+ Interactive Guided Reading

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

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

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

Prepare to Introduce the Story Key Vocabulary Key concepts Visual aids

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

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

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.

Introduce the Story Reading area Picture walk of story floor, rugs, designated comfortable space Picture walk of story Before reading text to learn form pictures and discuss what may happen

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

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

Read the Story Whole group reading Model reading strategies

For ELL Students in Mainstream Classroom Read story aloud Follow with text Predict the story Ask lots of questions Monitor comprehension

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

Monitor for Understanding Pose questions frequently Provide cues to enhance comprehension Confirm and reinforce student’s use of reading strategies

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.

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

Check for Comprehension Asses the students’ understanding of the text

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

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

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

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.

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.