1. Integrating Sentence Stems into Reading Instruction
Nicoleta Filimon
Janet Rice
International High School, Lawrence, MA
September 23, 2016

2. Objectives
We can identify and analyze features of an effective reading protocol
We can participate in reading activities using target sentence stems/frames

3. Agenda
Do Now
Reading Protocol
Reading Log
Application Activity

4. Do Now Let’s sing! What’s in our school?
Tune: “When the Saints Go Marching In”
What’s in our school?
Do you know what’s in our school?
Look over there.
I see a gym.
A gym is in our school.

5. Your turn! gym window classroom map flag Pair work (2 min.)
Make your own song. Replace the words in bold with key vocabulary from the word bank. Be ready to share it with the whole group.
Word bank
gym
window
classroom
map
flag

6. Reading Protocol
includes strategies found successful with ELLs across all levels
textbooks used:
-Keys to Learning (Pearson Longman)
-Inside the USA (National Geographic)
-Milestones (Heinle)
theoretical frameworks
-Mutually Adaptive Learning Paradigm® (MALP®), DeCapua & Marshall

7. 1. Set Purpose Why do we need to learn about this?
We need to learn this because _________________.
Why is this important to know or to read about?
This is important because______________________.

8. 2. Build Background Knowledge
a. Songs, chants, rhythmic expressions
b. Pictures, students’ drawings
c. Conversation stems
What do you know/remember about______?
I know that/I remember that_____________.
Can you tell me more?
d. Sharing student stories/teacher stories
e. Identify sources of misinformation and gaps

9. 3. Vocabulary
a. Index cards b. Modified Frayer model graphic organizer c. Vocabulary books d. White boards e. MIMIO Vote f. Use colors/highlighters for key vocabulary Observation: Some ESL advisors suggest a maximum of 10 new words per week for simple definitions.

10. 4. Preview Text
a. Discussion of title and headings, pictures, charts, illustrations, genre (document reader, i.e., MIMIO View) b. Predictions on the reading (TWPS) What do you think this story is about? This story is about__________ . Where do you predict the story will take place? I predict that the story will take place__________ . What is your evidence? My evidence is___________ . Was your prediction accurate? Why or why not? My prediction was accurate/inaccurate because______________.

11. 5. Introducing Reading Strategies
Example: Making Predictions
a. Pictures (real-life examples, inspired from students’ experiences)
-e.g., the crystal ball
b. Oral/written stems.
What do you predict will happen?
I predict that__________ .
What is your evidence?
My evidence is___________ .
c. Monitoring (and self-monitoring) the use of the strategy
d. Consistency in format, language and product

12. 6. Reading
a. Model reading b. Model reading + progress check c. Echo reading d. Pair reading e. Independent reading f. Readers’ theater

13. 7. Comprehension Assessment
Tiered questioning
Nonlinguistic demonstration of critical thinking skills
-pointing to area in the text that supports students’ inferences about the text
-drawing the story sequence
-placing pictures in the correct sequence

14. USE DURING OR AFTER INITIAL READING
Reading Log Strategy
Uses
When the text is dense
With challenging concepts
To process critical information
USE DURING OR AFTER INITIAL READING

15. Step 1: Use for : Understanding textbook features
Building a frame of reference
Creating notes for future use
Owning the text:  
Page: ____ Section Title: __________
Topic : ________________________
Launch:  Prediction
Think-pair-share or individual work
What is an idea from the title?
What do the pictures show?

16. Step 2: Use a sentence stem to express the prediction
Write a sentence (using academic language with sentence frames).
SENTENCE FRAMES
Based on the title and pictures, I can infer that __________ .

17. Step 3: new vocabulary Use for: Content vocabulary
Spiraling curriculum.
BUT REMEMBER…
Vocabulary is not effective if the text language is
not familiar
inaccessible
Dictionary definitions are a waste of time.
Your simplified definition is more useful.

18. Step 4: Find vocabulary in context
Frayer Model
Independent work!!!
USED FOR:
Scanning new text
Seeing the vocabulary used in a sentence
Word problem analysis

19. Step 5: Analyze a text
Explain/summarize a sequence or procedure (what you need to do to solve the problem)
EXAMPLE: Summarize the scientific process
First, the scientist makes observations
Next, she develops a hypothesis, ETC.
Sentence frames:
First, the scientist makes ______________.
Then, she develops a _________________.
Next, she ____________ an experiment.

20. Step 6: Solve the problem
Students use the previous activities to
solve the equation
Find cause and effect
Illustrate a concept or event
EXAMPLES

21. Step 7: Answer the question
Answer the question by using the reading log to explain what you understand AND what you do not understand. SENTENCE FRAMES: Based on the text, I believe ____________. From my calculations the answer is _____. In my opinion, _________________.

22. Your turn!
With your partner, please complete the steps for the reading selection provided.