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Storybook reading: Improving vocabulary and comprehension for English-language learners.

Research. English-language learners need instruction in academic, cognitive, and language development skills critical to success in schools (August

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Storybook reading: Improving vocabulary and comprehension for English-language learners.

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    1. Peggy Hickman Sharolyn Pollard-Durodola Sharon Vaughn Yaneysi Gutierrez Storybook reading: Improving vocabulary and comprehension for English-language learners.

    2. Research English-language learners need instruction in academic, cognitive, and language development skills critical to success in schools (August & Hakuta, 1997; Cummins, 1994: fizgerald, 1995). Academic success for ELLS students , what Cummins describes as CALPS (Cognitive Acdemic Language Proficiency Skills) is rooted in vocabulary and comprehnsion instruction.

    3. ELLS students One of the largest groups of students who struggle with literacy. Sepcific struggle with vocabulary and comprehension. Prior Knowledge, home literacy practices, language skills, language flexibility, and language proficiencies vary and influence learning and instruction (AU. 1993: Grabe, 1991). Vocabulary knowledge predictor of reading ability and comprehension (Grabe, 1991;McLaughlin, 1987). Teacher read-alouds provide opportunities to enhance literacy.

    4. Practices Supporting Vocabulary and Comprehension Development Activating and drawing students background knowledge. Teaching word meanings in context. Focusing on vocabulary that is difficult to visualize. Guided instruction. Encouraging higher level thinking. Use culturally relevant texts to promote comprehension.

    5. Storybook Reading Purpose: Assist students in building and extending vocabulary and content knowledge, as well as expending their listening skills and oral expression. Tips: -Choose narrative or information trade books. -Choose reading levels 1-2 levels above students placement. -High interest books when whole group -Theme books with small groups (3-4 students). -Separate books into pages of 200-250 words. -Read for 30 minutes a day. -Read book in 3-5 days. -Review vocabulary words each day.

    6. Elements of a story read-alouds Previewing story and vocabulary: 1st Look at front, back covers and predict. (Day 1) 2nd Teacher introduces 3-4 vocabulary words (Day 1-4) -Spoken by teacher and repeated by student. -Provide definitions using every day language -Place word on index card and display. Read-aloud/guided comprehension discussion (Day 1-4) 1st Teacher sets purpose for listening ex. Questions will follow, or listen for vocabulary words. 2nd Teacher reads aloud.

    7. Elements of a story read-alouds 3rd Teacher guides discussion. -Encourage students to use 3 newly learned vocabulary words in their retellings. 4th Students show a thumbs-up if thery agree with the retellings. ***Retellings : -First, have students recount using the 5ws. -Continue, with open-ended-questions. -End with inferential questions to synthesize information that is not directly presented in the story.

    8. Elements of a story read-alouds Reread passage: Focus on vocabulary: (Day 5) 1st Teacher re-reads passage with focus on vocabulary. 2nd Students show thumbs up when they hear learned vocabulary. -If students dont hear a word, the teacher re-reads. 3rd Students say definitions in own words. 4th Teacher guides students to make sentences using the words.

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