Before Reading - ESC-20

Presented by: Linda Espinoza
[email protected]
Developed by NISD Reading Cadre adapted for
the Bilingual/ESL Classroom
Share some student moments
 Guided
Reading is a teaching approach
designed to help individual readers build
an effective system for processing a variety
of increasingly challenging texts over time
Fountas and Pinnell
Comprehensible
Input
Reading
Process/
Strategies
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Become fluent readers
Problem solve
Read for meaning
Vocabulary Development
Build Comprehension
Read Independently
Second Language Acquisition
Read Aloud
Guided Reading
Independent
Reading
Shared Reading
Comprehensible Input
Look for more information
Text/
Informational
Source
Context and
Visual Cues
Background
Knoweldge
Reject
Check
and
Monitor
Confirm
Meaning
Does it make
sense?
•Prior knowledge of
ELLs might not match
with text
Visual
Does it look right?
•Directionality
might not match
with Alphabet
Principal
•Punctuations
Structure
Does it sound right?
•Roman Alphabet
•Scripts
•Characters
•Symbols
BICS: Basic Interpersonal Communicative Skills
CALP: Cognitive Academic Language Proficiency
Jim Cummins 1981
http://www.state.nj.us/education/bilingual/ell_mainstream/part_two/theory.html
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Fountas and Pinnell Benchmark/Sistema de
Evaluacion
Developmental Reading Assessment
(DRA)/DRA2

Evaluación del desarrollo de la lectura (EDL)

Rigby PM Ultra Benchmark (also in Spanish)

Running Records
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TPRI- Tejas Lee
Assessment based
Similar needs
No more than 6 in group
Flexible
•Background Knowledge
•Strategies already under control
•Length of Book
•Appropriate level of challenge
•Group interests
•Unfamiliar text?
Pair up and Share
Phonics/phonemic awareness
Text structure
Reading and writing complex sentences
Let’s take a Look at……
 Thinking
within the text
 Thinking
beyond the text
 Thinking
about the text
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Word Work/Vocabulary
Fluency
Comprehension
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ZPD
Teaching with focus
Time-on-task reading
Comprehension
Conversation
dictionary
visuals
realia
tape recorder
Before
Reading
During Reading
After Reading
1.
2.
3.
4.
5.
6.
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Word Work: Phonemic Awareness/Phonological Awareness
Building Background Knowledge
Picture Walk
Vocabulary
Text Structure
Punctuation Marks
Purpose of Lesson
Lesson Focus
Student Role
 Read at their own pace
 Echo, Choral, Independent
 Use reading strategies to
decode
 Reread to better understand
the text
Teacher Role
 Write Anecdotal notes
 Guides student with reading
strategies
Reading Cue System
Does it look right?
Does it sound right?
Does it makes sense?
 Check for understanding
 Point
out tricky spots in Reading
“I noticed that many of you had a
difficult time with the word
dropped. Let’s go to page 6….”
 Revisit the Text- Check for
Comprehension
 Focus Instruction
Graphic Organizers/Partner
Share etc.,

Picture
Clue
Breaks the
Word Apart
What do Good
Readers Do?
Reread
Initial Sound
Step 1: Word Work: phonemic awareness, blending words, sight words,
Step 2: Building Background Knowledge: word webs, graphs, blurb
Step 3: Picture Walk- vocabulary, text structure, punctuation, visuals
State Purpose and Focus of Lesson
Step 4: Students Read: echo, choral, independent, reading strategies
Teacher Guides: observes, anecdotal notes, checks for
understanding
Step 5: Teaching Points: tricky spots, revisit text, focus lesson.
Restate purpose for reading
Date:
Title:
Level:
1
Before the Reading
Teacher introduces text—
Focus:
5
3
During the Reading
Student reads—
Teacher supports & coaches
What to Monitor
4
V ocabulary/Word Work
Comprehension
Fluency
Statement of Purpose: 10
Search for information in
graphics, pictures, labels
Check for Understanding
Vocabulary/Word Work
Introduction:
8
Making Words/Patterns/Word
Families,
Build Background Knowledge
Word Web/Graphic Organizer
Blurb about the Book
Text Walk:
Vocabulary
Text Structure
Punctuation
Students in Group: 2
After the Reading
Students revisit purpose—Teacher facilitates
Teacher delivers lesson—Students apply
Students extend learning—Teacher reflects
Possible Teaching Points: 6
V – Vocabulary Reinforcement
C – orally recap important
information in text
F – Readers Theater, Dialogue,
Punctuation , Sentence Stems
Strategy
Reinforcement:
11
Word Work:
Reading Strategies
Demonstrates phrased
fluent reading
7
Extension:
Word Families, High Frequency
Words, Patterns
Connect Reading and Writing
9
12
Date:
October 23, 2013
1
Before the Reading
Teacher introduces text—Students engage
Focus:
Title: Get Up! Get Up!
Level: B 3
5
During the Reading
Student reads--Teacher supports & coaches
What to Monitor
4
Students in Group: 2
After the Reading
Students revisit purpose—Teacher facilitates
Teacher delivers lesson—Students apply
Students extend learning—Teacher reflects
Possible Teaching Points: 6
V – HFW (get, up, where, is, but, it) Initial
Sounds
C – Retell Events in the Story B/M/E
F – VPM, directionality, punctuation
marks, patterns
V – Reinforce Vocabulary
Comprehension Conversation
Reads with expression
Pauses at punctuation
Statement of Purpose: 10
11
F – Pattern
Where is my__________________.
Get Up! Get Up!
Strategy Reinforcement:
Word Work:
VPM
“Let’s read to find out why the little girl
wants to get up.”
Introduction:
8
“Today we are going to read a story about
a little girl that thinks she is late to school
but it’s Saturday and there is no school.”
Word Web on what you do when you get
ready for school?
Word Work: I Spy a word…. Practice
where/there is/his get/set but/hut it/sit
Text Walk:
9
Directionality, VPM, Punctuation,
Vocabulary (school, toothbrush, shoe,
Saturday)
C – Retell Important Events B/M/E
Initial Sounds
Rereads to self correct
Picture Clues
HFW
7
Extension:
Complete a Trifold with pictures and
words on the B/M/E.
12
ESL Guided Reading Video Observation
Activity: Trifold Before/During/After
Guided Reading with ESL Elementary Students - YouTube
Date:
Title:
Level:
1
Before the Reading
Teacher introduces text—
Focus:
5
3
During the Reading
Student reads—
Teacher supports & coaches
What to Monitor
4
V ocabulary/Word Work
Comprehension
Fluency
Statement of Purpose: 10
Search for information in
graphics, pictures, labels
Check for Understanding
Vocabulary/Word Work
Introduction:
8
Making Words/Patterns/Word
Families,
Build Background Knowledge
Word Web/Graphic Organizer
Blurb about the Book
Text Walk:
Vocabulary
Text Structure
Punctuation
Students in Group: 2
After the Reading
Students revisit purpose—Teacher facilitates
Teacher delivers lesson—Students apply
Students extend learning—Teacher reflects
Possible Teaching Points: 6
V – Vocabulary Reinforcement
C – orally recap important
information in text
F – Readers Theater, Dialogue,
Punctuation , Sentence Stems
Strategy
Reinforcement:
11
Word Work:
Reading Strategies
Demonstrates phrased
fluent reading
7
Extension:
Word Families, High Frequency
Words, Patterns
Connect Reading and Writing
9
12
I
want…
I
discovered…
I
learned…
I
promise…