ACOE (011912)handout.pptx - TextProject

ACOE EL conference January 21, 2012

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Laying the Foundations for English Learners’ School Success: A Focus on Concepts 1. What types of concepts are critical in becoming literate? 2. How might current policies/mandates create obstacles for young children who “depend on schools to become conventionally literate?” 3. What are appropriate ways of developing critical concepts?

Laying the Foundations for English Learners’ School Success: A Focus on Concepts Elfrieda H. Hiebert TextProject & University of California, Santa Cruz

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1.  What are the critical concepts underlying literacy?

Concepts about the world

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Concepts about words

Elfrieda H. Hiebert www.textproject.org

2. How might current policies be creating obstacles?

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Current Textbook Guidelines in CA (CA Board of Education, 2006)  

Sufficient pre-decodable and decodable texts are included at the early stages of reading instruction to allow students to develop automaticity and practice fluency. Those materials in the program designated as decodable must have text with at least 75 percent of the words consisting solely of previously taught sound-spelling correspondences and from 15 percent to 20 percent of the words consisting of previously taught highfrequency words and story words. High-frequency words introduced in pre-decodable and decodable texts are taken from a list of the most commonly used words in English, prioritized by their utility. For those sounds with multiple spellings, two sound-spellings may be paired in one decodable book or reading passage. (California State Board of Education, 2006, pp. 304-305).

Current Textbook Guidelines in CA (CA Board of Education, 2006)  

The document goes on to define what is meant by sufficient with guidelines given for each of four grade spans: (a) kindergarten: at least 15 pre-decodable books (pre-decodable is defined as small books used to teach simple, beginning, high-frequency words usually coupled with a rebus) and 20 decodable books; (b) first grade: Two books per soundspelling, totaling a minimum of 8,000 words of decodable text over the course of a year; (c) second grade: Approximately 9,000 words of decodable text: two decodable books per soundspelling determined by the instructional sequence of lettersound correspondence for students who still need this instruction; and (d) Intensive intervention programs (for grades four through eight): Approximately 9,000 words of decodable text; two decodable reading selections/passages per soundspelling.

Common Core State Standards   “K–12

reading texts have actually trended downward in difficulty in the last half century.” •  Common Core State Standards, Appendix A, page 3

most into he n he

she!

t

no

the

if only are! to

my! and seewater l but called mewil w

so

Instructional talk   “sound

it out”

  Illustrator

  Phoneme

  Page

  Blend

  Syllable

  Read

  Write

  Spell

the word

  Letter

  Book

  Alphabet

  Cover

  Sentence

  Author

  Consonant   Vowel


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ACOE EL conference January 21, 2012   Read-alouds

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where the focus is on

reading!   Reading-along

Level 1: Many intentional experiences precede formal reading instruction, including:

3. What are appropriate ways of developing critical concepts? A. Concepts related to words & books B. Concepts about the world

with tracking and comments about words and process (including digital and audio contexts   Focus on high-meaning words such as children’s names as well as words of high interest to children (e.g., their pets, movie characters) and concrete objects in their physical environments (e.g., window, door, radiator)   Writing, writing, writing—   Children’s   Dictation

writing to an adult

  Preformed


words and letters

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Level 2: A focus on meaningful words (that include highly consistent and common sound-letter patterns and high-frequency words)

Word Category 1: High-imagery words

Word Category 2: +

High-frequency words the, of, a, but, to, or down - up little - big out - in under - over see, hear one, two


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Word Category 3: Phonetically regular words from highly populated networks with at least several highly frequent members & several high imagery members

bat

bat

brat cat

cat

chat fat

fat

flat

flat

Repetition of new words

Within the same book

gnat hat

hat

mat pat

pat

rat

rat

sat

sat

scat slat spat that

that

vat

Across books within a level

• •Across books of different levels

Lesson 10 (Level 2) Lesson 3 (Level 2)

Level 1

Level 2

Level 3

Lesson 10 (Level 2)

Sorting Existing Texts Text

(Program Stage/Level) (# occurrences)

Focus word(s)

# Unique words (Wd density ratio)

•Mud Pie (1-E)

•pat (1)

•10 (1:2)

•Teeny Tiny Tina (1-B) •In My Bed (1-E)

•cat, rat (1, 1)

•14 (1:3)

•cat (1)

•16 (1:5)

•Kittens (1-D)

•mat, hat (1, 1)

•17 (1:2)

•What goes into the •cat (2) Bathtub? (1-C)

•17 (1:2)

•Dressing up(1-E)

•hats (1)

•17 (1:2)

•Pet parade (1-D)

•cat, hat (1, 1)

•20 (1:2)


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SUPPORTING WORD & WORLD KNOWLEDGE SIMULTANEOUSLY THROUGH READ-ALOUDS & UNITS THAT INCLUDE INTENTIONAL TEXTS History Rappaport, D., (2002). Martin’s big words: The life of Dr. Martin Luther King. Scholastic. Sanders, N.I., (2011). D is for drinking gourd: An African American alphabet. Sleeping Bear Press. Math Anno, M., (1986). Anno’s counting book. HarperCollins. Mcmillian, B., (1991). Eating fractions. Scholastic Press. Science Sayre, A.P., (2010). Meet the howlers! Charlesbridge Pub Inc. Bill, T., (2010). Pika: Life in the rocks. Boyds Mills Press. Geography D’Aluisio, F., (2008). What the world eats. Tricycle Press. Simon, N., (1999). All kinds of children. Albert Whitman & Co.

Music and Visual Arts Moss, L., (2000). Zin! Zin! Zin! A violin. Aladdin. van Gogh, V., (2005). Vincent’s Colors. Chronicle Books. Rodriguez, R.V., (2006). Through Georgia’s eyes. Henry Holt and Co. Raschka, C., (2002). John Coltrane’s Giant Steps. Antheneum/Richard Jackson. Poems Ada, A.F., (2001). Gathering the Sun: An alphabet in Spanish and English. Rayo. Greenfield, E., (1991). Under the Sunday Tree. HarperCollins. Schertle, A., (2009). Button up! Wrinkled rhymes. Harcourt Children’s Books Fables Lobel, A., (1983). Fables. HarperCollins. Schmidt, K., (1985). The Gingerbread Man. Scholastic. New Classics Kann, E., (2006). Pinkalicious. HarperCollins. Falconer, I., (2000). Olivia. Antheneum Books for Young Readers. Arnold, T., (2006). Hi! Fly Guy. Cartwheel Books. London, J., (2006). Froggy’s day with dad. Puffin.

www.textproject.org


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