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Reading Strategies For Teaching English Language Learners

Reading Strategies For Teaching English Language Learners. OVERVIEW. Who are English Language Learners? Relevancy Research-Based Methods Kindergarten – Fourth Grade. DISCUSSION.

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Reading Strategies For Teaching English Language Learners

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  1. Reading Strategies For Teaching English Language Learners

  2. OVERVIEW • Who are English Language Learners? • Relevancy • Research-Based Methods • Kindergarten – Fourth Grade

  3. DISCUSSION • Now, I would like each of you to take a few minutes to discover the number of languages, other than English, that you have encountered during your lives here in the United States. • Talk among yourselves about where and when you encountered these languages.

  4. INTERACTION • Would someone please count the number of different languages that are called out? • Let’s begin. • Call out the different languages you have come upon.

  5. FACT FILE • English Language Learners: • Every state-in growing numbers • Wide range of education: highly educated, very limited, no formal education

  6. FACT FILE • Every socioeconomic level • 470 different languages • 75%-Spanish • Effective instruction and assessment

  7. FACT FILE • Goals for reading • Additional goal for ELL’s • Oral language skills

  8. MOST EFFECTIVE READING PRACTICES • Explicit skill instruction • Opportunities to practice • Monitoring student progress

  9. ENHANCING UNDERSTANDING • Routines • Embed redundancy in lessons • Explicit discussion of vocabulary • Metacognitive skills

  10. PHONEMIC AWARENESS • “Phonemic awareness is one of the best predictors of how well children will learn to read during their first two years of school” (Linan-Thompson & Vaughn, 2007).

  11. PHONEMIC AWARENESS • Skills: • Detecting rhyming sounds • Identifying same initial sounds • Isolating the initial sound • Categorizing onsets and rimes • Isolating ending and middle sounds • Blending sounds • Segmenting sounds • Adding and deleting phonemes • Substituting phonemes

  12. PHONEMIC AWARENESS LESSONS • Teachers instruct students in: • Initial phonemes • Ending phonemes • Middle phonemes • Objective: Given a word the student will identify the target sound. • Materials: Word list for the teacher, yes/no card for each student.

  13. PHONEMIC AWARENESS LESSONS • Model the task • Variations: red & green paper, thumbs up or thumbs down, objects, pictures

  14. PHONEMIC AWARNESS LESSONS • Scaffolds: • Elongate the target sound • /c/ /aaaaaaaa/ /t/ • Limit the number of sounds objects begin with • Example: bat, boat, cat, can, deer, doe • Limit the number of objects • Example: use 6 objects

  15. PHONEMIC AWARENESS LESSONS • Blending • Always model the task • Example: /s/ /a/ /t/ What word is that? Yes, it is ‘sat’. • If children are having difficulty, stretch the word: /ssss/aaa/t

  16. PHONEMIC AWARENESS LESSONS • Elkonin Boxes • Segmentation

  17. Linan-Thompson, S. & Vaughn, S. (2007). Research-Based Methods of Reading Instruction for English Language Learners. Alexandria, VA: Association for Supervision and Curriculum Development. Helman, L (Ed.). (2009). Literacy Development with English Learners. New York: Guilford Press.

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