Close Readingwith English Learners

Patty Champ, Anne Marie Chobot, Donna Sigourney and Bernadette Wachel

http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap4.pdf

U.S. Department of Education

Six Key Principles for Teaching English Learners, will help guide LEAs as they work to develop standard-aligned instruction for ELs.

“These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type. Finally, no single principle should be considered more important than any other. All principles should be incorporated into the planning and delivery of every lesson or unit of instruction.” However, in this presentation we will focus on two of the principles.

Tool #2

Instruction moves ELs forward by taking into account their English proficiency level(s) and prior schooling experiences.

Principle 2

ELs within a single classroom can be heterogeneous in terms of home language(s) proficiency, proficiency in English, literacy levels in English and student’s home language(s), previous experiences in schools, and time in the U.S.

Teachers must be attentive to these differences and design instruction accordingly.

All ELLs are not the same

How do we take into account home language and prior school experiences?

Oral Language (Listening & Speaking) LAS Links Español A - CTB/McGraw-Hill

Reading Sistema de evaluación de la lectura – Heinemann

Writing Spanish writing sample collected and scored with

WIDA rubric

Informal Home Language Interview & other district made assessments

Home Language ScreeningListening, Speaking, Reading & Writing

How can we use English Proficiency levels to inform instruction?

(WIDA Speaking Levels)

file:///C:/Users/chobae03/Downloads/WIDA_Performance%20Definitions_SpeakingWriting.pdf

WIDA Performance Definitions - Speaking and Writing Grades K-12

WIDA

S1: So we should do disappearing act, the paragraph that says “Disappearing Act” and we should write dissolve.

S2: Yes. And too we should try, um limestone. S1: Mm, hmm. And the next one we could do

China. S2: And so we would know the place it…

they’re in… is called forest. S2: And another one we could write is um…

weather. (4:26)

Video dialogue:

S2: Ya. S1: I think we should do the summary. S2: Mmm, hmm. Um, do you want to do it? S1: Um. I don’t know. S2: Okay. Um.. In China, in..in the place they are

in is called Stone Forest and there’s a rock called limestone and rocks got weathered and they dissolved.

(Both students write summaries) S2: Um..next, the paragraph is called “On the

Move” (4:26)

Video dialogue continued:

Watch for…Teacher moves: Student moves:

Teacher as facilitator in classroom

Students grouped with language like partners

Gradual release modelI DO/WE DO/YOU DO

Turn taking

Exercising all four domains (L, S, R & W)

Monitoring their own pace of learning

Video (4:26)

Standards-aligned instruction for ELs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds.

Principle 3

Such shifts require that teachers provide students with opportunities to describe their reasoning, share explanations, make conjectures, justify conclusions, argue from evidence, and negotiate meaning from complex texts.

Students with developing levels of English proficiency will require instruction that carefully supports their understanding and use of emerging language as they participate in these activities.

Instruction that is rigorous and standards-aligned reflects the key shifts in the CCSS, NGSS and WIDA.

http://www.corestandards.org/

http://www.nextgenscience.org/

https://www.wida.us/

Aligned to Standards

How can we scaffold language in the classroom?

Differentiating for ELLs

Fairbairn, Shelley, and Jones-Vo, Stephaney. 2010. Differentiating Instruction and Assessment for English Language Learners. Philadelphia, PA: Caslon, Inc.

T: We were talking about how the window changed at the beginning of the story.

S1: It was in a dream. T: You’re right. We talked about how it

changed from…the city-to the river-back to the city. It looks like he is falling asleep.

S1: It was a dream because it says the title is “A River Dream.”

S2: He is dreaming. (00:30)

Video dialogue:

Watch for…Teacher moves: Student moves:

Using pictures

Providing repetition

Creating an environment of comprehensible input

Discourse variances (short phrases and complete sentences, change of partners)

Exercising L, S, R & W

Using spontaneous language

Pointing to text evidence

Students using copies of the text and organizers with language scaffolds

Video (00:30)

About This Book:A little boy takes a fantasy trip up the river by his house to fly-fish with his uncle.

Reading Level:Grade level Equivalent: 3.8Lexile® Measure: 490LDRA: 24Guided Reading: M

Genre:General Fiction

A RIVER DREAMBY: ALLEN SAY

Sample of student reading grade level text during the close reading process

(1:22)

https://vimeo.com/61971077

Watch it the first time to record literal observations and inferences

Pause times:0:401:001:251.552:38

Watch it again to document supporting evidence.

For the Birds Example from Deborah White

http://www.literacyshed.com/

Great resource for finding short videos

Sample:http://www.literacyshed.com/the-christmas-truce.html

The Literacy Shed

Share some of your thoughts and ideas about using short videos for close reading.

“Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole.”(PARCC, 2011, p. 7)

PARCC Definition

The goal of Close Reading is to teach readers how to read and reread with a purpose.

As time goes on, and students become more familiar with the close reading strategy they will begin to read and reread independently. Thus, mastering the strategy and having a deeper understanding of the content of the text they are reading.

www.parcconline.org

Why “Close Reading?”

Providing a structure, or ritual, allows students to quickly acquire the habits of close reading that lead to independence.

• Providing a structure, or ritual, promotes the development of habits

• Habits can lead to independence in students’ reading

Lehman, Christopher, and Kate Roberts. 2014 Falling In Love With Close Reading. Portsmouth, NH: Heinemann.

Close Reading Ritual Builds Independence

Three Step Close Reading Ritual

1. Read through lenses. • What will you pay attention to while reading ?• What details do you notice?

2. Use lenses to find patterns.• Look at the details that you have collected. • What patterns do you notice?

3. Use patterns to develop new ideas and deeper understandings about the text.• Look at patterns in light of what you have

already read. What new understandings do you have?

Close reading is what we teach students to do versus something we do to them! Close reading instruction:• involves clear language• is highly engaging• is responsive to student needs• must transfer to students’ own readingClose reading is not:• requiring students to read a complex piece of

text again and again until they understand it (Fisher & Frey, 2012, p.8)

Lehman, Christopher, and Kate Roberts. 2014. Falling In Love With Close Reading. Portsmouth, NH: Heinemann.

Doug Part 1

http://www.youtube.com/watch?v=5w9v6-zUg3Y

Doug Part 2http://www.youtube.com/watch?v=JhGI5zdjpvc

Dr. Douglas Fischer

What are your ideas, thoughts, questions, wonderings about close reading?

https://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

Close Reading with Informational Text

I can get the gist and determine the main idea in a newspaper article about the Seneca people.

(1:34)

Customized I Can Statement

Read the entire text, without stopping to get the “flow.”

Read and circle important and unfamiliar words. Write the GIST for each section or paragraph in the margin.

Read and record important details.(1:30)

Close Reading Process

A text worth reading

Related to a unit of study

Complex enough to push students

(3:15)

Criteria for Text Selection

ReadThinkWriteTalk

(4:47)

Learning Engagement Routine

Is this an important detail? Explain.

(5:29)

Sample Question

Students share thinking

Debrief: What detail did you think was important? How did it connect to the main idea?

(6:11)

Reflection

Please discuss with a partner something that you saw or heard in the Engage NY video that you may try with your students.

http://www.coolcatteacher.com/close-reading-activities/

Top 10 Tips for Close Reading

Discuss with a partner how you are using one of the tips with your students and/or how you plan to use one of the tips.

http://www.teachingthecore.com/non-freaked-out-common-core-close-reading/

A Non-Freaked Out Approach

Q & A