+ Interactive Guided Reading

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Interactive Interactive Guided Guided Reading Reading

description

Selecting a text Appropriate Text Multicultural texts Make sure the text is appropriate for the reading level of the students Multicultural texts Select texts that are multicultural in nature

Transcript of + Interactive Guided Reading

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Interactive Interactive Guided Guided ReadingReading

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Selecting a text

• Appropriate Text– Make sure the text is appropriate for

the reading level of the students• Multicultural texts

– Select texts that are multicultural in nature

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For ELL Students in Mainstream Classroom

• Selected text reflects the core content for all students

• Text is level appropriate for English speaking and ELL students

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For ELL Students in ESL Pull Out Classrooms

• Text connects to student’s background• Make sure the text is one that, with explicit

instruction, Ell students can connect to their backgrounds

• Create text or visual aids– You may need to make these connections by

making your own texts or visual and contextual supports

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Prepare to Introduce the Story

•Key Vocabulary•Key concepts•Visual aids

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For ELL Students in Mainstream Classroom

• Preview vocabulary and concepts– Send home lists in L1

• Preview text– Send home text in L1 before presenting it in

class• Preview story

– Have a native speaker educator read story in L1 before you read in English

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For ELL Students in ESL Pull Out Classrooms

• Key vocabulary– List key vocabulary in English and the student’s

native language and post it in the room• Visual cues

– Provide visual cues for key English vocabulary• Key vocabulary translation

– Send home translations of key vocabulary in student’s native langauge

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For ELL Students in ESL Pull Out Classrooms

• Bilingual alphabet chart– Use the alphabet chart to connect vocabulary words

with letters and sounds in English• Visual and contextual clues

– Use lots of visual and contextual cues to reinforce key concepts

• Ten important sentences – Write out the ten most important sentences from the

story that ELL students must know to comprehend it.

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Introduce the Story

• Reading area– floor, rugs, designated comfortable space

• Picture walk of story– Before reading text to learn form pictures

and discuss what may happen

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For ELL Students in Mainstream Classroom

• Place ELL students close to you • Review key words in L1 and English

– Before reading story• Graphic organizers

– To introduce story– Developed after picture walk and predictions

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For ELL Students in ESL Pull Out Classrooms

• Graphic organizers to determine background knowledge

• Picture walk• Preview key vocabulary and word wall• Key Vocabulary during picture walk• Predictions based on language

proficiency

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Read the Story

•Whole group reading•Model reading strategies

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For ELL Students in Mainstream Classroom

• Read story aloud• Follow with text• Predict the story• Ask lots of questions• Monitor comprehension

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For ELL Students in ESL Pull Out Classrooms

• Read aloud• Emphasize key words while reading• Explicitly model reading strategies• Refer to student’s background

knowledge and experiences• Monitor for comprehension

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Monitor for Understanding

• Pose questions frequently• Provide cues to enhance

comprehension• Confirm and reinforce student’s

use of reading strategies

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For ELL Students in Mainstream Classroom

• Monitor for comprehension• Question if making connections• Use reading buddies

– Place limited English speakers with more proficient English speakers.

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For ELL Students in ESL Pull Out Classrooms

• Read in small groups• Pair ELL with proficient classmate

or educator– Read one on one in native language

• Personal connections to text

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Check for Comprehension

•Asses the students’ understanding of the text

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For ELL Students in Mainstream Classroom

• Summarize story in writing– Use native language

• Outline key points or main topics• Rewrite story in own words

– Either language

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For ELL Students in Mainstream Classroom

• If informal assessment– Include observations– Oral retelling of story

• If using formal assessment– Have someone read test aloud– Allow student to orally respond– Allow extra time– If possible provide translated tests

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For ELL Students in ESL Pull Out Classrooms

• Orally retell in English or L1• Rewrite story in English or L1• Draw, paint or act out the story

– Allow very limited English speaking students to draw, paint or act out the story

• Choral reading– Develops fluency and familiarizes sounds and

patterns

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For ELL Students in ESL Pull Out Classrooms

• Wait time• Reenact the story with puppets, dolls, or

animals• Rewrite ending of story in either language• Informality assess vocabulary

– Use vocabulary bingo• Complete KWL chart

– Use the chart as pre reading, during reading , and after reading exercise.

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Works Cited• Mostly directly quoted from pp 73-78• Herrera, Socorro. Classroom Strategies

for the English Language Learner; a Practical Guide for Accelerating Language and Literacy Development. Kansas: The Master Teacher, Inc. 2001. Print.