Teaching reading to English Language Learner (ELL) students in small groups offers significant benefits, such as forming stronger connections with the teacher and advancing reading skills.
Homophones (Words that sound the
same but have different meanings
and sometimes spellings) and
Homographs (Words that are spelled
the same but have different meanings
Similies and Metaphors
Figurative Language/Phrases
without literal translation
Benefits For ELLs
Students form a tighter
connection with teacher
due to working in small
groups for extended
periods of time
Studenta can begin to
read more challenging
texts independently and
successfully
ELL students gain on avg
a grade level in reading
when working extensively
with teacher in MGR
Strategies
Extension activities through art, writing, or drama in response to the reading
Provide a community of comfort
Listen! Be aware of L1 syntax and structure to better assess and help ELL in L2 development; ancedotal records
Model, Model, Model! Flunecy through read alouds, connection-making and strategy demonstration through think-alouds, new vocabulary though decoding strategies
Building background information through other components of a balanced literacy program; shared reading, read-aloud, or other subject-area content
Writing as a form of response to a guided reading text; story innovations, informational reports, poems, journal entries, etc.
Balance expository test with narrative texts (each have different language structure and
vocabulary)
Modified Guided Reading
Teacher reads guided-reading text aloud
to model fluency and generate discussions
regarding comprehensions and vocabulary
guided by teacher and students
Word Work focuses on morphological
awareness, phonemic awareness, or
phonics connected to guided reading
text
Vocabulary and writing assingments
are connectd to guided-reading texts
for better language acquisition
Instructional Cycle of 3 or more
days (20-30 mins sessions
