Building Bridges for Emergent Bilinguals, Part II:

Learning to Read Across Content Areas

Rebecca Curinga, PD CoordinatorSuzanna McNamara, Co-Director Curriculum

PD Session #3December 7, 2013

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Agenda

• 9:45 Review of Oral Language as a scaffold and follow-up on Homework Assignment

• 10:30 What is reading? How Bridges students learn to read in English

• 11:30 Learning to Read with the Language Experience Approach using the Bridges Curriculum• 12:30 Lunch

• 1:00 Practicing the Language Experience Approach across content areas using the Bridges Curriculum

• 2:15 Wrap-Up, Homework and Evaluation

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Your Questions• How to accomplish this in classes with

several languages and different levels of HL and English proficiency?

• How to keep pace with curriculum and make sure kids are grasping it?

• How will the Bridges Program operate in my school / with my population?

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Activity 1:Review from last session

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Language Abilities

Oral

Literacy

Receptive (Input)

Productive (Output)

Listening Speaking

Reading Writing

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Components of Oral Language

• Social Rules

• Meaning of words and phrases

• Word order and grammar rules

• Word parts

• Sounds, syllables and rhymes

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Activity 2:Homework Sharing

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Scaffolding Oral LanguageThink-pair-share:• Find a partner to discuss your notes on the assignment

from the last PD, on either:

• Teacher talk: Making Input Comprehensible

• Student talk: See-Think-Wonder

• You have five minutes to share your experiences and come up with ONE important take-away.

• Then you will share with the group.

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Scaffolding and PD Sessions

• Session #1 focused on scaffolding input to make it comprehensible and to develop oral language (through See-Think-Wonder).

• Session #2 (today) will focus on how oral language is a scaffold for foundational reading. 9

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Oral Language Scaffolds Reading in the Bridges Curriculum

Week 1 Build Background, Provide Context, and introduce Essential Question

Week 2 Experience to Oral Language to Print

Week 3 Presentations to Writing

Week 4 Experience to Oral Language to Print

Week 5 Presentations to Writing

Week 6 Synthesis: Creative Projects and Presentations

Week 7 Claim Evidence: Response to Essential Question

Unit Structure

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Today’s Goals

To be able to:

1. Recognize the components of reading and the process of reading in English for Bridges students.

2. How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support the development of foundational literacy for Bridges students.

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Activities for Goal 1:What is Reading? How do Bridges students learn to read in English?

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a. Read SomethingBreak into 4 Groups:1. Group 1 (no Bangla speakers)

2. Group 2 (no Spanish speakers)

3. Group 3 4. Group 4

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Group-shareb. What is preventing you from reading this passage?c. What is helping you to read this passage?

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Group 1 Reading Sample

• Volunteer to read aloud?• Is this reading?

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Group 2 Reading Sample

• Volunteer to read aloud?• Is this reading?

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Group 3 Reading Sample

• Volunteer to read aloud?• Is this reading?

'Twas brillig, and the slithy toves    

Did gyre and gimble in the wabe; All mimsy were the borogoves,    

And the mome raths outgrabe.

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Group 4 Reading SampleThe procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have too go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another fact of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.

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d. ___________Which skills do Bridges students bring to the task of reading?

Bridges Students’ Skills

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• Oral Language Skills in HL• Some print concepts

• Directionality of the text• Concept that print carries meaning

• Some phonological skills• Alphabetic principles (in HL or English)• Sound-Letter correspondences

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Reading is complex!

• Everyone learns to understand and speak a home language

• Not everyone learns to read and write in a home language• It is not a natural process – it has to be taught!

• 2 major processes:• Deciphering print -- bottom up• Comprehending meaning -- top down

Oral Language to Reading

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Pre-Reading:Print Concepts

Reading Comprehension

Top Down

Bottom up

Fluency

Reading Stages

• Learning to Read: infancy to 3rd grade• Learning the ‘mechanics’ of reading• Confirmation of oral language and

concepts you already know• Reading to Learn: 4th grade and up

• Fluency and automaticity in reading • New concepts are learned through

reading 23

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Activities for Goal 2:How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support the development of foundational literacy for Bridges students.

Oral Language to Reading

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Pre-Reading:Print Concepts

Reading Comprehension

Top Down

Bottom up

Fluency

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

Teaching Bridges Students to Learn to Read

FOUNDATIONAL SKILLS RUBRIC:

What are the foundational skills students need to learn

in order to read?27

CCSS Foundational Skills (FS)

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Bridges Rubric for FS

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What are you already doing to

teach FS?

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Core Knowledge Text for K

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www.engageNY.org

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Independent

Instructional

Frustrational

Stretch & Support

scaffolding

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Text Complexity

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Role of the Bridges Teacher

Independent

Instructional

Frustrational

•Content•Language •Literacy

Bridges Power Method

Language Experience Approach (LEA)

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MODEL PRACTICE

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LEA Simulation

Unit 2 Science, Week 1

Unit 1 Science Unit 1 SS

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What happened in Unit 1?

ScienceVocabulary: organisms, plants, humans, resources, water, sun, soil, air, body, need, live / die, breathe, eat, grow, use, similar, different

Syntax: ____ is/ are __________ have _______

Social StudiesVocabulary: world map, land,

continent, water, ocean, place, country, culture, desert, mountain, river, live, travel, go, walk, work, swim, play, big, small, close, far, similar, different

Syntax: There is/ are ______This is _______

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Building the Context

Know where you came from!Know where you are going!Understand the‘big picture’of the unit

goals• Sequencing• Layering• Recycling

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YESTERDAY-BEGAN SCIENCE:Unit 2, Lesson 1

What happened?

Why is it important?

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Unit 2 Science

EQ: How do organisms survive where they live?

Focus: Plant, human, and animal adaptations to two extreme biomes: tundra and desert.

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The Language Experience Approach (LEA)

I can say what I know. I can read what I say.

I can read what I know.

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Your Role

REFLECT: • What did we do? • Why did we do

it? How does this support learning to read?

PARTICIPATE: • Be active• Imagine yourself

in the shoes of your students

1. student 2. teacher

LEA

45whole

whole

part

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Steps #1-2

What happened?

Why is it important?

How does this support learning to read?

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

Step #1

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Share an experience (trips, images, experiment) & discuss with partner

•Prompt with see-think

•Circulate

•Encourage L1

Step #2

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Report Out, Teacher Scaffolds and Jots

•Teacher acts out, draws, points to scaffold language

•Label images in ‘see’

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Step #3

What happened?

Why is it important?

How does this support learning to read?

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

Step #3

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Extend Language

•Partners make oral sentences

•Stretch student language to make sentences

•Prompt with word walls, frames

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Steps #4-5

What happened?

Why is it important?

How does this support learning to read?

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

Steps #4-5

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Students Dictate, Teacher Writes/ Asks questions•Say words•Elicit spelling•Leave blanks•Attention to periods and capitals

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Steps #6-8

What happened?

Why is it important?

How does this support learning to read?

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

Step #6-8

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Teacher Reads, Students Read & Teacher Chunks

•Track print•Read with students•Scoop text

Deserts

There are deserts in the world. Deserts have sand, sun, and wind. Some deserts are hot. Some deserts are cold. All deserts are dry. There is not a lot of rain in deserts, so there is not a lot of water. Some animals live in deserts. Some plants live in deserts. Some humans live in deserts. But many organisms cannot survive in deserts. 59

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Zoom in on the Parts

How could you use this text further to teach more learning to read skills?

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LEA Extension Activities•Partner Reading•What words start with ‘d’?•Box the Words (is, in, and, not, so)

Oral Language Foundational Skills

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Top Down

Bottom up

Pre-Reading:Print Concepts

• Fluency

• Decoding

• Sight recognition

• Sound-Symbol

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Back to the WHOLE

•Read whole text again.

•How did extension activities improve reading?

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LEA Practice in Content Area Groups

•Participants practice LEA.

•Then, share their experiences.

LEA Practice

Take Aways Doubts & Questions

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Summary of Today’s PD Session

1. How did your experience with LEA change your understanding of how to teach your students to ‘learn to read’ in your content class?

2. What is one thing you will do in your classroom this week to help build these ‘learning to read’ skills?

• Print concepts• Phonological awareness• Sight word recognition and fluency

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Homework Assignment: Practicing LEADocument your experience with the

following and be prepared to share at the next PD:

1. Build an LEA activity using your classroom content.

2. Include one extension activity focusing on ‘learning to read.’

3. Implement the activity with your current students.