ESL Teaching and Reading Strategies

This PowerPoint explores the parallels between

ESL teaching methodology and

reading comprehension strategies

Kate McAll – July 2010

ESL Teaching Reading StrategiesElicit what the students know

Build on their previous knowledge

Make connections to what students already know

Build on previous knowledge

What it might look like in class: ‘What did we learn yesterday?’‘What can you see in this picture.’‘What do you know about the Solar System?’‘Look at the picture (graph, diagram) and talk with the person next to you about what you see.’

ESL Teaching Reading Strategy Comprehensible input Language at the right level ESL modified texts

Five finger Ruleo too hard (5 words not understood on one page )

o just right (2-3 words not understood on one page )o too easy (0-1 words not understood on one page)

What it might look like in class: • Speech and text usually at a level students can understand• Students understand most of the words they read and

hear• Some speech and text just above the students level where

the teacher supports understanding• Speech and text supported by visuals• Written, spoken and visuals all work together to help

student understanding• Students read books they can understand

ESL Teaching Reading Strategy• Provide opportunities for students to practise new language • Students work cooperatively in groups

Help students become independent readers

What it might look like in class: • Make Predictions: In groups of three look at the cover of the book and write down three predictions – what will happen in this story?

•Read the text and write three questions. Ask the person next to you your three questions. Listen to their questions. Try to ask and answer questions that will help you understand the text.

•Jigsaw activity: 1.Move into groups of four. 2. Read about one of the oceans. 3. Write down three important things. 4. Go back to your home-group and tell the group about your ocean.

Read about one ocean Write down three important things

Indian Ocean Pacific Ocean

Atlantic Ocean Antarctic Ocean

Listen to other student talk about the oceans. Share your 3 important ideas

Antarctic Ocean

Pacific Ocean

Atlantic Ocean Pacific Ocean

ESL Teaching Reading StrategiesChecking for understanding Reading is more than looking at the

words on the page. Good readers make meaning as they read

What it might look like in class: • ‘What do I want you to do now?’•‘What is that book about?’•‘What will this lesson be about?’ / ‘What was that lesson about?’•‘What will this story (text) be about? / ‘What was that story (text) about?’• ‘What question could you ask that would help you understand this text (story, video, diagram.)’

Reading Comprehension Strategies

• Predicting / Using Prior Knowledge• Thinking aloud• Using text structures and features• Visualising• Summarising• Questions and Questioning

This terminology could be a little confusing for ESL teachers.

LanguageNarrative• Opening words capture reader’s interest • May use the first person• Most often in the past tense, but may be in the

immediate present for effect

Procedure• Use command words (Cut, Pour, Mix)• Most sentences start with a verb• Use correct technical terms• Sequence: first, then, next, finally• Exact details or information

Description• Use of adjectives • Present tense• Includes details and comparisons• Describes what things look, feel, sound smell like• Contains subjective language and opinions

Text StructuresNarrative• orientation• problem• Solution

Procedure• A lead-in sentence to state the goal• Start with a list of materials• Series of sequential sentences which may

be numbered• Order of the sentences is important• Concluding sentence expresses success

Description• Statement of the topic being described• A series of paragraphs each giving details

of different aspects of topic• Does not contain opinion or evaluation

Text Features:

• index• illustrations and photographs

• tables of contents• headings and subheading• diagrams, maps, tables

• print: bold, italics, underlined

help readers locate and understand information

Information Report

Text StructureOpening statement

– to states the topic and capture interest

Paragraphs– each paragraph is

about a different aspect of the subject.

– begin with a topic or a preview sentence

– focus is on facts not opinion

Conclusion– Summarises the

information presented– Does not include any

new information

Text Features

• Title • Headings• Diagrams,

Pictures, Maps

Language Features

• Generalisation• Description• Comparison/Contrast• Impersonal,

third person

Demonstration of reading skills by the teacher – students follow the model

Reading Comprehension Strategies and parallels with ESL Teaching

1. Predicting / Using Prior Knowledge / Eliciting what the students already know

2. Thinking aloud

3. Using text structures and features

4. Visualising

5. Summarising

6. Questions and Questioning

1. Eliciting what the students already know

2. Explicit teaching of language and skills

3. Teaching through genre (narrative, report, procedural, persuasive, etc)

4. Using pictures, diagrams and graphics to support meaning

5. Students practise new language and talk about what they have learned

6. Explicit teaching and practise of question forms

Not too much new language at a time, repetition, visual aids, multiple examples

Focus on one reading skill at a time Language input before output

I am not a speed reader. I am a speed understander.Isaac Asimov

Education is what survives when what has been learned has been forgotten.

B. F. Skinner, New Scientist, May 21, 1964(Albert Einstein)

There is ample evidence that one of the major differences between poor and good readers is the difference in the quantity of total time they spend reading.

National Reading Panel, 2000 (U.S. Department of Education)