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Literacy Success for English Language Learners in Elementary Schools. Dr. Gilda Del Risco Kean University of New Jersey October 27, 2004.
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Dr. Gilda Del Risco
Kean University of New Jersey
October 27, 2004
By Roland BarthProfessional Development andIn Class Co-Teaching
Repeat key points
Define essential vocabulary in context
Pair your talk with nonverbal communication cues:
objects, pictures, graphs, and gestures.Meaning is to be conveyed directly in the target language through the use of demonstration and visuals.
Recognizing that speech is made up of a
series of sounds that can be manipulated.
It Is not Phonics
Is a means to decode printed word made up of
sounds and is built on the child’s ability to
understand Phonemic Awareness.
Phonemic Awareness Preceds Phonics.
(Rothman Barbara. BER)
-Provide ample time for students to read and write for meaningful purposes, allowing. students to develop their own understanding of sound/symbol correspondences
-Teach phonics within a meaningful context. Enjoy the story or poem for meaning first, then teach the skill.
-Remember that phonics and other word recognition strategies are a means to an end: comprehension.
(NJCCCS 3.1) (Peregoy and Boyle, 2000)Phonics Instruction for English Language Learners
Poems and song lyrics written in large format on chart paper
(to develop word recognition and phonics knowledge)
Predictable books with repetitive patterns and phrases to teach or reinforce sound/symbol correspondences, including consonants, vowels, and letter sequences found in rhyming words.
Ask the students to write their own stories following the pattern in predictable books that they have heard several times. This will provide a chance for the students to put their phonics and sight word knowledge into meaningful practice.
Older students who are new to literacy – Same strategies. Short texts with age-appropriate content. Fortunately by Remy Charlip.
Song lyrics and poems – Good sources of predictable texts. (NJCCCS 3.1)Recognizing Words Independently
Yo quiero escribir en mi idioma.
-Publishing (NJCCCS 3.2)
Development of key vocabulary
Background Knowledge – Teacher builds upon the language, culture and experiential background that students bring to the classroom and relate knowledge to new information provided in the text.
(NJCCCS 3.1)Initial Strategies to Teach English Comprehension to English language Learners
Background knowledge can often be accomplished through a sharing of the groups’ knowledge.
It may be recorded in a graphic format.
Hypothesizing or predicting questions. What do you think this story is about? What do you think will happen next?
Data acquisition questions
Reading aloud – Teacher model predicting, inferring, and connecting mew text to prior knowledge.
(NJCCC 3.1)Guided Reading Strategies
- Offers a means for reinforcing and
- Provides a means for integrating writing into
the program. It can be done in cooperative
learning groups, paired writing, or individually.
Building on the knowledge gained through the prereading activities.
More reading (NJCCCS 3.1)Post-Reading Strategies
- Focus on enrichment rather than remediation.
- Building on the strength that all students bring
to the classroom.
- Draw on students experiences and interest.At – Risk Students
- discussion bases on the content of the text
- review vocabulary found in the reading
- students summarize the reading or story
for the teacher, who acts as a scribe and
writes sentences on the board or chart
(NJCCCS 3.1, 3.2)
Multiple Measures for Assessment
- Do not assess only through written tests.
If you do not assess the English language
learners in many different ways, you will
not find out what they really know.
- Anecdotal records
- Check lists
- Concrete materials. Opportunities to
demonstrate that they understood the
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