Do you remember when you were in school and your teacher said it was time for read aloud? I don't know about you, but for me, that was a joyous time. It was a time for my imagination to soar. I could take the words that were flowing so eloquently from her mouth and create a movie in my mind. I loved it.
As a classroom teacher, reading aloud to my own students became my favorite thing to do (maybe because it was magical for me as a child). I wanted to share that experience with them. But I also wanted to lift the level of learning a notch. Rather than this time being only a time for input, I was hoping to create some opportunities for output as well.
ENTER Interactive Read Alouds!
In the last post the focus was an overview of literacy components. This article will zoom in on just the mini lesson. The goals are to:
The next few posts will be related to one another regarding the topic of literacy instruction as it pertains to English learners. The focus will be specifically on supporting English learners in English Language Arts classrooms and accommodating instruction and materials to promote growth and success.
But let's begin by setting the foundation for our work with some common definitions or terms.
If you are a co-teacher, you might wonder how co-teaching fits in with the components of balanced literacy. Or you might be a main stream (general education) teacher that has a co-teacher and you wonder how to best utilize two teachers in the room during workshop. Many ESL teachers co-teach in classrooms that embrace the reading and writing workshop. It's important to know which approaches fit best with each part of the balanced literacy classroom.
The best thing about the workshop model is that it allows for differentiation for all students. Students are reading and writing on THEIR level.
The best thing about co-teaching is that it lowers the student-teacher ratio allowing for more interaction with individual students and the ability to customize instruction.
A huge part of balanced literacy and a workshop setting is conferring with students. Conferring allows for maximum differentiation to meet specific instructional needs for students. But when we serve students who are also learning English, there is a need to accommodate the way we confer. After years of conferring with ELLs and tons of reading in the field, here are my tips for conferring with ELLs.
This is a post I wrote for Tan's Blog. It was shared on EmpoweringELLs in May 2017.
When I stop to reflect on what is BEST practice for my elementary ELLs in reading, writing, listening, and speaking, the answer comes to me quite clearly…the workshop model. Why? What I know about the needs of my ELLs is that they require explicit instruction, modeling, guidance, routine, and practice. Here’s how the reading and writing workshop models promote progress for ELLs in listening, speaking, reading and writing.