Transcript ELL Guided Reading

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ESL Students and Guided
Reading
Elisabeth Zachau
ESL Teacher
Hamilton County Schools
Chattanooga, TN
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Overview
 Guided
Reading is a component of
balanced literacy providing differentiated,
small-group reading instruction to four to
six students with similar strengths and
instructional needs (Fountas & Pinnell,
1996) or to heterogeneously grouped
students (Cunningham, Hall, & Signomn,
2000).
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Overview
 It
is recommended that these groups meet
at least three to five times per week for 20
to 30 minutes in order to make consistent
reading gains. (Fountas & Pinnell 1996).
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Benefits of Guided Reading

All students benefit from guided reading.

English language learners (ELLs) also benefit from these
aspects of guided reading when a modified approach is
used.

They gain additional language learning opportunities that
native speakers typically acquire implicitly.
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Modified Guided Reading
Necessary

ELL have many gaps in their knowledge when they arrive at
school.

Gaps in their reading ability- even at the Kindergarten level
if come to school not knowing the alphabet and they are
already behind.

Parents often not assimilated and don’t understand how to
help them with their schoolwork.
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Need targeted reading instruction that will help them make
progress in both reading and language.
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ELL Teachers are often asked to do
guided reading
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As part of school or district wide literacy initiatives.
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Focus is often overwhelmingly on teaching literacy or
reading skills

As ELL teachers, our jobs by definition include assisting
students with making progress with acquiring language skills
in English in addition to teaching students how to read.
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Difference Between Reading
Objectives and Language
Objectives
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Reading Below Grade Level
A
study released at the American
Educational Research Association
finds that students who can’t read on
grade level by3rd grade is four times
less likely to graduate by age 19 than
a child who does read proficiently at
that time. Donald Hernandez, Hunter
College
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Language Objectives

Language structures (grammar used in reading and writing)

Language skills (furthering reading, writing, listening, and
speaking in English)
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Vocabulary.

How to read in English
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How to write in English
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Pronunciation

English listening comprehension
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Language Objectives

English speaking skills.

Idiomatic expressions
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Reading Objectives

Reading Skills

Print Concepts

Fluency
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Phonological Awareness: Segmentation
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Phonological Awareness: Rhyme and Alliteration
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Speaking and Listening: Comprehension and Collaboration
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Taken from the Common Core Website
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Educators of ELLs must
Unify Both of these
Learning Objectives in
Their Lessons
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Modified Guided Reading
Modifications
can enhance and enrich
language and literacy learning
opportunities to include
1.
2.
Detailed vocabulary instruction,
Variables concerning second
language structure and cultural
relevance.
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Modified Guided Reading
3. Extensive
introductions and
background building.
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Bilingual Readers

If a student has already developed literacy in their native
language, it will be easier for them to transfer those skills to
learning to read in English.

Home literacy habits will influence children’s motivations
and literacy habits and proficiency.

Cultural background influence’s prior knowledge- different
funds of knowledge.
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SLA Research States
Literacy
skills are acquired once and
do not need to be relearned in a
second language (decoding,
segmentation, concept of print, etc.)
Limitations
will affect second
language reading and
comprehension.
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Beginning Second Language
Readers
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Unfamiliar with English alphabet and spelling patterns
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Limited sight vocabulary in English
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May not read simple texts
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Difficulty processing beyond the sentence level
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May need more experiences with written and oral language
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Other Considerations
While
Teaching ELLs to Read
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Parental Support
One
of the best ways to accelerate
student’s reading is by training
parents how to help their children
read at home.
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Create Workshops for Parents
Train
them on how to teach children
the alphabet sounds
Train
them how to have children
practice the sight words- write the
sight words phonetically and then
train them how to write. There is a
reproducible chart in the back of the
Words Their Way For ELLs (Peregoy &
Boyle, 2005) book.
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Create Parent Workshops
Create
packets with audio text
support that students can listen to at
home.
Give
students books to read with their
parents in Spanish.
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Assessment
1. Informal
Can
Assessment-
write notes about students’
miscues, reading difficulties,
language difficulties, unknown
vocabulary on a chart or post-its.
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Running Records
A
shorthand transcription of a
child’s oral reading of a text,
taken “on the spot”, while the
child is reading.
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Assessing Reading Using an
Informal Reading Inventory

“Through probing questions, you can help students display
their understanding of a passage while distinguishing lack of
recall from lack of comprehension”
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You can assess a student with a challenging passage to
obtain enough oral reading miscues to form the basis for
miscue analysis.
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Use published IRIs to Determine
Level
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The published IRIs such as Fountas & Pinnell will help you
determine the students’
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Independent
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Instructional
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Frustration
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Independent Reading Level
Student reading at a level that is
relatively easy for him or her and
requires little if any help.
Student reads with 98 percent word
recognition accuracy and about 90
percent comprehension.
Comprehension is determined based
on students retelling.
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Instructional Reading Level
At
the instructional level, students’
word recognition is about 95 percent
accurate and comprehension is about
70 percent in an IRI
Students
about to read classroom
material with assistance
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Frustration Reading Level
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Student will have great difficulty with word recognition and
comprehension.
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Below 90 percent in word recognition
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Below 70 percent in comprehension.
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Too difficult to read with assistance
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QRI-II
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Qualitative Reading Inventory II by Leslie and Caldwell
(1995)
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Contains word lists related to each passage
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Includes concept questions to ask before student reads. The
questions assess student familiarity with the topic and
understanding of selected vocabulary.
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Students make predictions, which activates prior knowledge.
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Contains multiple narrative and expository passages at each
grade level, PK-8.
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QRI-II
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QRI-II miscue scoring counts only errors that interfere with
comprehending the meaning of the passage. Repetitions and
self-corrections are not counted as errors.
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Lou
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13 year old Chinese bilingual eighth grader who speaks
Mandarin at home.
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Intermediate ELL
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Start by assessing at 3rd grade level
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Lou
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On concept question prior to reading the passage, Lou
indicated that he didn’t know about Amelia Earhart or what
“an adventurer” was.
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Information in the passage basically unfamiliar to him.
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Read Amelia Earhart passage with only 6 miscuesindependent level.
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Correctly answered all comprehension questions.
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List of Commercial Reading
Inventories
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Bader, L.A. (1998). Bader Reading and Language Inventory
(4th ed.). Upper Saddle, NJ: Merrill.
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Leslie, L, & Caldwell, J. (1995), Qualitative Reading Inventory,
II. New York: Addison Wesley Longman.
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Flynt, E.C. & Cooter, R.B. (1999). English-Español Reading
Inventory for the Classroom. Upper Saddle River, NJ: Merrill.
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Stiedlitz, E.L., & Lanigan, V. (1996). The Stieglitz Informal
Reading Inventory: Assessing Reading Behaviors from
Emergent to Advanced Levels (2nd ed.). Portland, OR: Book
News.
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Fountas & Pinnell
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Vocabulary- An Essential Part of
the Pre-Reading Phase for ELLs
Preteach Vocabulary
(Five words
productive and three words for
receptive vocabulary.
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Vocabulary Support
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Vocabulary Support
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Vocabulary Support
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Vocabulary Support
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Vocabulary Support
Students
can work on writing their
own independent sentences with the
vocabulary or complete vocabulary
assignments while you work with
another group.
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Vocabulary Support
Talk
about the pictures or do a read
aloud with similar picture vocabulary
cues and talk about everything in the
picture. If you have the time, use it
here!
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Planning the Introduction
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Introduction- Providing
Background Knowledge
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“All readers bring to the reading/writing process their own
growing knowledge of language, the world and their
understandings of how print is used to convey meaning.”
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Activating background knowledge before reading is an
important step in teaching young readers.
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Bankstreet College of Education
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Before Reading
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Strategies: Identify background information
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Action
What do I know about the topic?
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What is the topic?
Student:
Explains orally
Draws one or more pictures
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Building Background Strategies
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Field Trips and Films- Youtube clips, realia
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Simulation games- example taking a vote in class
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Experiments/research- science experiment, oral history
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Structured Overview- map of the information
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Anticipation Guides- Predict and then compare views after
reading
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Before Reading
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Strategy: Preview text, identify unfamiliar words, make predictions.
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Actions: Skim, scan, ask questions and use pictures to make predictions.
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Make guesses about and identify the meaning of unfamiliar words (use
context clues).
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Lesson: L1- Match or group vocabulary pictures or use them to make
predictions
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L2- Use titles, headings, textual clues to make predictions
L3-Preview text and use glossary or dictionary to find meaning
of unfamiliar words.
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CAL-What’s Different About Teaching Reading to Students
Learning English, 2007
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Before Reading
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Identify purposes for reading
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Lacking clear purpose students are likely to simply read words and
forget about them (Peregoy & Boyle, 2005).
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Actions: My questions are______________.
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What does the author want me to understand, learn or do?
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L1- Answer yes/no questions
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L2-Rephrase a teacher formulated question about the purpose of the
reading task.
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L3- Make predictions about the topic of the reading.
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CAL-What’s Different About Teaching Reading to Students Learning
English, 2007
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Shared Reading
A
way to engage learners of diverse
backgrounds.
 Shared
reading of the guided-reading text
supports L2 readers by providing teachers
the opportunity to model fluent reading,
discuss the story and vocabulary as the text
is read aloud, make connections and
scaffold the concept, and model the
strategy (think-aloud, chunking words to
decode).
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During Reading

Make inferences- Identify what is implied or not directly
stated
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L1 Makes a guess using pictures
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L2-Uses the title, headings, and pictures to make guesses
about the context of the text.
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L3-Explains word meaning using context clues.
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CAL-What’s Different About Teaching
Reading to Students Learning English, 2007
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From Fountas & Pinnell Guided
Reading
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During Reading
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Acquire vocabulary meaning
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Determine the important unknown words in the reading and
learn meanings.
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L1- Draws pictures to identify a few unknown words
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L2- Reads with a buddy to learn new words.
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L3- List unknown words and investigates their meanings
through questioning, dictionary use, or native language.
Takes notes while reading. Asks additional questions.
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CAL-What’s Different About Teaching Reading
to Students Learning English, 2007
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After Reading
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Summarize- Recall Main Ideas and details
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L1-Make/practice flash cards of key terms
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L2-Illustrate and label main ideas and details.
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L3-Create a graphic organizer for the main idea
CAL-What’s Different About Teaching Reading to Students Learning
English, 2007
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After Reading
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Analyze- Identify the logical argument of the text or the
organization of the text.
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L1- Arrange pictures, symbols, or keywords in logical order/
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L2- Retell the argument of the text using a graphic organizer
or outline.
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L3-Create an outline or graphic organizer. Write a summary
of the major points.
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CAL-What’s Different About Teaching Reading to Students Learning
English, 2007
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After Reading
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Draw conclusions
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Actions-Seek additional information through the use of
additional texts, experiments, or hands-on activities.
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L1-Draw one or more pictures to summarize the content.
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L2-Complete a Venn diagram or other graphic organizer.
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L3-Create a poster or graphic organizer to summarize main
point and details.
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CAL-What’s Different About Teaching Reading to Students Learning
English, 2007
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Guided Writing- After Reading
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Write a simple sentence as a group based on the text. For
students levels A-I students can write a simple sentence
using one of the targeted sight words in the text.
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You can write it on the board and then practice with various
formations of the sentence:
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Example: He can run. He can jump. He can sing.
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Students can write along with you on their whiteboards. This
emphasizes the oral to written language connection.
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Introduction

You begin by introducing the story or
other text, beginning with the title,
author and illustrator, inviting
students to make predictions about
the text; want to go through the
pictures in the book and talk about
the pictures.
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Reading the Text
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Emergent readers vocalize softly as they read .
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Teacher maintain anecdotal records
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Returning to The Text
When
the students have completed
their independent reading of the text,
the teacher engages the students in a
conversation similar to the
introduction.
Teacher
can ask open ended
questions to deepen comprehension
and reinforce grammar and
vocabulary instruction.
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Planning the Lesson
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Determine objectives of lesson(s) based upon instructional
needs (English-language learning and literacy learning).
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a. Determine the main idea or essential message from text
and supporting information.
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b. Read for information to use in performing a task and
learning a new task.
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c. Identify words and construct meaning from the text.
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Planning the Guided Reading
Lesson
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Analyze the text and identify literacy challenges based upon
your knowledge of the students.
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Vocabulary
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Identify two or three words for receptive vocabulary and five
to nine words for the productive vocabulary
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Focus on both sights words and words that help them
understand the meaning of the story.
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Planning the Grammar Point
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Select a grammar point that occurs in the book that will be
difficult for ELLs to produce.
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Examples: Questions
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complicated structures, need to, want to etc.
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modals
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Give many repetitive examples and write them
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Attention to the Structure of
English
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Teachers can choose a grammatical structure for the guided
writing part of the lesson that they would like to focus on.
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After reading the story- the teacher can model the structure
on the board for the students. Students can take turns
creating sentences that the teacher writes:
For example:
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He can read.
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He can run.
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He can write.
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Higher Level Example
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The boy should do his homework.
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The boy shouldn’t bother the cat.
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The researchers went ahead with the study despite the fact
that they didn’t have approval.
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The children choose to skip class despite the fact that they
knew there would be consequences.
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What Do We Need?
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We need light to see.
(need + noun)
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We need clothes to keep us warm.
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We need food to help us grow. Introduce Greater Variability
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We need to go to the gym. (need + infinitive)
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I need to go to the bathroom.
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What Do We Need? Taken from
Rigby On Our Way in English F
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Casey’s Lamb- Take from Rigby On
Our Way in English Level C
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Casey’s Lamb
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Development of Oral Language
ELLs
must develop oral while they are
developing their reading skills.
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Echo Reading
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Explain the procedure to the students.
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As students read record their errors in the same way you
would record miscues.
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1. If the student has echoed the word correctly, don’t do
anything.
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2. If the student substitutes or adds a word, write the word
above the word or phrase where the substitution takes place.
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3. Circle words left out of the student’s version.
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Peregoy & Boyle, 2005
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Echo Reading
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Echo reading is a process whereby the teacher reads a
sentence and the student repeats or echoes the sentence
(Peregoy & Boyle, 2005).
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If a student is unable to to repeat a sentence you have read to
them, they will probably be unable to read the sentence.
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You can use echo reading to gauge the oral language level of
a student and to gain an estimation of what the student may
be able to do with reading.
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This method can help with students who are reluctant to
speak.
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Choral Reading
 “When
you use choral reading with English
learners and others students, you need to
select materials that are age appropriate
and a little beyond what your students can
read on their own, that is, their zone of
proximal development” (McCauley &
McCauley, 1992).
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Choral Reading
 Research
indicates that choral reading
helps children learn the intonations of
English stories and improves their
diction and fluency (Bradley & Thalgott,
1987).
 In
addition, choral reading raises the
enthusiasm and confidence of early
readers (Stewig, 1981) and helps them
expand their vocabulary (Sampson,
Allen, & Sampson, 1990).
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Planning Guided Reading
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Selecting a Text
Choose
a story that students will be
able to relate to based on common
cultural background, personal
experience, transferable personal
experience (background knowledge).
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Consider the Different Genres and
What Your Students Can Do While
Making the Selection
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Expository Text Language
Features

Some action verbs (e.g., climb, quake, eat)
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Generally in the “timeless” present tense
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Many linking verbs relating one part of a clause to another
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Language focuses on defining, clarifying, and contrasting
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Descriptive language that is factual and precise
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Writing is usually in a formal and objective style that is likely
to contain technical vocabulary; first-person pronouns
generally unacceptable
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Narrative Text Language
Features
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Mainly action verbs. Generally past tense. Many linking
verbs to do with time
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Dialogue typically included with tense changes from past to
present to future
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Descriptive language enhances and develops the story by
creating images in the reader’s mind
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Can be written in the first person (I, we) or third person (he,
she, they)
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Homophones
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Words that sound the same but have different meanings
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Strategy instruction (if needed, identify good places to insert
strategy instruction during shared reading [e.g., thinkalouds, elicitation of predictions, word solving])
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Extending the Lesson (After
Reading)
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Extending the lesson(s) Word work:
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Writing:
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Possible minilessons:
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Note. As ELLs become more proficient (orally and literary),
they will need less support. This framework should be
adjusted to reflect more student responsibility as the teacher
facilitates learning and guides when necessary.
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Jan Richardson Pre-A Guided
Reading Lesson Plan
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Jan Richardson Emergent
A-C Guided Reading Lesson
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Jan Richardson Level C Sight Word
Inventory
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Jan Richardson Early-Level D-I
Lesson
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Work on a Guided Reading Lesson
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Introduce Yourself to the person your are sitting next to.
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Work together to create a guided reading lesson for a one of
your reading groups.
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I will pass some planning sheets and materials.
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References
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Cappellini, M. (2005). Balancing Reading and Language Learning: A Resource
for Teaching Engish Language Learners, K-5. Sternhouse Publishers.
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Fountas, I. & Pinnell, G. (1996) Guided Reading Portsmouth, NH: Heinemann
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Kauffman, D. (2007) What’s Different About Teaching Reading to Students
Learning English? Washington D.C. Delta Publishing Company
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Hernandez, D. (2011) How Third-Grade Reading Skills and Poverty Influence
High School Graduation. NY, NY The Annie E. Casey Foundation.
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Peregoy & Boyle (2005) Reading, Writing, and Learning in ESL A Resource
Book for K-12 Teachers. Boston, MA, Pearson Education,
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Richardson, J. ( 2009). The Next Step in Guided Reading. NY, NY, Scholastic.
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Thank you very much for coming
to my presentation!
Contact
me if you would like me to
email it to you:
Elisabeth
(Lisa) Zachau:
[email protected]