Mod 6 caine presentation

Mod 6 caine presentation

• 1.
  Utilizing Textbook inthe Classroom Megan Caine ELL 520 Literacy & the EL Learner Colorado State University Global Campus Dr. Vance
• 2.
  The Situation School districts are purchasing textbooks that are on or above grade level reading  Not every student is able to read these textbooks  Textbooks are not being used and money is being wasted
• 3.
  Why Can’t OurStudents Read the Textbooks?  Textbooks are written at the appropriate grade level reading abilities  Not every student is at their designated grade level reading ability  ELL children are some of the affected student population  These students have to master grade level literacy, oral, and writing skills in order to utilize grade level textbooks
• 4.
  Stages of Literacy  EL students still may be learning the English alphabet and letter sounds  Recognizing familiar sight words becomes important to comprehending a texts and having strong fluency  Use pattern books with repetition to build high frequency word recognition  Students can begin to write their own stories and read them back to the class or teacher  Builds a relationship between reading and writing  If they can write it, they can read it! (Pereogy, 2013)
• 5.
  Oral Language Development  Language is used and taught for the sake of the EL student to participate in an English speaking classroom.  Once students can use language to participate, the focus become learning content.  Students need to learn correct grammar, vocabulary, syntax, subject/verb agreement, etc. before they can comprehend grade level texts. Language is the primary goal of ELL education, content is second. (Saunders, 2013)
• 6.
  Written Language ELL students use the English they know to write  May have limited vocabulary to express their thoughts in English  As EL students master oral language, they are able to better express themselves in writing  Strategies.. -Oral discussion, wordless books, journals, modeling, scaffolding, etc. English Learners and Process Writing (Peregoy, 2013)
• 7.
  What Does Allof This Mean? - We can not give a textbook to an EL student and expect them to know how to navigate or read it - There are strategies to help EL students connect and use these textbooks more successfully
• 8.
  What Can WeDo in the Classroom? We need to use the materials that have been given for us to use, but we need to guide our students to become successful with these texts. Suggestions… Pre-read / re-read sections of the text in small groups Buddy read Introduce text terminology in guided reading
• 9.
  For Example… ScienceClass -Preview vocabulary used in the text prior to using the textbook in class in ELD or guided reading Example: Our current study in science is plants, therefore I would preview the relevant vocabulary during small group instruction. -Allow the students to tour the textbook with either a scavenger hunt or a guided walk through the text features such as glossary, index, table of contents, bolded words, pictures, captions, etc. Example: To get ready to use our science textbooks, we can take a guided tour of the textbook so they become familiar with its layout and features. -Use sentence stems with terminology from the text. Example: I know the word germination means ____________ because in the text is says ________.
• 10.
  Remember! We teachat the student’s level to make sure they succeed. Make sure that we are teaching them how to use resources in a way that reaches them!
• 11.
  Resources… Pereogy, S.,Boyle, O. (2013). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K- 12 English Learners. Pearson. Boston: MA. Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). English Language Development: Guidelines for Instruction. American Educator, 37(2), 13-25,.