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1 Reading Comprehension for ELs Washington Association for Bilingual Education April 19, 2013 Ms. Rachael Robbins, NBCT Fourth Grade Teacher, English Curriculum Mrs. Heather Byington, NBCT Fourth Grade Teacher, Spanish & English Curriculum Evergreen Elementary School Shelton School District Slide 2 Evergreen Elementary School 2 Slide 3 3 Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are: * Bilingual in English and Spanish *Bi-Literate in Spanish and English *Achieving at or above grade level academically in both languages. *Understanding and respectful of our multi-cultural society. Slide 4 4 4 th Grade Literacy CAF (The 2 Sisters: Gail Boushey & Joan Moser) C: Comprehension A: Accuracy F: Fluency E: Expand Vocabulary Slide 5 5 4 th Grade Literacy Intermediate Grade Focus: Comprehension Expand Vocabulary + Language Objectives Slide 6 6 4 th Grade Literacy Modified Pensieve Slide 7 7 4 th Grade Literacy Model Texts The Miraculous Journey of Edward Tulane by Kate DiCamillo The Invention of Hugo Cabret by Brian Selznick Tales of a Fourth Grade Nothing by Judy Blume Superfudge by Judy Blume Dexter the Tough by Margaret Peterson Haddix Slide 8 8 4 th Grade Literacy Comprehension Strategies: Making Predictions Making Inferences Identifying Main Idea Cause and Effect Character Analysis Generalization Slide 9 9 4 th Grade Literacy Sentence Frames: Making Predictions Making Inferences Slide 10 10 4 th Grade Literacy Student Work: Making Predictions Making Inferences Slide 11 Anchor charts 11 Slide 12 12 Slide 13 13 4 th Grade Literacy Main Idea & Sequencing: Story Board Main Idea of Each Paragraph Slide 14 Main idea of non-fiction text Finding main idea of each paragraph Use the topic sentence to find main idea. Recognize that some paragraphs require the reader to generalize, to find what the details in the paragraph have in common, to find the main idea. 14 Slide 15 Main idea of non-fiction text Anchor chart 15 Slide 16 16 4 th Grade Literacy Cause and Effect: Anchor Chart Character Analysis Character Map Slide 17 Higher Order Thinking Synthesis- combining two comprehension strategies for deeper comprehension 17 Slide 18 18 Slide 19 DEXTER THE TOUGH At the beginning of the book, Dexter was mad at the Secretary, Janitor, Robin and the principal. He was mad at the secretary because she left him in the hallway. He was mad at the Janitor because he made the hallway too slippery. He was mad at Robin because in the bathroom, Robin was crying Dexter said to Robin to stop crying because he wanted to cry too and he said dont let anybody see you cry. He wanted to cry too, but he didnt want to cry because he wasnt a cry baby. He was mad at the principal because he asked Dexter, Where are your parents? This made him mad because he was already sad about his parents because they are in the hospital. Dexter was mad at his dad because his dad was sick. And Dexter didnt like school. In the beginning of the book Dexter said that he was so tough that he could whatever he wants. 19 Slide 20 At the beginning of the book, Dexter didnt want to be friends with Robin because Dexter beat him up. Dexter thought that Robin told his mom that Dexter beat him up. Dexter and Robin couldnt connect to each other to be friends because Dexter saw himself as a bad kid. Robin was a good kid. If Robins mom knew that Dexter beat up Robin, Robins mom would take Robin out of school. She wont like Robin to be friends with Dexter. When Dexters dad called him and said that he was such a wonderful son that he has, Dexter was thinking about it and he thought that he wasnt a wonderful kid because he had beat up Robin. Dexter told Robin that he was sorry that he hit Robin, but Robin said that he only hit him ones but Dexter said that he beat up Robin, but Robin said that it was only once. At the end of the book, Dexter was Robins friend. When Dexter was writing about the story, he didnt want to keep on writing the story, but Mrs. Abbott told him that he needed to tell the story because she wanted Dexter to forgive himself. Dexter forgave himself by telling the story, by letting himself look like a good kid and by letting himself be friends with Robin. By Daisy 20 Slide 21 Character analysis essay Anchor chart 21 Slide 22 Armand lived in Paris, France. I read this book that is called Family Under the Bridge. In the beginning, Armands appearance was a dirty beard. His clothes were dirty. He had a lot of holes in them. Armands shoes had holes on the bottom, so he put metal. Armand never took a shower, and he smelled so bad. Armand at the end sewed his clothes, and Armand took a shower. I like to sow a lot of things, like blankets. He trimmed his beard, and he didnt look like a hobo. Armands attitude about relationships with others in the beginning was he wanted to be alone because the Calcets would steal his heart. He might have to taken responsibility because he is with the Calcets. He was mean and wouldnt let the Calcets live with Armand. If he cared about others, he would have to care about the Calcets. Armand changed because he wanted to take responsibility because he got used to the Calcets. Armand didnt like to work because he was not used to it, so he would want to rest. Armand was worried because he could get hurt if he had to do a lot of work. He could fall and hit his head and have to go to the hospital. Armand might not get the job, and the Calcets will be sad. If Armand leaves the Calcets will be alone. Armand changed because he wanted to get a house for the Calcets. He wanted the Calcets for grandchildren. This story is mainly about Armand from the beginning to the end. 22 Slide 23 Questions 23 Slide 24 24 Rachael Robbins RRobbins@sheltonschools.org Heather Byington HByington@sheltonschools.org