Best Practices for Teaching Students in a Bilingual Classroom
Download
Report
Transcript Best Practices for Teaching Students in a Bilingual Classroom
Teaching English Reading
in a Bilingual Classroom
ESL/Bilingual Learners
–“Children do not become
readers unless they have
time, materials, models,
and motivation.”
(Cunningham
& Allington, 1999)
Overview
What is effective reading
instruction?
Explain and demonstrate the five
components of reading instruction.
Additional instruction that fosters a
successful reading experience
Characteristics of Effective
Instruction
Provide time
Provide teacher modeling
Read to children
Read with children
Provide a print rich environment
Provide a variety of strategies
Time
For talk
For reading
For writing
Teacher Modeling
Provides an insight to “thinking about
thinking”
Allows opportunity to visually see what
is expected of them
Encourages participation
Interactive through shared reading
and shared writing
Reading To
Models what good reading sounds like
Exposes students to vocabulary
Implicit teaching points can be made
Reading With
Provides support to
reader
It is nonthreatening
Allows for one-onone interaction
Provide a Print Rich
Environment
That includes student
work
Shows students that
print bears meaning
Includes an array of
books that children
can relate to
Provide a Variety of
Strategies
To accommodate
learning styles
Different types of
text calls for a
variety of graphic
organizers
Introduction to the
Five Components
Phonemic
Awareness
Comprehension
Reading
Phonics
Components
Vocabulary
Fluency
PHONEMIC AWARENESS
Phonemic Awareness
(PA)
What
is Phonemic Awareness?
–The ability to hear and
manipulate sounds. It deals
with students being able to
hear and differentiate sounds
through oral language
activities.
Phonemic
Awareness (cont’d)
Why
is it important?
–It prepares readers for
phonics, sounding out words.
–It establishes a foundation
for later reading skills.
Activities to Develop
Phonemic Awareness in
the Classroom
Rhyming Word Activity
1. Use word
families.
2. Hands on games.
3. Using words in
context.
4. Write words with
a rhyming
pattern.
Phonemic Activity
Sound blending
Sound count
Sound match
Sound switching
Syllable count
PHONICS
How do I teach phonics
effectively?
In addition to set phonics instruction
Giving students ample opportunities to
work with words and make the
connection to reading and writing,
Incorporating rhyming poems for read
alouds, for shared reading, and shared
writing
Activities for Teaching
Phonics
Sight Word Activity
Use manipulatives
Incorporate writing
Use words in
sentences
Big Books
Select books with
patterns
Exposes to basic
sight words
Making Words
Beginning sounds
Ending sounds
Medial vowel
sounds
Beginning blends
Vowel diagraphs
ex: toad, fleet
FLUENCY
Components of Fluency
Speed
Accuracy
Prosody
Why is fluency important?
After primary grades students are
expected to read independently.
Non-fluent readers likely to avoid
reading.
Students who avoid reading are less
likely to be exposed to ideas and
vocabulary and may loose intellectual,
as well as academic ground.
Creating Fluent Readers
Includes:
– Modeling fluent reading
– Providing many opportunities to read the
same text orally several times
– Select text at an easy level
– Incorporating a variety of techniques
such as audiotapes, buddy reading,
choral reading, and reader’s theatre
Activities for Creating
Fluent Readers
Paired Reading
Two read together
from the text.
Students monitor
reading
Poems
Repeated readings.
Repetition of
spelling word
patterns.
Time for
independent
practice.
Poems and Songs
Choose songs and rhymes that are
enjoyed by your students or connect
to a science or social studies concept.
Print the words on chart paper.
Engage the students in repeated
reading or singings.
Reader’s Theater
Select a script or create one
Assign parts of the texts to each group.
Highlight the part of each student
Provide lots of practice time for groups
Encourage students to read fluently and
expressively with good phrasing.
Help students define and pronounce any words.
Perform
VOCABULARY
Vocabulary
Two Kinds
–1. Written Vocabularyreading and writing
–2. Oral Vocabularylistening and speaking
Vocabulary
Is crucial for comprehension
Can be taught indirectly
Takes place when students are active in
figuring out how words relate to
experiences
Takes place when students personalize
words
Vocabulary (cont’d)
Students need to be immersed into
words through:
– Read alouds
– Dialog between student to student,
student to teacher, and student to adult
Activities for Vocabulary
Vocabulary Cluster
Use science and
social studies
Students gather
context clues from
reading
Students make
predictions
Word Wall
Opportunities to
use in writing
Chants for
interactive
learning
Instant
recognition in
context
Vocabulary Context Clues
1.Think about the
story.
2. Check the picture.
3. Go back and get
your mouth ready.
4. Look for chunks.
5. Does the word look
like another word you
know?
Shared Reading
Experiences
Choral reading
Shared reading
Vocabulary
knowledge is
introduced
through
discussion and
oral language
Read Aloud
Select a fiction or nonfiction text that
relates to a science or social studies
concept.
Through read-alouds students will learn
vocabulary ten times faster than those
receiving intensive word-list instruction.
Comprehension
Why is comprehension
important?
It is the most important thing about
reading!
And
It allows students to make meaning
beyond literal recall.
Comprehension
Successful instruction includes:
– Guidance
– Scaffolding
– Discussion
– Read More and Read Widely
Activities for
Comprehension
Graphic Organizers for
Comprehension
Story pyramid for
story elements
Discussion of
character, setting,
events, problem,
and solution
Graphic Organizers for
Comprehension
Story stair step
Retelling of story
Sequence of story
plots and events
Use for both
narrative and
expository text
KWL
A before, during, and after reading
strategy.
Used to see what students know about
a topic.
It can determine the amount of
scaffolding needed.
What I
Know
What I Want To Know
What I
Learned
Other Suggestions
Language
Experience
Approach (LEA)
Making
connections
Language Experience
Story retelling
Check for student’s
interpretation of
story
Students relate
personal
experiences to story
Steps for LEA
Talk about an experience.
Brainstorm about ideas for writing.
Student dictates and the teacher
writes.
Student reads back to teacher.
Student illustrates.
Making Connections
To other books read, read to, or read
with
To their own experiences
To other things going on in the world
they can relate it to
Final Thoughts
LEARNING MUST BE
PERSONAL
LEARNING MUST BE
MEANINGFUL
Final Thoughts
LEARNING MUST BE
INTERACTIVE
LEARNING MUST BE
CREATIVE
Assessment
Assessment
Best Practices for Teaching Students in a Bilingual
Classroom:
Teaching Reading in English
Directions: Listed below are four multiple-choice questions over the power point
presentation. After answering the multiple-choice questions, there are five scenarios
situated in one of the five reading components. Read each situation and decide which
of the five: phonemic awareness, phonics, fluency, vocabulary, and comprehension,
is being addressed.
1. What is phonemic awareness?
A. Ability to say and manipulate sounds
B. Ability to hear and manipulate sounds
C. Ability to write and manipulate sounds
D. Making words
2. The components of fluency mentioned in the power point are:
A. Speed
B. Accuracy
C. Prosody
D. All of the above
2. Reading aloud to students:
A. Models what good reading sounds like and helps
build vocabulary
B. Really is not that important
C Is a good way for a teacher to build phonics skills
A. Should primarily be done in the afternoon
3. The Language Experience Approach:
A. Allows for students to dictate while teacher writes
B. Is primarily used for oral language development
C. Is not used for retelling
D. Allows for teachers to dictate while students write
Scenario 1
You are working with a third grade student who is reading a passage out loud. You
observe behaviors like reading word by word, not reading with expression, and just
slow and halting reading. Which component should the teacher address?
Component: ______
A) Phonemic Awareness
B) Phonics
C) Fluency
D) Vocabulary
E) comprehension
Which activity would be appropriate working with this student? ______
A) Create a wall with words for students to see and use in their daily writing.
B) Have students read a poem in unison.
C) Clap the beat (syllables) of words
D) Give vocabulary words and definitions
Scenario 2
You are working with students in guided reading and you notice that some are
mispronouncing words that have “ge” as in the word “judge”. What component
would you need to address?
Component: ______
A) Phonemic awareness
B) Phonics
C) Fluency
D) Vocabulary
E) Comprehension
Which activity would be appropriate for this component?
A) Brainstorming and making predictions about the story
B) Retelling the story elements in sequential order
C) Practicing reading orally, accurately, and expressively a prepared script
D) Manipulating printed letters to create new words.
Scenario 3
A student is having trouble identifying the sounds in spoken words. Of the five
components, which do you address?
Component: ______
A) Phonemic awareness
B) Phonics
C) Fluency
D) Vocabulary
E) Comprehension
Which activity would be appropriate for this component?
A) Students manipulating letter tiles to create new words
B) Talking to the child and writing out what he says
C) Working on written and oral vocabulary
D) Orally substituting the beginning sounds of words to create new words with
familiar ending sounds.
Scenario 4
It is widely agreed that the purpose of reading is the acquisition of meaning. You are
studying Texas Indians in 4th grade. You have a student who is able to read the
passage but has trouble recalling what he read. Which of the five components
should you address?
Component:
A) Phonemic awareness
B) Phonics
C) Fluency
D) Vocabulary
E) Comprehension
Which activity would be appropriate for this student?
A)
B)
C)
D)
Help the student with word attack skills
Give the student a timed reading on easy passages
Read books to the student about Texas Indians
Put the student in an easier book
Scenario 5
You are preparing for your guided reading lesson and you notice that the text to be
read has some words that may be challenging to your students. You decide to pick
five words to go over before reading the text. What component are you addressing?
Component: _______
A) Phonemic awareness
B) Phonics
C) Fluency
D) Vocabulary
E) Comprehension
Which activity would be appropriate for your lesson?______
A) Sing rhyming songs
B) Going back to the text and reading the word in context and using word clues to
determine word meaning
C) Using books with predictable word patterns
D) Looking up words in a dictionary and writing the meaning of the word
Answer Key
Answer Key
1. A
2. D
3. A
4. A
Scenario 1
Scenario 4
Component: C
Component: E
Activity: B
Activity:D
Scenario 2
Component: B
Activity: D
Scenario 3
Component: A
Activity: D
Scenario 5
Component: D
Activity: D