TEKS and Reading Strategies - …toolsfromtexas.wikispaces.com/file/view/Key Slides_TEKS &...

2/20/2018

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THE TEKS FOR LOTE

&

INTERACTIVE READING

STRATEGIES

NORTHWEST ISD 19 FEBRUARY 2018GRETA LUNDGAARD [email protected]

CAN-DOS FOR THE AFTERNOON:

I can identify language functions in the TEKS for LOTE

I can identify student expectations in the TEKS for LOTE

I can understand the reading process and before-, during-,

and after reading strategies

I can connect reading strategies to proficiency and

performance.

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TEKS FOR LOTE: INTERPRETIVE

Interpretive Mode: “one-way” communication

Students demonstrate understanding of spoken and written communication within appropriate cultural contexts.

The TEKS for LOTE Student Expectations:

Demonstrate understanding

Key words, details, main idea

Infer meaning of unfamiliar words or phrases

Identify cultural practices

TEKS FOR LOTE: INTERPERSONAL

Interpersonal Mode: “two-way” communication

Students engage in direct oral or written communicationwith others.


Ask and answer questions

Express and exchange opinions or preferences

Ask & Tell others what they need to, should, must do

Participate culturally appropriately

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TEKS FOR LOTE: PRESENTATIONAL

Presentational Mode: “one-to-many” communication

Students present information, concepts, and ideas in spoken or written form to an audience of listeners or readers with whom there is no immediate interaction.


State and support an opinion or preference

Describe people, objects, situations

Words, phrases, sentences, connected sentences

LET’S DO A QUICK CHECK . . . ON PROFICIENCY

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QUICK CHECK ON PROFICIENCY

In groups of 3,

read each phrase

and decide if it

describes a

Novice

Intermediate

Advanced

Be ready to check

yourself!

Novice

Advanced

Intermediate

TEKS FOR LOTE PERFORMANCE GOALS:

Level1: NM-NH

Level 2: NH-IL

Level 3: IL-IM

Level 4:

IM-IH

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HOW DO THE

TEKS FOR LOTE

PROVIDE A

LEARNING

PATHWAY?

LANGUAGE FUNCTIONS

Language functions are “the use to

which language is put, the purpose of

the utterance rather than the particular

grammatical form an utterance takes”.

Sandra Savignon, 1983

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Language Functions:

✓Purpose for Communicating✓Independent of Context✓Situation Neutral

Identifying cultural

practices & perspectives

Asking and responding

to questions

Expressing opinions and preferences

Inferingmeaning,

identifying key details

Instructing, giving

direction, persuading

Making plans,

offering alternatives

Functions found in the TEKS

Describing people and

objects

Narrating situations,

stories, events

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THE TREE OF PROFICIENCY

Chantal Thompson, BYU

THE TEKS: INTERPERSONAL SE’S LEVEL 1

Interpersonal Communication Level 1

Ask & Answer questions about everyday life

Express & Exchange personal opinions

Ask & Tell others with simple supporting reasons what they:

Need to; Should do or; Must do

Ask, offer & develop plans

Participate in a culturally authentic way

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Ask & Answer questions with simple elaboration

Express & Exchange personal opinions with simple supporting

statements

Ask & Tell others what they:

Need to; Should do or; Must do with simple supporting reasons

Articulate requests, offer alternatives & develop plans with

simple supporting statements

Interact and React in culturally authentic ways

SPIRALING RESPONSE BY FUNCTION

NM

-NH

Q & A:

Everyday

life

Opinions &

Preferences

Tell Others:

Need to do,

should do, must

do

Ask, offer,

develop

plans

Participate in

a culturally

authentic way

NH

-IL

. . . with

simple

elaboration

. . . with

simple

supporting

statements

. . . with

simple

supporting

reasons

. . .with simple

supporting

statements

Interact &

react in

culturally

authentic ways

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Ask & Answer questions beyond everyday life with simple elaboration

Express & Exchange personal opinions with simple supporting

statements

Ask & Tell others what they:

Need to; Should do or; Must do with simple supporting reasons

Articulate requests, offer alternatives & develop plans with simple

supporting statements

Interact and React in culturally authentic ways

THINK, TURN, AND TALK

Based on the TEKS for LOTE,

what do I need to assess in

Interpersonal Mode?

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THE TEKS: INTERPRETIVE SE’S LEVEL 1

Interpretive Communication Level 1

Demonstrate understanding of culturally authentic

materials in everyday life

Identify key words & details from fiction & nonfiction

texts

Infer meaning of unfamiliar but highly contextualized

words or phrases

Identify cultural practices from authentic materials



Demonstrate understanding of culturally authentic materials

in everyday contexts

Identify main idea, theme, and supporting details from fiction

& nonfiction texts

Infer meaning of unfamiliar words or phrases in highly

contextualized texts

Identify cultural practices from authentic materials

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Demonstrate understanding of culturally authentic materials

in a variety of contexts

Paraphrase the main idea, theme, and supporting details

from fiction & nonfiction texts

Infer meaning of unfamiliar words or phrases in highly

contextualized texts

Compare and contrast cultural practices from authentic

materials




Interpretive Mode?

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THE TEKS: PRESENTATIONAL SE’S LEVEL 1

Presentational Communication Level 1

State & support an opinion or preference

Describe people, objects, and simple situations using a

mixture of

words

phrases

simple sentences

SPIRALING TEXT TYPE BY FUNCTION

Isolated words

Words and phrases

Discrete sentences

Strings of sentences

Connected sentences

Single paragraphs

Multiple paragraphs

Extended cogent discourse

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Express & support an opinion or preference with

supporting statements

Describe people, objects, and situations using a series of

sequenced sentences

with essential details

and with simple elaboration



Express & defend an opinion or preference with supporting

statements and with recommendations

Narrate situations and events using connected sentences

with essential details and simple elaboration

Inform others about a variety of topics using connected

sentences

with essential details

and with simple elaboration

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Presentational Mode?

Is there overlap from

Interpersonal & Interpretive?

GUIDING QUESTIONS

How can reading and listening activities benefit second

language learners?

How can reading and listening activities be used to increase

vocabulary & grammar acquisition by my students?

Which instructional strategies can teachers use to ensure that

through the integration of reading, students are successfully

building proficiency?

How do we create opportunities for students to become truly

engaged in the task of reading & make it meaningful & relevant

to their learning?

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THE READING

PROCESS

29

Photo Credit |

https://www.flickr.com/photos/horiavarlan/4792499899/in/photostre

am/

READING & LISTENING IN WL CLASSROOMS

Understanding Text

Vocabulary

Purpose

Grammar

Syntax/Discourse

Cultural Knowledge and Awareness

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TRADITIONAL READING/LISTENING TASKS

Assignment given

Unstructured Independent Processing w/ Questions

Whole Class Check or Discussion: Did students “Get it”

Amount of Teacher Involvement

THE BLURVLE CEREMONY

The axtlzbn is worn primarily by meebs for the blurvle

ceremony each kipto. It consists of a wlonb made of cygde

and tied with a qorf. It is decorated with many hujas.

1. Describe the axtlzbn. 2. Who wears an axtlzbn?

3. What ceremony is it for?

4. Fill in the blanks: The _________ is worn

by__________ for the ______________.

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STRATEGIC READING/LISTENING TASKS

Pre-Processing Activities

Guided Structured Active Processing

Communicative Activities to

clarify, reinforce, extend knowledge

Amount of Teacher Involvement

What is the purpose of the task?

What is the proficiency level?

Could they “look back & lift off”?

What is the Instructional Goal?

What is the Language Goal?

What is the cognitive level? It

depends

PROCESSING IN L1 OR L2?

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PREPARING FOR READING/LISTENING

What factors do you consider?

What is needed to prepare learners?

How will you engage learners in each of the Interpretive,

Interpersonal, & Presentational Modes?

WHAT IS

THE

TEACHER’S

JOB

BEFORE

READING

OR

LISTENING?

Photo Credit | https://www.flickr.com/people/departmentofed/

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THE INTERPRETIVE PROCESS

This phase activates a knowledge base upon which students

can build and establishes a purpose for reading or a

purpose for listening.

Background Knowledge

Set Your Purpose

Strategies

Before Reading/Listening

BACKGROUND

Teacher Task: How will you activate, develop, or add to

existing Background Knowledge in learners?

How will you fill in gaps in background knowledge?

How ill you activate motivation or interest?

Anticipate what might cause them difficulty

What before reading activity will they need?

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PURPOSE

Teacher Task: Figure out the Purpose for Reading

Information? Build Stamina? Practice with Authentic Texts?

Vocabulary? Grammar?

What do you want students to be able to do as a result of the

reading? Speaking? Writing? Just comprehending?

How do you want students process their reading? Make their

thinking visible?

STRATEGIES

Teacher Task: How will you activate previously learned reading strategies?

Model Strategies

Provide class time to practice strategies

Allow learners time to think through strategies

How will you add to learner’s reading strategy repertoire?

Debrief strategies after reading

Plan to switch strategies when necessary

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CHARACTERISTICS OF BEFORE READING/LISTENING

STRATEGIES

Connect to theMeaning of the

Text.

Activate Prior Knowledge OR

Build BackgroundKnowledge

Provide Context for the Selection

Lay Out a Purposefor

Reading/Listening

Are

Student-Centered.

Pave the Way forSuccess

DETERMINE THE PURPOSE FOR

READING/LISTENING

Instructional Goal:

What students should “get” as a result of the

text.

What is the Content goal?

Language goal?

Performance Goals:

For student proficiency

What language functions

students will engage in?

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BEFORE READING/LISTENING STRATEGIES

Non-Examples

Vocabulary in isolation or

Glossing

Translating

L2 L1

Predigesting text for

readers

Examples

Anticipation Guide

Logographic Clues

Probable Passage

Greet & Go

LOGOGRAPHIC CLUES

Select 4-6 pictures or drawings that relate to the text (symbolically or literally)

Give each group a set of pictures

Ask the group to predict what the text will be about

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PROBABLE PASSAGE

Choose several key words and phrases

In small groups, students categorize the words

Based on the words and the categories, have students

write a prediction statement.

Each group shares their prediction statement.

ein Geschenk

elf Jahre alt

Frau Price

GeburtstagLola Price

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GREET & GO (TEA PARTY)

Provide the Key Sentences

• Select key sentences from the text, copy and cut into strips so that each student has one sentence.

Add Movement!

• Students circulate silently around the room.

Interact with Others!

• When they meet a classmate, each reads his sentence strip aloud to the other.

Small Group Predictions

• When finished, students return to seats and in small groups predict what the text will be about.

TURN AND TALK

What other ideas do you

have for before reading or

listening activities?

What have you found

effective in the past?

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WHAT IS THE

TEACHER’S

JOB DURING

READING OR

LISTENING?

Photo Credit |

https://www.flickr.com/photos/merrimack/5342556193/


this phase allows students to monitor & measure their own

progress and clarify meaning

Use Skills (skimming, scanning)

Monitor Comprehension

Actively Engage

Predict/Guess/Hypothesize/Infer

Recognition of patterns, frames, characters, culture

During Reading/Listening

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Meaning arrives

because we are

purposefully engaged

in thinking while we

read.

- Chris Tovani

Meaning does not

arrive because we have

highlighted text or

used sticky notes or

answered the

comprehension

worksheet.

MONITOR COMPREHENSION

Teacher Task: How will I know what and how much they

understand?

During Reading—how will I keep them actively interacting

with the text?

What evidence will I see that proves that they understand?

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MONITOR STRATEGY EFFECTIVENESS

Teacher Task: How will I know if the strategy is working?

Helping the learners make meaning?

What evidence do I see that students are using the strategy?

What is my back up strategy?

DURING READING STRATEGIES

Non-Examples

Reading Aloud

Popcorn Reading

Round Robin Reading

Comprehension Questions

Translating Words

Examples

Stop & Draw

Reader’s Logographics

Say Something

Marking Text

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STOP & DRAW

Divide the text or audio into sections and mark

each section with a symbol.

Students read or listen individually.

After a section is read, students stop and draw 3

important things they understood

Before moving on to next section, debriefas whole class or in

small groups

LOGOGRAPHIC CLUES & CUES

Divide the resource into

sections

Students read or listen toeach section silently, using drawings or symbols to

annotate their understanding or reactions

At the end of each section, students compare annotations in a small group using a “I . . . ., because . . .”

response pattern.

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LOGOGRAPHIC

CUES

LOGOGRAPHIC

CUES

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UPDATED TO -

SKETCH

NOTING

1. Divide the text into

sections and mark each

section with a symbol

2. Put students into

pairs or triads

3. Students read each

section silently and stop when

the section ends

4. Students use “Say Something”

Sentence Starters to make

a personal comment.

5. Students record others’

comments.

6. Combine groups & share all

comments

SAY SOMETHING

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SAY SOMETHING SENTENCE STEMS:

SAY SOMETHING SENTENCE TOPICS

Make a Prediction

Ask A Question

Make a Comment

Clarify Something

Make a Connection

Instructions to Learners:

If you can’t do any of these things, go back and re-read or re-listen!

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MARKING TEXT

Divide the Text into sections.

As students individually read each section

highlight the most important sentence in the section

circle a sentence, phrase, or word that relates to them

personally

box a sentence, phrase, or word that gives clues to what is

coming next.

Process in whole class or small groups before going on.

TURN AND TALK

What strategies have you used to keep

learners connected to a text or resource?

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WHAT IS THE

TEACHER’S

JOB AFTER

READING OR

LISTENING?

Photo Credit |

http://teachsecondarywriting.wikispaces.com/Allison+Boike


This phase expands prior knowledge, builds connections, adds to skills, and deepens understanding Process & Practice Don’t forget Social Aspects of Learning!

Organize Communicate Speaking

Writing

After Reading/Listening

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CHARACTERISTICS OF INTERACTIVE

AFTER READING/LISTENING TASKS

Students to use

information from the text to

complete a task.

Students Write in response to what they read or

heard

Students Speak in response to what they read or

heard

Students Interact in response to what they read

or heard

Students Consolidate new or unfamiliar

Vocabulary from what they read or heard

Students Notice Grammar or Structures from

what they read or heard

FACILITATE– Let Learners Do

the Learning

Ask Questions rather than

Answer Questions

Confer

Coach

ClarifyEncourage

Offer Descriptive Feedback

Provide Opportunities

for Peer Feedback

AFTER

READING OR

LISTENING

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AFTER READING STRATEGIES

Non-Examples

Teacher led summary of the text

Summative comprehension

questions

Activities focused on Word Level

Quizzes or Tests on the contents

of the text

Examples

Presentational/Interpersonal

Small Group Performance

Tasks

Partner Performance Tasks

Individual Performance Tasks

GUIDING QUESTIONS FOR AFTER READING/LISTENING

TASKS

What meaning can learners derive from this

resource to give evidence of the interpretive

mode?

What interpersonal interaction would

students be likely to have based on this

resource?

What might students do in the

presentational mode as a way of making

learning more concrete? From Laura Terrill

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•Select 15 words from the selection—you may wish to use

just nouns, verb, or adjectives, or an assortment of all

three.

•Have students work individually or in pairs to come up

with a 3-4 sentence summary of the story that includes all

of those words.

KEY WORD RECALL

•Have students work individually or in small groups to select

the 15 most important words from the story.

•Allow students to share their word with the class while you

record them on the board or projector.

•As a whole class, discuss and defend choices until only 15

words are decided upon as

the most important.

KEY WORD RECALL - VARIATION

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NOVICES?

OPEN MIND

Students fill “mind” with

visuals & phrases based on

prompt

Groups/Individuals defend or

explain choices orally or in

writing

Open Mind Graphic Organizer

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TURN AND TALK

Think of a reading or

listening text you have

used in the past. What

Performance Task can be

the After

Reading/Listening activity?

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GUIDING QUESTIONS FOR INSTRUCTORS:

What factors do you consider?

What is needed to prepare learners?

How will you engage learners in

Interpretive Mode

Interpersonal Mode

Presentational Mode

SO, WHAT DO WE DO?

Determine the purpose for Reading or Listening

Activate background knowledge if it exists or build

background knowledge if it doesn’t.

Provide & Select strategies that are appropriate for

ultimate task

Monitor comprehension during processing

Switch strategies when/if necessary.

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OUR ULTIMATE GOAL

Not just to guide students to read texts or listen to resources

within our curriculum, our topics, our themes . . .

BUT

to prepare students to understand ANY Interpretive Resource they encounter

that is at an appropriate proficiency level.

REFLECTION

https://pixabay.com

Am I thinking of comprehension

as a PRODUCT or a PROCESS?

What strategies am I teaching

my students that they can use

with the next interpretive text

they encounter?

https://pixabay.com/en/balance-meditation-meditate-silent-110850/

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REFERENCES

Discovering Nonfiction: 25 Powerful Teaching Strategies, Grades 2-6. Richard W. Strong,

Harvey F. Silver, & Matthew J. Perini. 2000.

Interactive Reading 101: Engaging Students with Text. Presentation by Laura Terrill for

Plano ISD. 2007.

Languages and Children: Making the Match. Helena Curtain & Carol Ann Pesola. 1994.

Reading Strategies with Authentic and Fictional Texts. Presentation by Noemi Rodriguez,

Pascack Valley Regional Public Schools, NJ.

Strategic Reading: Engaging Students with Text. Presentation by Laura Terrill. 2007.

Teacher’s Handbook: Contextualized Language Instruction. Judith Shrum & Eileen Glisan,

3rd Ed. 2005.

The Power of Reading: Insights from the Research. Stephen Krashen. 1992.

THANK YOU!

GRETA LUNDGAARD

[email protected]

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