Implementing Reading Strategies with English Language Learners

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Implementing Reading Strategies with English
Language Learners

• Teacher Inquiry Study
• Melissa Smuck
• University of California-Davis
• Spring 2008
• Under Supervision Of Steven Athanases

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Community Context
Context

• South Sacramento
• Growing Community
• Culturally Diverse Residents
• Access to Large Library System

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School Context
Context

• Diverse Student Body
• Large Number of Students of Poverty
• Linguistic Diversity
• ELL Program
• Large Program
• High Point Curriculum

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Classroom Context
Context

• Course Intermediate ELL
• Total Students 14
• Special Education Needs 7
• Primary Languages
• Hmong 7
• Spanish 5
• Russian 1
• Vietnamese 1

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Classroom Context

• CST Scores
• Basic 2
• Below Basic 4
• Far Below Basic 7

• Reading Levels
• 7th Grade Level 1
• 6th Grade Level 1
• 4th Grade Level 3
• 3rd Grade Level 3
• 2nd Grade Level 2
• Below 2nd Grade 2

• CELDT Scores
• Level Three 7
• Level Two 5
• Level One 2

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Purpose

• To help students think about the texts they read.
  
• To increase reading comprehension.
• To improve students responses to literature.

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Research Question

• How does using different reading strategies
  improve students reading comprehension and
  ability to respond to literature?

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Research Sub-Questions

• How do my students approach reading a text?
• How will making connections help my students
  understand what they read?
• If students ask questions as the read, will they
  comprehend more about the text?
• How can using visualizations help students
  understand what they read?

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Baseline Data Where I Began
Baseline Data

• Required Text High Point C
• Something To Declare
• Class Discussion
• Trouble Recalling Information
• Difficulty Analyzing Text

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Baseline Data Reading Comprehension Scores
Baseline Data

• Multiple Choice
• Score out of 5
• Class Average
• 2.64

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Responding to Literature Rubric
Baseline Data

• 3
• Fully Addresses Prompt
• Uses Details from the Text
• Demonstrates Complete Understanding of the Text
• 2
• Partly Addresses Prompt
• Missing Details from the Text
• Demonstrates an Incomplete Understanding of the
  Text
• 1
• Incorrectly Addresses Prompt
• No Details from the Text
• Demonstrates Little or No Understanding of the
  Text

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Baseline Data Response to Literature Scores
Baseline Data

• 4 Short Answer ?s
• 3-Point Rubric
• Class Average
• 1.54

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Connecting the New to the KnownCris Tovani
Literature Source 1

• MAIN POINT
• Connecting background knowledge to texts helps
  students
• Become Engaged
• Retain Information
• Make Inferences
• Make Comparisons
• Relate to Characters

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Making Connections
Literature Source 1
T E X T
To Self
To Text
To World
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Learn From Our Journey Reciprocal Teaching
Action Research Jane M. Hashey Diane J. Connors
Literature Source 2

• MAIN POINT
• Teachers Must TEACH Questions
• Students Should Ask Questions
• Fat and Skinny Questions
• Pudgy Questions

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A Picture is Worth A Thousand WordsAnne Nielsen
Hibbing Joan Rankin-Erickson
Literature Source 3

• MAIN POINT
• Visual material helps struggling readers
• Dual-Coding System
• Natural for Good Readers
• Retention
• Associated with Meaning

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Overview of Study
Overview
High Point C Test Baseline Data
All Three Strategies
Asking Questions
High Point C Test Exit Data
Making Connections
Visualizations
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My Intervention Reading Strategies
Intervention Plan

• Making Connections
• Text-to-Self
• Text-to-Text
• Text-to-World

• Asking Questions
• On the Surface
• Under the Surface

• Visualizations
• Stop, Drop and
• DRAW!

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Project Timeline
Timeline
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Data Source 1 Making Connections
Data 1

• Three Types of
• Connections
• Two Data Samples

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Making Connections Rubric
Data 1

• 4 Relevant Connection with Strong
• Explanation
• 3 Relevant Connection with Some
• Explanation
• 2 Relevant Connection with no
• Explanation
• 1 Irrelevant Connection

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Student Examples Making Connections
Data 1
like my brother tried to play with me
-KH Annemarie remind me of my cousin when she
was playing with her dolls -PV Mrs. Hirsch
might have been taken by the german people just
like the Butterfly. In the Butterfly there was a
candy shop guy who was taken by the german like
Mrs. Hirsch. - JL
Score of 2 Score of 3 Score or 4
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Making Connections Sample 1
Data 1

• Text Number the Stars
• Number of Connections
• Scored Per Student 4
• Class Average 2.2

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Making Connections Sample 2
Data 1

• Text Amistad Rising
• Number of Connections
• Scored 4
• Class Average 2.6

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Making Connections Class Averages
Data 1

• 13/14 Students
• Improved
• Average Increase
• .58
• Largest Increase 1.5

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Data Source 2 Asking Questions
Data 2

• Types of Questions
• On the Surface
• Under the Surface
• Two Data Samples

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Asking Questions Rubric
Data 2

• 0 Absent Question
• 1 Irrelevant Question
• 2 Right There Question
• 3 Reading Between the Lines
• Question
• 4 Beyond the Text Question

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Student ExamplesAsking Questions
Data 2
Who helped Cinque win at court? -SP Did
peopel feel comftuble being in the ship with
smelly thing and lots of people? -CH Why was
slavery a huge business? -PV
Score of 1 Score of 2 Score of 3
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Asking Questions Sample 1
Data 2

• Text Number the Stars
• Number of Questions
• Scored 4
• Class Average 2.21

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Asking Questions Sample 2
Data 2

• Text Amistad Rising
• Number of Questions
• Scored 4
• Class Average 2.93

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Asking Questions Class Averages
Data 2

• 10/14 Students
• Improved
• Average Increase
• .93
• Largest Increase
• 1.75

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Data Source 3 Visualizations
Data 3

• Stop, Drop, And DRAW
• Most Subjective
• Two Data Samples

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Visualizations Rubric
Data 3

• 0 Absent Visualization
• 1 Irrelevant or Vague
• Visualization
• 2 Partial Visualization
• 3 Complete Visualization

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Student Examples Visualizations
Score of 3
Score of 2
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Visualizations Sample 1
Data 3

• Text After Twenty
• Years
• Number of
• Visualizations 4
• Class Average 2

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Visualizations Sample 2
Data 3

• Text Amistad Rising
• Number of
• Visualizations 4
• Class Average 2.23

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Visualizations Class Averages
Data 3

• 7/14 students
• Improved
• Least overall
• Improvement
• More feedback
• Practice Needed

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Exit Data Data Source
Exit Data

• All Three Strategies
• Making Connections
• Asking Questions
• Visualizations
• One Text Amistad Rising
• High Point C Test

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Exit Data Reading Comprehension

• Multiple Choice
• Five Questions Total
• All Correct 6 / 14
• Class Average 3.93

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Exit Data Response To Literature
Exit Data

• Short Answer
• Four Questions
• Class Average 2.18
• Score of 1 4
• Score of 2 11
• Score of 3 13

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Baseline vs. Exit Data Reading Comprehension
Exit Data

• Score of 2 Decreased 36
• Score of 3 Decreased 29
• Score of 4 Increase 22

• Score of 5 Increase 43
• Average Score 2.19 --gt 3.93

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Baseline vs. Exit Data Response to Literature

• Score of 1 Decreased 46
• Score of 2 Increased 10
• Score of 3 Increased 36

• Average Increased 1.53-2.18
• Students Scoring 113 --gt 4
• Students Scoring 3 4 --gt 13

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Synthesis
Synthesis

• Using Reading Strategies
• Enhanced Students Responses to Literature
• Helped Students Comprehend Text
• Different Strategies
• Visualizations
• Most subjective
• More structure / practice
• More time with each
• Different types of text?

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Next Steps
Next Steps

• Always Teach Reading Strategies
• Make Explicit
• No assumptions
• More modeling
• Which strategy is most helpful?
• Independent Reading