Comprehension Instruction for English Learners 7th Annual Academic Success Institute March 7, 2009 Andrea Butler Lit

1. Comprehension Instruction for English Learners 7th Annual Academic Success InstituteMarch 7, 2009Andrea ButlerLiteracy Consultant andrea.butler@comcast.net Title Page Session II Instructor’s Notes Tell participants that this session is focused on English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Participants will be introduced to the distinction between ELD and SDAIE. Participants will have the opportunity to review what ELD is, ELD standards, and the alignment between English Language Arts (ELA) and English Language Development (ELD) standards. Participants will participate in group activities that support the use of appropriate strategies for English Learners. The Guide to Applying Differentiated Instruction Strategies will be introduced. This session will lay the foundation for developing effective lessons for English Learners. All topics listed in both Session I and Session II are aligned with the skill areas/competencies that are required by Standard 19 for the “Standards of Quality and Effectiveness for Professional Teacher Induction Programs.” Title Page Session II Instructor’s Notes Tell participants that this session is focused on English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE). Participants will be introduced to the distinction between ELD and SDAIE. Participants will have the opportunity to review what ELD is, ELD standards, and the alignment between English Language Arts (ELA) and English Language Development (ELD) standards. Participants will participate in group activities that support the use of appropriate strategies for English Learners. The Guide to Applying Differentiated Instruction Strategies will be introduced. This session will lay the foundation for developing effective lessons for English Learners. All topics listed in both Session I and Session II are aligned with the skill areas/competencies that are required by Standard 19 for the “Standards of Quality and Effectiveness for Professional Teacher Induction Programs.”

2. 2 . Outcomes Be able to: articulate the difference between what native speakers and English learners need to learn how to comprehend text integrate research-based instructional strategies to teach comprehension to English Learners in your classroom

3. 3 . Teaching Reading Comprehension Understanding the reading process Research-based instructional strategies for teaching reading comprehension SIOP strategies for teaching reading comprehension

4. 4 . 1. Understanding the Reading Process The reading process is essentially the same whether reading English as a first or second language.

5. 5 . 1. Understanding the Reading Process Readers interact with text to compose meaning: They look the print and use their knowledge of phonics, grammar, and the world to predict and confirm meaning. To do this, readers use their background knowledge about the text’s topic and structure, along with their linguistic knowledge and reading strategies to arrive at an interpretation and to achieve their purpose for reading.

6. 6 . 1. Understanding the Reading Process Activity: How many letters can you recall? kdnmgdtpsnrsosuassiieeoaeeep red so ping tense sake said me soup reading is supposed to make sense The same 28 letters!

7. 7 . 1. Understanding the Reading Process

8. 8 . Readers integrate all sources Visual clues (letter-sound) Structure clues (sentence) Meaning clues (text) Comprehension is based on this integration

9. 9 . 2. Research-based instructional strategies for teaching reading comprehension Model & scaffold comprehension strategies including: Monitoring comprehension Using fix-it strategies Using background knowledge Predicting Inferring Questioning Visualizing Figuring out word meanings from context This leads to “meta-cognition” – the ability to think about one’s thinking

10. 10 . Model & scaffold comprehension strategies I do We do You do

11. 11 . Monitoring comprehension& Using fix-it strategies I do We do You do

12. 12 . Monitoring comprehension& Using fix-it strategies: I do Dire Straights Richmond was in dire straights against St Kilda. The opening pair who had been stroking the ball with beautiful fluency on past occasions were both out for ducks. When I read the opening pair I thought that it didn’t make sense. So I read on and as soon as I read out for ducks I knew it was cricket and there are two batters in cricket.

13. 13 . Monitoring comprehension& Using fix-it strategies: We do Dire Straights . . . Once again the new ball pair had broken through. Then Smith turned on surprising pace and moving the ball off the seam, beat Mazaz twice in one over. Take turns with a partner to share: When I read _________ I thought that it didn’t make sense. So I _____________.

14. 14 . Monitoring comprehension& Using fix-it strategies: You do Dire Straights . . . Inverarity viciously pulled Brown into the gully but was sent retiring to the pavilion by a shooter from Cox. In your head, fill the gap: When I read _________ I thought that it didn’t make sense. So I _____________.

15. 15 . Monitoring comprehension & Using fix-it strategies: Which comprehension strategies did you use? Monitoring comprehension Using fix-it strategies Figuring out word meanings from context Using background knowledge Predicting Inferring Questioning Visualizing Did it lead to “meta-cognition” – the ability to think about one’s thinking?

16. 16 . Monitoring comprehension& Using fix-it strategies

17. 17 . Fix-It Strategies So I _________________ Reread to get more clues Read on to end of sentence/paragraph to get more clues Checked if decoding the word(s) correctly Used a dictionary Asked someone Other?

18. 18 . Using background knowledge to infer I do We do You do

19. 19 . Using background knowledge to infer: I do Fireflies! by Julie Brinckloe On a summer evening I looked up from dinner, through the open window to the backyard. It was growing dark. My treehouse was a black shape in the tree and I wouldn’t go up there now.

20. 20 . Using background knowledge to infer: I do When I read I wouldn’t go up there now I thought that the child was scared because it was growing dark and the treehouse was a black shape in the tree. I remember being scared of the dark when I was a child.

21. 21 . Using background knowledge to inter: We do But something flickered there, a moment— I looked, and it was gone. It flickered again, over near the fence. Fireflies! “Don’t let your dinner get cold,” said Momma.

22. 22 . Using background knowledge to inter: We do Take turns with a partner to share: When I read ______________________ I thought that ____________________ because _________________________ and ____________________________. I remember ______________________ when ___________________________.

23. 23 . Using background knowledge to infer: You do I forked the meat and corn and potatoes into my mouth. “Please, may I go out? The fireflies—” Momma smiled, and Daddy nodded. “Go ahead,” they said. I ran from the table, down to the cellar to find a jar. I knew where to look, behind the stairs.

24. 24 . Using background knowledge to infer: You do Individually, in your head. When I read ______________________ I thought that ____________________ because _________________________ and ____________________________. I remember ______________________ when ___________________________.

25. 25 . Using background knowledge to infer: Which comprehension strategies did you use? Monitor comprehension Use fix-it strategies Figure out word meanings from context Use background knowledge Predict Infer Question Visualize Did it lead to “meta-cognition” – the ability to think about one’s thinking?

26. 26 . 2. Research-based instructional strategies for teaching reading comprehension Model & scaffold comprehension strategies including: Monitoring comprehension Using fix-it strategies Using background knowledge Predicting Inferring Questioning Visualizing Figuring out word meanings from context This leads to “meta-cognition” – the ability to think about one’s thinking

27. 27 . Model & scaffold comprehension strategies I do We do You do What are the implications for your classroom?

28. 28 . 2. More research-based instructional strategies for teaching reading comprehension: Directed Reading Thinking Activity (DRTA) Using anticipation guides Using graphic organizers Recognizing text structure Question-Answer Relationship (QAR) Summarizing Reciprocal Teaching 

29. 29 . Directed Reading Thinking Activity (DRTA) 1. Invite predictions based on the title of a story, e.g. Based on the title Dishpan Ducks, predict what you think will happen in this story. Use the sentence frame: “I predict that _________ will happen because ____________.” 2. Invite (& prompt if necessary) for several different predictions, writing 3 on the whiteboard/ chart/ overhead.

30. 30 . Directed Reading Thinking Activity (DRTA) 3. Have students read the first paragraph. Revisit the predictions, having students use frames: “I still think my prediction could be right because _____________.” OR “I wish to change my prediction to __________ because ____________.” 4. Have students read to a designated stopping point and repeat the checking process. Add the following frames: “ My prediction was confirmed when ________.” “My prediction was disconfirmed when ______.”

31. 31 . Using anticipation guides with ELs Before reading the passage about Woodchucks, Check the following statements that you think are true. Discuss your choices with your partner using the sentence frames provided and be prepared to support your decisions. As you read, Note if the author agrees or disagrees with you and note the evidence to support or refute your answers. Use the sentence frames.

32. 32 . Using anticipation guides with ELs Before reading: “I think this is true because ___________.” “I think this is false because ___________.” After reading “I confirmed my prediction when I read ______.” “I disconfirmed my prediction when I read ___________.”

33. 33 . Using anticipation guides with ELs “I think this is true because ____________.”“I think this is false because ____________.”

34. 34 . A woodchuck burrow is more than just a hole in the ground. It is a complex system of entrances, tunnels, and rooms called chambers. Burrows give woodchucks a place to sleep, raise young, and escape enemies. When a woodchuck hibernates (sleeps through the winter), it makes a simple burrow and plugs the entrance with sand.  A woodchuck uses its strong claws to dig its own burrow. In soft soil, a woodchuck can dig an entire burrow in one day. Each summer burrow usually has several entrances. This lets the woodchuck roam and still have a safe hole nearby in case danger comes along. For the main entrance, a chuck may choose the woods at the edge of a meadow. The hole must be hidden from view but close to food. The plunge hole is a special burrow entrance. It goes straight down two or more feet. When an enemy comes near, the woodchuck may give a shrill whistle, then drop straight down into the hole.

35. 35 . Under the ground, tunnels and chambers connect the entrances. There is a sleeping chamber, a turn-around chamber, and a nursery chamber. A woodchuck burrow can even have a bathroom! A woodchuck may bury its waste in a chamber. Sometimes it adds waste to the mound of sand that marks the main entrance. This mound lets other animals know whether or not a burrow is active (being used). Many animals look for empty woodchuck burrows. And why not? The burrows are warm in winter, cool in summer, and ready-made. Rabbits use empty burrows to avoid summer heat. They may even pop into an active burrow to escape an enemy. Skunks, weasels, and opossums use empty burrows as woodchucks do—for sleeping, hiding, and raising their young. Foxes may take over active burrows to raise their own young in the warm dens.

36. 36 . Under the ground, tunnels and chambers connect the entrances. There is a sleeping chamber, a turn-around chamber, and a nursery chamber. A woodchuck burrow can even have a bathroom! A woodchuck may bury its waste in a chamber. Sometimes it adds waste to the mound of sand that marks the main entrance. This mound lets other animals know whether or not a burrow is active (being used).  Many animals look for empty woodchuck burrows. And why not? The burrows are warm in winter, cool in summer, and ready-made. Rabbits use empty burrows to avoid summer heat. They may even pop into an active burrow to escape an enemy. Skunks, weasels, and opossums use empty burrows as woodchucks do—for sleeping, hiding, and raising their young. Foxes may take over active burrows to raise their own young in the warm dens.

37. 37 . Using anticipation guides with ELs After reading “I confirmed my prediction when I read _______________.” “I disconfirmed my prediction when I read _______________.”

38. 38 . Using graphic organizers &  recognizing text structure Make it match!

39. 39 . Answering questions Question-Answer Relationships (QAR) Jigsaw reading of SIOP QAR strategy pp. 79-81 Number off 1-4 All read first half of p. 79, then 1s read “Right There” 2s read “Think and Search” 3s read “Author and Me” 4s read “On My Own” NOTE the bookmarks on p.80 All read p. 81 Share findings

40. 40 . Generating questions Preview & Ponder I wonder _____________ ? Split Page Note Taking Who? What? When? Where? Why?

41. 41 . Summarizing Start with retelling Teach how to determine importance Tough Boris Identify one important page and explain your thinking Use the sentence frame: One important page in the book ____________ is when _________________________________ because _______________________________________.

42. 42 . Reciprocal Teaching Crazy Professor Reading Game: Power Teaching 4th grade

43. 43 . Outcomes

44. 44 . Revisit Outcomes Be able to: articulate the difference between what native speakers and English learners need to learn how to comprehend text integrate research-based instructional strategies to teach comprehension to English Learners in your classroom