1. ESL Students and Guided Reading
Elisabeth Zachau
ESL Teacher
Hamilton County Schools
Chattanooga, TN

2. Overview
Guided Reading is a component of balanced literacy providing differentiated, small-group reading instruction to four to six students with similar strengths and instructional needs (Fountas & Pinnell, 1996) or to heterogeneously grouped students (Cunningham, Hall, & Signomn, 2000).

3. Overview
It is recommended that these groups meet at least three to five times per week for 20 to 30 minutes in order to make consistent reading gains. (Fountas & Pinnell 1996).

4. Benefits of Guided Reading
All students benefit from guided reading.
English language learners (ELLs) also benefit from these aspects of guided reading when a modified approach is used.
They gain additional language learning opportunities that native speakers typically acquire implicitly.

5. Modified Guided Reading Necessary
ELL have many gaps in their knowledge when they arrive at school.
Gaps in their reading ability- even at the Kindergarten level if come to school not knowing the alphabet and they are already behind.
Parents often not assimilated and don’t understand how to help them with their schoolwork.
Need targeted reading instruction that will help them make progress in both reading and language.

6. ELL Teachers are often asked to do guided reading
As part of school or district wide literacy initiatives.
Focus is often overwhelmingly on teaching literacy or reading skills
As ELL teachers, our jobs by definition include assisting students with making progress with acquiring language skills in English in addition to teaching students how to read.

7. Difference Between Reading Objectives and Language Objectives

8. Reading Below Grade Level
A study released at the American Educational Research Association finds that students who can’t read on grade level by3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently at that time. Donald Hernandez, Hunter College

9. Language Objectives
Language structures (grammar used in reading and writing)
Language skills (furthering reading, writing, listening, and speaking in English)
Vocabulary.
How to read in English
How to write in English
Pronunciation
English listening comprehension

10. Language Objectives
English speaking skills.
Idiomatic expressions

11. Reading Objectives Reading Skills Print Concepts Fluency
Phonological Awareness: Segmentation
Phonological Awareness: Rhyme and Alliteration
Speaking and Listening: Comprehension and Collaboration
Taken from the Common Core Website

12. Educators of ELLs must Unify Both of these Learning Objectives in Their Lessons

13. Modified Guided Reading
Modifications can enhance and enrich language and literacy learning opportunities to include
1. Detailed vocabulary instruction,
2. Variables concerning second language structure and cultural relevance.

14. Modified Guided Reading
3. Extensive introductions and background building.

15. Bilingual Readers
If a student has already developed literacy in their native language, it will be easier for them to transfer those skills to learning to read in English.
Home literacy habits will influence children’s motivations and literacy habits and proficiency.
Cultural background influence’s prior knowledge- different funds of knowledge.

16. SLA Research States
Literacy skills are acquired once and do not need to be relearned in a second language (decoding, segmentation, concept of print, etc.)
Limitations will affect second language reading and comprehension.

17. Beginning Second Language Readers
Unfamiliar with English alphabet and spelling patterns
Limited sight vocabulary in English
May not read simple texts
Difficulty processing beyond the sentence level
May need more experiences with written and oral language

18. Other Considerations While Teaching ELLs to Read

19. Parental Support
One of the best ways to accelerate student’s reading is by training parents how to help their children read at home.

20. Create Workshops for Parents
Train them on how to teach children the alphabet sounds
Train them how to have children practice the sight words- write the sight words phonetically and then train them how to write. There is a reproducible chart in the back of the Words Their Way For ELLs (Peregoy & Boyle, 2005) book.

21. Create Parent Workshops
Create packets with audio text support that students can listen to at home.
Give students books to read with their parents in Spanish.

22. Assessment 1. Informal Assessment-
Can write notes about students’ miscues, reading difficulties, language difficulties, unknown vocabulary on a chart or post-its.

24. Running Records
A shorthand transcription of a child’s oral reading of a text, taken “on the spot”, while the child is reading.

25. Assessing Reading Using an Informal Reading Inventory
“Through probing questions, you can help students display their understanding of a passage while distinguishing lack of recall from lack of comprehension”
You can assess a student with a challenging passage to obtain enough oral reading miscues to form the basis for miscue analysis.

26. Use published IRIs to Determine Level
The published IRIs such as Fountas & Pinnell will help you determine the students’
Independent
Instructional
Frustration

27. Independent Reading Level
Student reading at a level that is relatively easy for him or her and requires little if any help. Student reads with 98 percent word recognition accuracy and about 90 percent comprehension. Comprehension is determined based on students retelling. Peregoy & Boyle (2005)

28. Instructional Reading Level
At the instructional level, students’ word recognition is about 95 percent accurate and comprehension is about 70 percent in an IRI
Students about to read classroom material with assistance

29. Frustration Reading Level
Student will have great difficulty with word recognition and comprehension.
Below 90 percent in word recognition
Below 70 percent in comprehension.
Too difficult to read with assistance

30. QRI-II Qualitative Reading Inventory II by Leslie and Caldwell (1995)
Contains word lists related to each passage
Includes concept questions to ask before student reads. The questions assess student familiarity with the topic and understanding of selected vocabulary.
Students make predictions, which activates prior knowledge.
Contains multiple narrative and expository passages at each grade level, PK-8.

31. QRI-II
QRI-II miscue scoring counts only errors that interfere with comprehending the meaning of the passage. Repetitions and self-corrections are not counted as errors.

34. Lou
13 year old Chinese bilingual eighth grader who speaks Mandarin at home.
Intermediate ELL
Start by assessing at 3rd grade level

35. Lou
On concept question prior to reading the passage, Lou indicated that he didn’t know about Amelia Earhart or what “an adventurer” was.
Information in the passage basically unfamiliar to him.
Read Amelia Earhart passage with only 6 miscues- independent level.
Correctly answered all comprehension questions.

36. List of Commercial Reading Inventories
Bader, L.A. (1998). Bader Reading and Language Inventory (4th ed.). Upper Saddle, NJ: Merrill.
Leslie, L, & Caldwell, J. (1995), Qualitative Reading Inventory, II. New York: Addison Wesley Longman.
Flynt, E.C. & Cooter, R.B. (1999). English-Español Reading Inventory for the Classroom. Upper Saddle River, NJ: Merrill.
Stiedlitz, E.L., & Lanigan, V. (1996). The Stieglitz Informal Reading Inventory: Assessing Reading Behaviors from Emergent to Advanced Levels (2nd ed.). Portland, OR: Book News.

37. Fountas & Pinnell

40. Vocabulary- An Essential Part of the Pre-Reading Phase for ELLs
Preteach Vocabulary (Five words productive and three words for receptive vocabulary.

41. Vocabulary Support

42. Vocabulary Support

43. Vocabulary Support

44. Vocabulary Support

45. Vocabulary Support
Students can work on writing their own independent sentences with the vocabulary or complete vocabulary assignments while you work with another group.

46. Vocabulary Support
Talk about the pictures or do a read aloud with similar picture vocabulary cues and talk about everything in the picture. If you have the time, use it here!

47. Planning the Introduction

49. Introduction- Providing Background Knowledge
“All readers bring to the reading/writing process their own growing knowledge of language, the world and their understandings of how print is used to convey meaning.”
Activating background knowledge before reading is an important step in teaching young readers.
Bankstreet College of Education

50. Before Reading Strategies: Identify background information
Action What is the topic?
What do I know about the topic?
Student: Explains orally
Draws one or more pictures

51. Building Background Strategies
Field Trips and Films- Youtube clips, realia
Simulation games- example taking a vote in class
Experiments/research- science experiment, oral history
Structured Overview- map of the information
Anticipation Guides- Predict and then compare views after reading

53. Before Reading
Strategy: Preview text, identify unfamiliar words, make predictions.
Actions: Skim, scan, ask questions and use pictures to make predictions.
Make guesses about and identify the meaning of unfamiliar words (use context clues).
Lesson: L1- Match or group vocabulary pictures or use them to make predictions
L2- Use titles, headings, textual clues to make predictions
L3-Preview text and use glossary or dictionary to find meaning of unfamiliar words.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

54. Before Reading Identify purposes for reading
Lacking clear purpose students are likely to simply read words and forget about them (Peregoy & Boyle, 2005).
Actions: My questions are______________.
What does the author want me to understand, learn or do?
L1- Answer yes/no questions
L2-Rephrase a teacher formulated question about the purpose of the reading task.
L3- Make predictions about the topic of the reading.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

55. Shared Reading A way to engage learners of diverse backgrounds.
Shared reading of the guided-reading text supports L2 readers by providing teachers the opportunity to model fluent reading, discuss the story and vocabulary as the text is read aloud, make connections and scaffold the concept, and model the strategy (think-aloud, chunking words to decode).

56. During Reading
Make inferences- Identify what is implied or not directly stated
L1 Makes a guess using pictures
L2-Uses the title, headings, and pictures to make guesses about the context of the text.
L3-Explains word meaning using context clues.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

57. From Fountas & Pinnell Guided Reading

58. During Reading Acquire vocabulary meaning
Determine the important unknown words in the reading and learn meanings.
L1- Draws pictures to identify a few unknown words
L2- Reads with a buddy to learn new words.
L3- List unknown words and investigates their meanings through questioning, dictionary use, or native language. Takes notes while reading. Asks additional questions.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

59. After Reading Summarize- Recall Main Ideas and details
L1-Make/practice flash cards of key terms
L2-Illustrate and label main ideas and details.
L3-Create a graphic organizer for the main idea
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

60. After Reading
Analyze- Identify the logical argument of the text or the organization of the text.
L1- Arrange pictures, symbols, or keywords in logical order/
L2- Retell the argument of the text using a graphic organizer or outline.
L3-Create an outline or graphic organizer. Write a summary of the major points.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

61. After Reading Draw conclusions
Actions-Seek additional information through the use of additional texts, experiments, or hands-on activities.
L1-Draw one or more pictures to summarize the content.
L2-Complete a Venn diagram or other graphic organizer.
L3-Create a poster or graphic organizer to summarize main point and details.
CAL-What’s Different About Teaching Reading to Students Learning English, 2007

62. Guided Writing- After Reading
Write a simple sentence as a group based on the text. For students levels A-I students can write a simple sentence using one of the targeted sight words in the text.
You can write it on the board and then practice with various formations of the sentence:
Example: He can run. He can jump. He can sing.
Students can write along with you on their whiteboards. This emphasizes the oral to written language connection.

63. Introduction
You begin by introducing the story or other text, beginning with the title, author and illustrator, inviting students to make predictions about the text; want to go through the pictures in the book and talk about the pictures.

64. Reading the Text Emergent readers vocalize softly as they read .
Teacher maintain anecdotal records

65. Returning to The Text
When the students have completed their independent reading of the text, the teacher engages the students in a conversation similar to the introduction.
Teacher can ask open ended questions to deepen comprehension and reinforce grammar and vocabulary instruction.

66. Planning the Lesson
Determine objectives of lesson(s) based upon instructional needs (English-language learning and literacy learning).
a. Determine the main idea or essential message from text and supporting information.
b. Read for information to use in performing a task and learning a new task.
c. Identify words and construct meaning from the text.

67. Planning the Guided Reading Lesson
Analyze the text and identify literacy challenges based upon your knowledge of the students.
Vocabulary
Identify two or three words for receptive vocabulary and five to nine words for the productive vocabulary
Focus on both sights words and words that help them understand the meaning of the story.

68. Planning the Grammar Point
Select a grammar point that occurs in the book that will be difficult for ELLs to produce.
Examples: Questions
complicated structures, need to, want to etc.
modals
Give many repetitive examples and write them

69. Attention to the Structure of English
Teachers can choose a grammatical structure for the guided writing part of the lesson that they would like to focus on.
After reading the story- the teacher can model the structure on the board for the students. Students can take turns creating sentences that the teacher writes: For example:
He can read.
He can run.
He can write.

70. Higher Level Example The boy should do his homework.
The boy shouldn’t bother the cat.
The researchers went ahead with the study despite the fact that they didn’t have approval.
The children choose to skip class despite the fact that they knew there would be consequences.

71. What Do We Need? We need light to see. (need + noun)
We need clothes to keep us warm.
We need food to help us grow. Introduce Greater Variability
We need to go to the gym. (need + infinitive)
I need to go to the bathroom.

72. What Do We Need? Taken from Rigby On Our Way in English F

73. Casey’s Lamb- Take from Rigby On Our Way in English Level C

74. Casey’s Lamb

75. Development of Oral Language
ELLs must develop oral while they are developing their reading skills.

76. Echo Reading Explain the procedure to the students.
As students read record their errors in the same way you would record miscues.
1. If the student has echoed the word correctly, don’t do anything.
2. If the student substitutes or adds a word, write the word above the word or phrase where the substitution takes place.
3. Circle words left out of the student’s version.
Peregoy & Boyle, 2005

77. Echo Reading
Echo reading is a process whereby the teacher reads a sentence and the student repeats or echoes the sentence (Peregoy & Boyle, 2005).
If a student is unable to to repeat a sentence you have read to them, they will probably be unable to read the sentence.
You can use echo reading to gauge the oral language level of a student and to gain an estimation of what the student may be able to do with reading.
This method can help with students who are reluctant to speak.

78. Choral Reading
“When you use choral reading with English learners and others students, you need to select materials that are age appropriate and a little beyond what your students can read on their own, that is, their zone of proximal development” (McCauley & McCauley, 1992).

79. Choral Reading
Research indicates that choral reading helps children learn the intonations of English stories and improves their diction and fluency (Bradley & Thalgott, 1987).
In addition, choral reading raises the enthusiasm and confidence of early readers (Stewig, 1981) and helps them expand their vocabulary (Sampson, Allen, & Sampson, 1990).

80. Planning Guided Reading

81. Selecting a Text
Choose a story that students will be able to relate to based on common cultural background, personal experience, transferable personal experience (background knowledge).

82. Consider the Different Genres and What Your Students Can Do While Making the Selection

83. Expository Text Language Features
Some action verbs (e.g., climb, quake, eat)
Generally in the “timeless” present tense
Many linking verbs relating one part of a clause to another
Language focuses on defining, clarifying, and contrasting
Descriptive language that is factual and precise
Writing is usually in a formal and objective style that is likely to contain technical vocabulary; first-person pronouns generally unacceptable

84. Narrative Text Language Features
Mainly action verbs. Generally past tense. Many linking verbs to do with time
Dialogue typically included with tense changes from past to present to future
Descriptive language enhances and develops the story by creating images in the reader’s mind
Can be written in the first person (I, we) or third person (he, she, they)

85. Homophones Words that sound the same but have different meanings
Strategy instruction (if needed, identify good places to insert strategy instruction during shared reading [e.g., think- alouds, elicitation of predictions, word solving])

86. Extending the Lesson (After Reading)
Extending the lesson(s) Word work:
Writing:
Possible minilessons:
Note. As ELLs become more proficient (orally and literary), they will need less support. This framework should be adjusted to reflect more student responsibility as the teacher facilitates learning and guides when necessary.

87. Jan Richardson Pre-A Guided Reading Lesson Plan

88. Jan Richardson Emergent A-C Guided Reading Lesson

89. Jan Richardson Level C Sight Word Inventory

90. Jan Richardson Early-Level D-I Lesson

91. Work on a Guided Reading Lesson
Introduce Yourself to the person your are sitting next to.
Work together to create a guided reading lesson for a one of your reading groups.
I will pass some planning sheets and materials.

92. References
Cappellini, M. (2005). Balancing Reading and Language Learning: A Resource for Teaching Engish Language Learners, K-5. Sternhouse Publishers.
Fountas, I. & Pinnell, G. (1996) Guided Reading Portsmouth, NH: Heinemann
Kauffman, D. (2007) What’s Different About Teaching Reading to Students Learning English? Washington D.C. Delta Publishing Company
Hernandez, D. (2011) How Third-Grade Reading Skills and Poverty Influence High School Graduation. NY, NY The Annie E. Casey Foundation.
Peregoy & Boyle (2005) Reading, Writing, and Learning in ESL A Resource Book for K-12 Teachers. Boston, MA, Pearson Education,
Richardson, J. ( 2009). The Next Step in Guided Reading. NY, NY, Scholastic.

93. Thank you very much for coming to my presentation!
Contact me if you would like me to it to you:
Elisabeth (Lisa) Zachau: