bilingual reading strategy instruction for arabic and spanish populations 2014
TRANSCRIPT
Presented by:
Community Consolidated School District 146
ELL Team
Student Demographics
White75%
Black4.3%
Hispanic13.8%
Asian3%
American Indian.1%
2 or more races3.7%
District Student Demographics & Characteristics - Educational Environment
Year LEP (%) IEP (%)
Low Income
(%)Attendance
(%)Mobility
(%)
ChronicTruants
(%)
2014 10 14 40 96 7 0
2013 10 13 31 95 5 0
2012 10.6 14.9 31.6 95.3 5.4 0.3
2011 9.7 16.9 30.5 95.0 7.9 0.1
2010 9.0 17.4 27.0 95.1 6.7 0.1
Native Language Total
English 1662
Arabic 293
Spanish 213
Polish 46
Pilipino (Tagalog) 28
Urdu 13
Lithuanian 12
Gujarati 12
Establishing a unified philosophical base
Literacy Instruction for English Language
Learners
by Nancy Cloud, Fred Genesee & Else Hamayan
“…early literacy experiences support subsequent literacy development, regardless of language, and time spent on literacy activities in the native language whether it takes place at home or in school is not time lost with respect to English reading acquisition…”
(Reese et al. 2000, 633)
Books chosen based on the following criteria:
Dual language
Culturally relevant
Authentic literature
Fortify the family bond
Foster vocabulary development
Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
Opposite
األضادFruits/
Vegetable
s
الخ/الفاكهضار
Colors
األلوانBody
Parts
أعضاء الجسم
Animals/
Farm
Animals
/ الحيواناتوالحيوانات
األليفه
My First
Words
كلماتي االولى
Grade 1-5
Book Titles
العنوان
How Much Do You Love Me? ي؟كم تحبينن
Kisses for Daddy قبالت ألبي
Time to Pray أوقات الصالة
Mama’s Job وظيفة ماما
What is My Color? ي؟لونما هو
What is My Shape? ي؟شكلما هو
Did You See My Letters? ي؟أحرفهل رأيت
You Are Really A Good Friend of Mine أنت صديقي العزيز فعالا
Mosaic of Thought (Keene & Zimmerman)
7 Keys to Comprehension (Zimmerman &
Hutchins)
Talk About Understanding (Keene)
To Understand (Keene)
Conferring (Patrick Allen)
In her essay on the essence of understanding in reading, Ellin Oliver Keene (2007, 37) describes metacognition as…
“Listening to the voice in your mind that speaks while you read.”
Monitoring for Meaning— knowing when you know, and knowing when you don’t
Using and Creating Schemata — making connections between the new and the known, creating schemata when necessary
Asking Questions— generating questions to prompt interpretation and to probe the text more deeply
Determining Importance— deciding what matters most and is most worth remembering
Inferring— combining background knowledge with information from the text to predict, conclude, make judgments, and interpret
Using Sensory and Emotional Images— using images to deepen and stretch meaning
Synthesis— integrating understanding with knowledge from other texts and sources.
In Learning from Latino Families by Susan
Auerbach…
Informal learning activities at
home
Validate families’ cultures
Nurture parent voice
Keep it small
“When educators offer smaller-scale parent
activities and infuse personal touches and
authentic interaction into outreach immigrant
parents feel less intimidated, and they respond
with more open participation.”
(Delgado-Gaitan, 2004)
Parents empowering
parents with videos to
facilitate the school
registration process.
I-Pick
Partner Reading
Fix-up Strategies
Question Cards
Coding the Text (Reading Burritos)
Chatter Box (Conversation Cube)
Retell Rope (Beads on String)
Say Something (Jerry Johns)
Reciprocal Teaching (Super Heros)
Family Reading Night (Bilingual Rooms)
Fisher, Frey and
Rothenberg (2011)
describe nine key
elements of effective
instruction for
English learners:
1. Clearly defined purpose
2. Models
3. Interaction
4. Guided instruction
5. Focus on language
6. Culturally responsive
curriculum
7. Meaningful & challenging
tasks
8. Metacognition
9. Student Choice
www.district146.orgClick: Special Services Office
Click: English Language Learning