Guided Reading Guided Reading For The ESL StudentFor The ESL Student

Presented by:Presented by:Myrna CastilloMyrna CastilloRegion 10 Education Service CenterRegion 10 Education Service CenterMyrna.castillo@region10.org

It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.will not be a barrier to admission and participation in all educational programs and services.

SESSION GOALSSESSION GOALS

• Interact and share experiences and Interact and share experiences and research in order to become more aware research in order to become more aware of the unique needs of the second of the unique needs of the second language learner within the guided language learner within the guided reading group.reading group.

• Investigate research based strategies for Investigate research based strategies for reading that have proven to be effective reading that have proven to be effective with second language learners.with second language learners.

What is Guided Reading?What is Guided Reading?

It is a structured, practical way of It is a structured, practical way of matching reading instruction to matching reading instruction to the diverse individual readers in the diverse individual readers in the classroom.the classroom.

Two Driving FactorsTwo Driving Factors

1.1. Every child is capable of learning to Every child is capable of learning to read; andread; and

2.2. Children learn to read at varying Children learn to read at varying rates of development.rates of development.

Guided ReadingGuided Reading

““The ultimate goal in guided The ultimate goal in guided reading is to help children reading is to help children learn how to use independent learn how to use independent reading strategies reading strategies successfully.” successfully.”

Guided Reading p.2Guided Reading p.2

Teacher’s RoleTeacher’s Role

Guide students Guide students toward reading toward reading strategiesstrategies that will that will enable students enable students to comprehend to comprehend the text. the text.

Reading GroupsReading Groups

Guided Guided TraditionalTraditional

• Focus is on strategies for Focus is on strategies for independent readingindependent reading

• Variety of responses to Variety of responses to readingreading

• Trade books usedTrade books used

• Flexible, dynamic groups Flexible, dynamic groups based on ongoing based on ongoing assessmentsassessments

• Focus is to read the Focus is to read the basal textbasal text

• Workbooks and Workbooks and worksheets form the worksheets form the responses to readingresponses to reading

• Basal text is usedBasal text is used

• Static, inflexible groupsStatic, inflexible groups

Reading GroupsReading Groups

Guided Guided TraditionalTraditional

• Selection of book is Selection of book is matched to readers’ matched to readers’ needs.needs.

• Reading is connected to Reading is connected to writing, LA, speaking, and writing, LA, speaking, and listeninglistening

• Students learn to Students learn to problem-solve unknown problem-solve unknown vocabulary using vocabulary using strategiesstrategies

• Instruction is focused on Instruction is focused on readers’ needsreaders’ needs

• Instruction based on a Instruction based on a progression of skills from progression of skills from basalbasal

• Reading taught as a Reading taught as a separate subjectseparate subject

• Vocabulary is pre-taught Vocabulary is pre-taught to groupsto groups

• Selection of text is Selection of text is focused on needs focused on needs determined by basaldetermined by basal

Vygotskian Based ModelVygotskian Based Model

Step 1Step 1

Step 2Step 2

Step 3Step 3

Step 4Step 4

Modeling of Modeling of strategystrategy

Teacher DoesTeacher DoesStudents WatchStudents Watch

Apprenticeship Apprenticeship of useof use

Teacher DoesTeacher DoesStudents HelpStudents Help

Scaffolding Scaffolding strategy usestrategy use

Students DoStudents DoTeacher HelpsTeacher Helps

Apprenticeship Apprenticeship of useof use

Students DoStudents DoTeacher WatchesTeacher Watches

Dynamic Nature Of Dynamic Nature Of The Zone of Proximal DevelopmentThe Zone of Proximal Development

Level Of Assisted Performance

ZPD-3

Level of independent performance

Level Of Assisted Performance

ZPD-1

Level of independent performance

Level Of Assisted Performance

ZPD-2

T I M E

Level of independent performance

Assessment Of Assessment Of English LearnersEnglish Learners

Assess

Re-evaluate

Instruct

Instruct Based on Assessment

Language ProficiencyLanguage Proficiency

LANGUAGE PROFICIENCY

Activity

Reading BehaviorsReading BehaviorsObserve Analyze RespondObserve Analyze Respond

Grapho-phonic“Does it look right”

Syntactic“Does it sound right?”

Semantic“Does it make sense?”

The Reading ProcessThe Reading Process

Semantic

Syntactic Grapho-phonic

Sample

Predict

Attempt

Confirm

Prior Knowledge

Text

Illustrations

Grammar

LanguageStructure

Natural Language

Sounds &Symbols

Print Conventions

Illustrations

What to Assess With What to Assess With English Language LearnersEnglish Language Learners

• Background KnowledgeBackground Knowledge• Language KnowledgeLanguage Knowledge• Word RecognitionWord Recognition• VocabularyVocabulary• ComprehensionComprehension• Reading Knowledge in native language Reading Knowledge in native language

(Funds of Knowledge)(Funds of Knowledge)• English Language ProficiencyEnglish Language Proficiency

Challenges for the ELLChallenges for the ELL

Many English words cannot be phonetically Many English words cannot be phonetically sounded out.sounded out.

Words in English can have multiple meaningsWords in English can have multiple meanings

Syntactical structure of L1 is different from L2Syntactical structure of L1 is different from L2

IdiomsIdioms

English is not predictable!English is not predictable!

• Cake, mail, day, they, steak, eightCake, mail, day, they, steak, eight• Bowl, come, food, gone, want, watch, weightBowl, come, food, gone, want, watch, weight• ““strike”strike”• The bandage was wound around the woundThe bandage was wound around the wound• I did not object to the objectI did not object to the object• The insurance was invalid for the invalidThe insurance was invalid for the invalid• If the plural of tooth is teeth, why isn’t the plural If the plural of tooth is teeth, why isn’t the plural

of booth beeth?of booth beeth?• If teachers taught, why didn’t preachers praught?If teachers taught, why didn’t preachers praught?• One goose, two geese—so one moose, two One goose, two geese—so one moose, two

meese?meese?

Resources Non-Native English Resources Non-Native English Speakers Bring to English ReadingSpeakers Bring to English Reading

• Life experiencesLife experiences• Language knowledge in readingLanguage knowledge in reading• Prior literacy experiencesPrior literacy experiences• Funds of knowledge related to language forms, Funds of knowledge related to language forms,

functions, and processesfunctions, and processes• Writing systemWriting system• Key content vocabulary in native languageKey content vocabulary in native language• Word recognition skillsWord recognition skills• Sight wordsSight words• Comprehension strategiesComprehension strategies

Modifications for ELL’sModifications for ELL’s

• Speak more slowly/pausing when Speak more slowly/pausing when appropriateappropriate

• Wait timeWait time• Clearly identify main ideas; repeat Clearly identify main ideas; repeat

significant informationsignificant information• Hands-on, meaningful activitiesHands-on, meaningful activities• Small group opportunities to use and talk Small group opportunities to use and talk

about languageabout language• Be conscious of vocabularyBe conscious of vocabulary

Sheltered InstructionSheltered Instruction

• Builds on prior Builds on prior knowledgeknowledge

• Uses concrete Uses concrete materials materials

• Uses direct Uses direct experiencesexperiences

• CollaborationCollaboration• Combines content Combines content

learning and learning and language learninglanguage learning

GOOD READERS…GOOD READERS…• Think about what they already know about the Think about what they already know about the

subjectsubject• Know why they are readingKnow why they are reading• Pay attention to meaningPay attention to meaning• Stop to use “fix-up” strategiesStop to use “fix-up” strategies• Ask questions of textAsk questions of text• Understand how ideas fit togetherUnderstand how ideas fit together• Can answer explicit, implicit and application Can answer explicit, implicit and application

questionsquestions

What Good Readers Do…What Good Readers Do…

STRUGGLING STRUGGLING READERSREADERS……

• Read without making connectionsRead without making connections• Don’t know why they readDon’t know why they read• Don’t see how ideas fit togetherDon’t see how ideas fit together• Over-attend to individual words, misses Over-attend to individual words, misses

meaningmeaning• Are easily defeated by difficult wordsAre easily defeated by difficult words• Unable to monitor comprehensionUnable to monitor comprehension• Seldom uses “self correct”Seldom uses “self correct”• Focus on peripheral details over main ideasFocus on peripheral details over main ideas• Unable to answer comprehension questionsUnable to answer comprehension questions

Teaching Text FeaturesTeaching Text Features

Outside the textOutside the text• Index, preface, table of contents, Index, preface, table of contents,

glossary, appendixglossary, appendixInside the textInside the text• Titles, headings, boldface print, italics, Titles, headings, boldface print, italics,

bullets, captionsbullets, captionsAround the textAround the text• Diagrams, maps, pictures, tables, Diagrams, maps, pictures, tables,

graphsgraphs

Literacy Scaffolds Literacy Scaffolds For The ELLFor The ELL

• Scaffolds are functional, meaningful Scaffolds are functional, meaningful communication in whole textscommunication in whole texts

• Language and discourse repeatLanguage and discourse repeat• Include modeling by teacher and peersInclude modeling by teacher and peers• Support for comprehension just beyond Support for comprehension just beyond

comprehension w/o supportcomprehension w/o support• Scaffolds must be temporary and lead to Scaffolds must be temporary and lead to

independence.independence.

Literacy ScaffoldingLiteracy ScaffoldingActivitiesActivities

• Dialogue journalsDialogue journals• Shared readingShared reading• Patterned reading and writingPatterned reading and writing• MappingMapping• Directed listening and thinking Directed listening and thinking

activitiesactivities• Readers’ theaterReaders’ theater• Interactive journalsInteractive journals• Repetition of literacy routinesRepetition of literacy routines

Balanced LiteracyBalanced Literacy

• Read AloudRead Aloud• Shared ReadingShared Reading• GuidedReading/GuidedReading/

Reading WorkshopReading Workshop• Independent ReadingIndependent Reading

• PhonicsPhonics• PhonemicPhonemic AwarenessAwareness

• Shared WritingShared Writing• Interactive WritingInteractive Writing• Guided Guided

Writing/Writing Writing/Writing WorkshopWorkshop

• Independent WritingIndependent Writing

• Journal WritingJournal Writing• Print Rich Print Rich

EnvironmentEnvironment

BALANCED LITERACY AND BALANCED LITERACY AND TEACHER SUPPORTTEACHER SUPPORT

READINGREADINGStudent ControlStudent Control• Independent Independent

ReadingReading• Guided ReadingGuided Reading

• Shared ReadingShared Reading• Read AloudRead AloudTeacher ControlTeacher Control

WRITINGWRITINGStudent ControlStudent Control• Independent WritingIndependent Writing• Guided Writing Guided Writing

(Writing Workshop)(Writing Workshop)

• Interactive WritingInteractive Writing• Shared WritingShared WritingTeacher ControlTeacher Control

How Readers And Writers How Readers And Writers Are AlikeAre Alike

• Predict/skimPredict/skim

• Revise predictionsRevise predictions

• Reread and re-evaluateReread and re-evaluate

• Share understandingShare understanding

• Draw understanding across Draw understanding across whole text.whole text.

• Each reader brings own Each reader brings own meaning to textmeaning to text

• Partially correct responses Partially correct responses reveal readers attempt to reveal readers attempt to solve the wordsolve the word

• BrainstormBrainstorm

• Draft and reviseDraft and revise

• Reread for needed changesReread for needed changes

• Share their work (publish)Share their work (publish)

• Compose whole pieces of textCompose whole pieces of text

• Express their individual ideas Express their individual ideas and feelings in writingand feelings in writing

• Drafts reveal attempts to apply Drafts reveal attempts to apply their knowledge in new ways.their knowledge in new ways.

Organizing Your Organizing Your ClassroomClassroom

• During Guided During Guided Reading, the rest of Reading, the rest of the class must be the class must be engaged in other engaged in other literacyliteracy activities activities that do not require that do not require direct teacher direct teacher involvement.involvement.

• Literacy CentersLiteracy Centers• Learning CentersLearning Centers• Class libraryClass library• Individual workIndividual work• Spaces for whole-Spaces for whole-

class gathering class gathering and small group and small group meetingsmeetings

Center Floor PlanCenter Floor Plan

Library CenterCarpet Area

Computer Center

Word Wall

ChartsChants

Desk Clusters

Guided ReadingWriting Center

Science Center

Guided Reading MaterialsGuided Reading Materials

• Magnetic whiteboard easel Magnetic whiteboard easel that is also a big book that is also a big book holderholder

• Dry erase markers and Dry erase markers and erasereraser

• Magnetic letters-upper and Magnetic letters-upper and lower caselower case

• Sentence strips-3 inch and Sentence strips-3 inch and inch stripsinch strips

• Lapboard for each child Lapboard for each child with dry erase marker and with dry erase marker and tissue or small erasertissue or small eraser

• Chart paperChart paper• Unlined index cardsUnlined index cards• Pocket chartsPocket charts• Pocket chart standsPocket chart stands

• Clipboard with Running Clipboard with Running Record sheets (May use Record sheets (May use copy paper)copy paper)

• Guided Reading Guided Reading Observation Teacher Observation Teacher Notebook Notebook

• Filing labels for individual Filing labels for individual observational notesobservational notes

• ScissorsScissors• Highlighter TapeHighlighter Tape• Leveled books for each Leveled books for each

group pre-selected from group pre-selected from guided reading libraryguided reading library

• Big books, charts, poems, Big books, charts, poems, nursery rhymesnursery rhymes

• Linking ChartLinking Chart

MATERIALSMATERIALS

Things to Consider When Setting Things to Consider When Setting Up CentersUp Centers

• Manageable number of centersManageable number of centers• Introduce and demonstrateIntroduce and demonstrate• Movement and noiseMovement and noise• Meet the range of all learnersMeet the range of all learners• Label all suppliesLabel all supplies• Signs and charts to communicate Signs and charts to communicate

informationinformation• Plan for student rotationPlan for student rotation• Review what is working and not Review what is working and not

working.working.

GETTING STARTEDGETTING STARTED

• How are groups determined?How are groups determined?• How many students in a group?How many students in a group?• How often do groups meet?How often do groups meet?• How is growth tracked?How is growth tracked?• How are students monitored How are students monitored

and placementand placement

When Are Students Ready For When Are Students Ready For Guided Reading?Guided Reading?

When they have:When they have:• Some knowledge of the Some knowledge of the

alphabet.alphabet.

• A A writingwriting vocabulary of a vocabulary of a few high-frequency words, few high-frequency words, and their name.and their name.

• Some control of the Some control of the following early literacy following early literacy behaviorsbehaviors

• Have an awareness that Have an awareness that reading must make sense.reading must make sense.

Before Guided ReadingBefore Guided Reading

• Group studentsGroup students

• Prepare a guided reading recordPrepare a guided reading record

• Match each student to a reading levelMatch each student to a reading level

• Select texts for each groupSelect texts for each group

• Prepare area for the lessonPrepare area for the lesson

• Ensure that the rest of the class is working Ensure that the rest of the class is working purposefullypurposefully

Concepts to ConsiderConcepts to Consider

For Book SelectionFor Book Selection

Concepts in the BookConcepts in the Book

• Can students relate to concepts or Can students relate to concepts or experiences in the text? Are they experiences in the text? Are they multicultural?multicultural?

• What background knowledge is What background knowledge is necessary to understand the text? Art necessary to understand the text? Art students able to relate text to self, other students able to relate text to self, other text, or world?text, or world?

• Do events in the story follow a Do events in the story follow a sequential and/or predictable pattern?sequential and/or predictable pattern?

• Are students able to understand this Are students able to understand this type of literary genre?type of literary genre?

IllustrationsIllustrations

• Do they provide high, moderate, or Do they provide high, moderate, or low support? low support?

• Do they reflect cultural and ethnic Do they reflect cultural and ethnic diversity? diversity?

• Where are they located on the Where are they located on the page?page?

• Are they clear or do they need Are they clear or do they need interpretation?interpretation?

Language/StructureLanguage/Structure

• Is the text structure repetitive, Is the text structure repetitive, familiar, or natural to spoken familiar, or natural to spoken language?language?

• Are there high-frequency words Are there high-frequency words that can serve as anchors for that can serve as anchors for emergent readers or the beginning emergent readers or the beginning level ELL?level ELL?

• Is there difficult or technical Is there difficult or technical vocabulary?vocabulary?

Text Feature/LayoutText Feature/Layout

• How many lines of print on a page?How many lines of print on a page?• Is there clear spacing between words?Is there clear spacing between words?• Is the size and placement of the print Is the size and placement of the print

supportive to the reader?supportive to the reader?• Are there unusual print fonts that are Are there unusual print fonts that are

distracting or confusing?distracting or confusing?• Is the text length appropriate for the reader?Is the text length appropriate for the reader?• Are there any unusual text formats - such as Are there any unusual text formats - such as

diagrams, charts, or maps - that require diagrams, charts, or maps - that require explanation?explanation?

Orientation to the TextOrientation to the Text

• Reread known textReread known text• Introduce the new textIntroduce the new text• Discuss cover, title, authorDiscuss cover, title, author• Talk about the topic of the text to activate Talk about the topic of the text to activate

students’ background knowledge; discuss the students’ background knowledge; discuss the purpose of the text and what type of text it purpose of the text and what type of text it might bemight be

• Focus on any potentially difficult words Focus on any potentially difficult words • Ask students to make predictions about the Ask students to make predictions about the

texttext

Specific Teaching PointsSpecific Teaching Points

• Sight wordsSight words• Concepts of printConcepts of print• Graphological/phonological Graphological/phonological

knowledgeknowledge• Grammatical knowledgeGrammatical knowledge• Vocabulary developmentVocabulary development• Understanding of literal and Understanding of literal and

inferential meanings in the textinferential meanings in the text• Comprehension strategiesComprehension strategies

Reading the TextReading the Text

• Read the title page togetherRead the title page together• Have students read the text; prompt if Have students read the text; prompt if

necessarynecessary• Monitor and support each student’s readingMonitor and support each student’s reading• Make notes on each student as he or she readsMake notes on each student as he or she reads• Pause to discuss events, characters, Pause to discuss events, characters,

information, and illustrationsinformation, and illustrations• Highlight particular reading strategies and Highlight particular reading strategies and

show students how to use these in their show students how to use these in their readingreading

Role as a ReaderRole as a Reader

• Code-Breaker:Code-Breaker: show students how to use their show students how to use their knowledge of meanings, grammar, and knowledge of meanings, grammar, and sound/letter relationships to work out unknown sound/letter relationships to work out unknown wordswords

• Text/ParticipantText/Participant: talk with the students about the : talk with the students about the meanings in the textmeanings in the text

• Text/User:Text/User: talk with the students about the type of talk with the students about the type of text they are reading and how it might be used in text they are reading and how it might be used in situations outside the classroomsituations outside the classroom

• Text/AnalystText/Analyst: talk with students about the author’s : talk with students about the author’s purpose in writing the textpurpose in writing the text

After the Guided ReadingAfter the Guided Reading

• Engage students in activities to Engage students in activities to reinforce the particular teaching reinforce the particular teaching points of the day, e.g., sound/letter points of the day, e.g., sound/letter matching, sequencing of sections matching, sequencing of sections from the textfrom the text

• Encourage students to reread the Encourage students to reread the text in pairs or independentlytext in pairs or independently

Effects of Text Structure On Effects of Text Structure On Comprehension and MemoryComprehension and Memory

Text StructuresText Structures

• Attributive or enumerative patternAttributive or enumerative pattern• Compare/ContrastCompare/Contrast• Problem/solutionProblem/solution• Cause/effectCause/effect

________________________________________________________________________________

__________,__________,

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________,___________,____________________________

________________________________________

11 ____________________22 ____________________11/2 __________11/2 __________11 __________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Window Paning:Window Paning:

Color Simple Nine

Vocabulary Process

Concepts

Study Hands-onAssessment

Activity

Window PaningWindow Paning

Adaptations of Text Adaptations of Text For the ELLFor the ELL

• Graphic Graphic organizersorganizers

• OutlinesOutlines• Leveled study Leveled study

guidesguides• Highlighted textHighlighted text• Taped textTaped text• Adapted textAdapted text

• Read aloudsRead alouds• Shared readingsShared readings• Jigsaw text Jigsaw text

readingreading• Marginal notesMarginal notes• Native language Native language

textstexts

Three Types of Strategies

Metacognitive

Cognitive

Social/Affective

Metacognitive

Matching thinking and

problem-solving

strategies

Clarifying purposes for

learning

Self-monitoringSelf-correcting Self-questioning

Cognitive

Note-taking

Semantic mapping

Manipulating concrete objects

What are comprehension What are comprehension strategies?strategies?

• Asking questionsAsking questions• Making connectionsMaking connections• VisualizingVisualizing• Making inferencesMaking inferences• Synthesizing the Synthesizing the

informationinformation

Activity

SQUEEPERS!

REFERENCESREFERENCES

• Calderon, Margaret. Calderon, Margaret. Teaching Reading Teaching Reading to English Language Learners.to English Language Learners.

• Cunningham, Patricia and Allington, Cunningham, Patricia and Allington, Richard. Richard. Classrooms That Work, They Classrooms That Work, They Can All Read and Write.Can All Read and Write.

• Peregoy, Suzanne and Boyle, Owen. Peregoy, Suzanne and Boyle, Owen. Reading, Writing, and Learning in ESL.Reading, Writing, and Learning in ESL.

• Fountas, Irene and Pinnell, Gay Su. Fountas, Irene and Pinnell, Gay Su. Teaching for Comprehending and Teaching for Comprehending and Fluency.Fluency.