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Bridges New ELA: Supporting SIFE with Low
Literacy in the Home Language
Session 1, March 19, 2015
(2 mins)
Who We Are
3
Building a Comprehensive Program
4
5
GoalsParticipants will be able to:
● Identify the unique instructional needs of SIFE.
● Analyze and reflect on the instructional methods that support LL SIFE to read to learn.
Agenda• Distinguish low literacy SIFE from
ELLs and other SIFE.
• Identify the processes involved in reading.
• Examine two instructional methods that support LL SIFE to use text as a resource to learn.
The Learner
8
How are the learners distinct?
Learner Profiles
10
K 1 2 3 4 5 6 7 8 9 10 11 12
College and Career Ready
What characterizes learners at this level?
Teachers differentiate using scaffolds, the temporary supports that learners need to meet standards.
CCLS
What characterizes an LL SIFE Learner ?
11
K 1 2 3
What characterizes learners at this level?
Learners in the Bridges Classroom
12
Level 1 – New to print
Students new to print. The home language may not have a written form
Level 2 – Emerging Literacy
Students with emerging literacy (approximately
grades K-1) in their home language
Level 3 - Transitional Literacy
Students with transitional literacy
(approximately grades 2-3) in their home
language.
Cracks in the Foundation
Student Characteristics
Low literacy in home language
Limited exposure to academic
concepts
Limited exposure to academic ways of thinking and language
Bridges Curriculum
Teach foundational literacy so students can use text as a resource to learn
Build conceptual
Knowledge across content areas
Explicitly develop academic language, literacy, & habits of mind
13
Two Learning Paradigms
• Oral transmission of knowledge and skills
• Experience & practice
• Participate and contribute to family and community
• Immediate relevance
• Text-based learning
• Abstract thinking (Analysis)
• Independent learning & Individual accountability
• Future relevance (Prepare for College and Career)
HIGH CONTEXT SETTING LOW CONTEXT SETTING
SIFE Home Cultures U.S. Classrooms
Adapted from DeCapua, A. & Marshall. H. W. (2011). Breaking new ground: Teaching English learners with limited or interrupted formal education in U. S. secondary schools. Ann Arbor, MI: University of Michigan Press.
How does the SIFE program design meet the instructional needs of learners?
Balanced Literacy
16
How does this three strand design meet the instructional needs of LL SIFE?
COURSE 2
FLL Foundational Language & Literacy
COURSE 1
ELAEnglish Language Arts
For all LL SIFE reading at or below 3rd grade level in L1
For a subset of LL SIFE reading at or below 1st grade level in L1
ELA Part 145 minutes
Build new conceptual understanding and academic language using more complex, rich text.
ELA Part 245 minutes
Learn to read and write through small group Guided Reading & Writing.
Practice and apply ELA Part 1 skills and content in rotating centers.
FLL45 minutes
Develop foundational oral English and foundational literacy skills.
Challenges
Consider the students in your classroom that fit this profile.
What are the challenges you encounter supporting students to use text as a
resource to learn?
Part 2: Tackling Text
The Reading Process
• What is this about?
Reflection on the Reading Process
•What resources & strategies did you use to make sense of the text?
•What caused sense-making to break down?
•What was this experience like? (affective)
Processing Text Involves
• Background Knowledge about topic
• Semantic Knowledge – word meaning
• Syntactic Knowledge – how English is structured.
• Discourse Knowledge
- text structure
Comprehension involves:
content schema textual schema linguistic schema
academic concepts
text features
genre
text structure
graphics
• Mental framework that helps us organize andassimilate new information
• help us to judge what is important
schema
Phonology
Morphology
Vocabulary
Syntax
24
Reading to Learn
“Meaning does not reside solely in the words and structures of the text, but is constructed in
the course of a transaction between the text and the reader”
“Process of simultaneously extracting and constructing meaning through interaction and
involvement with written language”From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (p.80)
From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (2007)
BREAK
15 minutes
25
Read Retell
1. Glossary and background
2. Read silently
3. Annotate glossary words
4. Read silently
5. Think Pair Share: What Happened? (home language and then English)
5. Teacher interactive read aloud
6. Think Pair Share: What Happened? (home language and then English)
7. Whole class retell (teacher charts)
26
Analyzing the protocol: Why is it valuable?
1. Glossary and background2. Read silently3. Annotate glossary words4. Read silently5. Think Pair Share: What Happened? (home language and then English)5. Teacher interactive read aloud6. Think Pair Share: What Happened? (home language and then English)7. Whole class retell (teacher charts)
27
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher
charts)
• Interaction with words supports vocabulary understanding.
• Builds academic vocabulary
28
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher
charts)
• Builds academic language
• Emphasizes that reading is active and about meaning making.
29
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher charts)
• Provides readers with time to process and think.
• Reinforces that the meaning needs to be found in the text.
• Provides students control and ownership over their understanding of the text.
30
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher charts)
Builds foundational literacy• Tracking print • matching oral
language to written language (phonology)
• Hear a native reader model fluency
• Reinforces that reading is about meaning making, not word calling
31
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher charts)
Output Hypothesis: weacquire language whenwe notice a gap betweenwhat we want to say and what we are able to say.
Linguistic Spillover: whenwe retell we take up thelanguage of the text toexpress our ideas.
Interaction Hypothesis:learners acquire languagewhen they negotiate meaning with others
32
How do these moves support understanding?
1.Glossary and background information
2. Read silently
3. Annotate (vocab, key words etc..)
4. Read silently
5.Teacher interactive read aloud
6. Think Pair Share: What happened? (home language and then English
7.Whole class retell (teacher charts)
• Consolidate understanding.
• Put it in language that is comprehensible.
• Linguistic Spillover: when we retell we take up the language of the text to express our ideas.
33
Addressing Student Needs with Read Retell
Teach foundational literacyso students can use text asa resource to learn
Build conceptualknowledge across contentareas.
Explicitly develop academiclanguage, literacy, & habits of mind.
FS 1-4:print concepts, phonological awareness, phonics and word recognition, fluency
RI/RL 1: Read closely to determine what the text says explicitly and make logical inferences.
RI/RL 7: Integrate words and images.
CCLSCracks in the Foundation
34
Tackling Text: Close Read
Close Read
What is meant by proposition in the article?
How does it connect to an understanding of the text?
36
Addressing Student Needs through Close Reading
Teach foundational literacyso students can use text asa resource to learn
Build conceptualknowledge across contentareas.
Develop academiclanguage, literacy, & habits of mind
RI/RL 2- 6: Key ideas and details and craft and structure.
CCLSCracks in the Foundation
37
How are Read Retell and Close Reading different?
Work with a partner to compare the two methods.
38
Why both approaches to reading?
• Focuses on what the text says explicitly (What is happening? What is this about?)
• Focuses on key detail sand logical inferences
• Approach is a protocol that students internalize
39
• Read to interpret and analyze text (How are ideas communicated?)
• Focuses on craft and language
• Approach is flexible and strategic (dictated by the text).
Close Reading(s)Read Retell(s)
39
Read Retell in the Bridges Classroom
40
Read Retell
A. Label Text and DiscussB. Glossary and background
C. Read silently
D. Annotate glossary words
E. Read silently
F. Teacher interactive read aloud
G. Think Pair Share: What Happened? (home language and then English)
H. Whole class retell (teacher charts)
41
Read Retell
1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5.. Annotate glossary words6.. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)
42
Read Retell
1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5. Annotate glossary words6. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)
43
Student Annotation
44
Read Retell
1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5. Annotate glossary words6..Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)
45
Read Retell
1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5.. Annotate glossary words6.. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)
46
Read Retell in the Bridges Classroom
47
Discuss how to adapt to learner profiles
How would you create access for students who are emergent readers?
How would you extend understanding to students who are transitional readers?
48
Read Retell Respond
1. Label Text2. Glossary and background
3. Read silently
4.Think Pair Share: What Happened?
5. Annotate glossary words
6. Read silently
7. Teacher interactive read aloud
8. Think Pair Share: What Happened? (home language and then English)
9. Whole class retell (teacher charts)
49
Close Read Lesson
50
Slide35.jpgSlide35.jpg
Addressing Student Needs through Close Reading
Build conceptualknowledge across
content areas.
Develop academiclanguage, literacy,
& habits of mind
•RI/RL 2- 6: Key ideas and details and craft and structure.
51
Common Core Learning Standards
• RI/RL 1: Read closely to determine what the text says explicitly and make logical inferences.
• RI/RL 7: Integrate words and images
• RI/RL 2- 6: Key ideas and details and craft and structure.
CLOSE READINGREAD RETELL
52
ClosingParticipants will be able to:
● Identify the unique instructional needs of SIFE.
● Analyze and reflect on the instructional methods that support LL SIFE to read to learn.
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