TEACHING READING TO

ENGLISH LANGUAGE

LEARNERS

Laura Araujo

MAACCE Conference - May 8, 2014

Carroll Community College

http://slidesha.re/1nePP87

What do your

students

enjoy

reading?

What is your

biggest

struggle when

teaching

reading?

What type of

reading is the

most difficult

for your

students?

What reading

strategies do

your students

currently use?

What are

your

students

reading on a

daily basis?

What is involved in reading?

Decoding Vocabulary

Comprehension Fluency

Decoding What is the word?

Phonemic awareness- ability to notice, think about, and

work with sounds

Phonics knowledge- recognize relationship between letters

and sounds and ability to apply relationships to reading and

writing

Strategies to Develop Decoding Skills

Decoding instruction should involve explicitly teaching: • Consonant blends (bl, st, sh)

• Vowel combinations (ai, oa, ea)

• High frequency spelling patterns (-tion, -nce, il-, ir-)

• Prefixes and suffixes

• Sight words

Cloze activities with sounds

Circle sounds/words in context

Letter tiles

Dictation

Sort words by sounds

What could we do with this vocabulary

list?

Strawberry

Apple

Watermelon

Orange

Grapefruit

Grapes

Banana

Peach

Cherry

Nectarine

Plum

Blueberry

Raspberry

Pineapple

Grocery store

Fruit

Produce

Shop

Slice

Chop

Cut

Vocabulary What does the word mean?

Vocabulary is a primary indicator of reading success

Develop Vocabulary Teach Greek and Latin roots

What do these prefixes/roots mean:

un (unhappy)

thermo (thermometer)

phon (telephone)

demo (democracy)

Developing Vocabulary Types of Vocabulary

General Service List

1. the

2. be

3. to

4. of

5. and

6. a

7. in

8. that

9. have

10. I

Academic Words List

chart

adult

affect

economy

feature

proportion

respond

perspective

nevertheless

cycle

Technical Vocabulary

ampere

axle

cam

closed circuit

piston

radiator

suspension

timing change

torque

rotor

Explicitly teach and practice vocabulary

by… Making flashcards and word sorts

Maintaining a list of new words

Use a word map

Play games (BINGO and Concentration)

Determine depth of understanding for vocabulary

Fluency Can I read it accurately and quickly?

Affected by text complexity and reader’s familiarity of

structure

Comprehension Why did I read? and Did I understand it?

Purposeful and active

Developing Comprehension

Learners need training, modeling, and guided practice

Determine main idea, details, inferences

Summarize

Reread

Utilize prior knowledge

Elaborate discussion of text

Critical analysis of text

Determine author’s point of view/purpose

Using Graphic Organizers to Guide

Reading Comprehension

Discuss the following questions:

• With what type of reading would you use this graphic organizer?

• How would you modify the graphic organizer to match the level of

your students?

• How would this graphic organizer help students’ reading

comprehension?

Where do I start???

“People learn best when learning starts with what they

already know, builds on their strengths, engages them in

the learning process, and enables them to accomplish

something they want to accomplish” (Auerbach, 1997).

Balance top-down and bottom-up instruction

Whole

Story about going to the

grocery store

Part

Identify words with ‘ch’ sound,

identify sequence with a graphic

organizer

Whole

Class discussion about

going to the grocery store

Part

Preview vocabulary- review

words students already

know and introduce new

words

Resources

http://bit.ly/18mDXs4