Reading in a Second Language Evelyne S. Barker, PhD ESOL/Title III Program Manager February 20, 2006

English Language Learners Who are they? How do they qualify for services? How are they assessed? How long does it take for them to become proficient in English?

English Language Learners and Reading What does reading mean for ELLs? How do ELLs learn to read? Why is reading easy for some ELLs and difficult for others?

What Skills Do Native Speakers of English Bring to Reading?

Passage 1 The procedure is actually quite simple. First, you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. IF you go somewhere else due to the lack of facilities, that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is

Passage 1 (contd) Better to do too few things at once than too many. In the short run, this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self- explanatory, and we dont need to discuss it here. At first, the whole procedure will seem complicated. Soon, however, it will become just another part of your life. It is difficult to foresee any end to the necessity of this task in the future. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Reflection What made passage one difficult to read? What made it somewhat understandable? What problems do you think an English language learner would have had with passage one?

What Skills Can You Transfer to Reading in Another Language? Now its your turn… What skills can you transfer to reading in a second language?

Transfer Choisis la meilleure réponse pour compléter la phrase. Pierrot _________ le ballon. A.tient B.ferme C.lance D.attrape

Transfer Marie, Denise et Paul sont allés au magasin pour acheter un cadeau danniversaire pour la petite soeur de Denise. Les trois amis lui ont acheté un beau petit ours en peluche. Pourquoi Marie et ses amis sont-ils allés au magasin? 1.Pour voir la soeur de Denise. 2.Pour acheter des chaussures. 3.Pour déjeuner. 4.Pour acheter un cadeau.

Transfer Lis les directions que le professeur dhistoire a donné à ses élèves. 1. Sur la carte dAlaska, met un point rouge à côté du nom de la capitale. 2. Puis, met un point bleu à côté des deux plus grandes villes. 3. Met un triangle vert à côté du nom de la plus haute chaine de montagnes. Quest-ce que les élèves doivent faire? 1.Ils doivent copier la carte dAlaska. 2.Ils doivent indiquer certains lieux sur la carte dAlaska. 3.Ils doivent colorer les rivières sur la carte dAlaska. 4.Is doivent répondre a des questions concernant la carte dAlaska.

Reflection What made these texts easy to read? What made them difficult?

How a Paragraph Looks to Beginning English Language Learners The __in New York are very ____in the ___. There are not many ___about and the ___ are made by ___and not ___. You ___ the ___of __in the ___, the __of the ___, the of ___ ___in the ___and the___of the ___.

How a Paragraph Looks to Intermediate English Language Learners The ___Gardens in New York are very ____in the morning. There are not many persons about and the sounds are made by ___and not men. You hear the ___of __in the lake, the cry of the ___, the ___ of the birds in the ___and the___of the ___. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Advanced English Language Learners The Botanical Gardens in New York are very peaceful in the morning. There are not many persons about and the sounds are made by animals and not men. You hear the splash of fish in the lake, the cry of the geese, the cawing of the birds in the bushes, and the movements of the monkeys. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

What Makes Reading in the Content Areas Difficult for English Language Learners? Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

U.S. Department of Education Guidelines Title III English language proficiency assessments AMAOs English language proficiency standards Title I Academic content standards Academic content assessments AYP Increase English proficiency and academic achievement

Guidelines for Reading in the Content Areas 1.Build on students background knowledge and provide the Big Picture. 2.Explicitly teach essential content vocabulary. 3.Set a purpose for reading. 4.Teach reading strategies and other skills needed for academic success. 5.Read aloud to the students. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Directed Reading/Thinking Activity 1.PREVIEW the reading. 2.PREDICT the content. 3.READ in sections. 4.CHECK the predictions. 5.SUMMARIZE the main points. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Thinking Skills Lower Order Thinking Skills Students receive or recite pre-specified information or work through repetitive routines. Higher Order Thinking Skills Students combine facts and ideas to arrive at new meanings (conclusions, interpretations, or solutions) Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Practice Activity Using From the Text to Graphics and Back Again Preview a chapter and determine how it is organized and what its key concepts are. Draw a graphic organizer that will help students understand the organization of the text and/or important content and relationships in the chapter. Write several, simple sentences that express the content and relationships illustrated in the organizer. Describe a student writing task which would use the content, language, and relationships in the organizer. Enriching content classes for Secondary ESOL Students Center for Applied Linguistics

Useful Websites: Ask the language expert at Translation site On line English learning sites: – – –

Useful Websites: Center for Applied Linguistics National Academy Press

Useful Websites: DOE ESOL Links //public.doe.k12.ga.us/ci_iap_esol.aspx?folderID= 86&m=links&ft=Web%20Resources DOE ESOL Resource Guide For never before encountered language names For parent notification forms in over 20 different languages

Evelyne S. Barker, PhD ESOL/Title III Program Manager