Teaching Reading to English Language Learners

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<ul><li> 1. TEACHING READING TO ENGLISH LANGUAGE LEARNERS Laura Araujo MAACCE Conference - May 8, 2014 Carroll Community College </li> <li> 2. 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? </li> <li> 3. What is involved in reading? Decoding Vocabulary Comprehension Fluency </li> <li> 4. 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 </li> <li> 5. 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 </li> <li> 6. 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 </li> <li> 7. Vocabulary What does the word mean? Vocabulary is a primary indicator of reading success </li> <li> 8. Develop Vocabulary Teach Greek and Latin roots What do these prefixes/roots mean: un (unhappy) thermo (thermometer) phon (telephone) demo (democracy) </li> <li> 9. 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 </li> <li> 10. 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 </li> <li> 11. Fluency Can I read it accurately and quickly? Affected by text complexity and readers familiarity of structure </li> <li> 12. Comprehension Why did I read? and Did I understand it? Purposeful and active </li> <li> 13. 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 authors point of view/purpose </li> <li> 14. 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? </li> <li> 15. 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). </li> <li> 16. 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 </li> <li> 17. Resources http://bit.ly/18mDXs4 </li> </ul>

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