Strategies For Using Reading Interventions with English Language Learners

1. Strategies For Using Reading Interventions with English Language Learners Julie Walker

2. Targets For the Day Effective instructional routines for ELL’s in reading intervention programs.

3. Talk Times • Coffee- Person with the next birthday is coffee. • Share name, goal for the day, and one fun activity you participated in last weekend. • Cream- The other person is cream • Share name, goal for the day, and your favorite restaurant. • Switch if you have time

4. Read Well Video • http://youtu.be/Cfu26lBTj30 • First Grade Read Well Video

5. Research

6. Why screen and progress monitor? IES Recommendation: Screen and Progress Monitor

7. Effective Instruction for English Learners emphasizes essential components of literacy • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

8. Effective instruction for English learners is similar to effective literacy instruction for native speakers • Research has shown that many of the instructional approaches that have been successful with native speakers of English are effective with English learners, too.

9. Considerations • Instructional match • Coordination with core program • Language proficiency levels of group

10. 1. Matching data to skill need...... Curricula Core instruction/Small group Intervention

11. Avoiding Curricular Chaos

12. High Leverage Strategies with ELL’s • Posting Content and Language Objective • Using consistent cueing systems • Explicit vocabulary instruction • Planning for many opportunities to use academic language • Close readings • Questioning • Use of graphic organizers • Writing

13. Objectives Teacher Clarity: +0.73 effect size

14. Learning Objectives • Content • Language

15. Objectives What language will my students need to learn to demonstrate their understanding of this content?

16. Content Objective

17. Language Objective

18. Example: Phonics For Reading • Content: Read short “a” and “I” sounds correctly in words and text. • Language: Describe what each person in the story is doing using these sentence starters: • Sam is _______________. • Nan is_______________. • The man is____________. This activity incorporates: reading and speaking? What could you do to incorporate listening and writing? Coffee: listening, Cream: Writing

19. Cueing Systems Marzano: Classroom Instruction That Works for ELL’s

20. Effective Instruction for English Learners emphasizes essential components of literacy • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

21. Reading Skills Build on Each Other Comprehension Vocabulary Oral Reading Accuracy & Fluency Foundational Skills Phonics (Alphabetic Principle) Phonemic Awareness

22. Phonics-Based Programs • Reading Mastery • Read Well • Phonics For Reading • ERI • KAM • I Love Reading!

23. Consistent Cueing • Using consistent, repetitive cues frees ELL students up to be able to focus on: Meaning

24. Phonemic Awareness for ELL’s • Explicit instruction is important • Young English learners can acquire appropriate phonemic awareness skills even when English proficiency is not fully developed

25. Phonics Instruction for ELL’s • Effective phonics instruction for ELL’s involves teaching students individual letter sound relationships and then how to explicitly blend those letters/sounds into words. • Decodable books based on the phonics skill are important • Start as early as possible

26. Strategies • Card #3 practicing regular/irregular word reading • Card #7 sound/spelling review • Card #8 sound by sound blending • Card #9 continuous blending • Card #10 Word Reading-Spelling focused

27. Partner Practice

28. Resources • http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.html

29. Academic Vocabulary Instruction IES Recommendation: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.

30. Vocabulary • If you want them to HEAR it, you talk. • If you want them to LEARN it, THEY TALK • -SPENCER KAGEN

31. Vocabulary Instruction For ELL’s • Tier 2 academic words • Choose 3 to 10 words • Explain • Example • Ask

32. Engagement and Motivation • Response Cards • Choral Responses • Sentence Starters • White Boards

33. Show a Model • Response Cards

38. Partner Practice • Coffee- Teach the word “hissed” to cream. • Cream: Teach the word “winked” to coffee.

39. Leveled Questioning Marzano: Classroom Instruction That Works with English Language Learners

41. Why is how we question important? • Higher level questions produce deeper learning than lower level questions.

42. Analyze Evaluate Create Apply Understand Remember

43. Bloom’s and Stages

46. Practice Activity • Work with your partner to place questions in the correct location. Assume that the student is at Preproduction or Early production in their language acquisition.

47. Practice Activity Part 2 • Now assume that the student is at Speech Emergence or intermediate fluency. How would you adjust what you are asking your students to do?

48. Close Reading With ELL’s Shanahan and Marzano

49. Building Background knowledge with ELL’s • Students construct meaning by drawing connections between new information and what they already know. • Build background by: • Focusing on key vocabulary • Using focused questions to activate prior knowledge • Give students a purpose for reading (something to look for) • Chunk text into smaller sections • Structure talk and full sentences

50. Cues and Questions • Ell’s access their background knowledge and connect to cues and questions more quickly when teachers use: • Real objects • Pictures • Sketches • Shorter, simpler sentences • Wait time to formulate answers to questions