1. “ How to help your child read and write in another language" FLAP Immersion Parent Partnership Meeting Session 4
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4. What is “reading comprehension”? Reading Skills Reading Comprehension reading fluency and accuracy reading vocabulary phonics
5. What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics comparing and contrasting finding main ideas character analysis recalling details Reading Comprehension
6. What is “reading comprehension”? Reading Skills Literary Analysis Language- Specific Skills Students learn these skills by actually reading in the second language (L2) Cognitive Skills Students may learn these skills through the first (L1) or second (L2) language. Reading Comprehension
7. What is “reading comprehension”? Reading Skills Literary Analysis Language Specific Skills Students learn these skills by actually reading in the second language (L2) Cognitive Skills Students may learn these skills through the first (L1) or second (L2) language. Reading Comprehension
8. “ Two-Balloon Theory” Those who are against bilingual education have argued that learning in child’s L1 limits his/her exposure to the L2 and inhibits its acquisition. What I learned in L1 What I learned in L2
9. “ Common Underlying Proficiency” “ Common Underlying Proficiency (CUP)” is the notion that the knowledge of content learned in one language can be transferred to a second language. CUP “makes possible the transfer of cognitive/academic or literacy-related skills across languages” (Cummins, 1992 p. 22)
10. “ Common Underlying Proficiency” surface features of L1 surface features of L2
11. “ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
12. “ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages. What I learned in L1 What I learned in L2
16. “ Literacy Analysis” Tasks Recalling information (when, where, who, what, how) Sequence (recalling the story events in order) Character Analysis (describe the characters in reference to their words, actions, etc.) Compare and Contrast (characters, story to another story, etc.) Inference (finding things not directly stated in the text through context clues) Personal Connections (connecting the reader to the text in personal ways) Predictions (finding what is going to happen next in the story) Summary ( Sum up the main ideas/details of the story)
17. Step 1: “Determine your child’s reading level” A. If your child is not able to read at all, you read the text and then ask questions. Your child should respond to the questions orally.
18. Step 1: “Determine your child’s reading level” B. If your child is able to follow the print, you read the text , and your child should follow your reading with his/her eyes on the pages . You then ask questions, and your child should respond to them orally.
19. Step 1: “Determine your child’s reading level” C. If your child can read independently, he/she should read the text . Then, at the appropriate moment, you stop your child and ask questions. Your child should respond to the questions orally.
20. Step 2: “How to select the reading text” A. Even if your child is not able to read at all, still make sure your child can understand and enjoy the story.
21. Step 2: “How to select the reading text” B. “90-10 Rule” If your child is able to follow the print, or he/she can read independently, roughly 90% of the text should be understandable for your child. To check this, you or your child should try reading the first page of the book. If your child consistently mispronounce or is not able read 1 word out of every 10 words, the book may be too difficult for your child to enjoy.
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24. “ Literacy Analysis” Tasks Recalling information (when, where, who, what, how) Sequence (recalling the story events in order) Character Analysis (describe the characters in reference to their words, actions, etc.) Compare and Contrast (characters, story to another story, etc.) Inference (finding things not directly stated in the text through context clues) Personal Connections (connecting the reader to the text in personal ways) Predictions (finding what is going to happen next in the story) Summary ( Sum up the main ideas/details of the story)
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39. Transferable and non-transferable items across languages (selected items) Letter-sound connection Meaningfulness of print Synonyms/Antonyms Multiple-meaning words Vocabulary Language-specific word structure Text structures Word recognition skills Reading strategies Print directionality Story structure and rhetorical devices. Text structures Writing domains Writing strategies Grammar features Spelling features Habits and attitudes toward reading and writing Cultural schema Transferable Non-transferable Word Knowledge Reading Comp. Writing Meta-cognitive Skills
40. “ Common Underlying Proficiency” surface features of L1 surface features of L2
41. “ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
42. “ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages. What I learned in L1 What I learned in L2
43. What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics comparing and contrasting finding main ideas character analysis recalling details Reading Comprehension
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