Literacy Techniques in L1 & L2

Reading and Writing Techniques in the English language classroom

Tecnicas de Lectura y Escritura

en el idioma Ingles

Ali Cullerton, Ph.D. English Language Fellow Machala, Ecuador

Powerpoint �  Powerpoint from today’s presentation can be found on our website:

www.bncloja.org (on the Professional Development page).

�  El powerpoint de hoy es en nuestro pagina web: www.bncloja.org (en la pagina de Entrenamiento a Profesoras de Inglés).

Agenda 1. Differences Between Literacy in L1 & L2 •  Las Diferencias entre Alfabetismo en Idioma 1 y Idioma 2

2. Reading Development in an Additional Language •  Desarrollo de Lectura en un Idioma Adiciónal

3. Reading techniques for English language learners •  Tecnicas de Lectura para estudiantes del idioma Inglés

4. Writing Development in an Additional Language •  Desarrollo de Escritura en un Idioma Adiciónal

5. Writing techniques for English language learners

•  Tecnicas de Escritura para estudiantes del idioma Inglés

6. Suggested Resources/Recursos Sugeridos

Main Differences between literacy in

first language (L1) and second language (L2)

Pre-Production

Early Production

Speech Emergence

Intermediate Fluency

Advanced Fluency

Literacy in L1

Reading in L2

Positions in L1 & L2 Reading Linguistic

Interdependence Hypothesis:

L1 literacy provides a foundation for L2 reading.

Skills are transferable from the beginning.

L2 reading ability is shaped by L1 reading ability.

Linguistic Threshold Hypothesis:

Students need to develop a certain level of language

proficiency in target language BEFORE they can transfer skills and strategies from L1 to comprehension

in L2.

Before this level is reached, there is little transfer from

L1.

Supporting Language Production

Providing response formats appropriate to oral proficiency •  Yes/no •  Either/or •  Short answer •  Extended

response

Preparation for class participation •  Pre-assigning

roles, scripts, questions or set phrases

Response •  Respond to

journal writing with direct feedback on word choice and grammar errors

Emerging Writing •  Language

Experience approach: express ideas orally with a scribe recording their speech

Vocabulary notebooks •  High-

frequency academic words that students come across daily

The Environment: discourse adaptations

Face front

Repetition Gestures and

intonation

Writing and visual supports to oral speech

Paraphrasing & restating

READING

Reading Development in an Additional Language Desarrollo de Lectura en un Idioma Adiciónal

Explicit Instruction Oral Language

Small-Group Work

Reading Aloud to Students

Background Knowledge

Authentic Literacy Activities

Qualities of Outstanding Literature

Expand awareness

Provide an enjoyable read that

doesn’t overtly teach or moralize

Tell the truth Embody quality

Have integrity Show originality

Genres of Literature: Non Fiction

Memoir Information Concept Books

Alphabet Books Biography Autobiography

Reference Books Textbooks Workbooks

Genres of Literature: Fiction

Science Fiction Fantasy Graphic

Novel

Poetry Historical Fiction Romance

Realistic Fiction Picturebooks Screenplays

and Scripts

Book Club & Literary Based Curricula �  YouTube: RELO Webinar Book Club for English language

learners: https://www.youtube.com/watch?v=g43BEr20k7Y

Print modifications

Abridged or adapted version

of text

Word bank

Re-writing the text at

student’s level

Adding visuals to text

Using a graphic novel version of the text

Three principles of comprehension instruction

EXPLICIT MORE

KNOWLEDGEABLE OTHER

SCAFFOLDED

Explicit Teaching

Inferences Visualize

Struggling readers are not as good at

using those strategies.

Model Strategy

Comprehension strategies

•  “What do I already know that helps me step into the world created by this text?”

Background Knowledge:

•  “What can I do to make sense of the text as I move through this text world?

Text-processing:

•  “How do I know if the meanings I’ve created make sense?

Monitoring strategies:

Background knowledge

Concepts of print

Making predictions

Using context

clues

Making intertextual connections

Developing vocabulary

Frontloading Anticipation Guides

K W L Chart

Before (Y/N) Statement After (Y/N)

Mean people get what they deserve.

Good deeds are always rewarded

Ignorance is bliss.

KNOW WANT TO KNOW LEARNED

Whales are mammals. There are lots of different kinds of whales.

How long do whales live? Are whales an endangered species?

Text-processing strategies

Sequencing

Visualizing

Identifying Key Events

Making inferences

Understanding literary elements

Using genre knowledge

Using perspective

Monitoring strategies

Evaluating and adjusting predictions

Asking questions

Clarifying

Making inferences

Text Based: made from information that the author

supplied in the text

Knowledge-based: made from knowledge about the

world

We use inferences to create “internal text” (personal thoughts about what is happening in the text.)

Readers construct internal texts as they connect the

information in the “external text” (the printed

information) with what they already know.

Our goal is to use strategies so that

students can connect the external text with the

internal text.

inferences

“He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00, but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.”

Movie date!

Inferences

It was so cold I could barely feel my fingers. I stood there, rocking my legs back and forth and doing a little jump to keep my blood moving. Every so often I would walk out into the middle and look as far as I could to see if it was coming.

Waiting at a bus stop in Chicago in the winter!!!

Inferences: ON HANDOUT When I walked inside, my eyes were drawn in a million different directions. There was too much to take in, my surroundings were magnificent. There were stone sculptures etched into the walls, ceilings so high I couldn’t even see where they ended and more detail than one could ever truly appreciate. Eventually, I made my way to the winding staircase and leaned against the wall. A couple speaking Catalan walked by, saying something I could not understand. But they too, the locals, were just as amazed as I was by our surroundings. In that moment, I started to understand how something could take over 100 years to build, how someone could commit their whole lives to one project, and it all made sense.

La Sagrada Familia

Becoming Fluent Readers & Writers

Automaticity

Speed

Prosody

Teacher tools for fluency

Automaticity •  Locate examples of words in books •  Practice reading flash cards •  Play games with words •  Spell the words with letter cards or

magnetic letters •  Write the words during interactive

writing activities

Word-Identification •  Develop background knowledge and

introduce new vocabulary words before reading

•  Teach word identification strategies •  Give more time for reading and writing

practice

Reading Speed •  Daily practice •  Teacher-guided and independent reading •  Repeated readings

WRITING

Writing Development in an Additional Language Desarrollo de Escritura en un Idioma Adiciónal

1. Emergent Stage

2. Letter Name-Alphabet Stage

3. Within-word Pattern Stage

4. Syllables and Affixes Stage

5. Derivational Relations Stage

Vocabulary

Unknown Word

Initial Recognition

Partial Word

Knowledge

Full Word Knowledge

Tier 1, Tier 2, Tier 3 Words

Tie

rs Basic Words

Academic Vocabulary

Specialized Terms

Writing techniques for English language learners Tecnicas de Escritura para estudiantes del idioma Inglés

Word posters Word maps Possible sentences

Dramatizing words

Word sorts Word chains Semantic feature analysis

Context clues

Analyze word parts

Dictionary use

DIFFERENTIATION to support reading and writing

Con

tent

Ada

ptat

ions

Shortening text Providing visuals Offering more simple text on topic (parallel text) Le

arne

r Su

ppor

t Group work Partners Allowing use of dictionary, glossary or notes

Wri

ting Paragraph instead

of essay

5 statements instead of 10 Create illustrations to show comprehension rather than narrative

Classroom Writing Activities

Paragraph Order Puzzle

Pass the Potato

Elements of an Essay

Daily Writing Prompts

Exit Slips

More classroom strategies

Fill in the blanks

Complete the thought

Partner writing

Writing in Response to a Text Writing Into: set the stage; access

or highlight relevant background knowledge; raise questions, set purposes, and create guiding

questions; foster word consciousness; connect to self and connect self to

texts

Writing Through: chart information; identify important information; identify supporting

details; identify plot points; explore characters and setting

Writing Out: Reflect and respond (personal, creative, critical), make

text-to-self, text-to-text, and text-to-theme connections; extend text

concepts

Dolch & Fry High-Frequency Word Lists

LAST WORKSHOP

�  In Loja Friday, June 19 at 5:30pm. � You will receive a certificate for the

number of HOURS you attended. � Each workshop counts for 2 hours.

� And now….Ines will present on the TOEFL iBT Exam

� THANK YOU!

Suggested Resources Recursos Sugeridos

�  NCTE: http://www.ncte.org �  Read, Write, Think: http://www.readwritethink.org �  Colorin Colorado: http://www.colorincolorado.org �  The Teaching Channel: https://www.teachingchannel.org �  Dolch & Fry:

http://www.kenton.kyschools.us/userfiles/12499/Fry%20Words/Fry%201000%20Instant%20Words%20links%20info%20and%20website.pdf

�  Loja Centro Ecuatoriano Norteamericano: www.bncloja.org �  Alexis Cullerton: www.alexiscullerton.com

References �  The NCTE Definition of 21st Century Literacies; Updated

February 2013. Adopted by the NCTE Executive Committee, February 15, 2008 

�  Children’s Books in Children’s Hands: An Introduction to Their Literature by: Charles Temple, Miriam Martinez and Junko Yokota

�  GED Testing Service (2003). Official GED Essay Scoring Rubric and Sample Essays.

�  Raphael, T. E., Florio-Ruane, S., George, M., Hasty, N. L., & Highfield, K. (2004). Book Club Plus! A Literacy Framework for the Primary Grades. Lawrence, MA: Small Planet Communications, Inc.

�  Reading Literature in Secondary School: Disciplinary Discourses in Global Times by: Cynthia Lewis and Jessica Dockter

�  When Kids Can’t Read What Teachers Can Do By: Kylene Beers �  Durkin (1993). On Making Inferences.

https://www.nichd.nih.gov/publications/pubs/nrp/Documents/ch4-II.pdf