ELL & READING

On Our Way to English

CONTENT OBJECTIVE

We will be able to build an understanding of how to use On Our Way as our primary reading/literacy curriculum.

We will be able to describe the RFMA reading/literacy block and summarize the bigger goals within each literacy block.

LANGUAGE OBJECTIVE

Teachers will be able to list the ELL components of On Our Way that will make our reading/literacy program strong.

COMPONENTS

1. Academic Language and Vocabulary Development

2. Thematic, Content-Based Reading Instruction

3. Differentiated Instruction for Language and Literacy

4. Daily Routines in Oral Language, Reading, and Writing

5. Formative and Summative Assessment

6. Phonics and Phonemic Awareness

1. ACADEMIC LANGUAGE AND VOCABULARY DEVELOPMENT

Academic Discussion Strategies—teachers give students the tools they need to engage in richer classroom discussion

Three Key Areas• Students connect to and build upon each other’s

comments and question.• During academic conversation, students base their

comments and questions on the curriculum they are learning.

• Students think critically and explain how they arrived at a conclusion or what prompted a question.

1. ACADEMIC LANGUAGE AND VOCABULARY DEVELOPMENT

Vocabulary Development—includes both content-specific vocabulary and general academic vocabulary.

Marzano’s Six-Step Vocabulary Process

1.Explain

2.Demonstrate Understanding

3.Show and Write

4.Discuss

5.Reflect and Refine

6.Apply in Learning Game

2. THEMATIC, CONTENT-BASED INSTRUCTION

Instruction is organized in thematic units revolving around science and social studies.

Thematic materials include fiction and nonfiction selections as well as songs and chants that are linked to the themes.

Thematic Units will:

Help students learn academic English in context;

Engage and empower ELLs;

Allow for multiple exposures to vocabulary.

3 . DIFFERENTIATED INSTRUCTION FOR LANGUAGE

AND LITERACY

Differentiation for Language—provides a model for how to modify lessons to address the English language development needs for ELLs in all stages of English language acquisition.

Beginning—Differentiation for ELLs who speak only a few English words or simple phrases.

Intermediate—Differentiation for ELL who speak complete English phrases and short sentences

Advanced—Differentiation for ELLs who speak some complex English sentences.

3 . DIFFERENTIATED INSTRUCTION FOR LANGUAGE

AND LITERACY

Differentiation for Literacy Instruction—the collection of fiction, math, science, and social studies-based leveled readers for each grade correlate with DRA2.

Leveled Readers also have a Teacher’s Guide and Reading Strategy Cards.

The Reading Strategy Cards are a powerful tool for helping ELLs become strategic readers. They provide a visual cue of the strategy along with a clear and explicit demonstration of the targeted behavior in a step-by-step model.

4. DAILY ROUTINES IN ORAL LANGUAGE, READING, AND

WRITING

Teacher Benefits Student Benefits• Build instructional

consistency• Increase exposure to

and practice with new strategies and skills

• Maximize classroom instruction time

• Provide students with known expectations

• Minimize planning time

• Minimize students’ anxiety

• Provide smooth classroom transitions

5. FORMATIVE AND SUMMATIVE ASSESSMENT

K-2 Common Core Extension – (Pre-test, skills practice worksheets, formative assessment, and reteach sheets)

• Grammar & Writing• Speaking & Listening • Text Analysis • Reading Strategies

Progress Monitoring (running records, conferencing)

Assessment Guide …

Create from scratch …

PHONICS/PHONEMIC AWARENESS

One letter-sound per week is introduced with songs, TPR, visual aid, and employs a lot of repetition to build mastery.

Focuses on Word Families, High Frequency Words, Phonics in Context.

LITERACY STRUCTURE AT RFMA

LITERACY STRUCTURE

K 1 2 3 4 5 6 7 8Read -Aloud ● ● ● ● ● ● ● ● ●Shared Reading ● ● ● ● ● ● ● ● ●Phonics-Phonemic Awareness

● ● ●

Oral Language Development

● ● ● ● ● ● ● ● ●

Guided Reading ● ● ● ● ●Independent Reading

● ● ● ● ● ● ● ●

READ ALOUD

Big Goal: Read for the joy of reading. We want to instill a love and passion for reading using high-interest, highly-engaging texts.

Teachers pick text of their choice—making sure that the selected text is above grade level, up to two grade levels above.

Teacher models what good readers do and invites students to participate:

• Reading with expression, connecting with the text, inferring, predicting, asking & answering questions, all in an informal way.

SHARED READING

Big Goal: Build fluency & Comprehension. Teacher models fluent reading and students practice with a shared text.

Shared Reading may consist of the Oral Language piece of On Our Way to English.

Academic Language Builder

Academic Discussion Poster

Student Anthology Books—3rd-5th grades

PHONICS -PHONEMIC AWARENESS

Big Goal: Build mastery of common letter-sound relationships in oral and written expression. Teachers can use words and vocabulary in On Our Way to create spelling lists that are aligned with instruction.

ORAL LANGUAGE DEVELOPMENT

Big Goal: Build academic and content vocabulary. We would want to see students speaking, speaking, speaking. On Our Way has a solid programs for building vocabulary using Marzano’s strategies.

Vocabulary cards also serve as great visual aids.

GUIDED READING

Big Goal: Build Comprehension Strategies! In general guided reading is an opportunity to work on reading strategies, vocabulary, decoding & fluency, and verbal discussion.

Three components: Before reading, During reading, After reading

The leveled readers are great for this component because the books are aligned with DRA2.

A to Z can also be used.

INDEPENDENT READING

Big Goal: Read for the joy of reading. Students choose what they want to read, with our guidance and support.Not a silent reading time.

We will have choices between using our classroom libraries, the leveled readers that come with the curriculum, and/or A to Z Reading books.

HOW W ILL THIS M AKE MY L IFE EASIER?

Themes have been identified

Teacher’s Guide is explicit

SIOP strategies are embedded

Many visuals are incorporated into lessons

Leveled Readers

Reading Strategy Cards

Vocabulary Cards

Chants and Songs

DID WE MEET OUR OBJECTIVES?

Were we able to build an understanding of how to use On Our Way as our primary reading/literacy curriculum?

Were we able to describe the RFMA reading/literacy block and summarize the bigger goals within each literacy block?

Did we list the ELL components of On Our Way that will make our reading/literacy program strong?