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Topic: Teaching Reading in English to K-5 English Learners Practice: Screen and Monitor Progress
Monitoring the Reading Progress of English Learnersapril 2007
Highlights• Definitionofkeyreadingskillsinkindergartenandfirstgrade--
phonemicawareness,letterknowledgeandreadingwords.
• Characteristicsofassessmentsofthesereadingskills
• Howthefocusandbenchmarksforassessmentschangeoverthecourseoftheyearasmorechallenginginformationislearned.
• Oralreadingfluencyisparticularlyimportanttowardstheendoffirstgrade,especiallyforEnglishlanguagelearners.
• Keycharacteristicsoffluencyassessmentsandtipsformonitoringprogressoffluency.
• Howoftenprogressismonitoredandthetypeofassessmentsusedwilldependonthestudents—onesizedoesnotfitall.
Monitoring the Reading Progress of English Learners
Full Transcript
Slide#1
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Slide#2
Lastyear,RiverElementaryrealizedthatmanyofitsstudentswerestrugglingwithreading.Somewerehavingtroublereadingfluently.Othersoftenfailedtocompleteindependentwork,orshowedsignsoffrustrationwhentryingtokeepupwiththeclass.
Slide#3
Realizingitfacedaseriousproblem,theSchoolLeadershipTeammettodiscussthematter.
Theyconcludedthatmanyofthestrugglingstudents,mostofwhomwereEnglishlearners,hadmissedoutonbeginningreadingskillsandnowwerehavingtroublemakingprogress.
Slide#4
RiverElementaryrealizeditneededatooltohelpthemspotreadingproblemsearlyon,sothatteacherscouldaddressthem.
That’swhytheschooldecidedtoaddasystemofformativeassessmentstoitscorereadingprogram.
Formativeassessmentsallowteacherstoidentifywhointheclassarehavingdifficulties,andwhatthosedifficultiesare.Theyalsoallowteacherstofocusonindividualneeds,whichhelpsteachersreinforceimportantskillsbeforetheybecomebigproblems.
Slide#5
Forexample,first-gradeteacherMrs.Leefoundthattwodifferentgroupsofstudentsin herclassneededhelpintwodifferentareas.
Onegroupwasstilllearningtorecognizetheseparatesoundsinwords;anothergroupmaketheconnectionbetweenthenamesoflettersandtheircorrespondingsounds.
Withthisdata,Mrs.Leewasabletore-teachasmallgroupofstudentshowtosegmentthesoundsinwords,
Monitoring the Reading Progress of English Learners
andgiveextrapracticeinletter namingtotheothergroup.
Slide#6
Shethenpairedupstudentswhohadamasteredaskillwiththosewhoneededmorepractice.
Throughuseofformativeassessments,Mrs.Leeaddressedtheproblemsofindividualstudents,enablinghertogoforwardwiththecorereadingprogramknowingallherstudentswereontrack.
Slide#7
Masteryofreadingskillsiscriticaltothesuccessofallstudents—andit’softentheareawhereEnglishLearnersneedadditionalsupport.
Withoutit,theymaynotdevelopfoundationalskillsatanearlyage—leadingtoanumberofproblemsthatcanstaywiththemtherestoftheirschoolcareers.
That’swhyit’simportanttodiagnosedifficultiesforEnglishLearnersearlyon.
Slide#8
TherearethreekeyskillsEnglishLearnersshouldmasterduringkindergartenandfirstgrade.Theyare:
1)PhonemicAwareness
2)LetterKnowledgeandtheAlphabeticPrinciple
3)WordReadingandBasicDecoding
MeasurementsofstudentprogressinthesethreeareasarevalidfordeterminingwhetherornotEnglishLearnersneedextrasupportinbeginningreading.
Let’slookathowformativeassessmentcanhelpyoudeterminehowwellkindergartenersandfirstgradersaremasteringtheseskills.
Slide#9
Phonemic awarenessistheabilitytohearandmanipulateindividualsounds.Teachersoftensayit’saskillthatcanbedoneinthedarkbecauseitrequirestheabilitytohearindividualsoundswithoutneedingtosee anyprint.
SharpeningawarenessofsoundsisafoundationskillbothnativespeakersofEnglishandEnglishLearnersneedwhenlearningtoread.
Monitoring the Reading Progress of English Learners
Slide#10
Teacherscanuseformativeassessmentstomonitorphonemicawarenessbyaskingstudentstoperformtaskssuchas:
·blendingsoundstoformwords·repeatingnon-wordsaccurately·segmentingwordsintoparts·matchinglikesounds,or·distinguishingunalikesounds.
ThesetypesoftaskscanhelpateacherassesshowwelleachstudentisabletorecognizeanddistinguishkeysoundsinEnglish.
Slide#11
AnEnglishLearner,forexample,mighthavedifficultydistinguishingparticularsounds—thedifferencebetween/sh/and/ch/,forexample—sincethesesoundsarenotpartoftheirnativelanguage.Or,theassessmentmightidentifystudentswhocannothearandmanipulatesoundsverywell.
Slide#12
Onceteachersidentifysuchproblems,theycanthenworkonthem.Practicegamesthatchallengechildrentosoundoutdifferentsoundsmightworkformoststudents.Thosestrugglingwithspecificsoundscouldgetadditionalattentionandpracticewiththoseissues--allowingthemtoquicklycatchuptotherestoftheclass.
Slide#13
Thosestrugglingwithspecificsoundscouldgetadditionalattentionandpracticewiththoseissues--allowingthemtoquicklycatchuptotherestoftheclass.
Slide#14
Letter Knowledge and the Alphabetic Principleisthenextkeyskillearlyreadersshouldmaster.Learningtherelationshipsbetweensoundsandlettershelpschildrendecipherwords—acriticalreadingskill.
Slide#15
Formativeassessmentsofthisskilltypicallyaskstudentstonameuppercaseandlowercaseletters.Anotherasksstudentstoproduceorrecognizelettersoundsandlettercombinationsounds.
Becausesomanyletterssharesimilarsounds,developingtheabilitytorecognizerelationshipsbetweensoundsandletterscanbechallengingforyoungstudents–especiallyEnglishLearners.
Monitoring the Reading Progress of English Learners
Slide#16
EnglishLearnersoftenneedextrasupportinapplyingthealphabeticprinciple–theideathatlettersrepresentsounds–becausetheymayhavealreadymadeanassociationbetweenlettersandsoundsintheirnativelanguage–associationsthatoftendifferfromtherulesofEnglish.
Teacherswillneedtore-teachtheseassociationsinEnglishbeforeEnglishLearnerswillbeabletofullycomprehendwrittentext.
Slide#17
Oncestudentshavemasteredinitialskillsassociatedwithsoundsandletters,theyarereadytolearnBasic DecodingandReading Words.
Slide#18
BecausetheEnglishlanguagedoesnothaveone-to-onecorrespondencebetweenlettersandsounds,mostbeginningreadersneedexplicitinstructionandalotofpracticerecognizingandproducingthepatternsofsound-letter correspondence.
Slide#19
ThefactthatasoundinEnglishcanoftenbemadebymorethanoneletterorlettercombinationcanbeconfusingtoallstudents—especiallyEnglishLearners.
Takethe“eff”sound,forexample.Boththeletterfasin“fall”andthelettersghasin“laugh”canbeusedtomakethe“eff”sound.
Slide#20
Teacherscanbeginwithcommonsingleletter-soundcombinationsandprogresstomorecomplexcombinationssuchas/ch/or/aw/.
Slide#21
WehaveseenhowAssessingPhonemicAwareness,LetterKnowledge,theAlphabeticPrinciple,andBasicDecodingarekeytohelpingearlyreaders.
But,asstudentsbuildskills,formativeassessmentsneedtochangetomonitornewskilldevelopment.
Slide#22
So,whileassessmentsnearthemiddleoffirstgrademightaskstudentstoreadnonsensewordsthatrepresentdifferentpatternsofletter/soundcombinations,assessmentslaterthatyearmightfocuson
Monitoring the Reading Progress of English Learners
wordsthatpresentmorechallengingcombinationsofsounds,orrequirestudentstodistinguishinflectionalendings.
Thekeyideaistofocusassessmentsontheskillsthestudentislearningorneedstolearnatthatmoment–nomatterwhatlevelclassthestudentisin—tobesurethateachstudenthasthefundamentalskillstheyneedtosucceed.
Slide#23
ThatiswhyteachersshouldalsoassesstheOral Fluencyoftheirstudentstowardtheendoffirstgradetomonitorhowaccuratelyandsmoothlystudentscanreadconnectedtext.
Slide#24
Fluencyistheabilitytoreadtextquickly,accurately,andwithproperexpression.Teacherscannotmeasurefluencyuntilchildrenarereadingtext--usuallytowardstheendoffirstgrade.
Slide#25
FluencypracticeisparticularlyimportantforEnglishLearnersbecauseitprovidesopportunitiestoapplytheirdecodingskills,vocabulary,andbackgroundknowledgeincontext.Astheseskillsbecomeautomatic,childrenwillbegintoreadtextfluentlyandcanfocusonunderstandingwhatthey’rereading.
Slide#26
Formativeassessmentsoffluencytypicallyaskstudentstoreadshortpassagesaloud.Theassessornotesaccuracyandspeed,andinsomecases,alsochecksthestudent’scomprehensionofthepassage.
Sincemoststudentsneedlotsoforalreadingpracticetogainfluency—teachersseethisasaperfectopportunityforpracticingwithpeers.
Fluencyassessmentsmightrevealtheneedformoreinstructioninkeyskillsstudentsaremissingsuchasautomaticrecognitionofsightwordsorparticulardecodingpatterns.