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Teaching English Reading in a Bilingual Classroom Slide 2 ESL/Bilingual Learners Children do not become readers unless they have time, materials, models, and motivation. (Cunningham & Allington, 1999) (Cunningham & Allington, 1999) Slide 3 Overview What is effective reading instruction? What is effective reading instruction? Explain and demonstrate the five components of reading instruction. Explain and demonstrate the five components of reading instruction. Additional instruction that fosters a successful reading experience Additional instruction that fosters a successful reading experience Slide 4 Characteristics of Effective Instruction Provide time Provide time Provide teacher modeling Provide teacher modeling Read to children Read to children Read with children Read with children Provide a print rich environment Provide a print rich environment Provide a variety of strategies Provide a variety of strategies Slide 5 Time For talk For talk For reading For reading For writing For writing Slide 6 Teacher Modeling Provides an insight to thinking about thinking Provides an insight to thinking about thinking Allows opportunity to visually see what is expected of them Allows opportunity to visually see what is expected of them Encourages participation Encourages participation Interactive through shared reading and shared writing Interactive through shared reading and shared writing Slide 7 Reading To Models what good reading sounds like Models what good reading sounds like Exposes students to vocabulary Exposes students to vocabulary Implicit teaching points can be made Implicit teaching points can be made Slide 8 Reading With Provides support to reader Provides support to reader It is non- threatening It is non- threatening Allows for one-on- one interaction Allows for one-on- one interaction Slide 9 Provide a Print Rich Environment That includes student work That includes student work Shows students that print bears meaning Shows students that print bears meaning Includes an array of books that children can relate to Includes an array of books that children can relate to Slide 10 Provide a Variety of Strategies To accommodate learning styles To accommodate learning styles Different types of text calls for a variety of graphic organizers Different types of text calls for a variety of graphic organizers Slide 11 Introduction to the Five Components Slide 12 Reading Components Phonemic Awareness Phonics Fluency Vocabulary Comprehension Slide 13 PHONEMIC AWARENESS Slide 14 Phonemic Awareness (PA) What is Phonemic Awareness? What is Phonemic Awareness? Slide 15 The ability to hear and manipulate sounds. It deals with students being able to hear and differentiate sounds through oral language activities. Slide 16 Phonemic Awareness (contd) Why is it important? Why is it important? Slide 17 It prepares readers for phonics, sounding out words. It establishes a foundation for later reading skills. Slide 18 Activities to Develop Phonemic Awareness in the Classroom Slide 19 Rhyming Word Activity 1. Use word families. 1. Use word families. 2. Hands on games. 2. Hands on games. 3. Using words in context. 3. Using words in context. 4. Write words with a rhyming pattern. 4. Write words with a rhyming pattern. Slide 20 Phonemic Activity Sound blending Sound blending Sound count Sound count Sound match Sound match Sound switching Sound switching Syllable count Syllable count Slide 21 PHONICS Slide 22 How do I teach phonics effectively? Slide 23 In addition to set phonics instruction In addition to set phonics instruction Giving students ample opportunities to work with words and make the connection to reading and writing, Giving students ample opportunities to work with words and make the connection to reading and writing, Incorporating rhyming poems for read alouds, for shared reading, and shared writing Incorporating rhyming poems for read alouds, for shared reading, and shared writing Slide 24 Activities for Teaching Phonics Slide 25 Sight Word Activity Use manipulatives Use manipulatives Incorporate writing Incorporate writing Use words in sentences Use words in sentences Slide 26 Big Books Select books with patterns Select books with patterns Exposes to basic sight words Exposes to basic sight words Slide 27 Making Words Beginning sounds Beginning sounds Ending sounds Ending sounds Medial vowel sounds Medial vowel sounds Beginning blends Beginning blends Vowel diagraphs Vowel diagraphs ex: toad, fleet Slide 28 FLUENCY Slide 29 Components of Fluency Speed Speed Accuracy Accuracy Prosody Prosody Slide 30 Why is fluency important? Slide 31 After primary grades students are expected to read independently. After primary grades students are expected to read independently. Non-fluent readers likely to avoid reading. Non-fluent readers likely to avoid reading. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground. Slide 32 Creating Fluent Readers Includes: Includes: Modeling fluent reading Providing many opportunities to read the same text orally several times Select text at an easy level Incorporating a variety of techniques such as audiotapes, buddy reading, choral reading, and readers theatre Slide 33 Activities for Creating Fluent Readers Slide 34 Paired Reading Two read together from the text. Two read together from the text. Students monitor reading Students monitor reading Slide 35 Poems Repeated readings. Repeated readings. Repetition of spelling word patterns. Repetition of spelling word patterns. Time for independent practice. Time for independent practice. Slide 36 Poems and Songs Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in repeated reading or singings. Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in repeated reading or singings. Slide 37 Readers Theater Select a script or create one Select 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 expressively with good phrasing. Encourage students to read fluently and expressively with good phrasing. Help students define and pronounce any words. Help students define and pronounce any words. Perform Perform Slide 38 VOCABULARY Slide 39 Vocabulary Two Kinds Two Kinds 1. Written Vocabulary- reading and writing reading and writing 2. Oral Vocabulary- listening and speaking listening and speaking Slide 40 Vocabulary Is crucial for comprehension Is crucial for comprehension Can be taught indirectly Can be taught indirectly Takes place when students are active in figuring out how words relate to experiences Takes place when students are active in figuring out how words relate to experiences Takes place when students personalize words Takes place when students personalize words Slide 41 Vocabulary (contd) Students need to be immersed into words through: Students need to be immersed into words through: Read alouds Dialog between student to student, student to teacher, and student to adult Slide 42 Activities for Vocabulary Slide 43 Vocabulary Cluster Use science and social studies Use science and social studies Students gather context clues from reading Students gather context clues from reading Students make predictions Students make predictions Slide 44 Word Wall Opportunities to use in writing Opportunities to use in writing Chants for interactive learning Chants for interactive learning Instant recognition in context Instant recognition in context Slide 45 Vocabulary Context Clues 1.Think about the story. 1.Think about the story. 2. Check the picture. 2. Check the picture. 3. Go back and get your mouth ready. 3. Go back and get your mouth ready. 4. Look for chunks. 4. Look for chunks. 5. Does the word look like another word you know? 5. Does the word look like another word you know? Slide 46 Shared Reading Experiences Choral reading Choral reading Shared reading Shared reading Vocabulary knowledge is introduced through discussion and oral language Vocabulary knowledge is introduced through discussion and oral language Slide 47 Read Aloud Select a fiction or nonfiction text that relates to a science or social studies concept. Select a fiction or nonfiction text that relates to a science or social studies concept. Through read-alouds students will learn vocabulary ten times faster than those receiving intensive word-list instruction. Through read-alouds students will learn vocabulary ten times faster than those receiving intensive word-list instruction. Slide 48 Comprehension Slide 49 Why is comprehension important? Slide 50 It is the most important thing about reading! It is the most important thing about reading!And It allows students to make meaning beyond literal recall. It allows students to make meaning beyond literal recall. Slide 51 Comprehension Successful instruction includes: Successful instruction includes: Guidance Scaffolding Discussion Read More and Read Widely Slide 52 Activities for Comprehension Slide 53 Graphic Organizers for Comprehension Story pyramid for story elements Story pyramid for story elements Discussion of character, setting, events, problem, and solution Discussion of character, setting, events, problem, and solution Slide 54 Graphic Organizers for Comprehension Story stair step Story stair step Retelling of story Retelling of story Sequence of story plots and events Sequence of story plots and events Use for both narrative and expository text Use for both narrative and expository text Slide 55 KWL A before, during, and after reading strategy. A before, during, and after reading strategy. Used to see what students know about a topic. Used to see what students know about a topic. It can determine the amount of scaffolding needed. It can determine the amount of scaffolding needed. What I Know What I Want To KnowWhat I Learned Slide 56 Other Suggestions Language Experience Approach (LEA) Language Experience Approach (LEA) Making connections Making connections Slide 57 Language Experience Story retelling Story retelling Check for students interpretation of story Check for students interpretation of story Students relate personal experiences to story Students relate personal experiences to story Slide 58 Steps for LEA Talk about an experience. Talk about an experience. Brainstorm about ideas for writing. Brainstorm about ideas for writing. Student dictates and the teacher writes. Student dictates and the teacher writes. Student reads back to teacher. Student reads back to teacher. Student illustrates. Student illustrates. Slide 59 Making Connections To other books read, read to, or read with To other books read, read to, or read with To their own experiences To their own experiences To other things going on in the world they can relate it to To other things going on in the world they can relate it to Slide 60 Final Thoughts LEARNING MUST BE PERSONAL LEARNING MUST BE MEANINGFUL Slide 61 Final Thoughts LEARNING MUST BE INTERACTIVE LEARNING MUST BE CREATIVE Slide 62 Assessment Slide 63 Slide 64 Slide 65 Slide 66 Slide 67 Slide 68 Slide 69 Slide 70 Answer Key Answer Key Slide 71 Answer Key 1. 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