21st CCLC Summit 2014Amy Armelie – [email protected]
ESLAsC - Columbus State Community College
READING WITH OUR STUDENTS
Strategies for Afterschool
THINGS TO REMEMBER….• READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING.
• EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY.
• YOU ARE NOT IN SCHOOL….
USE THIS TO YOUR ADVANTAGE.
• ALWAYS FOLLOW THE CHILD’S READING LEVEL **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.
FOUR BASIC PIECES1) phonics and/or sight words2) fluency3) vocabulary4) comprehension
***************************************You only have a limited amount of
time with your students. Choose
carefully.
PHONICS/SIGHT WORDS
• Phonics refers to the relationship between sounds and their spelling patterns.
• Sight word study helps to create a recognition of basic words.
PHONICS PRACTICE
• magnetic letters
• sand / clay / paint
• magna doodle/white board
• sound boxes
SIGHT WORD PRACTICE• repetition - flashcards - phrase cards
• games - Don’t Break the Ice - Candy Land
- BINGO
• word wall
• writing
HELPFUL WEBSITES:
• www.funfonix.com
• ww.softschools.com/language_arts/phonics
• www.theschoolbell.com/Links/Dolch/Contents.html
• http://www.superteacherworksheets.com/full-phonics_MFDB.html
FLUENCY“Fluency is defined as the ability to read a text accurately and quickly. [Fluent
readers] group words quickly to help them gain meaning from what they read.”
(Put Reading First, 2001, p. 22)
INDIVIDUAL FLUENCY PRACTICE
• echo reading
• partner reading
• reread same book
GROUP FLUENCY PRACTICE• choral reading
• Reader’s Theater
• poetry/rap/beats
VOCABULARY “Vocabulary refers to the words we must know to communicate effectively.”
(Put Reading First, 2001, p. 34)
[ESL] VOCABULARYTIER ONE – basic vocabulary (about 8,000 words)
TIER TWO – high frequency/multiple meaning vocabulary (about 7,000 words)
TIER THREE – low frequency, context specific vocabulary
(about 400,000 words)
VOCABULARY PRACTICE
• word journals• vocabulary cards• vocabulary clusters• word walls
HELPFUL WEBSITES:
• a4esl.org
• www.vocabularywords.org
COMPREHENSION
• Reading comprehension requires the reader to actively create meaning.
• Students must be explicitly taught strategies in order to create this meaning as they read.
FICTION• graphic organizers• read the book with them• question/talk/discuss
NONFICTION• graphic organizers• highlight
GRAPHIC ORGANIZERS
• http://freeology.com/graphicorgs/
• http://freeology.com/graphicorgs/
• www.eduplace.com/graphicorganizer
QUESTIONING
QUESTIONING• http://www.centergrove.k12.in.us/site/default.aspx?PageID=
115
• http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/Reader_Response_Log_prompts_PRIMARY.doc
• http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/24/100_Reader_Response_PROMPTS.docx
• http://www.scholastic.com/teachers/top-teaching/2013/01/reading-response-forms-and-graphic-organizers
The first three links in the previous slide were found
from a google search of “reader response prompts”.
They come from Center Grove Community School Corporation; the resources they offer are an excellent support and deserve credit. Thanks to Center Grove Community School Corporation!
READY TO USE PRACTICEWITH STORIES AND QUESTIONS
• www.superteacherworksheets.com
THINGS TO REMEMBER….• READING CAN SEEM VERY HARD.... BE PATIENT AND LOVING.
• EACH CHILD IS DIFFERENT…. AND WILL NEED TO LEARN DIFFERENTLY.
• YOU ARE NOT IN SCHOOL….
USE THIS TO YOUR ADVANTAGE.
• ALWAYS FOLLOW THE CHILD’S READING LEVEL - **** LEVELS ARE PRIVATE & SHOULD BE KEPT THAT WAY.