Strategies For Using Reading Interventions with English Language Learners

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 ObjectiveLevel 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

Vocabulary

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingAccuracy &

Fluency

Reading Skills Build on Each Other

21

Comprehension

Foun

datio

nal

Skills

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 together

LOOK, 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 partner2. Retell content of lesson using graphic organizer or

PowerPoint slides3. Brainstorm (Think [and record], Pair, Share, Write

[partner’s ideas])4. Teach-Pause 5. Explain process, strategy, or algorithm using

example6. Read to or with partner7. 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