Transcript ExC-ELL feb 18 (1) - K

Accelerate Comprehension For All Students
•Ramseur Elementary School
•Teacher for the Deaf and Hard of Hearing
for 5 years.
•Randleman Elementary School
•3rd and 4th grade teacher for 4 years
•ESL teacher now for 3 years
I have been formally trained to use this program by
the developer over a two year period. It is used in your
school’s ESL classrooms; however, it is a program that was
designed primarily for classroom teachers to use to help
accelerate the reading and vocabulary development of their
English language learners.
Goal for Today: I will briefly explain what ExC-ELL is
and how you could best use it in your classroom with all
students, not only your ELLs.
Benefits of using Non-Fiction
• Can be broken up into small chunks to analyze.
• It is real. Figurative language can be difficult for any
learner.
• Non-Fiction reading increases vocabulary growth
since it capitalizes on interests and experience.
•Did you know that a reader must understand at least
95% of the words in a text to comprehend it?
Tier 1 – Words that students should
know, but need a bit of a reminder
prior to reading.
Tier 2 – Tricky words or phrases,
polysemous words, multi-meaning
words, idioms. Words that students
need to know to understand the
hope
reading. Words that will appear in
other text often.
Tier 3 – Content specific, subject
specific, text / passage specific
words.
Students must hear and use the
word at least 15 times to truly own
the word.
resemble
actually
different as
night and day
drives me crazy
works out though
notice
Just as
However
On the other
hand
Tier 1 – Words that students should
know, but need a bit of a reminder
prior to reading.
Tier 2 – Tricky words or phrases,
polysemous words, multi-meaning
words, idioms. Words that students
resemble
need to know to understand the
reading. Words that will appear in actually
different as
other text often.
night and
Tier 3 – Content specific, subject
specific, text / passage specific
words.
Students must hear and use the
word at least 15 times to truly own
the word.
day
drives me
crazy
works out
though
notice
Yet
Just as
Are similar in
that
In contrast
However
On the other
hand
1. State / Show the word – Put your finger under the word as you read it.
Break up the syllables when you write it on the board.
2. Say it 3 times each – All students must say the word.
3. Provide the word in context – Provide the sentence with the word
from the text they will be reading.
4. Give a dictionary definition – Students need to see how the dictionary
presents a word (syllables, part of speech, dictionary lingo)
5. Student friendly definition –
In other words….
6. Activity –
Provides the students with a chance to practice using the words. They
may not be using it correctly. You will be guiding them through the
correct usage and they will become more comfortable with the
word throughout the reading and writing lessons with these
words.
7. Special parts – synonyms, antonyms, word families, polysemous,
multi-meaning words, blends, diagraphs, word endings, chunks
•Model reading the text out loud. Model the strategy you are
teaching.
Visualization, Paraphrasing, Cause and Effect,
Summarizing, Compare and Contrast, etc. Do this through
reading the text to the students.
•Partner reading
Partner A reads to partner B
Partner A then retells to partner B what he or she just read.
Start off with a sentence, maybe two and gradually
move to a paragraph.
Great way to start teaching STP (Stop, Think and
Paraphrase)
Variation
Partner A reads and then Partner B tells Partner A what he
or she just read.
Holding students accountable for using the tier words, the language
of…. phrases, as well as sentence starters.
Now, they may not use the words correctly at the
beginning, but the expectation of using those words or phrases is
there and overtime the usage will be correct.
Some example sentence starters are:
Summarizing:
This story tells about a ….
This selection is about the …
One important fact here is that….
Sequencing:
The first step in this experiment is….
The sequence for answer this math
problem is…..
Making Connections, Visualizing:
Initially the character did was…
This reminds me of the time when I ….Following that the character…..
My parents told me a story about….
I read in another book that….
Three activities I use a lot in my classroom to reinforce the
vocabulary and linguistic phrases taught are:
Write Around – In groups, each person has a paper and a pencil
and a prompt written on the top of their paper. Give the students
1 – 2 minutes to add just one sentence to the paper. After that
time limit, pass the paper to the next person and repeat this as
many times as you would like. Each group reads through them
and choose the best one to edit OR each person gets his or her
paper back and edits it. (Racionation – mini-lessons)
Prove it – Find a simple declarative sentence from the text. Have
students copy the sentence on a clean sheet of paper. They are
then told to Prove It! Students will re-read the passage and then
be encouraged to provide details from the text to prove that
sentence correct by providing details.
Round Table – (Round 1) In groups, there is one
paper and one pencil. Students write one word or
phrase from the passage that was read and pass
the paper to the next person. This continues until
the teacher calls time. Count the number of words
or phrases, delete repeated words. The words and
phrases must have meaning with the text. Have
students think of a strategy to increase their
number – encourages re-reading. (Round 2) Apply
that strategy and do it again.
Students are required to use the tier words, phrases and
sentence stems taught during the lesson and past
lessons.
Guided Reading
Science and Social Studies vocabulary instruction.
Read a chunk from the book, and dissect the content
and the vocabulary. Have them write about the
material using the tier words.
•The chosen passage should not be complete unit or
chapter. It can be a page or just a few paragraphs. It
could even be a map or a chart. The key is to explicitly
teach the vocabulary and give them opportunities to
use the vocabulary.
http://www.makereadingfirst.com/Vocabulary.html
Calderon, Maria Teaching Reading & Comprehension to English Learners, K-5
Readworks.org
Informational text contributes to vocabulary growth and build knowledge;
it capitalizes on students’ interest and curiosities, and provides valuable
links to their own experiences (Duke & Pearson, 2002)
There are four components for teaching vocabulary: “1) providing rich
and varied language experiences; 2) teaching individual words; 3)
teaching word-learning strategies; and 4) fostering word consciousness”
(Graves, 2006)
Strategies for leaning vocabulary and strategies for reading
comprehension should not be taught separately but in the context of the
text students are to read (Calderon, 2009)
Being able to comprehension informational text is important because the
text that most adults read are informational (Duke & Pearson 2002)
Seventy percent of students in grades 4-12 are low-achieving writers
(Persky, Daane, & Jin, 2003).