Reading is spESL

1. Reading is spESL ESL Learning Team Monday, March 4, 2013 Allison Balter and Lindsey Mayer

2. Do Now: Look at your colleagues’ responses to the survey Star comments that resonate with your experience. What trends do you see? Does anything surprise you?

4. What has been your biggest challenge in teaching reading to ELLs?

5. Agenda • Do Now, Welcome, and Introductions 10 min • Overview and Rationale 5 min • Before Reading Strategies 15 min • Before Reading Work Time 8 min • During Reading Strategies – JIGSAW 30 min • During Reading Work Time 8 min • After Reading Strategies – GALLERY WALK 20 min • After Reading Work Time 8 min • Wrap-up and Exit Ticket 5 min

6. Purpose Purposefully plan guided reading instruction that helps ELLs develop literacy skills across all grade levels and ELD levels. Objective CMWBAT incorporate before, during, and after reading strategies that support ELLs to promote and assess comprehension.

7. Key Points Ultimate goal=comprehension Utilize all domains (speaking, listening, reading, writing) Before, during, and after reading You won’t learn everything about reading tonight

8. Continuum of Key Reading Strategies to Teach • Thinking Within the Text • Solve Words • Monitor and Correct • Search for and Use Information • Summarize • Maintain Fluency • Adjust • Thinking Beyond the Text • Predict • Make Connections • Synthesize • Infer • Thinking About the Text • Analyze • Critique

10. Important notes for Newcomers Phonological Loop: “After a word is heard or read, a phonological image is formed. The loop allows for the retention of the phonological image for short periods of time in short-term memory…In reading, the graphs on the page are matched to graphemes in our head and these, in turn, are matched to phonological image of the phonemes associated with the graphemes” (Birch, 2007, p. 151) • Reading must be contextualized in known oral language and integrated across subjects and activities • Thematic vocabulary • Phonics based in known oral language • Simultaneously build oral language through reading • Listening to stories read aloud • Read alouds / interactive reading • Listening centers • Computer programs like RAZ-kids • Shared reading opportunities • Remember: reading starts at the word level!

11. The Miraculous Phonograph Record Awesome narrative A son buys a phonograph and record His mother disapproves She changes her mind when she hears the music

12. Before Reading Pre-teach vocabulary Generate interest Activate background knowledge Determine a purpose for reading

13. Pre-teach Vocabulary • Refer to Vocabulary LT materials • Select Tier 2 words that are important to the story • Miracle • Value • Fond • Visualize

14. Activate Background Knowledge& Generating Interest

15. Making Personal Connections What kind of music do you like? How do you listen to music? Why do you listen to music? How does music make you feel?

16. Listening to music

18. Wordle.net

19. Make predictions about the text • I think that ________________. • Connect 2 words to make predictions • The mother is an immigrant • The family values music • I can listen to music on my iPod

20. Visualize “His face grew red with anger, which made his green eyes jump out like emeralds. His eyebrows came together and he clenched his teeth.” What details help us see?

21. KWL What do we know? What do we want to know? What did we learn?

22. During Reading JIGSAW Take 5 minutes to read Paragraphs 7-20 in “The Miraculous Phonograph Record.” With your group, look at your highlighted strategy for During Reading. Think about how you would apply it to this section of text. You will present this strategy and its application to the LT. Practice fluency Assess comprehension Model strategies

23. Fluency Choral Reading Whisper reading Repeated reading

24. Assess Comprehenion Paragraph shrinking / main ideas Turn and Talk Underline Textual Evidence Inquiry Charts

25. Model Strategies Read Aloud / Think Aloud

26. After Reading GALLERY WALK In your group, you will have 2 minutes to learn about the strategy at each poster. Record notes on your note-taking template. On the poster, feel free to record any questions, concerns, or personal experiences you have with the strategy. Summarize (using vocab) Revisit Four Corners Discussions Fishbowl RAFT writing Open Response writing

27. Summarize with Vocabulary Write a summary of the story or article using the vocabulary students learned Before Reading Students can do this orally or in writing May need additional supports to support them in building the structure of a summary (graphic organizer, sentence starters, transition words, etc.)

28. Revisit Four Corners Students answer similar questions from Before Reading, but this time, citing evidence from the text in their answers.

29. Fishbowl Discussion Students have a formal discussion about the story using discussion cards. Other students watch the discussion and complete a listening guide and/or feedback guide for the speakers. You can use File Folders with sentence starters to help scaffold the conversation for students at different levels. • How does the mother change during the story? How do you know? • Why is the phonograph miraculous? • How does the music affect the mother? • What does the mother learn from her son? • Why does the boy have a special fondness for the record?

30. Open Response Students write an Open Response using evidence from the text to support their answer. This is great practice for ELA MCAS, and students can get practice with various text structures depending on the question type (Compare and Contrast, Persuasion, etc.). Students will need scaffolds to help them structure their open response writing, depending on ELD levels. Example Question: • How does the author use details to help us visualize the mother’s attitude toward the phonograph? • Compare the mother’s attitude at the beginning of the story with her attitude at the end of the story.

31. RAFTRole, Audience, Format, Topic RAFT is a writing activity that assigns students to write from the point of view of a specific character, role, or side of an argument to another character or role in a particular style. • Imagine you are the mother. Write a letter to your son about the phonograph. • Imagine you are the son. Write a speech that you might give to your mother to explain why this phonograph is so important.