Or: How do American kids learn to read?

• Reading• read aloud, shared reading, guided reading,

independent reading

•

Writing• Process writing approach • shared writing, interactive writing, independent

writing in a variety of genres.

• Word Work• Phonemics, Vocabulary Studies

• From: http://schools.nyc.gov/Academics/EnglishLanguageArts/ParentResources/ELA+Frequently+Asked+Questions--Parents.htm

• Connections between letters & sounds• Speed, accuracy in reading• Proper expression (indicates

understanding)• Comprehension skills and strategies

• Teacher models effective reading strategies.

• Language learners receive frequent exposure to comprehensible input and quality language models.

• Read across genres: fiction, non-fiction, poetry.

• Pre-reading:

1. Introduce the genre and the author of the book.

2. Activate learners’ prior knowledge about the topic.

• During reading:

1. Make text-to-self or text to text connections.

2. Make predictions

3. Choral reading or repeated reading.

• Post-reading:

1. Students think and share how they like the book.

2. Role play

3. Retell part of the story

Literacy-Rich Environment• Word Wall

• Semantic Maps

• Multilingual labels for classroom items and supplies

• A classroom library with leveled books

• Students’ written works

• Vocabulary from the current reading

• Class Rules

• Good reading habits and strategies

•All students have access to the text.

•Teacher and students read the text together.

•Students respond to the text through writing, art, drama, music and discussion.

•A shared reading piece could be an authentic text like advertisement or news, texts from current read alouds, or adapted texts from a chapter book, etc.

• Teacher encourages students to mark and underline the important language or content points in the text during the shared reading activity.

•Students selected books from the classroom library according to their reading level.

•Students provide feedbacks after independent reading. For an example, a journal entry of what he or she learned from the book.

•Teacher prepares reading logs for students to keep a record of what they have already read.

•Teacher and children work together to compose messages and stories.

•The message is usually related to some individual or group experience

•The text becomes much richer than children can write themselves and becomes good material for children to read and should be displayed in the room.

•Whole class activities•Work on writing process or specific skills as needed.

•Guided writing is an individual or group activity where learners use word maps to organize their ideas and write texts.

•Students grouped together by needs.

•Work on specific, needed skills (vocabulary, grammar, etc.)

•Encourages the children to discuss writing

•Allows immediate feedback on success and further areas for improvement.

•Story planning

•Revision

•Self and peer Editing

•Teacher editing

•Direct instruction in the mechanics of grammar.

•Editing occurs during the writing process.

•Peer Editing: Teacher provides rubrics for students to edit peer’s written work.

•Self-Editing: Students revise written works according to rubrics or teacher’s notes and feedbacks.

Definition: Students read drafts of their fellow students' essays in order to make suggestions for revision. Writing is a process of communicating to an authentic audience.

•Tell one think you liked

•Ask one question

•Give one suggestion

• A special time and place is allotted to writers who wish to share their final products with an audience. •The student in the author's chair reads aloud a selected piece of text or a piece of their own writing.

•Author's Chair is an opportunity for the writer to receive positive feedback from their classmates.

•Author Chair helps to develop students' concept of authorship and to emphasize that students' ideas and experiences are worthy of preservation and sharing

•Use techniques our students understand

•Word work and grammar study is done within the context of reading and writing: gaining comprehension & expressing our thoughts

•Scaffolding every step of the way

•Many opportunities for practice and use of language

Robin HarveyNew York UniversityProject for Developing Chinese Language Teachers212-992-9367Robin.Harvey@nyu.edu

www.steinhardt.nyu.edu/teachlearn/dclt