261.  I would like to know how to teach a 5th grader how to read in 30 minutes a day, AND a simple way to do it?

ANSWER:

I would like to know how to do that, too!!!!!! 

As in the previous question, this student NO LONGER NEEDS activities to help h(im/er) “learn to read.”   It is evident the student has NOT been helped by the “learning to read” methods we generally use in grades K-3rd.   Or it may be that the student just arrived from another country where s(he) never had, or had a very limited opportunity to attend school and, thus, this student is NOT a competent reader in h(is/er) native language and must now, in the 5th grade, for the first time, learn to read in ENGLISH. 

In the second case, that is, an older learner who may or may not be a proficient reader in h(is/er) primary language and must now learn to read in English, it is absolutely essential that the following order of skills be followed:

             Observing;

            Listening to models of English while observing;

            Speaking in English about the observation following the models heard; the

student may repeat the models, be asked questions about the observation and respond using the English models s(he) has heard, or the student  may try to express h(is/er) own ideas about the observation;

            Seeing the printed English words that describe the key concepts or ideas

in the observation, that is, the vocabulary relating to the observation

that the student has heard and has used in speaking about the

observation.

            Having a reader read for the student while s(he) silently “reads along” a

reading selection fully related to the observation which includes the

vocabulary the student has heard,

has used in speaking and

has seen as printed words;

            Reading along with a reader or with a tape recording of the reading

selection; the student may read silently or aloud;

            Having a writer model writing about the observation and the reading

selection using the vocabulary practiced in the previous activities;

the student may contribute to this writing effort;

            Writing about the observation and the reading selection;           

During the time that students “learn to read” as well as during and beyond the two-year maximum length of time for phonics instruction, students need to be taught reading through the process outlined above because, in many instances, students do not know anything about what they are observing, they know little or nothing about what they are hearing the teacher talk, they may know nothing about the printed key vocabulary words relating to the observation that are shown and displayed by the teacher:  this may be their first exposure to such vocabulary words.  And, this may be the very first time they read and write about the topic of the observation.

Even with very little time to teach reading –30 minutes IS  very little time—helping students learn to “read to learn” by the process outlined above would be very helpful.

 

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net