Teaching Reading Teaching Reading and Writing to and Writing to English Language English Language LearnersLearners

CEDEICEDEIDr. Kathleen McInerneyDr. Kathleen McInerney

Goal 1: Goal 1: Teachers will learn Teachers will learn approaches to engage ELLs approaches to engage ELLs through authentic and through authentic and meaningful literacy tasksmeaningful literacy tasks

Goal 1Goal 1

Objective 1: Teachers will be able to Objective 1: Teachers will be able to define and identify best practices in define and identify best practices in teaching reading and writing in a foreign teaching reading and writing in a foreign languagelanguage

Objective 2: Teachers will create lesson Objective 2: Teachers will create lesson plans demonstrating best practices in plans demonstrating best practices in teaching reading and writing in a foreign teaching reading and writing in a foreign languagelanguage

Goal 2: Goal 2: Teachers will assist students Teachers will assist students in improving their reading, in improving their reading, writing and learning writing and learning strategies in a foreign strategies in a foreign languagelanguage

Goal 2Goal 2

Objective 1: Teachers will be able to Objective 1: Teachers will be able to identify and define strategies-based identify and define strategies-based methods of teaching and learningmethods of teaching and learning

Objective 2: Teachers will practice Objective 2: Teachers will practice using and creating strategies-based using and creating strategies-based classroom materialsclassroom materials

Views of LearnersViews of Learners

resisters resisters

receptacles receptacles

raw material raw material

clients clients

partners partners

individual explorers individual explorers

democratic explorers democratic explorers Meighan, 1990Meighan, 1990

Views of TeachersViews of Teachers

Source of rules for learning and classroom Source of rules for learning and classroom behaviorsbehaviors

Depositor of informationDepositor of information

JudgeJudge

CoachCoach

FacilitatorFacilitator

Co-learnerCo-learner

Views of LearningViews of Learning

a quantitative increase in knowledge a quantitative increase in knowledge memorization memorization the acquisition of facts and procedures which the acquisition of facts and procedures which can be retained and/or used in practice can be retained and/or used in practice the abstraction of meaning the abstraction of meaning an interpretative process aimed at the an interpretative process aimed at the understanding of reality understanding of reality some form of personal change some form of personal change

Gow and Kember, 1993Gow and Kember, 1993

Views of AssessmentViews of Assessment

ExaminationsExaminationsAnswers are right or wrongAnswers are right or wrongRisk-taking is not encouragedRisk-taking is not encouragedLearning can be evaluated through Learning can be evaluated through student performance of real-world activitystudent performance of real-world activityStudents can participate in their own Students can participate in their own assessmentassessmentLearning is a process, not a one-time Learning is a process, not a one-time snapshotsnapshot

Best Practices in Second/Foreign Best Practices in Second/Foreign Language TeachingLanguage Teaching

Effective instruction is designed to engage Effective instruction is designed to engage learners as active users of the target learners as active users of the target language language

Effective instruction engages learners in Effective instruction engages learners in authentic, real-world language useauthentic, real-world language use

Effective instruction is strategies-basedEffective instruction is strategies-based

Effective instruction incorporates Effective instruction incorporates collaborative learningcollaborative learning

Best Practices (continued)Best Practices (continued)

English Language learners need a English Language learners need a caring learning environment in which caring learning environment in which risk-taking is encouragedrisk-taking is encouraged

Teachers need to develop lessons that Teachers need to develop lessons that address learning styles and multiple address learning styles and multiple

intelligencesintelligences

Why authentic and Why authentic and meaningful literacy tasks?meaningful literacy tasks?

Literacy research tells us that students Literacy research tells us that students learn best when instruction is:learn best when instruction is:

Student-centeredStudent-centered

Real worldReal world

Participatory and collaborativeParticipatory and collaborative

Contextualized (thematic)Contextualized (thematic)

What are authentic and meaningful What are authentic and meaningful literacy tasks? literacy tasks?

class or school newslettersclass or school newslettersbook, cd or movie reviewsbook, cd or movie reviewsplaysplaysletters to the editorletters to the editorweb-published materialsweb-published materialsjournalsjournalscomicscomicsapplicationsapplicationscross-age tutoringcross-age tutoringstudent-chosen projectsstudent-chosen projects

Teaching Writing StrategiesTeaching Writing Strategies

Pre-writing strategiesPre-writing strategies

During writing strategiesDuring writing strategies

Post-writing strategiesPost-writing strategies

Pre-writing StrategiesPre-writing Strategies

BrainstormingBrainstorming

MappingMapping

DialogueDialogue

ListingListing

DrawingDrawing

Free writingFree writing

OutliningOutlining

During Writing StrategiesDuring Writing Strategies

Re-readingRe-reading

One sentence summaries for each One sentence summaries for each paragraphparagraph

Asking “why?” after statementsAsking “why?” after statements

Using colored markers to code main ideas Using colored markers to code main ideas and evidenceand evidence

Peer and teacher feedbackPeer and teacher feedback

Self-analysis Self-analysis

Post-Writing StrategiesPost-Writing Strategies

Self-analysisSelf-analysis

Feedback from peersFeedback from peers

Feedback from teacherFeedback from teacher

Using rubricUsing rubric

RevisionRevision

RevisionRevision

Revision (before final grading by T)Revision (before final grading by T)

Differences between L1 and L2 Differences between L1 and L2 writerswriters

L2 writers do less planningL2 writers do less planningL2 writers are less fluentL2 writers are less fluentL2 writers are less accurateL2 writers are less accurateL2 writers are less effective in stating L2 writers are less effective in stating goals and organizing materialsgoals and organizing materials

Silva, Silva, 19931993

L2 Writers Need:L2 Writers Need:

Planning strategies (pre-writing)Planning strategies (pre-writing)

Fluency practice (non-graded writing Fluency practice (non-graded writing opportunities)opportunities)

L2 writers are less accurate (editing L2 writers are less accurate (editing practice and strategies)practice and strategies)

Organization strategiesOrganization strategies

Teaching Reading StrategiesTeaching Reading Strategies

Pre-reading strategiesPre-reading strategies

During reading strategiesDuring reading strategies

Post-reading strategiesPost-reading strategies

Pre-reading StrategiesPre-reading Strategies

Stimulate interestStimulate interest

Provide background knowledgeProvide background knowledge

Provide text structure knowledgeProvide text structure knowledge

Provide purpose for readingProvide purpose for reading

Choose appropriate readingsChoose appropriate readings

Allow for student choiceAllow for student choice

Use KWL activitiesUse KWL activities

During Reading StrategiesDuring Reading Strategies

Prediction activitiesPrediction activities

Reader response journalReader response journal

Reciprocal readingReciprocal reading

Graphic organizersGraphic organizers

Student collaborationStudent collaboration

Post-Reading ActivitiesPost-Reading Activities

Graphic organizersGraphic organizersFine arts responseFine arts responseRe-tellingRe-tellingSummarizeSummarizeWrite a letter to teacher or friend about Write a letter to teacher or friend about readingreadingWrite a review of the readingWrite a review of the readingCollect an anthology of favorite readingsCollect an anthology of favorite readings

Review: in small groups, write Review: in small groups, write down answers to the following down answers to the following

questions:questions:

1. What are some of the best practices in 1. What are some of the best practices in teaching reading and writing in a foreign teaching reading and writing in a foreign language?language?

2. What is strategies-based instruction? 2. What is strategies-based instruction? Give two examples.Give two examples.

Reflection: Building Learning Reflection: Building Learning StrategiesStrategies

Reflect on how learning strategies fit into your Reflect on how learning strategies fit into your classroom and curriculum. How often do you talk classroom and curriculum. How often do you talk about strategies with your ELLs? How often are about strategies with your ELLs? How often are they modeled and made explicit? How much they modeled and made explicit? How much guided practice are you providing students to try guided practice are you providing students to try out strategies across the curriculum -- especially out strategies across the curriculum -- especially reading comprehension strategies? How often reading comprehension strategies? How often are learning strategies tied to relevant, high-are learning strategies tied to relevant, high-interest, student-centered curriculum?interest, student-centered curriculum?

Creating Classroom MaterialsCreating Classroom Materials

During this session, you will create During this session, you will create lesson plans based on the previous lesson plans based on the previous workshops on teaching reading and workshops on teaching reading and writing. writing.

What to doWhat to do

Step 1: Choose a reading/writing strategy, Step 1: Choose a reading/writing strategy, one of the best practices, or one of the one of the best practices, or one of the other teaching activities you have learned other teaching activities you have learned in this workshop that you would like to in this workshop that you would like to incorporate into your teaching.incorporate into your teaching.

Step 2: Find a partner who also wants to Step 2: Find a partner who also wants to use this in his or her classroom.use this in his or her classroom.

Step 3: Using the lesson plan template, Step 3: Using the lesson plan template, you and your partner will create one you and your partner will create one lesson plan that integrates one or more of lesson plan that integrates one or more of the instructional activities you have the instructional activities you have chosen. The example lesson plan handout chosen. The example lesson plan handout gives you some ideas.gives you some ideas.

Step 4: Using the Lesson Plan Rubric, Step 4: Using the Lesson Plan Rubric, evaluate your own lesson plan.evaluate your own lesson plan.

Step 5: Using the Lesson Plan Rubric, Step 5: Using the Lesson Plan Rubric, each pair of students should evaluate at each pair of students should evaluate at least one other lesson plan created in the least one other lesson plan created in the workshopworkshop

Step 6: At the end of the workshop, share Step 6: At the end of the workshop, share your lesson plans with your colleagues. Make your lesson plans with your colleagues. Make copies for everyone in the workshop and copies for everyone in the workshop and present your work! present your work!

ReflectionsReflectionsWhat are the three or four key concepts--What are the three or four key concepts--the big ideas--you’ll be taking away from the big ideas--you’ll be taking away from the workshop? the workshop? What new strategies have you stuffed into What new strategies have you stuffed into your bag of teaching tricks to help ELLs your bag of teaching tricks to help ELLs with language development? with language development? Finally, where do you go from here? More Finally, where do you go from here? More courses? More reading? More courses? More reading? More implementation and critical reflection on implementation and critical reflection on best practices in teaching English as a best practices in teaching English as a Foreign Language?Foreign Language?