By: Peggy Person Michelle Dea Jasmin Reaves Brianna Showell ELL Strategies By: Peggy Person Michelle Dea Jasmin Reaves Brianna Showell

The story we will apply our strategies to…. Peggy's version of the “Three Little Pigs and the Big bad Wolf” Three little pigs lived together in a house. They said to each other “we have to go to work”. The big bad wolf saw them leave for work and entered into the house. When he got inside he saw three bowls of food. He was very hungry and ate all three bowls of food. Then he notices three chairs, and sits in each one to take a nap in. None of the chairs were comfortable, and then the last chair that he sat in broke. The wolf decided to go upstairs to lay in a bed. He finds the most comfortable bed and falls fast asleep. The three little pigs arrive back home and enter into the house. They said “I think someone been in our house”. “They ate all our food, and broke one of our chairs.” “Do you think they are still here?” “Lets go upstairs.” “Do you think they are still here?” “Lets check upstairs.” The three little pigs go upstairs and find the wolf fast asleep in one of their beds. “There he is.” “Who’s going to get him out?” “Not me” said one, “Not me” Said another. The third one said “I will, I’m not afraid of no big bad wolf.” So the third one called “Hey wolf.” The wolf answered “Why did you wake me?” The pig said “GET OUT, this is not your house”. The wolf replied “Sorry, ok I’ll leave” and the wolf left the house.

Narration By- Peggy Person Narrator- There were three little pigs that lived together in a house Pigs- We have to go to work Narrator- The wolf saw the pigs leave and entered the house Wolf (Happily)- WOW, three bowls of food Narrator- The wolf was hungry and ate all three bowls of food Wolf (Sleepy)- I’m ready for a nap now Narrator- The wolf notices three chairs and sits in each one to find the one that is most comfortable for his nap Wolf- None of these are comfortable and (surprised) one of them broke Narrator- The wolf decides to go upstairs to lay in a bed Wolf (Cautiously)- “Ill go upstairs and lay in a bed Narrator- The wolf finds a comfortable bed and goes to sleep. Meanwhile the three little pigs arrive back home and enter the house. Pigs (suspiciously)- Someone had been in our house and ate up all our food and even broke a chair. Do you think they are still here? Lets check upstairs Narrator- The three little pigs go upstairs and find the wolf asleep in a bed Pigs (quietly)- there he is (scared) Who’s going to get him out? Pig #1- NOT ME Pig #2- NOT ME Pig #3- I will, I’m not afraid of no big bad wolf Pig #3 (Yells)- HEY WOLF Narrator- The wolf wakes up and sees the three little pigs Wolf- Why did you wake me? Pig #3- GET OUT, This is not your house Wolf- Sorry, Okay I’ll leave Narrator- So the Wolf left and the pigs always remembers to be sure to lock their doors when they leave their house.

Cartoon by- Peggy Person

Continued Cartoon

Continued Cartoon

Peggy’s Strategy 12-Repeated Reading I would describe “repeated reading” by saying that it is a way that allows children to hear, see, and speak language. As a story is “Read Aloud” to children it gives them opportunities to hear language expressed and received. It produces three individual concepts to bring about the understanding of a complete story. It includes “Guided Reading” as a way of scaffolding dialoged and script writing format (for performances) and in a cartoon on written format. The methods provide 3 opportunities and several strategies to help and teach English language learners learn. By applying these methods and suggestions of different ways to get an understanding if a story. It offers strategies to practice oral and written language when they are “moving into reading”.

Michelle’s Strategy 9-Read Aloud Plus This strategies is usually used when the child is trying to read “tough text”. It models fluent, expressive reading with techniques of expressing the English text. It also helps the children make reference between text and personal experience. Read aloud help the children become more fluent in reading independently. One of the strategies that can be used with the story is the children can picture read the cartoon and then more onto the actual story. The children can also act the story out with their friends. I can edit the story to make it appropriate for the individual child.

Jasmin’s Strategy 32- Guided Reading Guided Reading is an approach to teaching reading in a small-group setting while providing individual coaching. Running records- teachers use running records to determine the child needs, reading levels, and their use of cueing systems. Cueing systems- the cues we use to make sense of phonics, word order, sentence structure, and the relation of the text to the students prior experiences. Book walk- the children will make predications about the story while looking at all the pages in the story prior to reading it. Group five to six children at a table based on information from running records. Choose a book at the appropriate reading level and interest of the children.

Brianna’s Strategy 10- Moving into Reading Using Multiple Strategies to Foster Comprehension. Interactive read aloud is reading to your class or and audience using different facial expressions and voices to differentiate characters. Interactive read aloud is very motivational as it encourages listeners to be active during book discussions providing a strong language model for English Language Learners and reducing anxiety amongst the students. When a book becomes too difficult for your class or audience to understand, teachers can use a strategy called shared reading. Shared reading is when a teacher uses a chart, or other texts to help students to understand. Other texts are bigger books so that the student can follow the texts with their eyes. Shared reading really benefits English Language Learners because teachers have the ability to use illustrations to support vocabulary development.