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21 st CCLC Summit 2014 Amy Armelie – aarmelie@cscc.edu

21 st CCLC Summit 2014 Amy Armelie – aarmelie@cscc.edu ESLAsC - Columbus State Community College READING WITH OUR STUDENTS Strategies for Afterschool. THINGS TO REMEMBER…. READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING. EACH CHILD IS DIFFERENT….

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21 st CCLC Summit 2014 Amy Armelie – aarmelie@cscc.edu

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  1. 21st CCLC Summit 2014 Amy Armelie – aarmelie@cscc.edu ESLAsC - Columbus State Community College READING WITH OUR STUDENTS Strategies for Afterschool

  2. THINGS TO REMEMBER…. • READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING. • EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY. • YOU ARE NOT IN SCHOOL…. USE THIS TO YOUR ADVANTAGE. • ALWAYS FOLLOW THE CHILD’S READING LEVEL **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.

  3. FOUR BASIC PIECES • phonics and/or sight words 2) fluency 3) vocabulary 4) comprehension *************************************** You only have a limited amount of time with your students. Choose carefully.

  4. PHONICS/SIGHT WORDS • Phonics refers to the relationship between sounds and their spelling patterns. • Sight word study helps to create a recognition of basic words.

  5. PHONICS PRACTICE • magnetic letters • sand / clay / paint • magna doodle/white board • sound boxes

  6. SIGHT WORD PRACTICE • repetition - flashcards - phrase cards • games - Don’t Break the Ice - Candy Land - BINGO • word wall • writing

  7. HELPFUL WEBSITES: • www.funfonix.com • ww.softschools.com/language_arts/phonics • www.theschoolbell.com/Links/Dolch/Contents.html • http://www.superteacherworksheets.com/full-phonics_MFDB.html

  8. FLUENCY “Fluency is defined as the ability to read a text accurately and quickly. [Fluent readers] group words quickly to help them gain meaning from what they read.” (Put Reading First, 2001, p. 22)

  9. INDIVIDUAL FLUENCY PRACTICE • echo reading • partner reading • reread same book

  10. GROUP FLUENCY PRACTICE • choral reading • Reader’s Theater • poetry/rap/beats

  11. VOCABULARY “Vocabulary refers to the words we must know to communicate effectively.” (Put Reading First, 2001, p. 34)

  12. [ESL] VOCABULARY TIER ONE – basic vocabulary (about 8,000 words) TIER TWO – high frequency/multiple meaning vocabulary (about 7,000 words) TIER THREE – low frequency, context specific vocabulary (about 400,000 words)

  13. VOCABULARY PRACTICE • word journals • vocabulary cards • vocabulary clusters • word walls

  14. HELPFUL WEBSITES: • a4esl.org • www.vocabularywords.org

  15. COMPREHENSION • Reading comprehension requires the reader to actively create meaning. • Students must be explicitly taught strategies in order to create this meaning as they read.

  16. FICTION • graphic organizers • read the book with them • question/talk/discuss NONFICTION • graphic organizers • highlight

  17. GRAPHIC ORGANIZERS • http://freeology.com/graphicorgs/ • http://freeology.com/graphicorgs/ • www.eduplace.com/graphicorganizer

  18. QUESTIONING

  19. QUESTIONING • http://www.centergrove.k12.in.us/site/default.aspx?PageID=115 • http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/Reader_Response_Log_prompts_PRIMARY.doc • http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/100_Reader_Response_PROMPTS.docx • http://www.scholastic.com/teachers/top-teaching/2013/01/reading-response-forms-and-graphic-organizers

  20. The first three links in the previous slide were found from a google search of “reader response prompts”. They come from Center Grove Community School Corporation; the resources they offer are an excellent support and deserve credit. Thanks to Center Grove Community School Corporation!

  21. READY TO USE PRACTICEWITH STORIES AND QUESTIONS • www.superteacherworksheets.com

  22. THINGS TO REMEMBER…. • READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING. • EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY. • YOU ARE NOT IN SCHOOL…. USE THIS TO YOUR ADVANTAGE. • ALWAYS FOLLOW THE CHILD’S READING LEVEL - **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.

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