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ELL & Reading

ELL & Reading. On Our Way to English. Content Objective. We will be able to build an understanding of how to use On Our Way as our primary reading/literacy curriculum. We will be able to describe the RFMA reading/literacy block and summarize the bigger goals within each literacy block. .

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ELL & Reading

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  1. ELL & Reading On Our Way to English

  2. Content Objective • We will be able to build an understanding of how to use On Our Way as our primary reading/literacy curriculum. • We will be able to describe the RFMA reading/literacy block and summarize the bigger goals within each literacy block.

  3. Language Objective • Teachers will be able to list the ELL components of On Our Way that will make our reading/literacy program strong.

  4. Components • Academic Language and Vocabulary Development • Thematic, Content-Based Reading Instruction • Differentiated Instruction for Language and Literacy • Daily Routines in Oral Language, Reading, and Writing • Formative and Summative Assessment • Phonics and Phonemic Awareness

  5. 1.Academic Language and Vocabulary Development • Academic Discussion Strategies—teachers give students the tools they need to engage in richer classroom discussion • Three Key Areas • Students connect to and build upon each other’s comments and question. • During academic conversation, students base their comments and questions on the curriculum they are learning. • Students think critically and explain how they arrived at a conclusion or what prompted a question.

  6. 1. Academic Language and Vocabulary Development • Vocabulary Development—includes both content-specific vocabulary and general academic vocabulary. • Marzano’s Six-Step Vocabulary Process • Explain • Demonstrate Understanding • Show and Write • Discuss • Reflect and Refine • Apply in Learning Game

  7. 2. Thematic, Content-Based Instruction • Instruction is organized in thematic units revolving around science and social studies. • Thematic materials include fiction and nonfiction selections as well as songs and chants that are linked to the themes. Thematic Units will: • Help students learn academic English in context; • Engage and empower ELLs; • Allow for multiple exposures to vocabulary.

  8. 3. Differentiated instruction for Language and Literacy • Differentiation for Language—provides a model for how to modify lessons to address the English language development needs for ELLs in all stages of English language acquisition. • Beginning—Differentiation for ELLs who speak only a few English words or simple phrases. • Intermediate—Differentiation for ELL who speak complete English phrases and short sentences • Advanced—Differentiation for ELLs who speak some complex English sentences.

  9. 3. Differentiated instruction for Language and Literacy • Differentiation for Literacy Instruction—the collection of fiction, math, science, and social studies-based leveled readers for each grade correlate with DRA2. • Leveled Readers also have a Teacher’s Guide and Reading Strategy Cards. • The Reading Strategy Cards are a powerful tool for helping ELLs become strategic readers. They provide a visual cue of the strategy along with a clear and explicit demonstration of the targeted behavior in a step-by-step model.

  10. 4. Daily routines in Oral Language, Reading, and Writing

  11. 5. Formative and summative assessment • K-2 Common Core Extension – (Pre-test, skills practice worksheets, formative assessment, and reteach sheets) • Grammar & Writing • Speaking & Listening • Text Analysis • Reading Strategies • Progress Monitoring (running records, conferencing) • Assessment Guide … • Create from scratch …

  12. Phonics/Phonemic Awareness • One letter-sound per week is introduced with songs, TPR, visual aid, and employs a lot of repetition to build mastery. • Focuses on Word Families, High Frequency Words, Phonics in Context.

  13. Literacy structure at rfma

  14. Literacy structure

  15. Read Aloud • Big Goal: Read for the joy of reading.We want to instill a love and passion for reading using high-interest, highly-engaging texts. • Teachers pick text of their choice—making sure that the selected text is above grade level, up to two grade levels above. • Teacher models what good readers do and invites students to participate: • Reading with expression, connecting with the text, inferring, predicting, asking & answering questions, all in an informal way.

  16. Shared Reading • Big Goal: Build fluency & Comprehension. Teacher models fluent reading and students practice with a shared text. • Shared Reading may consist of the Oral Language piece of On Our Way to English. • Academic Language Builder • Academic Discussion Poster • Student Anthology Books—3rd-5th grades

  17. Phonics-phonemic Awareness • Big Goal: Build mastery of common letter-sound relationships in oral and written expression. • Teachers can use words and vocabulary in On Our Way to create spelling lists that are aligned with instruction.

  18. Oral Language development • Big Goal: Build academic and content vocabulary. We would want to see students speaking, speaking, speaking. • On Our Way has a solid programs for building vocabulary using Marzano’s strategies. • Vocabulary cards also serve as great visual aids.

  19. Guided Reading • Big Goal: Build Comprehension Strategies! In general guided reading is an opportunity to work on reading strategies, vocabulary, decoding & fluency, and verbal discussion. • Three components: Before reading, During reading, After reading • The leveled readers are great for this component because the books are aligned with DRA2. • A to Z can also be used.

  20. Independent Reading • Big Goal: Read for the joy of reading.Students choose what they want to read, with our guidance and support. • Not a silent reading time. • We will have choices between using our classroom libraries, the leveled readers that come with the curriculum, and/or A to Z Reading books.

  21. How will This make my life easier? • Themes have been identified • Teacher’s Guide is explicit • SIOP strategies are embedded • Many visuals are incorporated into lessons • Leveled Readers • Reading Strategy Cards • Vocabulary Cards • Chants and Songs

  22. Did we meet our Objectives? • Were we able to build an understanding of how to use On Our Way as our primary reading/literacy curriculum? • Were we able to describe the RFMA reading/literacy block and summarize the bigger goals within each literacy block? • Did we list the ELL components of On Our Way that will make our reading/literacy program strong?

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