1. Developing Lessons in Reading and Language Arts Accessibility for Varying Levels of English Proficiency Jamie Davis
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Notes de l'éditeur
Sentence strips-students write main events from a story to review and check for understanding, can also be used for sequencing Background knowledge- helps reader infer and predict Responses to text- diagram, picture, personal narrative, poem
When students see the big picture they read for meaning Content areas are interrelated- students make more connections Success- students don’t have to compartmentalize their learning
Lit. Study- Students read individually entire book (or chunks at a time), then meet with teacher and respond to the book, teacher assigns task based on student discussion & students go back to find out more about the text, students meet again with teacher and respond to their task, new task may be assigned, this is repeated- teacher acts as a group member Oral language development is preparation for written language development
Language Learning occurs as a result from direct teaching, it involves learning rules and can be tested Language Acquisition is a result of trying to communicate and involves using language for real purposes, more subconscious Acquisition leads to proficiency Key to acquisition is comprehensible input Oral directions accompanied by written ones-helps students to refer back , visuals help to reinforce directions
Genre writing- builds knowledge surrounding specific genres as well as specific needed vocabulary Non-linear: depends on genre and interest Whatever language they are producing orally, allow them to practice in L1
Choral reading for ELL’s-material needs to be age-appropriate and just slightly above their independent level. They will increase fluency through repeat reads. Repeat reads- makes content more comprehensible
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