SPED 425 CSUF Sp. 2016
LIST OF STRATEGIES FOR READING ENGLISH LEARNER
PREREADING
| Teacher Talk | Make it meaningful. Expand on prior knowledge. Sheltered Instruction/scaffolding. |
| Field Trips | Hands on. Builds on students prior knowledge |
| Simulations | Direct experiences create opportunities for students to collaborate on learning tasks. |
| Experiments | Metacognition, means thinking about thinking. (p 381 P&B) |
| Structured Overview | Discussion of story overview |
| Preview Guides | An overview of important ideas. Webquests on curriculum topics, such as; civil war (p.385 P&B) |
| Anticipation Guides | Structure outline. Why you want students to read a particular passage and what they will do with the information later (p.387 P&B) |
| Games | Have fun with a game related to the reading, or create a new game. |
DURING READING
| Monitor Comprehension | “Did i find what I was looking for?” If students read a heading that says “The Three Causes of The Civil War.” and if they only find 2 causes, they will need to re-read (p.392 P &B) |
| Vocabulary Strategies During Reading | 1. Teacher to select words considered important to understanding a particular passage. 2. Create several sentences using the words to give students a chance to predict the meaning of new words in context. |
| Using Cluster To Develop Vocabulary | http://wvde.state.wv.us/strategybank/vocabularycluster.html Place transparency page on overhead with omitted vocab words. Students guess missing vocab words. (Helps student gain confidence in their guesses) |
| Jigsaw Procedure | 1. A segment of a learning task is assigned to each group member who then works to become an expert in that area. (p.106 P&B)2. Experts go back to their base & share expertise w/ their peers. |
| Learning Logs | Students write notes concerning a passage in a text, a formula, or an experiment, or a period of history.http://olc.spsd.sk.ca/de/pd/instr/strats/logs/ |
| Differentiating Instruction for Content Area Reading | http://curry.virginia.edu/go/clic/ Consider each students English proficiency and general literacy abilities. Student writing samples. |
POST READING
Semantic Analysis CATEGORIZE (EXAMPLE PETS)
| LAND | WATER | WINGS | LEGS | FUR | |
| DOG | |||||
| CAT | |||||
| HAMSTER | |||||
| FISH | |||||
| WATER |
Government CHART (Example)
| Type of Govern-ment | Elec-tions | Freedom | # of Leaders | Powers | Free 2 Assem-ble | Free Speech | Other |
| Monarchy | |||||||
| Demo-cracy | |||||||
| Dictator-ship | |||||||
| Oligarchy |
VENN Diagram. Compare/Contrast
www.readthinkwrite.org/classroom-resources/student-interactives/venn-diagram-circles-30006.html.
Word Cards, Word Walls, Read Alouds
A rich multifaceted approach to vocabulary instruction works best. Exposure to new words, oral and written in a variety of contexts across the curriculum provides an important base for word learning.
High frequency words along with academic content words that may occur less frequently but are crucial for learning science, math, history, literature, etc. word cards, word wall, read alouds.
MAPPING of Teaching Vocabulary To English Learners
Act out words
Preview before reading,
Build on Prior knowledge,
Set aside specific time for vocabulary teaching,
provide frequent repetitive exposure,
Teach basic words explicitly,
Use first language when possible
(NOTE: The above mapping diagram flows out from Teaching Vocabulary To English Learners which will be in the middle, center square).
