1

Reading Comprehension for ELs

Washington Association for Bilingual EducationApril 19, 2013

Ms. Rachael Robbins, NBCTFourth Grade Teacher, English Curriculum

Mrs. Heather Byington, NBCTFourth Grade Teacher, Spanish & English Curriculum

Evergreen Elementary School – Shelton School District

Evergreen Elementary School

2

Evergreen Elementary School

3

Evergreen Elementary School has implemented a dual language educational program with the vision of producing students who are:

* Bilingual in English and Spanish

*Bi-Literate in Spanish and English

*Achieving at or above grade level academically in both languages.

*Understanding and respectful of our multi-cultural society.

4

4th Grade Literacy

CAFÉ (The 2 Sisters: Gail Boushey & Joan Moser)

C: ComprehensionA: AccuracyF: FluencyE: Expand Vocabulary

5

4th Grade Literacy

Intermediate Grade Focus:ComprehensionExpand Vocabulary

+ Language Objectives

6

4th Grade Literacy

Modified “Pensieve”

7

4th Grade Literacy

Model TextsThe Miraculous Journey of Edward Tulane by Kate DiCamilloThe Invention of Hugo Cabret by Brian SelznickTales of a Fourth Grade Nothing by Judy BlumeSuperfudge by Judy BlumeDexter the Tough by Margaret Peterson Haddix

8

4th Grade Literacy

Comprehension Strategies:Making PredictionsMaking InferencesIdentifying Main IdeaCause and EffectCharacter AnalysisGeneralization

9

4th Grade Literacy

Sentence Frames:Making Predictions

Making Inferences

10

4th Grade Literacy

Student Work:Making Predictions

Making Inferences

Making Inferences

Anchor charts

11

12

13

4th Grade Literacy

Main Idea & Sequencing:

Story Board Main Idea of Each Paragraph

Main idea of non-fiction text

Finding main idea of each paragraphUse the topic sentence to find main idea.Recognize that some paragraphs require the reader to generalize, to find what the details in the paragraph have in common, to find the main idea.

14

Main idea of non-fiction text

Anchor chart

15

16

4th Grade LiteracyCause and Effect:

Anchor Chart

Character AnalysisCharacter Map

Higher Order Thinking

Synthesis- combining two comprehension strategies for deeper comprehension

17

18

DEXTER THE TOUGH

At the beginning of the book, Dexter was mad at the Secretary, Janitor, Robin and the principal. He was mad at the secretary because she left him in the hallway. He was mad at the Janitor because he made the hallway too slippery. He was mad at Robin because in the bathroom, Robin was crying Dexter said to Robin to stop crying because he wanted to cry too and he said “don’t let anybody see you cry. He wanted to cry too, but he didn’t want to cry because he wasn’t a cry baby. He was mad at the principal because he asked Dexter, “Where are your parents?” This made him mad because he was already sad about his parents because they are in the hospital. Dexter was mad at his dad because his dad was sick. And Dexter didn’t like school. In the beginning of the book Dexter said that he was so tough that he could whatever he wants.

19

At the beginning of the book, Dexter didn’t want to be friends with Robin because Dexter beat him up. Dexter thought that Robin told his mom that Dexter beat him up. Dexter and Robin couldn’t connect to each other to be friends because Dexter saw himself as a bad kid. Robin was a good kid. If Robin’s mom knew that Dexter beat up Robin, Robin’s mom would take Robin out of school. She won’t like Robin to be friends with Dexter. When Dexter’s dad called him and said that he was such a wonderful son that he has, Dexter was thinking about it and he thought that he wasn’t a wonderful kid because he had beat up Robin. Dexter told Robin that he was sorry that he hit Robin, but Robin said that he only hit him ones but Dexter said that he beat up Robin, but Robin said that it was only once. At the end of the book, Dexter was Robin’s friend. When Dexter was writing about the story, he didn’t want to keep on writing the story, but Mrs. Abbott told him that he needed to tell the story because she wanted Dexter to forgive himself. Dexter forgave himself by telling the story, by letting himself look like a good kid and by letting himself be friends with Robin.

By Daisy 20

Character analysis essay

Anchor chart

21

Armand lived in Paris, France. I read this book that is called Family Under the Bridge.

In the beginning, Armand’s appearance was a dirty beard. His clothes were dirty. He had a lot of holes in them. Armand’s shoes had holes on the bottom, so he put metal. Armand never took a shower, and he smelled so bad. Armand at the end sewed his clothes, and Armand took a shower. I like to sow a lot of things, like blankets. He trimmed his beard, and he didn’t look like a hobo.

Armand’s attitude about relationships with others in the beginning was he wanted to be alone because the Calcets would steal his heart. He might have to taken responsibility because he is with the Calcets. He was mean and wouldn’t let the Calcets live with Armand. If he cared about others, he would have to care about the Calcets. Armand changed because he wanted to take responsibility because he got used to the Calcets.

Armand didn’t like to work because he was not used to it, so he would want to rest. Armand was worried because he could get hurt if he had to do a lot of work. He could fall and hit his head and have to go to the hospital. Armand might not get the job, and the Calcets will be sad. If Armand leaves the Calcets will be alone. Armand changed because he wanted to get a house for the Calcets. He wanted the Calcets for grandchildren. This story is mainly about Armand from the beginning to the end.

22

Questions

23

24

Rachael RobbinsRRobbins@sheltonschools.org

Heather ByingtonHByington@sheltonschools.org