers need to be pollinated. For flowers 3 to make fruit and seeds, pollen from the male parts needs to reach the 4 female parts. Some plants can pollinate themselves. Others must be 5 pollinated by wind, water, or animals. 6 If a flower smells yummy during the day, chances are that it is 7 pollinated by butterflies, bees, wasps, certain beetles, or other insects 8 that are attracted to sweet odors. Pollen clings to them and is deposited 9 On other blossoms. Source: Foul Flora by Marilyn Singer, from What Stinks? Copyright 2006 by Marilyn Singer. Reprinted by permission of Darby Creek, a division of Lerner Publishing Group, Inc. 34

35 Think Aloud Practice a Think Aloud with a partner Each person takes one section One, Two,.. OR Going Batty One person facilitates, the other takes notes Switch roles Create a list of things (questions, ideas) teachers can use to model a Think Aloud using your notes from each other s practice Example: Does this remind you of any other book or topic we ve discussed in class? 35

36 Think Aloud Create a checklist of questions teachers can use during a Read Aloud to share out later with the whole group. This checklist include prompts for the reader to increase engagement and metacognition as they do a think-aloud. Ex: What connections can you make to yourself as you read? 36

37 Think Aloud What questions and ideas for Think Alouds did you and your partner brainstorm? What are some considerations about this activity related to ELLs? What might you need to tell an ELL as they try this activity for the first time? 37

38 Sample Vocabulary to Pre-Teach for our Think Aloud Tier 1 Tier 2 Tier 3 reach wind moths smell sticks to beetles meat fish feathers two-four-six-eight themselves pale fragrant poor sense nectar scented(unscented) appeal reproduce male parts female part pollen (nectar) 38

39 Reciprocal Teaching Reciprocal Teaching (Palincsar, 1986)encompasses several during-reading strategies: predicting, summarizing, clarifying, question generating ELLs can engage in reciprocal teaching with each other as well as with teachers Procedure for teaching the strategy: Explicitly teach the 4 roles Facilitate reciprocal teaching with students Provide practice opportunities where students apply their roles independently Provide feedback 39

40 Reciprocal Teaching The four roles and procedure Reciprocal Teaching handout Reciprocal Teaching Fishbowl 4 volunteers, each with a role card Observers take notes of comments, prompts, reactions, suggestions 40

41 Reciprocal Teaching Thank you volunteers! Your turn to observe Observers: break into groups of five One facilitator (teacher role) Four participants (student role) Practice Reciprocal Teaching with Always Running (text) Reciprocal Teaching Role Guiding Questions/Frames 41

42 Reciprocal Teaching What was effective about it? What do you do in class that might be similar? What are some things to keep in mind when doing this (cautions, reminders, etc.)? How would you differentiate for ELLs at lower proficiency levels? How did each group do at implementing the strategy? 42

43 Partner Reading Different types of strategies can be applied through Partner Reading Fluency practice Reading for comprehension Reading for vocabulary development The format itself can change for different purposes and ELL groups Modeling: 4 different formats - see Partner Reading handout 43

44 Practicing a Partner Read Practice Partner Reading formats with a partner Alternate formats Use the Going Batty (part 2) and Rancid Rafleesia texts As you practice, think about how you will model this strategy to your ELLs 44

45 Partner Readings Debrief: What types of questions did you ask? What types of questions did your partner ask? What might you need to consider when doing these types of partner readings with your ELLs? How can you incorporate this strategy into your teaching practice? 45

46 Less Effective Ways to Read with ELLs Silent reading Increases proficiency and confidence, improves motivation Not proven an effective way to learn language for ELLs. Round robin reading May increase participation Not proven a very effective way of developing reading or English skills for ELLs. Why might silent reading and round robin be a less effective activity for ELLs? 46

47 Other Effective Ways to Read with ELLs Type of Reading Read Aloud with Teacher Choral Reading Guided Reading Choral Reading with a Bell Details Gives teacher insight into decoding, pronunciation, stress & intonation. May help to lower affective filter, encourages shy or self-conscious students Teacher support of reading strategy development in small groups. Teacher or other fluent reader reads, then taps a bell and all students read the next word. 47

48 Summarizing Learning: Think, Pair, Square, Share

49 Summarizing Learning: Think, Pair, Square, Share 1. Think: Create a take-away point from today s session or from the required reading (you may wish to write it down to remember). 2. Pair: Now share (or read and expand on) your takeaway point with a partner. 3. Square: Staying in your pair, stand up, walk around (stretch) and meet with another pair of participants. Summarize/paraphrase. 4. Share: Share out as before, each taking a turn. Stop to re-read and clarify. 49 Source: Ten Techniques for Energizing Your Classroom Discussions. Available online at:

50 Assignments & Preparing for Upcoming Sessions

51 Assignments Due by Session 10 Lesson plan Using designated components of the Endorsement Lesson Plan Template, plan a mini-lesson for English learners on academic vocabulary development. Strategy Implementation In your classroom, implement a reading strategy modeled and practiced in this Endorsement course session at least once before the next session. Complete the Strategy Implementation Self- Assessment Tool. Bring a text students use in your classroom 51

52 Required Readings for Session 10 Klingler, J.K., Hoover, J, et al Why Do English Language Learners Struggle with Reading? Helping Classroom Reading Teachers Distinguish Between Language Acquisition and Learning Disabilities, Thousand Oaks, CA: Corwin Press. Lafond, S Key shifts of the common core state standards: English language arts and literacy. Retrieved from 52