Highlighting Instruction in the

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• Highlighting Instruction in the
• Core Reading Program that Aligns with
  Research-Based Guidelines for Instruction for
  English Language Learners

Lupina Vela, ELL Consultant
Western
Regional Reading First Technical Assistance
Center
July 26- 28, 2005

New Orleans, Louisiana
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Who Are English Language Learners?

• English language learners are students from a
  language background other than English and with
  proficiency in English not yet developed to the
  point where they can profit fully from
  English-only instruction.
• National Reading Council, 1997

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Knowing the Student
One size does not fit all. (Dutro, 2004)

• Newcomer
• Beginning/Preproduction
• Early Production/Speech Emergent
• Intermediate/Advanced

Listening Speaking Reading Writing
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Language Proficiency Levels

• Beginning bear brown
• Early Intermediate The bear is brown. He is
  eating.
• Intermediate The brown bear lived with his
  family in the forest.
• Early Advanced Can bears live in the forest if
  they find food there?

Language Functions, Oregon Dept.of Ed., ELP
Standards
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Activating Prior Knowledge

• When a readers prior knowledge is thus
  primed, the resulting schema provides a
  framework for any new information the reader
  learns (Graves, Juel, and Graves, 1998) and
  increases the likelihood that the reader will
  recall text afterward.
• Baldwin, Peleg-Bruckner, McClintock 1985
  Recht and Leslie, 1988

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Hurricanes
K W L
Post-It!
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Building Background
Small Group

• It is essential that every lesson take account
  what students bring to the lesson and build on
  that existing knowledge and prior language
  skills.
• Dutro and Moran, 2003

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Building Background
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Building Background
Small Group
Whole Group
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Photographs, illustrations, graphs, charts,
concept and story maps, and word banks give ELLs
visual tools to process, reflect on, and organize
critical information (Gersten, Baker, and Marks,
1998).
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Discussion Opportunities
Affective Filter

• These can be powerful learning experiences for
  English language learners, but only if such
  learners feel comfortable and safe in the group
  and are able to take risks with their developing
  language.

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Allows students to see the relationship between
words and concepts that they have previously
experienced or read.
Semantic Web
Hurricanes
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Graphic Organizers

• English language learners can augment their
  comprehension in subject matter instruction by
  learning to select and apply graphic organizers
  to construct meaning (A. Hernández, 2003).

I do it.
We do it.
You do it.
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Hurricane Word Wall - Sort/Categorize
a b c d e f g h i j k l m n o p q
r s t u v w x y z
Large/small group, with a partner, or independent
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Word Map
Definition
Hurricanes
Antonyms
Synonyms
Sentences
Vaughn Linan-Thompson, 2004
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ABC Book
_____ is for Hurricanes because
_________________________________________________
__________________________________________________
__________________________________________________
_______________________________________________.
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Technology Internet Websites
http//www.fema.gov/kids/pets.htm
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Small Group
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Academic Language

• is the language of texts, of academic
  discussion, and of formal writing.
• requires students to use linguistic skills to
  interpret and infer meaning from oral and written
  language, discern precise meaning and information
  from text, relate ideas and information,
  recognize the conventions of various genres, and
  enlist a variety o linguistic strategies on
  behalf of a wide range of communicative purposes.

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Conversational Language
Most students gain this kind of proficiency in
about two years.
However, students may require five years or more
to learn the academic language necessary to keep
up with the demands of school.
Academic Language
Cummins, 1979, Collier, 1989
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Phonemic Awareness
Strong phonological awareness (PA) skills are
good predictors of reading in the first and
second languages. (Durgunoglu, Nagy, and
Hancin-Bhatt, 1993 Lindsey, Manis, Bailey,
2003).

• isolation
• identity
• categorization
• blending
• segmentation
• deletion
• addition
• substitution

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Phonics Reading Decodable Text

• Decodable Text
• comprised largely of words containing previously
  taught letter-sound relationships.
• contain irregular words that must be taught in
  advance.
• should be read with the teacher first.
• should be reread by students in order to develop
  ability and confidence.

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Language Transfer Support Phonics

• Language Transfer Difficulties
• Spanish Phonic Elements with Negative Transfer to
  English
• English Phonic Elements with Zero Transfer from
  Spanish
• Problem English Sounds for Speakers of Other
  Languages

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Language Transfer Support Phonics
Preteach

• Skill Focus Consonants c, m, s, t
• beginning sounds
• ending sounds

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Language Transfer Support Phonics
Preteach

• Skill Focus Blending Short a Words with c, m, s,
  t
• cat
• mat
• sat

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Language Transfer Support Phonics
Preteach

• Skill Focus Consonants n, f, p
• beginning sounds
• ending sounds

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Language Transfer Support Phonics
Reteach

• Skill Focus Blending Short a Words with c, m, s,
  t
• cat
• mat
• sat

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Language Transfer Support
Use realia
Preteach

• Structural Analysis
• -er and est endings
• Small
• Smaller
• -er compares two
• Smallest
• -est compares more than two

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Language Transfer Support Phonics
Reteach

• Skill Focus
• Clusters with l
• (bl,cl,fl,gl,pl,sl)
• led/sled lot/plot
• lip/clip lad/glad
• lap/flap lock/block

Sorting Game
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Language Transfer Support
Preteach

• Structural Analysis
• Compound Words
• Show/draw
• Doghouse doghouse
• Cook book cookbook
• Table cloth tablecloth

butterfly
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Fluency
Book! Books! Books!

• Level of Texts for Fluency Activities
• Independent 95 percent correct
• Instructional 90 percent correct
• Frustration 89 percent or less correct
• Fluency Building Activities
• Reading with a Model Reader
• Choral Reading
• Tape-Recorded Reading
• Readers Theater or Reading Performances
• Partner Reading

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Books, Books, Books
Genres

• Very easy
• Easy
• Below level
• On level
• Above level
• Books that are culturally relevant
• Books for read alouds
• Books for shared reading
• Books in a series
• Books by a particular author
• Books by a illustrated by a particular illustrator

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Text Structure

• Narrative setting, character, plot, theme
• Expository cause/effect, compare/contrast,
  description, problem/solution, time order

Academic Language
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Comprehension Strategies
Positive Transfer

•       
• Summarize
• Question
• Predict/Infer
• Monitor/Clarify
• ? Evaluate

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Scaffolding Reading Experience for ELLs
Scaffolding reading experiences help students
understand, learn from, and enjoy the texts that
they read in the classroom. Effective scaffolding
includes the scaffold itself, the temporary and
supportive structure that helps students
accomplish a task they could not accomplish or
could not accomplish as well or as readily
without the scaffold.
Graves Fitzgerald, 2003
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Prereading Activities

• Motivating
• Activating prior knowledge
• Building background knowledge
• Providing text specific knowledge
• Relating the reading to students lives
• Preteaching vocabulary
• Preteaching concepts
• Prequestioning, predicting, direction setting
• Using students native language
• Engaging students and community people as
  resources

Prepares students to read the upcoming selections.
Graves Fitzgerald, 2003
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During Reading Activities
Includes both things students themselves do as
they are reading and things that teachers may do
to assist them as they are reading

• Silent reading
• Reading to students
• Guided reading
• Oral reading by students
• Modifying the text

Graves Fitzgerald, 2003
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After Reading Activities
Students synthesize and organize information,
understand and recall important details and
points, evaluate information and ideas, and
respond to the text.

• Questioning
• Discussion
• Building connections
• Writing
• Drama

• Artistic, Graphic, and nonverbal activities
• Application and outreach activities
• Reteaching
• Enrichment

• Graves Fitzgerald, 2003

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Five Types of Vocabulary
Listening
- the words needed to understand what is heard.
Speaking
- the words used when speaking.
Reading
- the words needed to understand what is read.
Writing
- the words used in writing.
Sight
- those words that can be identified without
explicit decoding during reading.
Nagy, W.E., Scott, J.A.(2000)
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Tiers of Vocabulary

• Tier 1 - very basic, common words - happy, good,
  hand, telephone, house.
• Tier 2 high frequency for mature language
  coincidence, remote, absurd, delinquent,
  travesty. Isabel Beck estimates 8,000 800/year
  K-9 600/year K-12).
• Tier 3 - low frequency words often limited in use
  to a particular domain - digraph, schwa, isotope,
  schemata, Matthew effects.
• (Tier 4 exotic words not likely to be
  encountered even by well educated individuals
  dysphemism, tor, frangible, eudemonia, betise.)

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Ways in Which Vocabulary is Acquired

• Through verbal interaction with others in our
  environment Excellent for Tier I words, but not
  beyond.
• Through reading Reading is a much richer source
  of Tier II words the chances of learning a
  words meaning through reading are slim and
  poorly achieving students do not read widely.
• Through instruction Absolutely necessary for
  Tier II and III words.

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Wide Reading
Factors That Contribute to Vocabulary Growth

• Students who read just under five minutes per
  week outside of school will read only 21,000
  words in a year.
• Students who read nearly 10 minutes per day will
  read 622,000 words a in year.
• Students who read 15 minutes per day will read
  1,146,000 words per year.
• Students who read over an hour a day will read
  more than 4, 358, 000 words per year.

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said
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IdiomsFigurative languageMultiple meaning
wordsHomophonesSynonymsAntonymsContractionsPr
onounsProper NounsSuffixesPrefixes
ELL Language Support Needed
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Highlighting Instruction in the Core Reading
Program that Aligns with Research-Based
Guidelines for Instruction for
English Language Learners
The type of instruction
English language learners depend
on
to be academically successful.
lupinavela_at_aol.com