Upload
chet
View
127
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Reading Comprehension Strategies. Bilingual/ESL Department Dr. Romeo Romero 2010-2011. Agenda. Strategies to Enhance Reading Comprehension Super Six Reading Strategies. English Proficiency and Literacy Development. - PowerPoint PPT Presentation
Citation preview
Bilingual/ESL DepartmentDr. Romeo Romero
2010-2011
Agenda
Strategies to Enhance Reading Comprehension
Super Six Reading Strategies
English Proficiency and Literacy Development ELLs at all levels of English proficiency and
literacy development will benefit from improved comprehension skills, which allow them to:
Read more accuratelyFollow a text or story more closelyIdentify important events and concepts in a textMaster new concepts in their content-area classesComplete assignments and assessmentsFeel motivated to read in school and for pleasure
Strategies to Enhance Reading Comprehension
Build Background Knowledge
Teach Vocabulary Explicitly
Check Comprehension
Building Background
English language learners have great difficulty jumping into new texts without any background support. Students should know at least something about the topic before reading.
What do students bring to the table?What do they know?What don’t they know?
Building BackgroundCreate interest in the subject by using pictures, real
objects, maps or personal experiences.
Relate materials to students’ lives whenever possible.
Establish a purpose for reading ) Today we are going to read to find out: what are the examples of freedom/liberty in our country?) Let’s remember that liberty means freedom. The people of France gave us the Statue of Liberty…”
Building Background KnowledgeTake students on a “Tour of the Text” and
discuss how these sections can be helpful Table of contents Glossary
Explain how the text is organized Bold print Chapter headings Chapter summaries
Use a “picture-walk” Pictures Illustrations, Side bars
Building Background KnowledgeSeek opportunities to make associations
between students’ experiences and new content.
Allow students the opportunities for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.
Look for references that may need to be explicitly explained.
Build Background
Use outlines to scaffold comprehension- Provide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.
Activity (chapter outline)
Building BackgroundBuild students’ expectations, clarify their
thoughts and prom0te deep engagement ( making predictions)as they read through the text
I think that… will happen nextMaybe….will ….I think that….happened because…..
Activities
I. Connecting students’ knowledge to text
II. “Tour of the Text”
III. Outlining
Vocabulary ELL students are constantly learning new
vocabulary, but the more a teacher can do to explicitly teach important vocabulary and to demonstrate vocabulary learning skills, the more the ELL student will benefit.
Pre-teaching vocabulary will allow students to identify words and then to place them in context and remember them.
Vocabulary Choose from 7 to 10 words subject-matter words per week
Use Robert Marzano’s 6 Step Process for Building Academic Vocabulary
Conduct a Picture-walk for vocabulary- once student know a new word’s definition, ask them to connect the new word to the pictures they see in the text.
Role play, show real objects, do quick drawings on the white board, use gestures, point to pictures and use hands-on activities.
Help students recognize when to use words
Help students decode and spell that word
Provide several examples.
Vocabulary Choose vocabulary that your students need to know in order to support
their reading development and content-area learning.
Include signal and directional words such as “because” and “explain.”
Help students understand multiple meanings (such as the word “party”)
Provide opportunities for students to break down words into parts to understand it-”dis” meaning “not”, “able” meaning “can” or “having ability” and “ed” describing something. The student should be able to see from the context that “disabled” means, “not having the ability.”
Teach students to actively engage with vocabulary- have students underline, highlight, make notes, list unknown vocabulary words and play games to learn new words. Provide opportunities for multiple exposure.
VocabularyMake sure they know instructional words used every
day, such as “describe”, “start at the top of the page”, “read to the bottom of page 6”, “use the steps in your guide.”
Use cognates- many of our English words are derived from latin words, such as democracia /democracy,
cell/cellula, and gobierno/government
While discussing the text, make the text visible to all students and point to the parts of the text, to the sentences and words you are discussing
ActivityIdentify, define and practice expanding
vocabulary for studentsReview of Marzano’s Six Step Process for
Building Academic VocabularyGame Jeopardy $1000,000 Pyramid Pyramid Bingo Pictionary Create a skit Charades Pantomime
Reading Comprehension
Comprehension is the reason for reading, but it can be the most difficult skill to master-especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.
Check Comprehension Frequently1. Use informal comprehension checks- to test
students’ ability to sequence materials, for example, print sentences from a section of the text on paper strips, mix the steps and have students put them in order.
2. Use comprehension strategies Rereading Visualizing Asking for help when not understanding Looking forward in the text to resolve a problem
in comprehending
Check Comprehension Frequently3. Use student-friendly questions- during
reading and after reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:
Literal level- Why do the leaves turn red and yellow in the fall?
Interpretive level- Why do you think it needs water?
Applied level- How much water are you going to give it? Why?
Check Comprehension Frequently4. No matter what the proficiency level of the
student, ask questions that require higher-level thinking (analyze, interpret, explain what they have read)
What ideas can you add to…?Do you agree? Why or why not?What might happen if….?How do you think she felt….?
Check Comprehension Frequently
5. Allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagram, KWL charts, story maps, cause and effect charts, timelines and the 8 kinds of Thinking Maps
Use graphic organizers Use thinking maps
Check Comprehension Frequently6. Ask students to use the following strategies
to summarize what they have read (orally, in writing or both):
Retell what you read, but keep it shortInclude only important informationLeave out less important detailsUse key words from the textProvide sentence stems ( This paragraph is
about…; In this article the author is saying that ….)
Check Comprehension Frequently7. Provide students lots of different ways to
“show what they know.” Students can demonstrate understanding as they are beginning to develop their reading and writing skills in English
DrawingsGraphs Oral Interviews Posters, Portfolios
Check Comprehension FrequentlyAssign reading partners: pair ELLs with fluent
readers. After reading, ask them to summarize and discuss what they read and learned.
In cooperative groups, after silent reading of every paragraph/passage of the text let the groups summarize the gist of the paragraph/passage .
While students are working in groups, pairs and individually, circulate around the room. Provide scaffolding by asking appropriate questions that help students proceed with the task.
ActivityDevelop an informal comprehension check
Develop higher-order thinking questions
Summarize
The Explicit Teaching of ReadingThe National Reading Panel (2000) found that comprehension strategy
instruction, as opposed to comprehension skill practice (identifying main idea, cause-effect, fact-opinion) was important for students’ reading growth. The features of explicit teaching include:
Relevance- students are made aware of the purpose of the skill or strategy
Definition- Students are informed as to how to apply the skills by modeling its use, discussing its range of utility and illustrating what it is not
Guided Proactive-Students are given feedback on their own use of the strategy or skills
Self regulation- students are given opportunities to try out either strategy for themselves and develop ways to monitor their own use of the strategy or skill
Gradual release of responsibility- the teacher initially models and directs the students learning, as the lesson progresses, the teacher gradually gives more responsibility to the student
Application- Students are given the opportunity to try their skills and strategies in independent learning situations, including nonschool tasks.
Teacher Preparation Survey the text for difficulty keeping in mind the levels of
English language learners in your classroom; Determine your standard or objectives; Select the concepts to teach; Eliminate unnecessary information that will be too difficult
for ELL students of low English proficiency; Choose key specific vocabulary to pre-teach; develop
assessments to test that content Identify vocabulary words that you think might be difficult for
ELLs and write friendly definitions, drawings for each Use highly illustrated books of various levels of difficulty
teaching your content. Adjust assignments to the students’ levels of English
proficiency.
Let’s Remember….1. It may be challenging to get ELLs’ comprehension skills
where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.
2. Remember that if you model the how and what to do, the students will follow your lead and eventually become successful readers.
Thank you!
“I’m glad that I found my ‘home run” book (The Boxcar Children) at an early age. I don’t’ really remember much of the story line, but I do know that it lead to many more home run books and a lifetime enjoyment of reading. It is my wish that every child finds a “home run” book, develops the love of reading and learning, and leaps beyond the “fourth grade slump” to become an academic success.”
Stephen Krashen Educational Researcher
Super Six Reading StrategiesTeacher’s self checklist