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Road to Literacy
Transcript of Road to Literacy
The teacher works with a group of students who are all at the same reading level.
The text should be just one step above the students' proficiency level.
Students are guided through the reading.
When a students comes to a difficult spot the teacher will give individual help to that student.
The teacher will assist students by modeling, providing scaffolding, and helping them practice reading comprehension strategies (Peregoy & Boyle, 2013). Why use the guided reading strategy?
Students will be able to get individual attention to their needs directly from the teacher.
This strategy provides numerous opportunities for differentiated instruction.
Students will be able to read material that they would not be able to on their own.
Students can practice using reading strategies which will benefit them as they progress to reading harder materials (Peregoy & Boyle, 2013). Here are more resources for guided
reading. Just make sure you come back
here when you are done. http://olc.spsd.sk.ca/DE/PD/instr/strats/guided/guided.html http://www.scholastic.com/teachers/article/guided-reading-primary-classroom
Jenna is going to show us how we can use guided reading in our own classrooms. Check out more of Jenny's excellent teaching videos and more at http://www.youtube.com/user/TeachingChannel/videos?view=0 Guided Reading is very helpful to English Language Learners. ELLs often focus on details when they are reading a story and overlook the main idea. They also struggle with a lack of vocabulary and can become stuck on a word or phrase when they do not understand. The guided reading strategy scaffolds skills ELLs must master to comprehend the reading material, shows ELLs what good readers do, activates their background knowledge, makes connections to the story and their own life, and provides comprehensible input. Most importantly, it helps ELLs become independent readers ("The critical role", 2009). Story Mapping Readers' Theater Literature Response Journals Story mapping is:
a scaffold for students to comprehend the grammar or basic structure of the story.
a graph or arrangement of pictures to outline and highlight different aspects of the story.
a form of comprehensible input where students can create, share, and see the various aspects of a story.
a skeletal structure of a story that can be used to make new stories from the idea (Peregoy & Boyle, 2013). Examples of Story Maps Why use story maps for English Language Learners? As mentioned previously, it is challenging for ELLs to comprehend material they read in English. Students are very diverse in their learning styles so the teacher should use various strategies to help students understand. Main elements of a story are presented and highlighted in new ways, and students are able to organize their thoughts in graphic organizers. Students learn how to make their own story map, and in doing so they are focusing on a skill they will need for reading. As they read, they look for key information and fill in the chart. Story maps allow students to write, draw, see, and discuss key aspects of the story ("Classroom strategies: Story", 2011). References Readers' Theater:
A way for students to respond to the story they read.
Beginning readers can choose their favorite story and read the script while giving a dramatic and expressive presentation. Intermediate level students can make their own scripts from the story and perform it to the class. Higher level students can write scripts of their own stories. The performances can be recorded and posted online for students and parents to enjoy (Peregoy & Boyle, 2013). Readers' Theater Notes:
Beginner readers should use a story with several characters so more students can participate.
Stories should be short and simple with a clear beginning, middle, and end.
Folktales are especially good for readers' theater.
Guide students by having them consider their diction, movements, expressions, the character's voice, and dramatization. After students are comfortable with readers' theater, intermediate level students can start writing and improving their scripts.
Story maps can be used as scaffolds to help students write their script.
It is important that the teacher and other students accept various interpretations of the story. Understanding various interpretations it a great part of literature (Peregoy & Boyle, 2013). Why is readers' theater particularly good for English Language Learners? Where can I learn more about story mapping and how I can use it in my classroom? There are many excellent websites with videos and other materials that shows how teachers can incorporate this strategy with others to create well balanced lesson plans for reading. Here are a few of my favorite websites: http://www.ucrl.utah.edu/pro-dev/instruction/lesson3_06.html http://www.educationworld.com/a_tsl/archives/01-1/lesson0019.shtml Readers' theater is a fun and meaningful way of providing comprehensible input, and it allows students to fully develop their understanding of essential literary elements. It is beneficial for all types of learners as there are opportunities for visual, auditory, kinesthetic, and other forms of learning, and it provides practice in all language skills. While acting, ELLs practice accurate intonation and grammar. To write scripts, ELLs must understand the important characters, the problems they face, the resolution to the problems, how the characters are affected, the character's (personality, motivation, and conflict), the tone, major
events, the setting, and how everything works together
in the story. ELLs must interpret and negotiate the
meaning of these elements to create and perform a
script. Readers' theater is a meaningful activity that
will enhance their comprehension of literature
(Peregoy & Boyle, 2013). How can I learn more about readers' theater? There are many free resources online for reader's theater. Search "free readers theater scripts," on Google (Peregoy & Boyle, 2013). Here are a few excellent websites that can get you started right away. This website is full of free scripts that are organized by grade level.
http://www.evsd.org/curriculum/tech/k5tech/teacher/readerstheatreintro.htm This website gives general information about readers' theater and how it can be adapted to different subjects like Math and Science. http://www.readingrockets.org/strategies/readers_theater/ This website explains why you should use readers' theater in your classroom, and it gives you tips on how to get started. http://www.readingrockets.org/article/39/ A literature response journal is a book for students to record their thoughts and feelings of a story they read. The students can log important parts of the story they want to remember or look back on later. The journal can be used for multiple purposes to experiment with literary elements. Students can record in their journal before, during, and after reading (Williams, 2009). Examples of Literary Response Journals The teacher should provide examples of what the students can write about in their journals (Peregoy & Boyle, 2013). Tips for incorporating Literature Response Journals: First, model the purpose and how to add entries to literary response journals. This can be done as a mini-lesson (Schanne).
Before asking ELLs to write in their journals make sure that the story is discussed by the class and the story is fully understood.
Students can gain more independence in their journal entries as their reading level progresses and they become more comfortable with using their journals.
Be responsive to student's needs, proficiency level, and grade level, and incorporate effective strategies that will help students understand.
Provide scaffolds for ELLs to use by: teaching expected behavior, allowing students to write in their first language, scribe for the students, or create anchor charts with prompts (Williams, 2009). What can you do with literacy response journals? compare characters, other books students have read, life events, etc.
write what the story reminded you of.
summarize the story or write an alternative ending.
draw illustrations of the story, make story maps, or draw a storyboard.
write letters to the characters or create character cards.
write a song or poem about the story or a scene.
write a dialogue of the story.
make a comic of the story or a scene.
make a scrapbook about the story.
list unfamiliar words, use strategies to find out what they mean, and write, draw or translate the meaning.
explain what you liked or didn't like about the story.
take notes about the story while you read (Schanne). How are literature response journals beneficial to English Language Learners?
ELLs often struggle to understand rich literature. Literature response journals use multiple reading skills to develop students reading comprehension. ELLs are able to record their response to a story in a way they feel comfortable, and it is an easy way to differentiate instruction for students of diverse proficiency levels. ELLs are more motivated to read since they have a purpose, and the journals help make stories meaningful. ELLs are able to gain more insight from other student's journal entries which provides a richer understanding of the story. ELLs can make connections between their experiences, opinions, and background knowledge to the story. They are more likely to remember what they have read and learned, because they can go back into their journal and see what they wrote. It can also serve as a benchmark so students can see how they have progressed through the class (Peregoy & Boyle, 2013). Where can I learn more about using literature response journals in my classroom? Peggy Semingson explains an overview of literary response journals and how to model them for your class. Check out the video below by clicking play. This link includes: an explanation of the purpose of a literary response journal, how a teacher can use it, assessment ideas, and teacher resources.
http://olc.spsd.sk.ca/DE/PD/instr/strats/responsejournal/ Literacy Success For More Information Follow this link to learn about these effective strategies and more. The website explains how multiple literacy strategies can be integrated and adapted for English Language Learners: http://www.teachersfirst.com/content/esl/adaptstrat.cfm by Amanda Lynn (Teaching Channel, 2011) (Peregoy & Boyle, 2013) (Strugglingwriter, 2007) ("Story train") (The Education Center, 1991) This website has videos of teachers using story maps in class. This site offers a lesson plan which uses story maps. (Arkansas Baptist School System, 2011) (Martin) (Downer, 2013) ("Reading Response Journal") (Semingson, 2011) (2009). The critical role of guided oral reading for English language learners. TESOL International Association, 6(3-4), Retrieved from
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Downer, S. (Producer). (2013). Reading Response [Web Graphic]. Retrieved from
Martin, P. (Artist). Elements of Literature [Web Drawing]. Retrieved from http://languageartsgames.4you4free.com/story_elements.html
Peregoy, S. F., & Boyle, O. F. (2013). Reading, writing, and listening in ESL: A resource book for teaching k-12 English learners. (6th ed.).
Upper Saddle River, NJ: Pearson Education, Inc.
Story Train [Web Graphic]. Retrieved from http://www.aisr.cistron.nl/online_curriculum/holland_online/resources/story_train.html
Reading Response Journal [Web Graphic]. Retrieved from http://1.bp.blogspot.com/_0b31LMDIX-
Schanne, E. G. Reader's response journals. Busy Teacher's Cafe. Retrieved from
Semingson, P. (Producer). (2011, February 17). How to Model Literature Response Journals for Students [Web Video].
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Strugglingwriter. (Artist). (2007, October 25). My Fantasy Story Map for NaNoWriMo [Web Drawing]. Retrieved from
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