Session 9: Reading for ELLS I
Participant Manual
Version 1.0
Contents
Overview of the SEI Teacher Endorsement Course Sessions 1
Introduction to Session 9 2
Session Overview 2
Regulatory Requirements Addressed in this Lesson 2
Preparing for Lesson 9 3
Session Objectives 3
Agenda 3
Session 9 Participant Handouts 5
What do we do when we read? Quick Write 5
Reading Complex Texts 6
Components of Reading and Considerations for ELLs 2
Identifying and Analyzing Text Features 4
Think Aloud 6
Reciprocal Teaching 8
Modeling Reciprocal Teaching Text: Using Dogs to Sniff Out Mold in Homes 11
Practicing Reciprocal Teaching Text: Always, Running: La Vida Loca, Gang days in L.A. 13
Partner Reading 14
There are many ways of structuring partner readings. Below are several examples: 14
Lesson Plan Template – Mini-Lesson 17
Strategy Implementation Self-Assessment Tool 19
Upcoming Assignments 21
Assignments due by Lesson 10 21
Session 9 Notes 22
Participant Manual for the SEI Teacher Endorsement Course
Facilitator Guide for Training
Module 2: Unpacking the Rubric June 2012 page 1 of 20
Overview of the SEI Teacher Endorsement Course Sessions
Current Session
MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom(Sessions 1—4)
1: Examining Data & Policies Relevant to ELLs / 2: Diversity within ELL Populations
(ONLINE 3 HOURS) / 3: Cultural & Social Aspects of Teaching in the SEI Classroom / 4. Second Language Acquisition in the SEI Classroom
MODULE B: Academic Language and Literacy Development in the SEI Classroom
(Sessions 5—16)
5. Sheltering Content
(ONLINE 3 HOURS)
6: Vocabulary for ELLs I / 7: Vocabulary for ELLs II / 8. Vocabulary for ELLs III
(ONLINE 2 HOURS)
9: Reading for ELLs I / 10: Reading for ELLs II / 11: Reading for ELLs III
(ONLINE 2 HOURS)
12: Writing for ELLs I / 13: Writing for ELLs II / 14. Writing for ELLs III
(ONLINE 2 HOURS)
15: Large-Scale Assessments for ELLs and Lesson Planning Presentations / 16. Capstone Lesson Presentations and Final Course Evaluation
Introduction to Session 9
Session Overview
This session is designed to provide participants with key considerations and strategies for developing ELLs reading comprehension skills.
Regulatory Requirements Addressed in this Lesson
CMR 7.14: Endorsements
(1) SEI Teacher Endorsement
(b) Subject Matter Knowledge:
1. The basic structure and functions of language.
2. Second language acquisition factors as they affect access to the Massachusetts standards.
3. Social-cultural, affective, political, and other salient factors in second language acquisition.
4. Sheltered English immersion (SEI) principles and typologies:
i. General academic and domain-specific discourse practices relevant to the grade level (k-5 or secondary), English proficiency level, and content area (English language arts and history; science and mathematics; other content areas).
5. Implementation of strategies for coordinating SEI and English language development instruction for English language learners.
6. Federal and Massachusetts' laws and regulations pertaining to English language learners.
7. Understanding of diversity and background of English language learner populations, including family systems, and communities, and their impact on teaching and learning.
8. Theory, research, and practice of reading and writing for English language learners.
i. Practices and approaches for developing reading and writing skills and comprehension in English for English language learners who are at different levels of English language proficiency.
9. The role of oral language development in literacy development for English language learners.
10. Formative and summative assessments for English language learners.
11. Literacy and academic language development.
i. The role of vocabulary development in accessing academic language.
Preparing for Lesson 9
Session Objectives
At the end of this session, participants will be able to:
§ explain the relationship of reading to
· language subsystems
· the four language domains
· essential shifts relating to literacy and the Common Core standards
· WIDA’s Functional Components of Academic Language
· oracy
· sheltered educational theory and practice. (SEIT 1, 4.1, 8, 11)
§ explain the relationship between discrete reading skills (i.e., phonics, phonemic awareness, decoding, vocabulary, fluency) and reading comprehension, and articulate areas of potential challenges for English learners. (SEIT 8, 8.1)
§ explain the importance of reading comprehension as a predictor of success for all students. (SEIT 8, 9, 11)
§ apply modeled and practiced strategies that feature explicit reading comprehension instruction and reflect upon the effectiveness of those instructional practices in the sheltered instruction classroom. (SEIT 8.1, 11)
§ apply interactive strategies to increase comprehension, engagement, and oral language in the SEI classroom. (SEIT 5, 9)
Agenda
I. Session Introduction (8 min)
§ Agenda and Review (1 min)
§ Connections to Prior Sessions (5 min)
§ Course Roadmap (1 min)
§ Objectives (1 min)
II. Overview of Reading (15 min)
§ Language subsystems and language domains (2 min)
§ Common Core and ELA/ Literacy Framework Shifts & WIDA connection (8 min)
§ Importance of Reading & Current ELL Instruction (4 min)
III. Components of Reading (31min)
§ Differences between oral language proficiency and reading (2 min)
§ Elements of Good Reading (19 min)
§ The Role of Background Knowledge (7min)
IV. Strategies for Improving Reading Comprehension (20 min)
§ Strategy: Identifying and Analyzing Text Features (20 min)
V. Break (10 min)
VI. Strategies for Improving Reading Comprehension – continued (20 min)
§ Strategy: Think Aloud (20 min)
§ Strategy: Reciprocal Teaching (25 min)
§ Strategy: Partner Reading (25 min)
VII. Summarizing Learning: Think-Pair-Square-Share (10 min)
VIII. Assignments and upcoming session (5 min)
Session 9 Participant Handouts
What do we do when we read? Quick Write
Write down ideas of what’s involved in reading, and what you do when you read.
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Reading Complex Texts
One volunteer will read the following text. Please follow along and keep track of the following:
Participant Manual for SEI Teacher Endorsement Course
Session 9 Version 1.0 Page 23 of 23
§ What the reader can do
§ What the reader struggles with
Participant Manual for SEI Teacher Endorsement Course
Session 9 Version 1.0 Page 23 of 23
Abstract: Carbon-13 spin–lattice relaxation times are measured for poly (octadecyl acrylate) above and below the melting point of the crystalline side chains. The chain backbone has long spin–lattice relaxation times below the melting point that shorten by more than an order of magnitude as the melting point range is traversed. Below the melting point, the backbone is nearly immobilized with spin–lattice relaxation changing very slowly with temperature. Above the melting point, the shorter spin–lattice relaxation times are typical of a rubber above the glass transition and decrease with increasing temperature. The methylene groups in the side chain are quite mobile well below the melting point, indicating fairly rapid anisotropic motion within the crystal.
Source: Giotto et al. 2001. An NMR study of mobility in a crystalline side-chain comblike polymer. Journal of Polymer Science Part B: Polymer Physics, (39) 13, Abstract. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/polb.1127/abstract
Components of Reading and Considerations for ELLs
Read the definitions, implications and suggested strategies/approaches. Think about your own experience with ELLs. Discuss:
1. What could our volunteer reader do with the Science Journal Article Abstract?
2. What have you seen ELLs be ABLE to do and NOT do in your class based on the reading skills discussed below?
Component and Definition / Implications for ELLs / Suggested Approaches or StrategiesPhonemic Awareness is the understanding that spoken words are made up of separate sound units that can be manipulated (blended, separated, recombined) / · ELLs who have developed phonemic awareness in their own language transfer this skill into English but will need help when sounds, letters and sound/letter correspondences are different than their first language.
· ELLs need lots of opportunities to make English their own and to play with the language / · Explicit instruction
· Rhymes, songs, poems
· Rich oral language use in the classroom
Component and Definition / Implications for ELLs / Suggested Approaches or Strategies
Phonics is the understanding of the rules that specify the relationship between the sounds of spoken language, and the letters and spellings that represent those sounds in written language. / · Phonics instruction helps young readers understand and use the English alphabetic principle. Phonics rules cover less than one half of all English spelling rules, so young Native speakers also learn sight words (memorized word-sound patterns).
· Phonics does not always constitute the beginning of reading instruction for ELLs. If ELLs possess letter-sound correspondence knowledge in the L1, it may not be necessary to spend a lot of time on English phonics. A quick review with focus on decoding difficulties may be the most effective way to teach phonics to ELLs who have good L1 literacy skills.
· For ELLs with poor literacy skills, teach phonics only as needed and always in the context of the text they are reading.
· Don’t confuse accent or non-standard pronunciation of English sounds with not mastering letter-sound correspondence. Some English sounds difficult for ELLs to pronounce and/or hear.
· Phonics is a means to an end: comprehending text. But ELLs may not know the meaning of the words they can sound out and decode. Teachers should work on vocabulary development, both oral and written, so that ELLs can make sense of the words they decode.
· Younger ELLs who do not know how to read in their L1 need explicit instruction in English phonics as their Native English speaking peers. / · Systematic phonics instruction – when needed
· Strategic use of controlled vocabulary texts for beginners
· Games to play with letters and sounds
Component and Definition / Implications for ELLs / Suggested Approaches or Strategies
Fluency refers to rapid word and word group recognition that frees students from concentrating on decoding and word recognition and allows focus on meaning. / · Teachers need to keep in mind that non native-like pronunciation or accented English may confuse teachers into believing that students are not fluent readers.
· Teachers need to provide a variety of reading contexts to get a more complete picture of reading fluency.
· ELLs need familiarity with the sounds and spelling of English to become fluent decoders. / · High frequency word flashcards
· Guided reading opportunities and teacher modeling of fluency
· Opportunities to listen & follow books on tape books
· Opportunities to preread and reread texts read aloud
Identifying and Analyzing Text Features
Model
What text features in the Participant Manual help communicate information clearly? Identify features and think about what information they present using the following table:
Text Feature / Purpose (Why was it included? What information does it convey?)Practice
What text features in your content area text help communicate information clearly? Work with a partner and your sample content area texts. Zoom into a specific section, page or chapter and take turns leading each other through identification and analysis of text features. When leading, imagine your partner is an ELL. Make sure you explain:
§ The topic or content of the section
§ The text features you identified
§ The purposes of each text feature for this specific context (i.e., Why did the author include this diagram here? What specific information can you glean from each text feature?)
After both participants have had a chance to practice, debrief:
§ How could you use this strategy in your content area?
§ How could you modify this activity for different groups of ELLs (SIFE, ELLs with disabilities, ELLs at higher or lower proficiency levels)?
§ How could you help your ELLs practice this strategy in your classroom?
Think Aloud
Modeling
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9 / Two, Four, Six, Eight—Now’s the Time to Pollinate!
In order to reproduce, most flowers need to be pollinated. For flowers to make fruit and seeds, pollen from the male parts needs to reach the female parts. Some plants can pollinate themselves. Others must be pollinated by wind, water, or animals.
If a flower smells yummy during the day, chances are that it is pollinated by butterflies, bees, wasps, certain beetles, or other insects that are attracted to sweet odors. Pollen clings to them and is deposited on other blossoms.
Practice
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11 / Two, Four, Six, Eight—Now’s the Time to Pollinate! (continued)
Pale or white flowers that are fragrant at night usually attract moths. Dull-colored, odorless plants are often wind-pollinated. Some bright, odorless blooms may be pollinated by birds, such as hummingbirds, which have a poor sense of smell. The birds go to drink nectar, and the pollen sticks to their feathers or beaks. Colorful but unscented flowers also appeal to bees, wasps, and butterflies, which look for blossoms of particular colors and shapes and not just scent. And if a flower smells—and sometimes even looks—bad, it lures flies, carrion beetles, or other critters that love the putrid odor of rotten meat or fish.
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26 / Going Batty!
Flies and beetles aren’t the only creatures attracted to smelly flowers. Many plants are pollinated by bats. What odors do bats prefer? Some like the smell of rotting fruit. And some like the musty aroma of fellow bats.
In Africa, the baobab tree (Adansonia digitata) produces gorgeous blossoms that reek rather like these flying mammals. Because bats are nocturnal, the flowers open at night and are pale in color so the bats can see (and smell) them more easily. While they are eating the flowers’ nectar, the pollen sticks to the bats’ fur or mouths. As they fly from bloom to bloom, they transfer it.
The baobab is a magnificent and important plant. Animals live in its branches. People use all of it—the bark for cloth and rope, the leaves for medicine, the fruit for food—and sometimes even take shelter inside its huge trunk.
Think Aloud Ideas
Create a list of things (questions, ideas) teachers can use to model a Think Aloud using your notes from each other’s practice
Source: “Foul Flora” by Marilyn Singer, from What Stinks? Copyright © 2006 by Marilyn Singer. Reprinted by permission of Darby Creek, a division of Lerner Publishing Group, Inc. Available at http://www.doe.mass.edu/mcas/2012/release/g5ela.pdf