a tpr approach to teaching sight words anna e. t. miles esl district learning day march 14, 2015...
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A TPR Approachto Teaching Sight Words
Anna E. T. MilesESL District Learning Day
March 14, 2015Session 3: 10:20-11:20Session 4: 11:20-12:20
Survey 12:20-12:30
Objectives
Elementary and secondary ESL teachers will:
Know
• The vision and key elements of the DRAFT Comprehensive Literacy
Improvement Plan (CLIP) and how it can relate to a differentiated method
of
teaching sight words.
• The design of ESL instructional support and strategies that complement
the 5 priorities of Destination 2025.
ObjectivesElementary and secondary ESL teachers will:
Understand
• The value of considering different learning styles when planning for differentiated
instruction, as it relates to sight words
• The need for and purpose of the strategic plan and CLIP--first “Destination 2025”
action plan
• The role of the ESL teacher as a school resource person in matters of ELD and
content integration
• The value of the integration of language acquisition strategies and core-content subject
matter
ObjectivesElementary and secondary ESL teachers will:
Be able to Do
• Actively engage in teaching sight words utilizing TPR.
• Reinforce the District’s vision for school and student success (e.g., D2025 and CLIP)
• Prepare school and staff for complex change and deep, purposeful CLIP implementation for
English Language Learners (ELL)
• Re-envision the design of rigorous instruction for ELLs as a curriculum that prepares ELL to
meet the demands of CCSS
Norms•Be present and engaged
•Be respectful of differences in perspective while challenging each other productively and respectively
•Monitor “air time”
•Make the most of the time we have
•Stay focused on students
What is the Goal of Content Area Literacy Instruction?
• To teach the ideas, concepts, and principles of a specific subject in a manner that learners receive instruction in reading strategies that meet the unique requirements of the individual subject area
Let’s Discuss…
.
Rationale The Kindergarten ESL students experienced difficulty reading and
understanding their sight words. Different learning styles were not being considered. Some students experienced anxiety speaking in class (high affective
filters). Reference prior research (TPR Alphabet Letter Knowledge Data).
Project Purpose To engage different learning styles To utilize TPR to create an exciting learning environment and to lower
affective filters To increase sight word recognition in a pull-out setting
Alphabet Letter Data
Setting and Participants• Setting• Title 1 School • ~400 Pre-Kindergarten – 5th grade students• >95% low socio-economic status• 2013-2014 Tennessee Department of Education
Reward School
• Participants • Kindergarten ELL students • First Languages (L1)
• Spanish• Vietnamese• English (beginning work with mainstream
classrooms)
11
Special Considerations
• When working with the ELL who also have identified learning disabilities, it is necessary to consult with the Special Education teacher.
• Special considerations and/or accommodations may help to fully engage the ELL in language development.
Areas of Effective Literacy InstructionEffective adolescent literacy instruction includes focused work in: • Word study• Fluency• Vocabulary• Comprehension• Writing• Motivation
(Boardman et al., 2008; Roberts et al., 2008)
Professional KnowledgeProfessional Points of View Asher (1969)
The coordination of speech and action to respond to a commandKrashen in Richard and Rodgers (2006)
Affective filters lowered and more learning occursStandards Common Core State Standards (CCSS)
CCSS RF.K3c. Read common high frequency words by sight. Best Teaching Practices
TEM Additional resources beyond curriculum Differentiation
TESOL Implement variety of standards-based teaching
Areas of Effective Literacy InstructionEffective adolescent literacy instruction includes focused work in: • Word study• Fluency• Vocabulary• Comprehension• Writing• Motivation
(Boardman et al., 2008; Roberts et al., 2008)
Action Plan Week 1: Sight Word TPR Introduction
Introduce TPR movements and sight words 1-10 (e.g. I, am, the, little, big, a, to, the, like, go). For each week, track data informally and accommodate
higher levels by introducing >10.
Week 2: Add 5-10 more (me, my, is, look, do, and, see, are, at, we) Use informal assessment data to gauge how many to add.
Week 3: Add 5-10 more (not, by, be, but, come, can, for, from, get, have) Utilize TPR to teach new words and review previous weeks.
The pace may need to be adjusted at this point. Utilize informal data to guide instruction.
Weeks 4-6: Continue adding sight words as necessary to the daily routine. Track with running records or an informal system. Begin to add spelling the words
with a tune to integrate writing.
Areas of Effective Literacy InstructionEffective adolescent literacy instruction includes focused work in: • Word study• Fluency• Vocabulary• Comprehension• Writing• Motivation
(Boardman et al., 2008; Roberts et al., 2008)
Let’s Watch It!
Now, Let’s Try It!
Analysis and Findings Children respond well to learning sight words through TPR and having learning style considered Assessments show development over time Children thrive under a relaxed, yet structured, schedule Affective filters lowered due to the relaxed atmosphere, and all students began generating verbal responses Children can become tired due to the physical nature of the activity
Intervening Variables Students received sight word instruction in mainstream classroom Some students were absent on instructional days
• Three students were withdrawn from school for six week periods• Two students were absent for longer than five consecutive days
ConclusionsMy students learn more effectively when they are engaged and involved in their learning.
Utilizing a physical response to aid in memory is an effective tool for kindergarteners, specifically, but not limited to, students whose first language is not English.
Teaching requires applying research-based strategies and adapting them in a way to benefit one’s specific group of students.
I will reflect upon what I have learned from my research and utilize it to cater to future lessons.
I will employ this teaching strategy next year because of the positive data (e.g., Informal and Common Assessment) generated from my efforts.
