1. ESL Teaching and Reading Strategies
This PowerPoint explores the parallels between
ESL teaching methodology
and
reading comprehension strategies
Kate McAll – July 2010

2. What it might look like in class: ‘What did we learn yesterday?’
ESL Teaching
Reading Strategies
Elicit 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.’

3. Language at the right level ESL modified texts Five finger Rule
ESL Teaching
Reading Strategy
Comprehensible input
Language at the right level
ESL modified texts
Five finger Rule
too hard (5 words not understood on one page )
just right (2-3 words not understood on one page )
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

4. Help students become independent readers
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.

5. Read about one ocean Write down three important things
Indian Ocean
Pacific Ocean
Atlantic Ocean
Antarctic Ocean

6. Listen to other student talk about the oceans
Listen to other student talk about the oceans. Share your 3 important ideas
Pacific Ocean
Antarctic Ocean
Atlantic Ocean
Pacific Ocean

7. What it might look like in class: ‘What do I want you to do now?’
ESL Teaching
Reading Strategies
Checking 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.)’

8. 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.

9. Language Text Structures Narrative Procedure Description Narrative
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
Language
Narrative
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

10. Text Features: help readers locate and understand information index
illustrations and photographs
tables of contents
headings and subheading
diagrams, maps, tables
print: bold, italics, underlined

11. Information Report Text Structure Text Features Title Headings
Opening 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

12. Reading Comprehension Strategies and parallels with ESL Teaching
Predicting / Using Prior Knowledge / Eliciting what the students already know
Thinking aloud
Using text structures and features
Visualising
Summarising
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
Demonstration of reading skills by the teacher – students follow the model
Focus on one reading skill at a time
Not too much new language at a time, repetition, visual aids, multiple examples
Language input before output

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