Teaching English Reading in a Bilingual Classroom ESLBilingual

Teaching English Reading in a Bilingual Classroom

ESL/Bilingual Learners –“Children do not become readers unless they have time, materials, models, and motivation. ” n (Cunningham & Allington, 1999)

Overview What is effective reading instruction? n Explain and demonstrate the five components of reading instruction. n Additional instruction that fosters a successful reading experience n

Characteristics of Effective Instruction Provide time n Provide teacher modeling n Read to children n Read with children n Provide a print rich environment n Provide a variety of strategies n

Time n n n For talk For reading For writing

Teacher Modeling Provides an insight to “thinking about thinking” n Allows opportunity to visually see what is expected of them n Encourages participation n Interactive through shared reading and shared writing n

Reading To Models what good reading sounds like n Exposes students to vocabulary n Implicit teaching points can be made n

Reading With n n n Provides support to reader It is non-threatening Allows for one-onone interaction

Provide a Print Rich Environment n n n That includes student work Shows students that print bears meaning Includes an array of books that children can relate to

Provide a Variety of Strategies n n To accommodate learning styles Different types of text calls for a variety of graphic organizers

Introduction to the Five Components

Phonemic Awareness Comprehension Reading Phonics Components Vocabulary Fluency

PHONEMIC AWARENESS

Phonemic Awareness (PA) n What is Phonemic Awareness?

–The ability to hear and manipulate sounds. It deals with students being able to hear and differentiate sounds through oral language activities.

Phonemic Awareness (cont’d) n Why is it important?

–It prepares readers for phonics, sounding out words. –It establishes a foundation for later reading skills.

Activities to Develop Phonemic Awareness in the Classroom

Rhyming Word Activity n n 1. Use word families. 2. Hands on games. 3. Using words in context. 4. Write words with a rhyming pattern.

Phonemic Activity n n n Sound blending Sound count Sound match Sound switching Syllable count

PHONICS

How do I teach phonics effectively?

In addition to set phonics instruction n Giving students ample opportunities to work with words and make the connection to reading and writing, n n Incorporating rhyming poems for read alouds, for shared reading, and shared writing

Activities for Teaching Phonics

Sight Word Activity n n n Use manipulatives Incorporate writing Use words in sentences

Big Books n n Select books with patterns Exposes to basic sight words

Making Words n n n Beginning sounds Ending sounds Medial vowel sounds Beginning blends Vowel diagraphs ex: toad, fleet

FLUENCY

Components of Fluency Speed n Accuracy n Prosody n

Why is fluency important?

n n n After primary grades students are expected to read independently. Non-fluent readers likely to avoid reading. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground.

Creating Fluent Readers n Includes: – Modeling fluent reading – Providing many opportunities to read the same text orally several times – Select text at an easy level – Incorporating a variety of techniques such as audiotapes, buddy reading, choral reading, and reader’s theatre

Activities for Creating Fluent Readers

Paired Reading n n Two read together from the text. Students monitor reading

Poems n n n Repeated readings. Repetition of spelling word patterns. Time for independent practice.

Poems and Songs n Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in repeated reading or singings.

Reader’s Theater n n n n Select a script or create one Assign parts of the texts to each group. Highlight the part of each student Provide lots of practice time for groups Encourage students to read fluently and expressively with good phrasing. Help students define and pronounce any words. Perform

VOCABULARY

Vocabulary n Two Kinds – 1. Written Vocabulary- nreading and writing – 2. Oral Vocabulary- nlistening and speaking

Vocabulary Is crucial for comprehension n Can be taught indirectly n Takes place when students are active in figuring out how words relate to experiences n Takes place when students personalize words n

Vocabulary (cont’d) n Students need to be immersed into words through: – Read alouds – Dialog between student to student, student to teacher, and student to adult

Activities for Vocabulary

Vocabulary Cluster n n n Use science and social studies Students gather context clues from reading Students make predictions

Word Wall Opportunities to use in writing n Chants for interactive learning n Instant recognition in context n

Vocabulary Context Clues n n n 1. Think about the story. 2. Check the picture. 3. Go back and get your mouth ready. 4. Look for chunks. 5. Does the word look like another word you know?

Shared Reading Experiences Choral reading n Shared reading n Vocabulary knowledge is introduced through discussion and oral language n

Read Aloud Select a fiction or nonfiction text that relates to a science or social studies concept. n Through read-alouds students will learn vocabulary ten times faster than those receiving intensive word-list instruction. n

Comprehension

Why is comprehension important?

n It is the most important thing about reading! And n It allows students to make meaning beyond literal recall.

Comprehension n Successful instruction includes: – Guidance – Scaffolding – Discussion – Read More and Read Widely

Activities for Comprehension

Graphic Organizers for Comprehension n n Story pyramid for story elements Discussion of character, setting, events, problem, and solution

Graphic Organizers for Comprehension n n Story stair step Retelling of story Sequence of story plots and events Use for both narrative and expository text

KWL A before, during, and after reading strategy. n Used to see what students know about a topic. n It can determine the amount of scaffolding needed. n What I Know What I Want To Know What I Learned

Other Suggestions Language Experience Approach (LEA) n Making connections n

Language Experience n n n Story retelling Check for student’s interpretation of story Students relate personal experiences to story

Steps for LEA Talk about an experience. n Brainstorm about ideas for writing. n Student dictates and the teacher writes. n Student reads back to teacher. n Student illustrates. n

Making Connections To other books read, read to, or read with n To their own experiences n To other things going on in the world they can relate it to n

Final Thoughts LEARNING MUST BE PERSONAL LEARNING MUST BE MEANINGFUL

Final Thoughts LEARNING MUST BE INTERACTIVE LEARNING MUST BE CREATIVE

Assessment

Answer Key

Answer Key 1. A 2. D 3. A 4. A Scenario 1 Scenario 4 Component: C Component: E Activity: B Activity: D Scenario 2 Component: B Activity: D Scenario 3 Component: A Activity: D Scenario 5 Component: D Activity: D