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L2 Reading Acquisition by Mind Map: L2 Reading Acquisition
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L2 Reading Acquisition

Comprehension

Fiction

"show" your thinking, Somebody/wanted/but/so, predict the ending

"Five Finger Summary"

Sticky notes with targeted topics

Think/pair/share

Non-fiction

teach text structures: main idea/detail, compare/contrast, cause/effect

Exploring the Text, Chapter Walks, Compare and Contrast Fiction and Non-fiction Text, KWL chart

Top-Bottom Theory

"Whole-Language"  

activating prior knowledge

"KWL Charts", Add an "H" for How (source, method...)

creating a connection

text to self/text/world

questioning-before, during, after

visualizing-"picture in reader's mind"

Visualizing and Verbalizing

determining what's important

forming an inference

summarizing

assessing level of background knowledge and providing ways to learn background knowledge in L1or L2

differentiating

instruction, activities, assessment

text rich environment

Word Walls

Reader generates meaning through reading to confirm expectations based on above expectations.

text should include native culture

assess and reassess

benchmarkand progress monitoring charts, graphs to share with student and families

New node

constructivism approach

Keep language in teaching of L2 reading

cognates

develop vocabulary and background

sticky notes

student developed dictionaries

Interactive Approach

"meaning-making"

unanswerable questions about text

dialogue-real communication

Both large and Small group work with specific tasks and accountability to the rest of the group. e.g. must report to or teach something to rest of group.

balance approach

combining vocab development with phonics

150,000 words needed to read fluently, need to combine vocab with phonics

use top down until unfamiliar word, then use decoding (bottom up)

As reading develops bottom up skills should come into play automatically, with top down efforts delegated to meaning making and bottom up to decoding fluently.

reading becomes component of language - reading, writing, speaking, listening

Real audiences, real questions

Avenues-Hampton-Brown

Ideas

teach sight words and phonics at the same time

"Guess the Covered Word"

"Word Waves"

Bottom-Up Theory

  "Hooked on Phonics"

larger to smaller units of sound

skills are transferable from L1

direct, explicit, & systematic

begin with commonalities

rehearsal and reading practice to develop fluency

blending sounds

make sure that phonemic awareness is present in L1 and L2

Programs

Wilson/ Orton-Gillingham

Zoo-Phonics

Just Words-spelling program

LiPS

Sopris West, fasfasfasf, sfasfasdf

Assessment

establish clear and fair criteria

Have students identify words they don't know

Make sure that error rates for reading material is within the correct parameters for independent and instructional levels.

Culture

Family Literacy

Background, make connections, make meaning (schema theory)

Literacy at home in primary language facilitates transfer of skills

Family interviews

Multi-cultural Materials

Literature in the students L1

be mindful of English background knowledge in fairy tales, nursery rhymes, etc. and ensure that ELL students are privy to this knowledge

Words Their Way activities

Encourage ELLs to bring in stories or share stories they have heard of. Look for common traits and differences.

cultural experiences such as holidays and traditions

expect student to make sounds they are only able to make

work from whole to part and back to whole

selection of unbiased textbooks

explicitly teach about diversity, the differences between cultures, the assumptions that cultures have.

show films, read books, and have projects that get the kids being 'experts' on their culture for group projects that discover that culture

Alphabetics

phonemic awareness not discrimination

primarily an auditory skill

involve students in rhyme, poetry and song

Activities should be done orally

sort objects of pictures into groups by sound

syllable sorts, insertion and deletion activities

Words Their Way activities

Use movement when rehearsing sound/symbol relationships

Vocabulary

student-friendly definitions

incorporate the senses

"cash in on cognates" Cognate Word Wall

context as a clue

Word Posters

Vocabulary Box

Productive and passive. We must remember to teach productive

student lead vocabulary, class vocabulary instruction

feeling words, body words, trauma healing