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Reading in
the Content
AreasProject Mast2er ELL Module
Adapted from Center for Applied Linguistics
Enriching Content for Secondary ESOL Students
C. Carlson
Agend a
1.Effective Content Instruction for
ELLs2.Content Area Reading Principles3.Strategies
What’s our goal?
Success For All in Content Classes
Why do we have to change?
….the way we think about teaching & learning
1. Read the text2. Create a passage
title3. Think-pair-share
3 Guidelines for Effective Content Instruction
1
What’s our goal?
in Content Classes
Increased Success for ELLs
3
Guid
elin
es
How can we modify lessons to help ELLs learn in content classrooms?
To Increase ELL Success in Mainstream
Classes:
1.Increase Comprehensibility
2.Increase Interaction3.Increase HOT Skills
3 G
uid
elin
es
Increasing
Comprehensibility
during content area
reading
Focus
Reading to LearnThink, pair, share:
“What makes reading
in the content areas
difficult for ELLs?”List on chart paper
Selections from TextbooksDirections:Read each selection and
identify 2-3 difficulties that
ELLs might have in reading it.
Readin
g t
o L
earn
3 Content Area Reading Principles
2
3 C
onte
nt
Are
a R
eadin
gPr
inci
ple
s 3 Passages:Deductive lesson
Pass
age
#1
• First, read passage & try to determine
topic• What principle does this passage
illustrate?• List some classroom strategies & implications
The procedure is really quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications from doing too many may arise. A mistake can be expensive as well. The manipulations of the appropriate mechanisms should be self-explanatory, and we don’t need to discuss it here. At first the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee an end to the necessity of this task in the future. (Bransford & McCarrell, 1974)
Principle 1Passage
#1
Build on students’
background knowledge
& provide the “big
picture”
Pass
age
#2
• First, read passage & try to determine
topic• What principle does this passage
illustrate?• List some classroom strategies & implications
“Do I deserve a mulligan?” asked Bob.
“No, but I don’t take a drop,” said Al. “Use a hand-mashie, then fly the bogey high to the carpet and maybe you’ll get a gimme within the leather.”
“You’re right,” said Bob, “I’ll cover the flag for a birdie and at least get a ginsberg if I’m not stymied.”
Principle 2Passage
#2
Explicitly teach
essential content
vocabulary
Proficiency Levels
(CAL, 1998)
Proficiency Levels
(CAL, 1998)
Proficiency Levels
(CAL, 1998)
Pass
age
#3:
• Look at your “role” &
do not share with anyone• Read passage 3
• List as many details as
you can remember in
30 seconds • Record on T chart by
group• Guess other group’s
“role”• Discuss implications
Principle 3Passage
#3
Set a purpose
for reading
“… all language skills
… are best developed
when students are using those skills to
achieve communication
goals that are interesting to them.”(Peregoy & Boyle, p. 310, 2006)
Reading for a Purpose
Content Reading for
ELLs:
3 Principles
1. Build on students’ background
knowledge & provide the
“big picture”
2. Explicitly teach essential
content vocabulary
3. Set a purpose for reading
Plus:
Teach reading strategies and
other skills needed for academic
success
“plus
”
3 G
uid
elin
es
for E
LL
Instru
ction
To Increase Success in Mainstream Classes
1.Increase
Comprehensibility
3 Specific Strategies
2.Increase Interaction
3.Increase Higher Order
Thinking Skills
(CAL, 1998)
Increase
Comprehensibility
Plus:
Make connections
& modify
assessments
Increasing Reading
Comprehensibility
3 Specific
Strategies
• Contextual Support
• From Text to Graphics
& Back Again
• Teach the Text Backwards
3 Strategies
3
Conte
xtual
Support
Use: • ______________, • ______________, • Non- ___________clues, etc.
1.Communicate the overall meaning,
2.Then correlate the meaning with the text.
Visuals
LinguisticRealia
From
Tex
t to
G
raphic
s &
B
ack
Again
From, Other Places, Other Times, G. Tang.
• Preview the chapter and determine
how it’s organized and what its key
concepts are• Pay explicit attention to the
language of the text • Choose a graphic organizer to help
students understand the
organization and/or major content
and relationships• Students practice constructing
graphics from the text
• Students do academic writing task
using the graphic organizers &
language learned
Teach
the
Text
B
ack
ward
s
1.Extension activities2.Discussion3.End of chapter questions 4.Then, read!
Lesson Sequence
• From ________ knowledge to
new
knowledge• From the ________ to the
abstract• From ________ language to
texts• From ________ contextual
support to less
contextual support
more
oralpriorconcrete
Lesson Sequence
• From ________ knowledge to
new
knowledge• From the ________ to the
abstract• From ________ language to
texts• From ________ contextual
support to less
contextual support
more
oral
prior
concrete