Elizabeth Jimnez, CEO GEMAS Consulting and Advocacy

Introduction
Examine the role of an English learners primary language in learning to read in English View the interview with Dr. Gil Garcia, Editor of English Learners; Reaching the Highest Level of English Literacy
Includes pedagogical practices such as background building, frontloading vocabulary and language functions, and using graphic organizers to enhance higher order thinking

Participate in a demonstration of the language experience approach for English learners

Terminology to Know
L-1, L-2 Frontloading vocabulary Prior knowledge Language experience approach Language functions Graphic organizers

The 4 Domains of Language

Listening Speaking Reading Writing (receptive) (expressive) (receptive) (expressive)

English Literacy
Reading is a receptive domain of language Like all language work, it is about making meaning When English speaking children come to kindergarten, they have ve years of vocabulary, speaking uency, listening comprehension, and grammar upon which to build new reading/writing skills Research correlates strong phonemic awareness skills with success in learning to read How do you think this applies (or doesnt apply) to English learners? Look at the next slide and think about how it applies.

Did You Know.?

SPANISH Phonics Syllabic awareness develops before phonemic awareness (PA) since syllables are dened-boundary and rhythmic sound units ENGLISH Phonics

Phonemic awareness develops rst

Source: J. Mora 2008

English Learner Literacy

When English learners come to school in kindergarten, they have a language which can be used or rejected, for the teaching of reading. Pause the video There is a popular notion that describes some bilingual children as non-non. According to some language prociency tests, they supposedly speak neither English nor Spanish. Why might that appear to be the case? Jot down your ideas.

The Role of L-1 in Learning to Read in L-2

Students only learn to read once What students know in one language contributes positively to learning a new language. Build on what students know!
Concepts transfer Reading skills transfer Cognates

Common Underlying Language Proficiency

Dr. Jim Cummins, 1991

Dr. Gil Garca

Editor of English Learners Reaching the Highest Level of English Literacy, 2003, International Reading Association

Dr. Gil Garca

Introduction Statement about teaching reading and writing to English learners What advice would you give to teachers of English learners?

Interview with Dr. Gil Garca

Question #1 What are the greatest challenges for reading teachers of English learners?

Interview with Dr. Gil Garca

Question #2 What are the differences between kindergarten and high school beginning English learners?

Interview with Dr. Gil Garca

Question #3 What are the most effective strategies for teaching reading comprehension?

Interview with Dr. Gil Garca

Question #4 What is scaffolding, and why is it so important for English learners learning to read in English? Can you give us some examples?

Interview with Dr. Gil Garca

Question #5 How do the school, family and community reinforce effective practices?

English Literacy Includes Writing

Writing is an expressive language domain The sounds of English are called phonemes and the letters that represent them in the written system are graphemes Sound and spelling correlation in English is much looser than some other languages that have a language academy to rule on questions of language and spelling English spelling has many exceptions to the rules; Spanish is far more consistent Not all languages use a writing system with letters to represent individual sounds

Phoneme to Grapheme Relationships

Phoneme One-to-one relations /1/ / 2/ /1/ Many-to-one relations /1/ /2/
Source: Jill Kerper-Mora

a b

Grapheme

One-to-many relations a b

English Phoneme to Grapheme Correspondence

One-to-one /m/ > m /n/ > n Examples Mom no One-to-many /o/ > o, -ough, -eau, -oe, -ow, -oa Examples No, dough, Beau, hoe, know, boat /s/, /sh/ /k/ Examples electricity electrician electric Many-to-one -c-

LEA for Older English Learners

Some English learners arrive with very advanced levels of literacy in their home language. Some English learners, including some adults, arrive with little or no home language literacy so they must learn to read while also learning English. Language Experience Approach is an accepted beginning reading method that is especially useful for older English learners.

Language Experience Approach for English Learners

1. If you can think and say it, you can read it. 2. Vocabulary and language structure less of an issue. 3. It brings together writing, reading, art, and language. 4. It is learner-centered and demonstrates that the learners' thoughts and language are valued. 5. It provides reading material that is predictable and readable because it uses the learners' natural language.
Source: McCormick 1988

5 Steps to Language Experience

1. Create a shared experience - eg. read a story to the group, pop popcorn, fold origami 2. Ask the group to retell the story or describe the experience 3. Write down the group retelling, including the name of each individual who contributes something 4. As you capture each sentence, re-read the sentence with the group, then together re-read the whole thing from the beginning 5. Do a group editing session

Extending the Language Experience Approach

Have students follow up by drawing a storyboard of the events in their story Select some high-frequency words to teach Make ashcards with those words; distribute them to students to match up Give each student a metal ring with those words Select a phonics skill or letter recognition skill to teach and practice

The Three Bears

Maria said, Three bears live in a house. Juan said, One bear is a baby. One bear is a mama. One bear is a papa. Teresa said, One girl is in the house of the bears. Gaby said, One girl she sleeps. Juana said, The bears say to the girl to go. Maria said, The papa and the mama and the baby say goodbye.

The Three Bears

Once upon a time, Three bears lived in a house. One bear is a baby, One bear is a mama bear and One bear is a papa bear. The girl is in the bears house. The girl is asleep. The bears tell the girl to go. The papa, the mama and the baby say goodbye.

High Frequency Words

Flashcards
The bear

baby

house

The Sound of the Letter B

bear baby bye Ask what other words do we know that begin with b book big bell

Topic Review
English Literacy a) reading and writing b) challenges for EL students c) what teachers can do to help ELs read Language Experience Approach a) what you can think and say, you can read b) create a shared experience c) group dictation d) group edit and word work

References
McCormick, Thomas W. 1988.Theories of reading in dialogue: An interdisciplinary study. New York: University Press of America. Garcia, G.G. 2003, English Learners Reading the Highest Level of English Literacy, Delaware, International Reading Association

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