Close Reads in the ESL Classroom

Tanya Hill, M.Ed, NBCThilltk@scsk12.org

Kate Bond ElementarySession 3: 10:20-11:20Session 4: 11:20-12:20

Survey: 12:20-12:30

Elementary and secondary ESL teachers will:

Know • The design of ESL instructional support and strategies that complement

the 5 priorities of Destination 2025.Understand

• The role of the ESL teacher as a school resource person in matters of ELD and content integration

• The value of the integration of language acquisition strategies and core-content subject matter

Be able to Do• Re-envision the design of rigorous instruction for ELLs as a curriculum that

prepares ELL to meet the demands of CCSS • By the end of this session, participants will have an understanding of how

to implement close reads into the ESL classroom.

Norms•Be present and engaged

•Be respectful of differences in perspective while challenging each other productively and respectively

•Monitor “air time”

•Make the most of the time we have

•Stay focused on students

Find your elbow partner

What is one (1) thing you find challenging about teaching reading to the ESL child?

Turn & Talk

• What are some effective reading strategies you implement in your

classroom?

Effective ESL Strategies• Daily small group instruction for a minimum of 30-

50 minutes– i.e., oral language fluency, guided reading groups, etc.

• Direct, explicit instruction including modeling by the teacher

• Fast paced instruction with frequent practice, review and response opportunities– I do, We do, You do

Courtesy of the University of

California, Irvine

Effective ESL Strategies• Coverage of all five reading elements

– Phonemic awareness– Phonics– Vocabulary– Comprehension– Fluency

• Corrective feedback when students make errors

Courtesy of the University of California, Irvine

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Special Considerations

• When working with the ELL who also have identified learning disabilities, it is necessary to consult with the Special Education teacher.

• Special considerations and/or accommodations may help to fully engage the ELL in language development.

Building knowledge through content-rich non-fiction and informational texts [Reading Standards #1-10 in ELA and Reading Standards for History/SS, Science, and Technology]

Reading, writing, and speaking grounded in evidence from the text [Reading Standard #1, Speaking and Listening Standard #1, and Writing Standards #1, #2, #9]

Regular practice with complex texts and their academic vocabulary [Reading Standards #10 and #4]

Progress toward CCR Shifts in Literacy/ELA hold Promise for Content Area Learning

What is “Close Reading”?

Close Reading Defined

1) Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons.

Close Reading Defined

2) Through text-based questions and discussion, students are:

– Guided to deeply analyze and appreciate various aspects of the text

– Discover different levels of meaning as passages are read multiple times.

Close Reading Defined

3) The teacher’s goal in the use of Close Reading is to gradually release responsibility to students—moving from where the teacher models the strategies for students to one where students use the strategies on their own when they read independently.

The Gradual Release of Responsibility (to introduce or reinforce a new skill)

Teacher Responsibility

Student Responsibility

I do it.

We do it.

They do it (together).

You do it (independent of the teacher).

Guided

Collaborative

Independent

Why should we implement Close Reads into the ESL Classroom?

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Access Points to Build a Bridge Between Reader and Text (Frey & Fisher, 2013)

1. Establishing a purpose for reading a complex text, and modeling how an expert reader makes meaning

2. Providing scaffolded and close reading instruction to guide students through complex texts

3. Creating opportunities for collaborative conversations w/ peers to refine understanding

4. Moving them forward through independent reading of increasingly complex texts

5. Using formative assessment so teacher and reader know what is know and still needs to be

What do Close Reads look like in the ESL Classroom?

Close Reading in the ClassroomRegular Classroom

1) 1st Read: Students read and annotate

1) Students think and do a quick write

2) Students talk with a partner

2) 2nd Read: Teacher reads, students listen

1) Students think, talk, write

3) 3rd Read: Watch/listen as teacher reads & annotate

4) 4th Read: Students reread to find answers to text dependent questions

ESL Classroom 1) Teacher frontloads academic

vocabulary first.2) 1st Read: Students read and

highlight pre-taught vocabulary and unknown words.

3) 2nd Read: Teacher reads, focusing on unknown vocabulary

4) 3rd Read: Teacher and students read in guided reading session.

5) 4th Read: Students reread to find answers to text dependent questions.

Text Dependent Questions

1) Where does this story take place?

2) How do Australians decorate their houses?

3) Why does Santa change his clothes at the end of the passage?

4) What is the Author’s Purpose for writing this passage?

5) How are Australians and Americans celebration of Christmas similar? Different?

Shifting Bloom’s Taxonomy

Instructional Resources• readinga-z.com/comprehension/close-reading-packs• Readworks.org• K12readers.org• Thecurriculumcorner.com CCSS checklists• Teacherspayteachers.com/CloseReads • http://thecornerstoneforteachers.com/2014/08/clos

e-reading.html

• http://tncore.org/english_language_arts/instructional_resources.aspx

Closing