21st CCLC Summit 2014Amy Armelie – aarmelie@cscc.edu

ESLAsC - Columbus State Community College

READING WITH OUR STUDENTS

Strategies for Afterschool

THINGS TO REMEMBER….• READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING.

• EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY.

• YOU ARE NOT IN SCHOOL….

USE THIS TO YOUR ADVANTAGE.

• ALWAYS FOLLOW THE CHILD’S READING LEVEL **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.

FOUR BASIC PIECES1) phonics and/or sight words2) fluency3) vocabulary4) comprehension

***************************************You only have a limited amount of

time with your students. Choose

carefully.

PHONICS/SIGHT WORDS

• Phonics refers to the relationship between sounds and their spelling patterns.

• Sight word study helps to create a recognition of basic words.

PHONICS PRACTICE

• magnetic letters

• sand / clay / paint

• magna doodle/white board

• sound boxes

SIGHT WORD PRACTICE• repetition - flashcards - phrase cards

• games - Don’t Break the Ice - Candy Land

- BINGO

• word wall

• writing

HELPFUL WEBSITES:

• www.funfonix.com

• ww.softschools.com/language_arts/phonics

• www.theschoolbell.com/Links/Dolch/Contents.html

• http://www.superteacherworksheets.com/full-phonics_MFDB.html

FLUENCY“Fluency is defined as the ability to read a text accurately and quickly. [Fluent

readers] group words quickly to help them gain meaning from what they read.”

(Put Reading First, 2001, p. 22)

INDIVIDUAL FLUENCY PRACTICE

• echo reading

• partner reading

• reread same book

GROUP FLUENCY PRACTICE• choral reading

• Reader’s Theater

• poetry/rap/beats

VOCABULARY “Vocabulary refers to the words we must know to communicate effectively.”

(Put Reading First, 2001, p. 34)

[ESL] VOCABULARYTIER ONE – basic vocabulary (about 8,000 words)

TIER TWO – high frequency/multiple meaning vocabulary (about 7,000 words)

TIER THREE – low frequency, context specific vocabulary

(about 400,000 words)

VOCABULARY PRACTICE

• word journals• vocabulary cards• vocabulary clusters• word walls

HELPFUL WEBSITES:

• a4esl.org

• www.vocabularywords.org

COMPREHENSION

• Reading comprehension requires the reader to actively create meaning.

• Students must be explicitly taught strategies in order to create this meaning as they read.

FICTION• graphic organizers• read the book with them• question/talk/discuss

NONFICTION• graphic organizers• highlight

GRAPHIC ORGANIZERS

• http://freeology.com/graphicorgs/

• http://freeology.com/graphicorgs/

• www.eduplace.com/graphicorganizer

QUESTIONING

QUESTIONING• http://www.centergrove.k12.in.us/site/default.aspx?PageID=

115

• http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/Reader_Response_Log_prompts_PRIMARY.doc

• http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/100_Reader_Response_PROMPTS.docx

• http://www.scholastic.com/teachers/top-teaching/2013/01/reading-response-forms-and-graphic-organizers

The first three links in the previous slide were found

from a google search of “reader response prompts”.

They come from Center Grove Community School Corporation; the resources they offer are an excellent support and deserve credit. Thanks to Center Grove Community School Corporation!

READY TO USE PRACTICEWITH STORIES AND QUESTIONS

• www.superteacherworksheets.com

THINGS TO REMEMBER….• READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING.

• EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY.

• YOU ARE NOT IN SCHOOL….

USE THIS TO YOUR ADVANTAGE.

• ALWAYS FOLLOW THE CHILD’S READING LEVEL - **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.