1. + Interactive Guided Reading

2. 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

3. 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

4. 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

5. Prepare to Introduce the Story
Key Vocabulary
Key concepts
Visual aids

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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

12. Read the Story
Whole group reading
Model reading strategies

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

14. 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

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

16. 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.

17. 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

18. Check for Comprehension
Asses the students’ understanding of the text

19. 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

20. 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

21. 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

22. 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.

23. 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 Print.