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With a partner, discuss ways that you are currently integrating ELLs with non-ELLs beyond the integrated time allocations for the 4 hour ELD block.
On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block.
Place your post-it note on the large poster in the room titled, Integrating ELLs.
Bell Work
Integrating ELLs
review the key components of guided reading
develop an understanding of the framework of modified guided reading for ELLs by analyzing its components through discussions, videos, and articles
become familiar with the Avenues guided reading resources found on the Avenues4eld.pbworks.com website and Sharepoint.
Think of a new learning experience you have had.
What made it a great, good, fair or bad experience?
Share with your table.
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
small group at approximately the same reading
level using the same leveled book
teacher models how a good reader reads
emphasis is on meaning rather than decoding
teacher monitors students while they read with
attention to reading strategies
provide more challenging texts as reading
abilities grow
Stigmatizes poor readers. Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire group.
Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension .
Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When instructors correct errors, fluency is further compromised.
What to Avoid
Not everyone is actively participating during round robin reading
• Read the following article: ELL Reading Development: Modified Guided Reading, Interventions, Support
• Highlight key points in the article.
• On a post it note write one or more modifications that you plan to use in your guided reading lessons for language learners
(Avalos, Plasencia, Chavez, Rascon, 2008)
1 to 2 days of 20 min sessions 3 to 4 days of 20-30 min sessions
Taps into prior knowledge byconnecting content with students’ lives
May use culturally relevant text to connect to students’ lives
Emergent and early fluent students read softly, while fluent readers read silently
Teacher may read text aloud to model fluency and generate discussions regarding comprehension and vocabularyguided by teacher and students
ELLs with a higher L2 vocalize softly as they read
(Avalos, Plasencia, Chavez, Rascon, 2008)
Teacher coaches students by reinforcing correct strategies and prompting to problem solve during miscues
Teacher observes and coaches students by reinforcing correct strategies and using word recognition prompts to problem solve.
Word Work focuses on phonological and orthographical awareness
Word work focuses on morphological awareness, phonemic awareness, or phonics connected to guided reading text
Vocabulary journals and writing assignments connect to guided-reading texts
Meaning Cues:
Come from children’s life experiences
Structure or syntax:
Comes from knowing how oral language
is put together
Visual Information: Comes from knowing the relationship
between oral language and
its graphic symbols
Fostering Independence with Metacognitive Prompting
Organized flexible groups
Daily lesson plan with an objective
Organized space with supplies for teacher and students readily at hand
Well organized way to keep records of individual student’s reading
Well organized environment to encourage student independence and appropriate student engagement
Encourages students to share their thoughts about text, which include connections to text, open-ended questions to enhance comprehension and encourage dialogue.
Invites personal response
Supports finding evidence and discussing problem-solving
Assesses children’s understanding of what they read
Engages the children in extending the story through activities, such as drama, writing, art, and more reading
Engages the children for a minute or two of word work
Students should be grouped based on assessment results; therefore, based on reading ability.
The assessment of students should continue on a regular basis to support the re-grouping of students based on their reading needs.
The teacher should group students who use similar reading processes and are able to read similar level text.
Groups can also be altered based on interest and social interaction.
Assessments may include NSGRA, Rigby, Lexiles, Running records, etc..
Ongoing observations are very beneficial for tracking students.
A notebook with Post-It notes can serve as your documentation.
Running records provide a quick assessment of fluency.
Use visuals, realia, manipulatives, and other concrete materials, objects, graphs.
Define essential vocabulary in context.
Repeat key points, rephrase, and/or paraphrase key concepts, tracking, directions, cognates etc.
Build on what students already know.
Total Physical Response
Uses psycho-motor systems to teach
vocabulary and sentence forms
Students not forced to speak until ready
Command forms used to convey
information
Builds gradually in complexity
Supports kinesthetic learning style
Non-verbal communication cues
Gestures
Facial expressions
Body language
• Leveled book sets in grades 1-5 (6 copies of 16 titles)
• Windows on LiteracyNon-Fiction Readers
(12 copies of each title at your grade level)
The Avenues Leveled books were ordered for each grade level except
Kindergarten.
The Windows on Literacy books can be found in a bookroom, library at your school or with an ELD resource teacher.
Are there Guided Reading LESSON PLANS?AVENUES4eld.pbworks.com
Office 365 Tiny URL https://tinyurl.com/elemeld-binderReading A to Z
Scholastic Bookroom
Guided Reading in a four-hour ELD block should occur daily
Guided Reading in an ELD pull-out can occur periodically depending upon the time
Use books that are content-based which match theme and vocabulary
Avenues4eld.pbworks.com
Avalos, Plasencia, Chavez, Rascon, (2008). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning.
Cummingham, P.M., Hall, D.P, & Sigmon, C.M. (2000), The teacher’s guide to the four blocks: A multimethod, multilevel frameword for grades 1-3. Greensboro, NC: Carson-Dellosa
Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading. Heinemann: Portsmouth, NH.