1. Or: How do American kids learn to
read?

2. • Reading
• read aloud, shared reading, guided reading, independent
reading
• Writing
• Process writing approach
• shared writing, interactive writing, independent writing in
a variety of genres.
• Word Work
• Phonemics, Vocabulary Studies
• From: http://schools.nyc.gov/Academics/EnglishLanguageArts/ParentResources/ELA+Frequently+Asked+Questions--Parents.htm

3. • Connections between letters & sounds
• Speed, accuracy in reading
• Proper expression (indicates understanding)
• Comprehension skills and strategies

4. • Teacher models effective
reading strategies.
• Language learners receive
frequent exposure to
comprehensible input and
quality language models.
• Read across genres:
fiction, non-fiction, poetry.
• Pre-reading: 2. Make predictions
1. Introduce the genre and the 3. Choral reading or repeated
author of the book. reading.
2. Activate learners’ prior • Post-reading:
knowledge about the topic. 1. Students think and share how
• During reading: they like the book.
1. Make text-to-self or text to 2. Role play
text connections. 3. Retell part of the story

5. Literacy-Rich Environment
• Word Wall
• Semantic Maps
• Multilingual labels
for classroom items
and supplies
• A classroom library
with leveled books
• Students’ written
works
• Vocabulary from the
current reading
• Class Rules
• Good reading habits
and strategies

6. •All students have access to the text.
•Teacher and students read the text together.
•Students respond to the text through writing, art, drama, music
and discussion.
•A shared reading piece could be an authentic text like
advertisement or news, texts from current read alouds, or
adapted texts from a chapter book, etc.
• Teacher encourages students to
mark and underline the important
language or content points in the
text during the shared reading
activity.

7. •Students selected books from the classroom library
according to their reading level.
•Students provide feedbacks after independent reading.
For an example, a journal entry of what he or she learned
from the book.
•Teacher prepares reading logs for students to keep a
record of what they have already read.

8. •Teacher and children work together to compose messages and
stories.
•The message is usually related to some individual or group
experience
•The text becomes much richer than children can write
themselves and becomes good material for children to read and
should be displayed in the room.
•Whole class activities
•Work on writing process or specific skills as needed.

10. •Guided writing is an individual or group
activity where learners use word maps to
organize their ideas and write texts.
•Students grouped together by needs.
•Work on specific, needed skills
(vocabulary, grammar, etc.)
•Encourages the children to discuss writing
•Allows immediate feedback on success
and further areas for improvement.

12. •Story planning
•Revision
•Self and peer Editing
•Teacher editing
•Direct instruction in the
mechanics of grammar.

13. •Editing occurs during the writing
process.
•Peer Editing: Teacher provides
rubrics for students to edit
peer’s written work.
•Self-Editing: Students revise
written works according to
rubrics or teacher’s notes and
feedbacks.

16. Definition: Students read drafts of their fellow students'
essays in order to make suggestions for revision. Writing is
a process of communicating to an authentic audience.
•Tell one think you liked
•Ask one question
•Give one suggestion

19. • A special time and place is allotted to
writers who wish to share their final
products with an audience.
•The student in the author's chair reads
aloud a selected piece of text or a piece
of their own writing.
•Author's Chair is an opportunity for the
writer to receive positive feedback from
their classmates.
•Author Chair helps to develop students'
concept of authorship and to emphasize
that students' ideas and experiences are
worthy of preservation and sharing

21. •Use techniques our students understand
•Word work and grammar study is done within the
context of reading and writing: gaining comprehension &
expressing our thoughts
•Scaffolding every step of the way
•Many opportunities for practice and use of language

26. Robin Harvey
New York University
Project for Developing Chinese Language Teachers
212-992-9367
Robin.Harvey@nyu.edu
www.steinhardt.nyu.edu/teachlearn/dclt