read and rise 阅读和崛起 اقرأ وارتق lire et se soulever li ak leve non leia e se...

of 39 /39
Read and Rise 阅阅阅阅阅 ق ت وار را ق اLire et se soulever Li ak Leve non Leia e se levanta Tìm hiểu và tăng lên Lea y se levantan

Author: barbara-lyons

Post on 13-Jan-2016




0 download

Embed Size (px)


  • Read and Rise Lire et se soulever Li ak Leve non Leia e se levanta Tm hiu v tng ln Lea y se levantan

  • Sharing Family Traditions .Chia s cc gia nh ca ti nn vn ha v truyn thng, cc con ti s hc cc k nng c vit quan trng.

  • Talk your child every day!Pale ak pitit ou chak jouConverse com seu filho todos os diasHable con su hijo todos los dasNi chuyn vi con ca bn mi ngy

  • Culture, Traditions and Daily Life

  • Culture, Traditions and Daily Life

  • Daily verbal interactionsReally make a meaningful difference in language development

    The average three-year-old has heard 20 million words

    Three year olds from very talkative, socially interactive families have heard 35 million words

    Three year olds of uncommunicative families have heard less than 10 million wordsFrom Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart, Ph.D., & Todd R. Risley, Ph.D.

  • The average 3 year old A mdia de trs anos de idade, ouviu 20.000 mil palavrasCrianas de trs anos de muito falante, de famlias socialmente interativo ouviu 35 milhes de palavrasTrs anos de idade de famlias uncommunicative ter ouvido menos de 10 milhes de palavrasLa media de tres aos de edad ha odo 20 millones de palabrasTres aos de muy hablador, familias socialmente interactivo ha odo 35 millones de palabrasTres aos de familias poco comunicativo han escuchado menos de 10 millones de palabras

  • The average 3 year old Ba trung bnh tui nghe 20.000.000 liBa tui t rt ni nhiu, gia nh tng tc x hi nghe t 35.000.000Ba tui ca cc gia nh kin ao nghe ni t hn 10 triu t 20 35 10

  • The average 3 year old 20 35000000 10

  • The average 3 year old20000000350010Mwayn twa zan an te tande 20 milyon moTimoun ki gen twa ane de, tr bavar sosyalman fanmi ent te tande 35 milyon dola moTwa ane timoun ki gen fanmi yo ranfrme te tande mwens pase 10 milyon mo

  • Vocabulary sizeGreatly influenced by familial styles of talking and interacting with babies

    The average child has about a 700 word vocabulary by the age of three

    Children of very sociable families have a vocabulary of about 1,100 words

    Children of uncommunicative, non-reactive families have only about a 500 word vocabulary

  • 15,000 hours of learning timeFrom birth to age three, children have roughly 15,000 hours of learning opportunity

    Whether these hours are filled with language, or left empty, makes an extraordinary difference to childrens development

  • From birth to age three, children have roughly 15,000 hours of learning opportunity

    15000nesans rive laj twa zan, timoun yo gen 15,000 dtan pou yo aprann optinitenascimento at trs anos de idade, as crianas tm 15 mil horas de oportunidade de aprendizagemel nacimiento hasta los tres aos de edad, los nios tienen 15.000 horas de oportunidad de aprendizaje 15000 15000

  • Non-verbal component to languageBeyond vocabulary, children are learning how to be social beings by listening to talk

    From listening, being talked to, and observing, children learn about:EmotionsThe social context that goes with wordsInteractions in the family and the larger world

  • From listening, being talked to, and observing, children learn about: emotions and the social context that goes with words

    koute, pale, epi obsve, timoun yo aprann sou:santiman yo. Kontks sosyal la ki ale ak moEntraksyon nan fanmi an ak monn ki pi gwo aouvindo, conversando e observando, as crianas aprendem sobre:sentimentos. O contexto social que se passa com as palavrasInteraes na famlia e no mundo maiorT lng nghe, c ni chuyn vi, v quan st, tr em tm hiu v: cm xc v bi cnh x hi m i vi cc t

  • From listening, being talked to, and observing, children learn about: emotions and the social context that goes with words

    escuchar, hablar, y observar, los nios aprenden acerca de:sentimientos. El contexto social que acompaa a las palabrasLas interacciones en la familia y el resto del mundonghe, ni, v quan st, tr em tm hiu v:cm xc. Bi cnh x hi m i vi cc tTng tc trong gia nh v th gii ln hn :. :.

  • The connection between speaking and readingTo make sound / symbol connections between spoken word and printed word you have to be familiar with the sound

    Children who are having trouble producing sound will have great difficulty becoming phonologically aware

  • The connection between speaking and reading (cont.)Broad oral vocabulary also helps children learn to read.Early readers check word symbols against a mental dictionary. If that dictionary is limited, reading is harder

    Vocabulary, word knowledge, and knowledge of concepts are the building blocks of reading that are provided by early talking

  • Daily verbal interactions and Family Stories Support ReadingShare a story about how families use recipes to build childrens early literacy skills.

  • Communicating in languages other than EnglishThe slow-down periodA natural part of the bilingual learning processChildren slow down, become listeners and observers of language, then take off

    As with other learned skills, you will see growth spurts for monolingual and bilingual children alike in language Slide adapted from: Reading Rockets

  • Communicating in languages other than English (cont.)Parents should speak in the language they feel comfortable using

    Parents are their childs primary language model. They should model:good language skillsusing whatever language the parent has good language skills inSlide adapted from: Reading Rockets

  • Building Blocks of Reading

  • What Good Readers Do

    Make Connections



    Determine Importance


  • Making Connections

  • How Do Good Readers Make Connections?

    They think about what the story reminds them of in their own livesThey think about how the story relates to their own livesThey think about other books they have readThey think about things that happen in the world

  • Visualizing

  • How Do Good Readers Visualize?Create pictures in their headMake the words on the page real and concreteCreate a movie of the text in their headBuild meaning as they go by visualizingCreate images from all of their senses

  • InferringI wonderCould it be?

  • Determining Importance

  • Synthesizing

  • How Do Good Readers Synthesize?Take individual pieces of information and combine them with our background knowledgeForm a new picture or ideas from the pieces of informationCreate an original ideaSee a new perspectiveCombine the strategies of making connections, visualizing, questioning, inferring, and summarizingAsk ourselves, How has our thinking changed from reading the text?

  • Turn and Talk to a partner and discuss culture

  • What is academic language?Academic language is:the language used in the classroom and workplacethe language of textthe language assessmentsthe language of academic successthe language of power

    Note: To see an extended introduction to academic language, look at chapters 4 and 5 of the Doing What Works Digital Workshop about Teaching Reading to English Language Learners.

  • Why is academic language so important?Students who master academic language are more likely to:be successful in academic and professional settings

    Students who do not learn academic language may:struggle academically be at a higher risk of dropping out of school

  • Recognizing social vs. academic languageWhen comparing social and academic language, students should look for the following differences:

    Note: This chart may not appear on printouts of the outline format.

    Informal LanguageAcademic Languagerepetition of wordsvariety of words, moresophisticated vocabularysentences start with and and butsentences start with transitionwords, such as however,moreover, and in additionuse of slang: guy, cool, andawesomeNo slang

  • Activity Idea:Practicing oral academic language (cont.)1. Have students practice these expressions in pairs before doing an oral presentation

    2. Helping students prepare for presentations with a partner will:increase their confidence and give them more opportunities to practice using their academic language

  • At what age should academic language instruction begin?Preschool through 3rd gradeStudents need to learn age-appropriate vocabulary and language that will give them a strong foundation for academic language in the future

    4th grade through 8th gradeInstruction should transition in order to teach students more sophisticated academic language skills, including vocabulary and grammatical structures

    Note: Formal academic language instruction should begin in 4th grade.