List Group Label Teaching Reading to ELL Students

Instructional Cycle of 3 or more
days (20-30 mins sessions

Vocabulary and writing assingments
are connectd to guided-reading texts
for better language acquisition

Word Work focuses on morphological
awareness, phonemic awareness, or
phonics connected to guided reading
text

Teacher reads guided-reading text aloud
to model fluency and generate discussions
regarding comprehensions and vocabulary
guided by teacher and students

Balance expository test with narrative texts (each have different language structure and
vocabulary)

Writing as a form of response to a guided reading text; story innovations, informational reports, poems, journal entries, etc.

Building background information through other components of a balanced literacy program; shared reading, read-aloud, or other subject-area content

Model, Model, Model! Flunecy through read alouds, connection-making and strategy demonstration through think-alouds, new vocabulary though decoding strategies

Listen! Be aware of L1 syntax and structure to better assess and help ELL in L2 development; ancedotal records

Provide a community of comfort

Extension activities through art, writing, or drama in response to the reading

ELL students gain on avg
a grade level in reading
when working extensively
with teacher in MGR

Studenta can begin to
read more challenging
texts independently and
successfully

Students form a tighter
connection with teacher
due to working in small
groups for extended
periods of time

Figurative Language/Phrases
without literal translation

Similies and Metaphors

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

Complex grammar or syntax

Differences in word sounds between L1
and L2

Lack of background information