Building Bridges for Emergent Bilinguals, Part

III: Reading to Learn Across

Content Areas

Rebecca Curinga, PD CoordinatorAnnie Smith, Co-Director Curriculum and PDPD Session #3

January 10, 2014

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Agenda

8:45 Review of Components of ‘Learning to Read’ and the Language Experience Approach

9:30 How Bridges students read to learn new information• 10:15 Break

10:30 ‘Reading to Learn’ with the Read-Retell-Respond method using the Bridges Curriculum• 12:00 Lunch

1:00 Practicing Read-Retell-Respond across content areas using the Bridges Curriculum

2:25 Wrap-Up, Homework and Evaluation

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Your Questions from last session

• How can we support SIFE students in content classes after they transition out of Bridges?• What is your rationale for including students errors

in the LEA?• Why do students still seem to have a superficial

understanding at the end of my units? What else can I do to deepen and expand their thinking?• How do you teach more abstract words?

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Activity 1:Review from last session

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HW Review: ‘Learning to Read’

• Think-pair-share, your experience with:

• The Language Experience Approach (LEA)

• Other ‘Learning to Read’ Activities

• You have five minutes to discuss your experiences.• What was ONE challenge you encountered?

• Then, share with the group.

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Reading Stages

• Learning to Read: up 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 and information are learned

through reading

Reading Comprehension

Top Down

Bottom up

Components of Reading

Pragmatics & World Knowledge

Semantics/Vocabulary

Morphological Skills

Syntax

Phonological Skills

Print Concepts 7

Comprehension Requires

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• All Readers Need• Some framework for academic

content or topic (pragmatic, semantic, vocabulary)

• High-level knowledge of the language system (pragmatic, semantic, syntactic and morphological)

• Graphophonic knowledge (phonological skills)

Bridges Students Need More Help• Building the content or topic

knowledge

• Learning the English language system

• Acquiring graphophonic knowledge

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Today’s Goals

To be able to:• Comprehend how cueing systems support

students in reading to learn.

• Understand reading instruction in the classroom using Before, During and After Reading techniques (tasks and strategies).

• Learn and practice the Read-Retell-Respond method to support ‘reading to learn’ and higher-level reading comprehension skills for Bridges students.

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Activities for Goal 1:How do we use cues to learn new information through reading?

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What is ‘Reading to Learn?’

•What do you learn?• Concepts, values and knowledge• Phrases and vocabulary• Language and text structures

•What are the levels of comprehension?• Literal or basic understanding• Inferential and analytical understanding• Application of information to other contexts

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Looking for Clues in Text

• Good readers use clues around the new word or concept in the text to assign meaning• Anything to predict something about the word/phrase,

even if not exact meaning• Developing readers benefit from explicit teaching

on where and how to find clues

• There are many different types of visual and linguistic cues to aid reading comprehension

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Pragmatic Cues (Text Structure)

Cues in the structure of the text that give you information on how to interpret the reading.

• What helps you identify text structure in the following examples?

• Expository: Cause/Effect• They do not eat camels because they need camels

to survive.• Expository: Compare and Contrast• Tuareg men and women wear sandals and long

robes.• Narrative• Selina Mabiletsa and her husband Joe lived in a

small house in Thokoza.

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Syntactic Cues

Sentence structures or other words in a sentence that give a clue about what type of word it is, e.g. is it a noun, verb, adjective?

• What syntactic cues help you to assign meaning to the word trade in the following example?

• Tuareg carry salt across the desert to trade.

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Lexical Cues (Vocabulary/Semantics)

Content words and Function words• Content words are open-class and carry

meaning: e.g. nouns, most verbs, adverbs and adjectives

• Function words are closed-class and have little meaning: e.g. determiners, prepositions, auxiliary verbs, conjunctions

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Lexical Cues for Content (Vocabulary/Semantics)

Words in the text that give a clue of how to assign meaning to a new word, phrase and/or new concept.

• What lexical cues help you to assign meaning to the word ancestor in the following example?

• Tuareg lived in the desert because their ancestors lived in the desert for many years.

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Lexical Cues for Structure (Vocabulary/Semantics)

Signal words in a text that give a clue about type of text structure or intended purpose of a sentence.

• What lexical cue (or function word) helps you to comprehend the intended purpose or structure in the following example?

• The desert is very dry but there is water under the ground.

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Morphological Cues

Breaking down words into parts to assign meaning through 1-cognate roots and/or affixes, 2- roots and/or affixes that are recognized in English from previously learned words.

• What morphological cue helps you to assign meaning to the word protection in the following example?

• These clothes protect them from the sun and wind in the desert. Tuareg men also wear a veil on the face for protection and to show respect.

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Visual and Phonological Cues

Combination of using visual representations or visual cues and graphophonic knowledge in the text to read and assign meaning to a word.

• What visual + graphophonic cue helps you to assign meaning to the word veil in the following example?

• Tuareg men also wear a veil on the face.

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Practice with Cueing Systems

• Find more linguistic and visual cues in the text from the Bridges Curriculum! (Science, Unit 2, Week 2, Lesson 6)

• Group 1: Syntactic Cues• Group 2: Lexical Cues (Content & Structure)• Group 3: Morphological Cues• Group 4: Visual + Graphophonic Cues

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Summary of ‘Reading to Learn’ in Bridges

• Complex process of making-meaning!

• Often simultaneous with learning to read

• Need explicit instruction for identifying cues to support comprehension

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Activities for Goal 2:Understanding the framework for Before, During and After Reading activities.

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Top Down

Bottom up

• Basic Comprehension• Analytic or Inferential

Comprehension

of subject topics

Pragmatics & World Knowledge

Semantics/Vocabulary

Morphological Skills

Syntax

(Phonological Skills)

(Print Concepts)

Comprehension

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Reading in Bridges

Look at the Bridges Reading Outcomes Rubric

What do you notice?

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Reading to Learn

“Meaning does not reside solely in the words and structures of the text, but is constructed in the course of a transaction between the

text and the reader” p. 80

From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (2007)

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Reading to Learn

“Process of simultaneously extracting and constructing meaning through interaction and involvement with

written language”.

The RAND Reading Study Group (Snow, 2002)

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Comprehension Requires

•Schema about the content or topic

•Schema about the genre

•Syntactic knowledge

•Word and word-part knowledge

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Reading to Learn

What are you doing in the classroom to support students to

comprehend text?

Turn and talk with a partnerWhat is the purpose of each of these

strategies or activities?

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Before Reading During Reading After Reading

FRAMEWORK for READING INSTRUCTION in BRIDGES

Adapted from Gibbons (2007)

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Before Reading

GOAL: Build Schema•Activate prior knowledge•Build conceptual and linguistic schema

During Reading

GOAL: Make sense and monitor understanding• Teacher ‘thinks

aloud’ to model strategies for sense making

• Students practice using strategies to make sense of text (independently and collaboratively)

After Reading

GOAL: Extend understanding• Students respond creatively•Focus on language study•Represent the information in a different form

FRAMEWORK for READING INSTRUCTION in BRIDGES

Adapted from Gibbons (2007)

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COMPREHENSION work in the CLASSROOM

1. Help readers understand a particular text.

2. Support readers to develop strategies that they can use to transfer to all texts.

Moving into the Classroom

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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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WEEK 2: BEFORE READING

LOOK at the artifacts on the wall.

What has already been done BEFORE?

WHAT HAPPENED?

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WEEK 2: Before Reading A) Translated glossary wordsB) Watched video ‘Tuareg Nomads’C) Watched video: Camel AdaptationsD) Translated animal structures wordsD) Created Concept Map: Adaptations

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Think -Pair- Share

How do these before reading tasks support reading to learn?

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Before Reading Goals

• Build students’ understanding of topic or central concepts.• Build oral language skills that can transfer to print.• Introduce and build understanding around key

vocabulary.• Introduce and build understanding of text

structure or genre students will encounter.

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Using function words to recognize text structure

Building students’ understanding of cause

and effect before reading.

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SUMMARY: Before Reading

Fertilizing the soil so that meaning can be cultivated.

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Activities for Goal 3:Learn and practice the Read-Retell-Respond method to support reading to learn for Bridges students.

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DURING READING

PREDICT:

How will we support and guide student’s interaction with text during reading?

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STRATEGY INSTRUCTION

The rationale for teaching explicit comprehension skills is that comprehension can be improved by

teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to what they are reading.

From the National Reading Panel Report (NICHD, 2000)

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DURING READING

Explicitly model the way effective readers read and the strategies they use to make meaning from

text.

Students practice these strategies as they read.

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Comprehension Strategies

What are these strategies that students need to know?

READING STRATEGIES•Monitor understanding• Activate prior knowledge• Set a purpose for reading• Predict and clarify• Summarize and bring meaning forward• Visualize and make a mental model• Question• Use clarifying and strategies • Use knowledge of the features of the genre

or text structure 45

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Apprenticing Students to Reading

Teacher Think Aloud

• Teachers make their thinking visible

• They explicitly demonstrate the process for developing readers

Students Practice Strategy

•Metacognitive process

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MODEL PRACTICE

Bridges Power Method

Read Retell Respond

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Power Method:READ RETELL RESPOND

•Teacher reads a selection and thinks aloud to model a sense- making strategy.

•Student partners retell.

•Student partners share their retell and compare with other pairs.

Student Teacher

Your Role

PARTICIPATE:

• Be active • Imagine yourself in the

shoes of the students

REFLECT:

• What did we do? • Why did we do it?• How does this support

reading to learn?

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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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Step #1: Teacher Reads and Models and Partners’ Retell

•What happened?

•Why is it important?

•How does this support reading to learn?

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What happened?1. Chunk text for read aloud (determine strategy to

model2. Divide class into partners (be strategic)3. Teacher conducts a read -aloud think- aloud of the

selection and models a meaning making strategy4. Students track print5. Teacher pauses and students retell orally (adding

on to partners retell or clarifying as needed)6. Teacher continues to read and students track

print7. Students retell

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The Process continued

8. The teacher asks partners to think about the whole text. ‘What was it about?’

9. Partners discuss what happened in the text.10. Two student volunteers share their versions.11. As students recount their versions of the texts their peers

listen for what is similar and different in each of the retellings.

12. The teacher asks students to share their observations of what was similar and different. This helps to raise students awareness of what might be missing in their retell.

Why is it important?• Essential aspect of engaging with any text – do I

understand? Does this make sense? Supports students to internalize reading as a sense-making process.• Read Retell slows down the process for students so that

they can engage and reflect on what it means to make sense of and learn form text.• The process of retelling and comparing makes the

characteristics of the text explicit (language and structure). This is reinforced further when students write their retell.• It is transferrable: learning and applying targeted reading

comprehension strategies.55

READ RETELL STEP #2

Partners read and retell

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Step #2: Partners Read and Retell(practice sense making strategies)

•What happened?

•Why is it important?

•How does this support reading to learn?

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What happened?

1. Partners A and B read section silently. 2. Partner A retells. 3. Both partners clarify new words and annotate on

text in their home language if necessary.4. Partners generate a question about the text

independently. These questions will be collected by the teacher. In a subsequent lesson, students will sort the questions by ‘type’ and answer one another’s questions.

5. Partners switch roles.

Why was it important?

Return to the text for :•Highlights reading as a sense-making

process•Collaborative sense-making•Repeated practice•Fosters questioning

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STEP #3: AFTER READING

Comprehension Questions

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Step #3: AFTER READING

•What happened?

•Why is it important?

•How does this support reading to learn?

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What happened?

• Students orally answer ‘In the Text’ questions (Basic Comprehension)

• Students orally answer ‘Think and Search’ questions (inferential questions)

• Students orally answer their peers questions

• Students answer questions in writing

Why is it important?

• Highlights further that reading is a sense-making process.• Second exposure to text for students.• Student generated questions highlight that

interacting with text is meaningful.• Reinforces that the ‘work of comprehension’

goes beyond a literal interpretation.63

What is the difference between basic and inferential

questions?• BASIC QUESTIONS: answers are concrete,

factual and found in the text.

• INFERENTIAL or ANALYTIC: answers are not found in the text, but can be supported by evidence in the text. Often answer why and how. Often require background information.

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ADDITIONAL AFTER READINGTASKS

1. Push students back into the text for deeper understanding.

2. Use now familiar text as a basis for language study.

3. Develop opportunities for students to respond creatively to text.

4. Focus students more deeply on the text by having them connect it to a larger issue or re-present the information in a different form.

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Application / Practice in Content Area Groups

1. Participants practice Read-Retell-Respond.

2. Develop activities for before, during and after reading using a text from the Bridges Curriculum.

3. Then, share experiences.

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Summary of Today’s PD Session

• How did your experience with Read-Retell-Respond change your understanding of how to teach your students to ‘read to learn’ in your content class?

•What is one thing you will do in your classroom this week to help build these ‘reading to learn’ skills?

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Homework Assignment: Practicing Read-Retell-Respond

•Document your experience with the following and be prepared to share at the next PD: • Build a reading activity using your classroom

content.• Develop Before, During, and After activities.• Include the Read-Retell-Respond method as part of the

‘during’ activity.• Include at least one extension activity focusing on cueing

systems in ‘reading to learn.’• Implement the activity with your current students.

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Follow-up Reading

• Coming soon: a list of recommended readings