Reading Comprehension Strategies for English Language Learners. Home > ELL Topics from A to Z > Reading Comprehension Strategies for English Language Learners By: Colorín Colorado (2007) Examples of comprehension skills that can be taught and applied to all reading situations include: SummarizingSequencingInferencingComparing and contrastingDrawing conclusionsSelf-questioningProblem-solvingRelating background knowledgeDistinguishing between fact and opinionFinding the main idea, important facts, and supporting details These skills are particularly important for comprehending what is generally known as information reading or expository reading.
Why reading comprehension skills are particularly important for ELLs English language learners (ELLs) often have problems mastering science, math, or social studies concepts because they cannot comprehend the textbooks for these subjects. ELLs at all levels of English proficiency, and literacy, will benefit from explicit instruction of comprehension skills along with other skills. Additional steps for ELLs. Linguistic_scaffolding_strategies_for_ells.pdf. Rieger_A._and_McGrail_E.__2006.__Understanding_English_language_learne. DYSA African American English (or Ebonics) in the classroom. The Power of Get Lit - "Let There Be Light!" 3 Girls Got On National Television And Told The Not-So-Pretty Truth About America. Fearless. In an amazing — no really, AMAZING — spoken-word performance on "The Queen Latifah Show," teenagers Belissa Escobedo, Rhiannon McGavin, and Zariya Allen got real about America and a lot of the harsh realities facing their generation.
Click image to Zoom Their main point? Kids learn more from the behavior, laws, and values demonstrated in the culture and society around them than they will ever learn from a standard curriculum. And boy are they learning. They're seeing a ton of contradictions that don't support the "American values" they're taught about in school — issues like poverty, censorship, gun violence... ...and capitalism without recognition of the rich, dark history that laid the foundation for it (or of the people who have been broken along the way). And then there's the gender stuff ... my God. Somewhere in America, teens are learning these lessons and many others. Check out the spellbinding performance below: Get Lit | Words Ignite – increasing teen literacy through classic and spoken word poetry. Afrikan Djeli - Hieroglyphics for Babies. General vocabulary - social structures transitions war.
Introduction-to-wordle.pdf. AWL Sublists - exercises & sublists. Setting up a Reggio-inspired Activity. Reggio inspired activities are about exploration and discovery; exploring with their senses, asking questions, testing theories, making plans and thinking deeply. When you are setting up a provocation (an inquiry or discovery activity) have a think about some of the questions your child has been asking lately.
What have they been wondering about? They might ask your straight up, ‘Why does my shadow stick to me?’ They might say a statement, ‘Hey Mummy, look at my shadow when I wave my arms.’ OrYou might notice them doing something intently, like playing with their shadow This is your cue, your opportunity to provide an experience which will engage their interests. Find out what your child already knows Once you have identified an interest, get some idea of what your child already knows about the subject. Brainstorm - where you discuss what you know and make a mind mapfor younger children, what they understand will probably come through in their play, drawings and paintings Head out and about:
Setting up a Reggio-inspired Activity. Ashford University Library. Reading Coach: The Face of Effective Vocabulary Instruction. By Cathy Puett Miller Did you know that, according to researchers Beck, McKeown, and Kucan, (Bringing Words to Life: Robust Vocabulary Instruction) student vocabulary should increase by 2,000-3,000 words a year -- and that about 400 of those words should be taught directly? Or that assigning rote rehearsal -- students reviewing words and definitions repeatedly until they can recite them verbatim -- is the least effective way to directly teach vocabulary?
Or that asking students to look up definitions isn't much better; it just skims the surface. Which activities, then, do effectively build vocabulary? Basal reading programs and language arts curriculum often provide research-based vocabulary activities. Search those out. Games, such as Jeopardy, are great for additional practice. How does that strategy work? Which terms are most important to students' understanding of concepts in a unit? Then, begin conversations -- a 5-minute chat or a more involved 20-minute discussion. Ashford University Library.
Teacher education from an African perspective / Asa G. Hilliard » onlineJournal | The Liberator Magazine. Teacher education from an African-American perspective, by Asa G. Hilliard, III Fuller E. Callaway Professor of Urban Education; Georgia State University/ Atlanta, GA 30033 (1995) The African continent was the home of the original human population. For nearly 100,000 years, Africa was home to the only human population (Homo sapiens sapiens) on the earth (Diop, 1991).
Then the migrations scattered Africans all over the world to develop new human societies and phenotypes (falsely referred to as "races"). Cheikh Anta Diop (1978) has argued that at the cultural deep structural level, the African continent as a whole formed a cultural "cradle," the southern cradle. Africans have faced and solved the problem of the design of education and socialization, as a part of Africa's broad cultural evolution. There is today in general a profound absence of respect for African traditions, even by people of African descent who have not been taught their traditions. However, as Dr. Mr. Visualizing: Reading Comprehension Advice for Teachers. Page 1 of 2 What Is It? Visualizing refers to our ability to create pictures in our heads based on text we read or words we hear. It is one of many skills that makes reading comprehension possible. Why Is It Important? Visualizing strengthens reading comprehension skills as students gain a more thorough understanding of the text they are reading by consciously using the words to create mental images.
As students gain more deliberate practice with this skill, the act of visualizing text becomes automatic. Students who visualize as they read not only have a richer reading experience but can recall what they have read for longer periods of time. Visualizing text as it is being read or heard also creates personal links between the readers/listeners and text.
How Can You Make It Happen? Visualizing is a skill that can be helpful in many domains, and while it is often associated with teaching early readers, even experienced readers can benefit from practice with this skill. Starting Small. Visualizing: Follow the Drinking Gourd. This lesson is designed to establish the skill of visualizing for primary students, using the story Follow the Drinking Gourd by Jeanette Winter. In this lesson, students use clues from the text to create their own images and imagine how characters are thinking and feeling. Students should already have some familiarity with the concept of visualizing. (See the article Visualizing, which introduces the strategy.) For students to be able to use visualization as a comprehension strategy, they need to imagine what is described in the text. As students advance in their visualizing skills, they should be able to visualize not only concrete examples, but also a character's thoughts and actions.
If this is going to be students' first experience discussing slavery and the Underground Railroad, take time to give students some context for the story before beginning the lesson. Hook/Engagement Invite students to gather together to listen to a story. Specialedpositionpaper021312.pdf. Martin Delany, “Father of Black Nationalism and "Friend and Rival of … Miscue analysis. Studies[edit] Miscue analysis procedures include the collection and examination of a single and complete oral reading experience followed by a retelling. The procedures and standards are outlined in both the Goodman Taxonomy and the Reading Miscue Inventory (Goodman, Watson, & Burke, 2005). Miscue analysis differs significantly from other laboratory-centered or experimental diagnostic and evaluative instruments in that miscue research studies reading in as natural a condition as possible, with readers orally reading authentic and complete stories they have not been exposed to before.
In this way, miscue analysis provides a naturalistic viewpoint and the resulting analysis of reading proficiency is both qualitative and quantitative. To date, hundreds of studies on miscue analysis have been conducted from different perspectives to explore the reading process, to evaluate readers, and to improve reading instruction (Brown, Goodman, & Marek, 1996). Philosophy[edit] Opposing viewpoint[edit] Whole language. Overview[edit] Whole language is an educational philosophy that is complex to describe, particularly because it is informed by multiple research fields including but not limited to education, linguistics, psychology, sociology, and anthropology (see also Language Experience Approach).
Several strands run through most descriptions of whole language: Underlying premises[edit] Cognitive skills of reading[edit] Sub-lexical reading Sub-lexical reading[2][3][4][5] involves teaching reading by associating characters or groups of characters with sounds or by using phonics learning and teaching methodology. Lexical reading Lexical reading[2][3][4][5] involves acquiring words or phrases without attention to the characters or groups of characters that compose them or by using Whole language learning and teaching methodology. Learning theory[edit] The idea of "whole" language has its basis in a range of theories of learning related to the epistemologies called "holism". Chomsky and Goodman[edit] Analytical phonics. Analytical phonics refers to an approach to the teaching of reading in which the phonemes associated with particular graphemes are not pronounced in isolation.
Children identify (analyse) the common phoneme in a set of words in which each word contains the phoneme under study. For example, teacher and pupils discuss how the following words are alike: pat, park, push and pen. Analytic phonics for writing similarly relies on inferential learning: realising that the initial phoneme in /p i g/ is the same as that in /p æ t, p a: k, p u ƒ/ and /p e n/, children deduce that they must write that phoneme with grapheme.[1] Today, Analytical phonics is referred to as Implicit phonics. This is because it signifies the analysis (breaking down) of the whole word to its parts (an analysis only necessary when a child cannot read it as a whole word).[2] Practice and approach[edit] Implicit phonics is moving from the whole to the smallest parts; "blending-and-building" is not usually taught. Synthetic phonics. Synthetic phonics (UK) or blended phonics (US), also known as inductive phonics,[1] is a method of teaching reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.
This article relates to the English language only. Synthetic phonics methodology[edit] Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters) at the rate of about six sounds per week. The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, children might be taught a short vowel sound (e.g. /a/) in addition to some consonant sounds (e.g.
Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; not syllables and not onset and rime. Synthetic phonics involves the teaching of the transparent alphabet (e.g. Typical Synthetic Phonics programme[edit] learning letter sounds (as distinct from the letter names); Vowels: Consonants: Reading (process) Miss Auras by John Lavery, depicts a woman reading a book. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated.
The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe.
Because reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. Volunteer reads to a girl at the Casa Hogar de las Niñas in Mexico City. Guided reading. Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'.[1] The small group model allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
Introduction[edit] Guided reading is a method of teaching reading, common in England and Wales through the influence of the National Literacy Strategy (later superseded by the Primary National Strategy). It remains recommended practice in some authorities,[2] this is despite discontinued hosting and support of the Primary National Strategy from the United Kingdom's Department for Education.[3] In the United States, Guided Reading is a key component to the Reading Workshop model of literacy instruction. Guided Reading sessions involve a teacher and a small group, ideally of two to four children although groups of five or six are not uncommon. Steps for a Lesson Book Introduction.
W.E.B. Du Bois: A Biography « Virginia Hamilton - America's most honored writer of children's literature. Outspoken, militant, profoundly committed to nothing less than full equality, W.E.B. Du Bois was the single most important intellectual leader of the twentieth century in the fight for civil rights for African Americans everywhere. Yet, for many years, he was largely ignored by the majority of Americans. In a book that is both an honest and compelling account of his life and a searching history of the black experience in the United States, Virginia Hamilton examines the reasons for this neglect and the enormous influence Dr. Du Bois has had on us all in spite of it. A founder of the Niagara Movement and later of the N.A.A.C.P., editor of “The Crisis” magazine and father of the movement to unite Africa for Africans, Dr.
Du Bois was, in the crucial period of the twenties and thirties, the man most responsible for the changes in the attitudes of black people toward themselves and their condition in American society. An American Library Association (ALA) Notable Children’s Book. John Steptoe | Author & Illustrator | Creator of Award-Winning Books for Children. UNCLE JEDS BARBERSHOP (PAPERBACK) COPYRIGHT 1998 ALADDIN (Aladdin Picture Books): Margaree King Mitchell, James E. Ransome: 9780689819131: Amazon.com: Books.
National Center for Youth Issues Home. Cook, Julia Julia Cook is one of today's most recognized authors among the school counselor community. A former elementary school counselor herself, Julia often used storybooks to help students gain valuable insights about themselves and others. She has authored 15 story and activity books and has received numerous awards, including the Association for Educational Publishing's Distinguished Achievement Award.
Julia presents nationwide on bibiotherapy; how to become a published author; and improving interpersonal relationships. Click on one of the books below to learn more! Frank, Tip Tip Frank is an elementary school counselor in Rock Hill, South Carolina, and maintains an active private counseling practice. Tip speaks nationwide on childhood and adolescent depression and mood disorders. Click on Tip's book below to learn more! Minor, Dana Dana Minor is a Licensed Professional Counselor and Certified School Counselor. Moore, Rene' Robinson, Ginger Sabella, Russell Dr. Dr. K Stone, Carolyn Dr. Dr. Free Spirit Publishing | Meeting kids' social, emotional & educational needs since 1983. Folklore. Booklist and Booklist Online | Offices of the American Library Association. Traveling the World Through Picture Books. American Indian Youth Literature Award - American Indian Library Association. American Indian Youth Literature Award - American Indian Library Association.
Africa Kit. D is for Drinking Gourd: An African-American Alphabet Book. CCBC Recommended Books. Brown Baby Reads Nonprofit Organization. Brown Baby Reads Parent Page. Darnell Rock Reporting | Brown Baby Reads Store. CCBC Recommended Books. 9780470111048 | Childrens Literature: A Developmental Perspective. 1065 PS-Reading Coach - ps1065_reading_coach.pdf. Literary Theory: Marxism. | Lesson | Literary Theory: Feminism. Literary Theory: Post Colonial Theory.