Ensure Reading and Writing Success for all English Learners

Marisa N. RussoNational Bilingual Curriculum Specialist McGraw-Hill Education

Welcome!

Goals for Today’s Webinar

Instructional Strategies and Tips for Approaching Level Students and English Learners

• Common Errors Linked to Students’ 1st Language• Support Decoding and Encoding/Spelling• Strategies for Building Academic Vocabulary

3

Phonetic Difficulties Connected to L1

• English Digraphs

• Ending Sounds

• Consonant Blends

• Vowel Sounds/Spellings

4

English Digraphs

/th/ thinTransfer Error sin, tin, fin

/sh/ shopTransfer Error chop, sop

Some students can’t hear and distinguish soundsWatch My Mouth (they see what your lips are doing)

Final Sound Elimination

fas…/t/ lam…/p/ stan…/d/

cris…/p/ tas…/k/ twis…/t/

Common ErrorsHe runs so fas.I want to stan by you.Can I go firs?

/s/…leep /t/…ruck /d/…ress

/b/...right /k/…risp /g/…rab

Beginning Consonant Blends

Common Errorsehsleepchruckjress

A. Print should be taught before SpeechB. Speech to Print/Phoneme to GraphemeC. Phonics isn’t as difficultD. There is no difference

Why work on Phonological Awareness before Phonics?

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Learning Sequence

B. Speech to Print/Phoneme to Grapheme

Systematic Teaching. Systematic Learning.Reinforce Phoneme to Grapheme

• Perhaps the single biggest pronunciation problem for English learners are English vowel sounds.

Teachers of English to Speakers of Other Languages

11

English Vowels Can be confusing!

aacornapplealsoaliveartairaisle

A. 5

B. 11

C. 16

D. Over 18

How many vowel sounds exist in English?

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AEIOU

(Blackboard activity)

a_e a_e a_e a_ec t m sh

k p d m

Vowel First Blending PRE-TEACHING

(Blackboard activity)

ee eeee

Vowel First Blending 2 different colors

eem f s tt l d th

(Blackboard activity)

ar arar

Vowel First Blending

arc p sh ht k p d

(Pre-teaching: Setting Students Up for Success)

er

Improve Spelling

• Poor spellers have trouble remembering the letters in words because they have trouble noticing, remembering, and recalling the features of language that those letters represent.

• Poor spellers have weaknesses in underlying language skills including the ability to analyze and remember the individual sounds (phonemes) in the words, such as the sounds associated with j, ch, or k

~International Dyslexia Association

Systematic Teaching. Systematic Learning.Easy to Teach. Easy to Reach.

Systematic Teaching. Systematic Learning.Proven Success

Reinforce Sounds to Spellings Connection

DICTATION

~Dr. Louisa Moats

s i tchw

Say the word, provide a sentence, and repeat the word

Automaticity and Fluency with the Code

• In order to become expert readers and spellers, children need to know the complete Alphabet Code and the skills of blending and segmenting to automaticity. To ensure this, they need to be taught the code and the skills directly and systematically. Decodable books provide the necessary practice of newly taught code and skills.

Connected Text

C. Use with all beginning readers to build fluency, develop good reading strategies, and ensure early reading success

Words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs

Why is Decodable Text Important?

• High-interest decodable text allows children to experience early success.

• They are “really reading” not guessing.• The reliable word identification that results

propels them forward to apply their new-found decoding skills confidently and independently.

• Reinforces their metacognitive awareness that reading is not guessing, but the consistent application of the alphabetic principle.

Fluency: Bridge between decoding and reading comprehension

Since fluent readers don’t have to concentrate on decoding the actual words, they can focus their attention on what the text actually means

Vocabulary

The greatest challenge inhibiting the ability ofEnglish Learners to read at the appropriate grade level is, perhaps, a lack of vocabularydevelopment.

-Wallace, Christopher

Percentage of Words Connected to Latin/Romance Languages?

A. 30%

B. 47%

C. 58%

D. 75%

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C. Latin and Romance Languages influence reach 58% of the total vocabulary

AmicableL: AmicusS: Amigo I: AmicoF: Ami

Use Cognates to Develop Comprehension in English

• Cognates: Words in 2+ languages that share a similar meaning, spelling, and pronunciation

• Approximately 40% of all words in English have a related word in Spanish

family familiacenter centroradio radioclass clasedesert desiertomagic magia37

Let’s Practice Word Analysis

Ricardo’s father transported his new automobile from Guadalajara to Denver.

Trans=Across Port=Carry ed=past tense (pasado)

Academic Vocabulary

Words that are traditionally used in academic dialogue and text

PeninsulaS: PenínsulaF: PéninsuleI: PenisolaR: Peninsulă

Current Facts

• Over 381 languages spoken in USA

• 21% (60.6 million) speak a foreign language at home.

• By 2025, 1 in 4 students will be considered LEP (Limited English Proficient)

~U.S. Census Bureau

91% of public school teachers interviewed for the annual “MetLife Survey of the American Teacher” said that strengthening programs and resources to help “diverse learners”—defined as students with low-income status, limited fluency in English, or learning disabilities—become college- and career-ready should be a priority in education. More than half of the teachers (59 percent) indicated it should be one of schools’ highest priorities.

http://www.edweek.org/tsb/articles/2011/10/13/01metlife.h05.html

www.opencourtreading.com

Thank You for Attending!

• We appreciate your feedback: Please take time to fill out our exit survey as you leave the webinar.

• We will be sending a follow up email with the recording.

• Email us at: webinars@mheducation.com

Marisa N. RussoNational Bilingual Curriculum Specialist McGraw-Hill Education