Flint Community Schools Alternative Program for LEP Students

1
Flint Community Schools Alternative Program
for LEP Students
English as a Second Language (ESL) Workshop Series
2
Year 2 Workshop 3Reading

• John P. Lesko and Kerry Segel
• Saginaw Valley State University

jplesko_at_svsu.edu ksegel_at_svsu.edu
3
Workshop Series Preview
ESL in Flint Community Schools From Standards to
Students
Year 1 Contexts for ESL Learning Year 2 Basic
ESL Methodology Year 3 Advanced ESL
Methodology, Materials, Assessment
4
Year 2 Basic ESL Methodology

• Workshop 1 Second Language Acquisition
• Workshop 2 Oral Language Development
• Workshop 3 Reading
• Workshop 4 Writing

5
Todays Workshop

• Exploring literacy development
• Emergent literacy perspectives
• Best practices
• Content areas and educational standards
• Tutoring and teaching helps
• Practicing ESL reading techniques

6
Todays Workshop Schedule
Morning Sessions Session 1 Overview of ESL
Reading Session 2 Best Practices for ESL
Reading Lunch ! ! !
7
Afternoon Sessions

• Session 3 Being an Effective ESL Reading
  Tutor
• Session 4 Practicing Your ESL Reading
  Techniques

8
General Session 1

• Overview of ESL Reading

9
Emergent Literacy

• Braille Activity Using the Braille Alphabet
  guide, read your story with a reading partner.
  Your partner will help you if you run into
  difficulty (giving hints, modeling, or other
  clues to help decipher the Braille text).

10
Becoming Readers

• Birth to age 3
• 3-4, Preschool
• 5-6, Kindergarten and First grade

11
Reading Readiness

• This perspective suggested that children are not
  developmentally ready for reading until age 6
• The result was a postponement of reading until
  the 1st grade

12
Emergent Literacy

• This perspective suggests that children begin
  learning about reading from birth onwards
• Comprehensible input, social interaction, and
  childrens gradual approximations to mature
  reading and writing are important factors.
• (Peregoy and Boyle)

13
Oral/Written Language Development

• The emergent literacy perspective highlights the
  similar ways in which students acquire oral and
  written literacies
• Teachers/reading tutors are influential models of
  literacy

14
Literacy Functions in the Classroom

• Q. What are the purposes of reading and writing,
  and how are these communicated to students at
  early stages of literacy?
• A. Through imaginative and creative literacy
  activities/functions in the classroom
• (see Written Language Functions and Classroom
  Experiences)

15
The Visual Form of Written Language

• Childrens early writing approximates mature
  writing
• Students learn very early in their lives that
  language can be represented through visual forms
• This emergent literacy leads to early literacy in
  the form of decipherable written language

16
Example A First Graders Story
17
(No Transcript)
18
Connecting Symbols and SoundsCategories of
Writing Strategies

• Writing via drawing
• Writing via scribbling
• Writing via letterlike forms
• Writing via reproduction
• Writing via invented spelling
• Writing via conventional spelling
• (not necessarily sequential)

19
Print Concepts and Emergent Literacy

• Print carries meaning
• Spoken words can be written down
• Written words can be spoken
• Directionality of print in English
• Sounds/letters/alphabet
• Linear sequence in time/on pages
• Sound/symbol correspondencewith many exceptions
  in English ! !

20
Invented/Temporary Spelling

• Children will invent their own spelling until
  acquisition of conventional forms
• But this demonstrates an understanding of the
  meaning and purpose of writing

21
Emergent Literacy and ESL/ELLs

• Important differences for ESL/ELL emergent
  literacy
• Language proficiency
• Primary language literacy
• Immersing ELLs in meaningful, functional literacy
  activities
• Explicit instruction
• (see developmental continuum and ESL Reading
  Rubric)

22
Environments that Nurture Emergent Literacy for
All Students

• Environments which build on home language and
  literacy backgrounds
• Literacy modeling in the home
• Family literacy programs
• Language rich experiences

Video A Literacy Nurturing Environment
23
Intermediate-Advanced Reading

• Academic Content Areas

24
General Session 2

• Best Practices for ESL Reading

25
Early Literacy Goals

• Awareness and appreciation
• Understanding of print/oral language relation
• Knowledge of print conventions
• Knowledge of phonics
• Sight word recognition

26
Creating a Literacy-Rich Classroom Environment

• Activity centers
• Variety of literacy props
• Themes
• Subjects
• What is the layout of your classroom? (see class
  floor plan)
• Good readers . . .

27
Books and Daily RoutinesEncouraging a
Fascination w/ Books

• Child-made books
• Trade books
• Childrens journals
• Poetry
• Holiday books
• Big Books
• Dictionaries and
• encyclopedias
• Alphabet books
• Phone books
• Recipe books

• Teacher-made books
• Photo albums
• Sign language books
• Author of the month books
• Songs and poems learned at school
• (organized by topic, color-coded bins, display
  racks)

28
Reading Aloud

• Modeling the reading process
• Stopping at certain places to discuss a
  picture/plot/questionthis is known as the think
  aloud method
• Professionally recorded audio

Video The Think Aloud Method
29
Shared Writing and Reading The Language
Experience Approach

• Using your students language creations to
  promote literacy
• Students generate the content and create a text
  that is appropriate for their age, experience,
  and interests
• Useful for phonics and sight word instruction

30
Dialogue Journals

• Students write in their journals on a topic of
  choice
• Teachers respond to entry content (not form)
• This shows interest in student ideas, encourages
  questions, and models literacy through dialogue

31
Alphabet Books

• Phonics
• The alphabetic principle
• What are your favorite alphabet books?

32
Sight Words

• Immersion in meaningful, functional literacy
  environments leads to a growing sight word
  vocabulary

33
Phonics and Word Families

• Teaching phonics strategies enables students to
  recognize words independently
• Phonics strategies give students a tentative
  pronunciation, and the context of a word leads to
  meaning and comprehension
• Word familiesonsets and rimes

34
Developmental Levels

• Pre-phonetic spelling
• Phonetic spelling
• Transitional spelling
• Conventional spelling

35
Evaluation and Assessment

• Portfolio documentation
• Checklists
• Self assessment and evaluation
• (see ELD and Reading Intervention Programs for
  ELLs)

36
Best Practices

• Intermediate-Advanced Reading

37
General Session 3

• Being An Effective ESL Reading Tutor

Video Cooperative Reading
38
General Session 4

• Practicing your ESL Reading Techniques

39
Works Cited

• Butler-Pascoe, Wiburg. Technology and Teaching
  English Language Learners. Boston Allyn and
  Bacon, 2003.
• Gebhard, J.G. Teaching English as a Foreign or
  Second Language. Ann Arbor U of M Press, 1999.
• Peregoy and Boyle, Reading, Writing, and Learning
  in ESL A Resource Book for K-12 Teachers.
  Longman, 2001.
• Schifini, A. Institute for Educational
  Development. 2003.