Teaching Reading to English Language Learners
- 1. Developing Lessons in Reading and Language Arts Accessibility for Varying Levels of English Proficiency Jamie Davis
- 2. ELL’s and Reading Comprehension Pre-reading Model reading aloud Audio taped texts Allow various types of responses to text
- 3. Reading Materials Primary Language Content Areas Interest Books reflecting students’ home cultures
- 4. Supplementary Materials Manipulatives Realia Pictures Visuals Multimedia Demonstrations
- 5. Teaching Thematically Students see the big picture Vocabulary is repeated More opportunities for success
- 6. Talk, Talk, Talk Discussions surrounding text: Literature Studies Literature Circles Partner reading Discussion surrounding the writing process: Writer’s workshop Reading is social!
- 7. Comprehensible Input (Krashen,1985) Krashen’s theory of language acquisition Teach students in a way they can understand
- 8. Different Paths to Common Outcomes (Clay, 1998) Varying levels of English proficiency + Varied world experiences = The need to adjust and individualize instruction * Learn the extent of students’ linguistic and conceptual knowledge and start instruction at their level
- 9. Writing and English Language Learners Environmental Print Drawing Student-made books Lists & Labeling
- 10. Writing and English Language Learners Primary language Freedom & Choice Audience Development
- 11. Music and Literacy Development in ELL’s Language Elements Kinesthetic learners Song-based literature http://www.songsforteaching.com/index.htm
- 12. Reading Fluency and ELL’s Repeat reads Paired reading, echo reading and choral reading Readers’ Theatre Poetry Caution: Do not stress oral reading (it can draw away from making meaning) Do not overcorrect pronunciation
- 13. References Clay, M.M. (1998). By different paths to common outcomes. Portland, ME: Stenhouse Publishers. Echevarria, J., Vogt, M.E., & Short, D.J. (2010). Making content comprehensible for elementary English language learners: The SIOP model. Boston, MA: Pearson Education, Inc. Freeman, D.E., & Freeman Y.S. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. Samway, K.D. (2006). When English language learners write: Connecting research to practice. Portsmouth, NH: Heinemann. Paquette, K.R., & Rieg, S.A. (2008). Using music to support the literacy development of young English language learners. Early Childhood Education Journal. 36. 227-232.
Editor's Notes
- #3: Sentence strips-students write main events from a story to review and check for understanding, can also be used for sequencing Background knowledge- helps reader infer and predict Responses to text- diagram, picture, personal narrative, poem
- #6: When students see the big picture they read for meaning Content areas are interrelated- students make more connections Success- students don’t have to compartmentalize their learning
- #7: Lit. Study- Students read individually entire book (or chunks at a time), then meet with teacher and respond to the book, teacher assigns task based on student discussion & students go back to find out more about the text, students meet again with teacher and respond to their task, new task may be assigned, this is repeated- teacher acts as a group member Oral language development is preparation for written language development
- #8: Language Learning occurs as a result from direct teaching, it involves learning rules and can be tested Language Acquisition is a result of trying to communicate and involves using language for real purposes, more subconscious Acquisition leads to proficiency Key to acquisition is comprehensible input Oral directions accompanied by written ones-helps students to refer back , visuals help to reinforce directions
- #11: Genre writing- builds knowledge surrounding specific genres as well as specific needed vocabulary Non-linear: depends on genre and interest Whatever language they are producing orally, allow them to practice in L1
- #13: Choral reading for ELL’s-material needs to be age-appropriate and just slightly above their independent level. They will increase fluency through repeat reads. Repeat reads- makes content more comprehensible