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1、Teaching English Reading in a Bilingual Classroom,ESL/Bilingual Learners,“Children do not become readers unless they have time, materials, models, and motivation.” (Cunningham & Allington, 1999),Overview,What is effective reading instruction? Explain and demonstrate the five components of reading in
2、struction. Additional instruction that fosters a successful reading experience,Characteristics of Effective Instruction,Provide time Provide teacher modeling Read to children Read with children Provide a print rich environment Provide a variety of strategies,Time,For talk For reading For writing,Tea
3、cher Modeling,Provides an insight to “thinking about thinking” Allows opportunity to visually see what is expected of them Encourages participation Interactive through shared reading and shared writing,Reading To,Models what good reading sounds like Exposes students to vocabulary Implicit teaching p
4、oints can be made,Reading With,Provides support to reader It is non-threatening Allows for one-on-one interaction,Provide a Print Rich Environment,That includes student work Shows students that print bears meaning Includes an array of books that children can relate to,Provide a Variety of Strategies
5、,To accommodate learning styles Different types of text calls for a variety of graphic organizers,Introduction to the Five Components,Reading Components,Phonemic Awareness,Phonics,Fluency,Vocabulary,Comprehension,PHONEMIC AWARENESS,Phonemic Awareness (PA),What is Phonemic Awareness?,The ability to h
6、ear and manipulate sounds. It deals with students being able to hear and differentiate sounds through oral language activities.,Phonemic Awareness (contd),Why is it important?,It prepares readers for phonics, sounding out words. It establishes a foundation for later reading skills.,Activities to Dev
7、elop Phonemic Awareness in the Classroom,Rhyming Word Activity,1. Use word families. 2. Hands on games. 3. Using words in context. 4. Write words with a rhyming pattern.,Phonemic Activity,Sound blending Sound count Sound match Sound switching Syllable count,PHONICS,How do I teach phonics effectively
8、?,In addition to set phonics instruction Giving students ample opportunities to work with words and make the connection to reading and writing, Incorporating rhyming poems for read alouds, for shared reading, and shared writing,Activities for Teaching Phonics,Sight Word Activity,Use manipulatives In
9、corporate writing Use words in sentences,Big Books,Select books with patterns Exposes to basic sight words,Making Words,Beginning sounds Ending sounds Medial vowel sounds Beginning blends Vowel diagraphs ex: toad, fleet,FLUENCY,Components of Fluency,Speed Accuracy Prosody,Why is fluency important?,A
10、fter primary grades students are expected to read independently. Non-fluent readers likely to avoid reading. Students who avoid reading are less likely to be exposed to ideas and vocabulary and may loose intellectual, as well as academic ground.,Creating Fluent Readers,Includes: Modeling fluent read
11、ing Providing many opportunities to read the same text orally several times Select text at an easy level Incorporating a variety of techniques such as audiotapes, buddy reading, choral reading, and readers theatre,Activities for Creating Fluent Readers,Paired Reading,Two read together from the text.
12、 Students monitor reading,Poems,Repeated readings. Repetition of spelling word patterns. Time for independent practice.,Poems and Songs,Choose songs and rhymes that are enjoyed by your students or connect to a science or social studies concept. Print the words on chart paper. Engage the students in
13、repeated reading or singings.,Readers Theater,Select a script or create one Assign parts of the texts to each group. Highlight the part of each student Provide lots of practice time for groups Encourage students to read fluently and expressively with good phrasing. Help students define and pronounce
14、 any words. Perform,VOCABULARY,Vocabulary,Two Kinds 1. Written Vocabulary- reading and writing 2. Oral Vocabulary- listening and speaking,Vocabulary,Is crucial for comprehension Can be taught indirectly Takes place when students are active in figuring out how words relate to experiences Takes place
15、when students personalize words,Vocabulary (contd),Students need to be immersed into words through: Read alouds Dialog between student to student, student to teacher, and student to adult,Activities for Vocabulary,Vocabulary Cluster,Use science and social studies Students gather context clues from r
16、eading Students make predictions,Word Wall,Opportunities to use in writing Chants for interactive learning Instant recognition in context,Vocabulary Context Clues,1.Think about the story. 2. Check the picture. 3. Go back and get your mouth ready. 4. Look for chunks. 5. Does the word look like another word you know?,Shared Reading Experiences,Choral reading Shared reading Vocabulary knowledge is introduced through discussion and oral language,Read Aloud,Select a fiction or nonfiction
