FROM READING TO WRITING 1.
Learning takes place through the joint activity
among teachers and students.
Objectives
2. Competency in language and literacy is
1. What is bilingualism and its significance?
developed through instructional activities, esp.
2. What programs are available for students
purposeful conversation, not through drills and
whose first language is not English?
rules.
3. What activities are helpful to ESL
learners? High Levels of Achievement for Minority
4. What reading interventions could be Learners
offered to at-risk students/struggling
3. Teachers form bridges between school and
readers?
instruction by including home and community life
Bilingual Programs 4. Teachers challenge students with complex,
intellectually challenging learning.
• Claude Goldenberg (2005) advocates
5. Teachers engage students through
bilingual education because “Knowing two
questioning and sharing ideas and knowledge.
languages or more could help make us a
linguistically more rich, diverse society. • Effective Reading Strategies
Knowing two or more languages confers
– Previewing the text
intellectual, cultural, economic, and other
– Choral reading
benefits to individuals and societies.”
– Shared reading
• Bilingual programs help students transfer
– Paired reading
knowledge and skills learned from the first
– Books on tape
language to English.
– Multicultural literature
Effective Programs for Teaching ELL – Interactive writing and reading
Students – Reading aloud
• Garcia (1991) from the Nat’l. Center for • Oral Language & Vocabulary
Research on Cultural Diversity and Development
Second Language Learning presents the • Must be developed early on
ff. practices: • Multiple exposure to words in different
1. Instruction in basic skills and academic genres, subjects and context
content is organized around thematic • Reading aloud and focusing on new
units. vocabulary
2. Students work together in small groups; • Use of illustrations
teachers interact with students resulting in • Provide brief definitions of target
high levels of communication. vocabulary
Effective Programs for Teaching ELL • Word walls may be developed
Students • Vocabulary webs expand vocabulary
• Use picture dictionaries, illustrated picture
3.Collaborative learning takes place in which books
students ask questions and seek assistance from
each other. Approach for Improving Vocabulary
4. Students are encouraged to use their native Hickman, Pollard-Durodola & Vaughn
language. (2004)
5. Educators have high levels of commitment to 1. Select fictional or informational text,
the students and their families. introduce the story, introduce 3 or 4 new
High Levels of Achievement for Minority vocabulary.
Learners 2. Read the passage out loud; ask questions
Accdg. to Tarp (1997): on literal and inferential comprehension.
3. Read the passage while focusing on the
vocabulary. Guide the students in
creating original sentences using the Guidelines for Reading Instruction for ELL
words. Students
4. Expand comprehension by asking Comprehension
students to discuss the story and
✓ Use language experience approach to
vocabulary.
provide meaningful materials the child is
5. Summarize what was learned, the main
able to read.
events and ideas and understanding the
✓ Pay attention to cultural biases in text and
new vocabulary.
illustrations presented to ESL learners.
Guidelines for Reading Instruction for ELL ✓ Fill in the missing cultural information
Students when materials must be used that are
culturally unfamiliar to the learner.
Oral Language
✓ Use translations alongside English text to
✓ Develop the child’s oral vocabulary
enhance comprehension.
before
✓ Allow students to respond to text in their
reading instruction.
first language.
✓ Continue to work on vocabulary training
beyond basic communicative competence to
Reading Materials & Approaches for
adequate vocabulary for difficult text.
Comprehension
✓ Provide opportunity for ESL children to
converse in the classroom. • Pre-reading activities
• Guidelines for Reading Instruction for ELL - Schema theory for building background
Students knowledge
Reading Materials • Modeling-allows students to understand
✓ The child must know 90%-95% of the thought processes to share their ideas
vocabulary in the text. orally
✓ Use graded readers with ESL readers, • Shared reading activity in which non-
first read aloud, then shared reading and English speaker reads the text in his/her
independent reading to ensure they are native language and an English speaker
exposed to text that reflects natural reads the text in English.
speech. • Reading Difficulties & Intervention
✓ Encourage and provide opportunity for Strategies
rereading of text. • Reading Difficulties & Intervention
Strategies
Guidelines for Reading Instruction for ELL • Response to Intervention (RTI)
Students • Identifying struggling reader
Phonemic Awareness • Planning research-based intervention
✓ Extend phonemic awareness training to • Delivering differentiated intervention
include phonics instruction, materials that • Checking and conferring regularly about
teach sound-symbol correspondences in the students’ progress
multisensory and systematic manner. • When to Provide Intervention
• In the classroom as, small group taught by
First Language Reading Support
you or another teacher
✓ Form strong school-home connections • As a pull-out program
with the families of ESL learners. • Extended-day program
✓ Value the child’s first language. • Summer school
✓ Allow students to respond to text in their
first language.
