strategies for using reading interventions with english language learners julie walker
TRANSCRIPT
Strategies For Using Reading Interventions with English Language
Learners
Julie Walker
Targets For the Day
Effective instructional routines for ELL’s in reading intervention
programs.
Talk Times
• Coffee- Person with the next birthday is coffee.• Share name, goal for the day, and one fun activity
you participated in last weekend.
• Cream- The other person is cream• Share name, goal for the day, and your favorite
restaurant.
• Switch if you have time
Read Well Video
• http://youtu.be/Cfu26lBTj30
• First Grade Read Well Video
Research
Why screen and progress monitor?
IES Recommendation: Screen and Progress Monitor
Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Effective instruction for English learners is similar to effective literacy instruction for native
speakers
• Research has shown that many of the instructional approaches that have been successful with native speakers of English are effective with English learners, too.
Considerations
• Instructional match
• Coordination with core program
• Language proficiency levels of group
1. Matching data to skill need......
Curricula
Core instruction/Small group
Intervention
Avoiding Curricular Chaos
11
High Leverage Strategies with ELL’s
• Posting Content and Language Objective
• Using consistent cueing systems
• Explicit vocabulary instruction
• Planning for many opportunities to use academic language
• Close readings
• Questioning
• Use of graphic organizers
• Writing
ObjectivesTeacher Clarity: +0.73 effect size
Learning Objectives
• Content
• Language
Objectives
What language will my students need to learn to
demonstrate their understanding of this content?
Content Objective
Level Verb
Evaluate/Create Combine, compile, create, construct, compose, design, infer, decide, justify, defend, support
Application/Analysis Predict, compare, contrast, solve, classify, categorize, show, apply, make
Understanding Recall, reproduce, summarize, explain, demonstrate, rephrase
Remembering List, identify, locate, memorize, review, label, describe, define, name, match
Language ObjectiveListening Speaking Reading Writing
Tell, role play, identify, listen, recognize, print, show, follow direction
Name, discuss, rephrase, ask, answer, predict, say steps in a process, pronounce, repeat, respond, state, summarize, explain, tell, use
Preview, read aloud, find specific information, identify, skim, explore
List, summarize, ask and answer questions, create sentences, state and justify opinions, write, contrast, classify, record
Example: Phonics For Reading
• Content: Read short “a” and “I” sounds correctly in words and text.
• Language: Describe what each person in the story is doing using these sentence starters:
• Sam is _______________.
• Nan is_______________.
• The man is____________.
This activity incorporates: reading and speaking? What could you do to incorporate listening and writing? Coffee: listening, Cream: Writing
Cueing SystemsMarzano: Classroom Instruction That Works for ELL’s
Effective Instruction for English Learners emphasizes essential components of literacy
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Voca
bula
ry
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingAccuracy &
Fluency
Reading Skills Build on Each Other
21
Com
pre
hensi
on
Foun
dati
onal
Skill
s
Phonics-Based Programs
• Reading Mastery
• Read Well
• Phonics For Reading
• ERI
• KAM
• I Love Reading!
Consistent Cueing
• Using consistent, repetitive cues frees ELL students up to be able to focus on:
Meaning
Phonemic Awareness for ELL’s
• Explicit instruction is important
• Young English learners can acquire appropriate phonemic awareness skills even when English proficiency is not fully developed
Phonics Instruction for ELL’s
• Effective phonics instruction for ELL’s involves teaching students individual letter sound relationships and then how to explicitly blend those letters/sounds into words.
• Decodable books based on the phonics skill are important
• Start as early as possible
Strategies
• Card #3 practicing regular/irregular word reading
• Card #7 sound/spelling review
• Card #8 sound by sound blending
• Card #9 continuous blending
• Card #10 Word Reading-Spelling focused
Partner Practice
Resources
• http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.html
Academic Vocabulary Instruction
IES Recommendation: Teach a set of academic vocabulary words intensively across several days using
a variety of instructional activities.
Vocabulary
• If you want them to HEAR it, you talk.
• If you want them to LEARN it, THEY TALK• -SPENCER KAGEN
Vocabulary Instruction For ELL’s
• Tier 2 academic words
• Choose 3 to 10 words
• Explain
• Example
• Ask
Engagement and Motivation
• Response Cards
• Choral Responses
• Sentence Starters
• White Boards
Show a Model
• Response Cards
Partner Practice
• Coffee- Teach the word “hissed” to cream.
• Cream: Teach the word “winked” to coffee.
Leveled QuestioningMarzano: Classroom Instruction That Works with
English Language Learners
STAGE Characteristics Time Frame Teacher Prompts
Preproduction • Has minimal comprehension• Does not verbalize• Nods “yes” and “no”• Draws and points
0-6 months • Show me…• Circle the..• Where is…?• Who has…?
Early Production
• Has limited comprehension• Produces one- or two word responses• Uses key word and familiar phrases• Uses present tense verbs
6 months to 1 year • Yes/no questions• Either/or questions• Who….?• What…?• How many…?
Speech Emergence
• Has good comprehension• Can produce simple sentences• Makes grammar and pronunciation
errors• Frequently misunderstands jokes
1-3 years • Why…?• How…?• Explain…• Questions requiring
phrase or short sentence answers
Intermediate Fluency
• Has excellent comprehension• Makes few grammatical errors
3-5 years • What would happen if…
• Why do you think….?
• Questions requiring more than a sentence response
Advanced Fluency
The student has near native level of speech 5-7 years • Decide if…• Retell…
Why is how we question important?
• Higher level questions produce deeper learning than lower level questions.
Remember
Understand
Apply
Analyze Evaluate
Create
Bloom’s and StagesPreproduction (nonverbal response)
Early Production (One-Word response)
Speech Emergence (Phrases or short sentences)
Intermediate Fluency (Longer and more complex sentences)
Advanced Fluency (near native like)
Create
Evaluate
Analyze
Apply
Understand
Remember
Practice Activity
• Work with your partner to place questions in the correct location. Assume that the student is at Preproduction or Early production in their language acquisition.
Practice Activity Part 2
• Now assume that the student is at Speech Emergence or intermediate fluency. How would you adjust what you are asking your students to do?
Close Reading With ELL’s
Shanahan and Marzano
Building Background knowledge with ELL’s
• Students construct meaning by drawing connections between new information and what they already know.
• Build background by: • Focusing on key vocabulary• Using focused questions to activate prior knowledge• Give students a purpose for reading (something to look
for)• Chunk text into smaller sections • Structure talk and full sentences
Cues and Questions
• Ell’s access their background knowledge and connect to cues and questions more quickly when teachers use:• Real objects• Pictures• Sketches• Shorter, simpler sentences• Wait time to formulate answers to questions
Advanced Organizers
• Help ELL’s use their experiences and content knowledge to learn new information
• Organizing information visually helps us to remember what we see.
• Advance organizers help ELL’s to acquire and integrate content into a new language
Close Reading with ELL’s
• Don’t always assume they won’t get it…give them a chance and then scaffold understanding—Shanahan
• 3 Rules for Close Reading
Rule #1: Limit Pre-reading
• We need to spend the bulk of our time actually reading the text
• Give a quick blurb to focus students and then move on
• Use advance organizers
Rule #2: Let the author do the talking
• Try not to reveal too much
• If it is explained in the text don’t explain in pre-reading
Rule #3 Give student s enough information that they have a reason to
read
• Use advanced organizers, pictures, realia, video to set a purpose for reading. (keep it short)
Progression of Text-Dependent Questions
Opinions, Arguments, Inter-textual Connections
Inferences
Author’s Purpose
Vocabulary and Text Structure
Key Details
General Understandings
Whole
Part
Across Texts
Entire Text
Segments
Paragraph
Sentence
Word
1st Reading
• What does the text say? • Focus on key ideas and details• Clarify confusion• Give additional background for what is
unknown
• (use cards 11-14 for text reading)• NO ROUND ROBIN READING• WORK IN THE REMEMBER AND UNDERSTAND
2nd Reading
• How does the text work? • Craft and structure• Author’s purpose• WORK IN THE APPLY AND ANALYZE
3rd Reading
• What does the text mean?
• WORK IN THE EVALUATE AND CREATE
Structured Partnerships
From Anita ArcherRecommendation: Schedule regular opportunities for
students to engage in peer assisted learning integrating oral and written English.
Verbal Responses - PartnersUse when answers are long or different
Partners
• Assign partners
• Pair lower performing students with middle performing students
• Give partners a number (#1 or #2)
• Sit partners next to each other
• Utilize triads when appropriate
• Consider language levels of partners
Anita Archer
Verbal Responses - Partners
• Provide a sentence starter
Option 1: Teach students to respond in a complete sentence using wording from the question
Option 2: Provide a verbal sentence starter
Option 3: Provide a written sentence starter
Anita Archer
Verbal Responses - Partners
• Other hints for partners
• Teach students how to work togetherLOOK, LEAN, AND WHISPER
• At small group table, tape cards on table with numbers #1 and #2 and arrows pointing to each partner
• Change partnerships occasionally (every three to six weeks)
Anita Archer
Verbal Responses- Partner Uses
1. Say answer to partner
2. Retell content of lesson using graphic organizer or PowerPoint slides
3. Brainstorm (Think [and record], Pair, Share, Write [partner’s ideas])
4. Teach-Pause
5. Explain process, strategy, or algorithm using example
6. Read to or with partner
7. Study, Tell, Help, Check
Anita Archer
Talk Moves
Coffee: What is the purpose of revoicing?
Cream: What is the purpose of restating and applying your own reasoning?
WritingIES Recommendation: Provide regular, structured opportunities to develop written language skills.
Writing About Reading
• When we write, we clarify our thinking.
• Ask students to write something every lesson.
• 1. Ask a question
• 2. Think
• 3. Respond to partner
• 4. Then write
What about fidelity?
• Fidelity to the scope and sequence
• Fidelity to the lesson structure
Lesson Planning Template
Uses
• Preteach/Reteach decodable
• Preteach/Reteach leveled reader
• Interventions that are aligned to core
• Reading Mastery
• Corrective Reading
• Read Well
• Upper levels of Phonics for Reading
ANNOTATE THE LESSON
• When teaching an intervention program annotate for the following:
• Phonics/Phonemic Awareness Cueing cards• Vocabulary instruction• Close Reading• Questioning across proficiency areas• Opportunities to talk• Writing
Read Well
Phonics For Reading
Read Naturally
Partner Practice
• Work with your partner to annotate the Read Well Lesson Plan.
Work Time
Exit Ticket