List Group Label Teaching Reading to ELL Students

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List Group Label Teaching Reading to ELL Students

Points of Struggle or Confustion

Lack of background information

Differences in word sounds between L1 and L2

Complex grammar or syntax

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