With a partner, discuss ways that you are currently integrating ELLs with non-ELLs beyond the integrated time allocations for the 4 hour ELD block.

On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block.

Place your post-it note on the large poster in the room titled, Integrating ELLs.

Bell Work

Integrating ELLs

review the key components of guided reading

develop an understanding of the framework of modified guided reading for ELLs by analyzing its components through discussions, videos, and articles

become familiar with the Avenues guided reading resources found on the Avenues4eld.pbworks.com website and Sharepoint.

Think of a new learning experience you have had.

What made it a great, good, fair or bad experience?

Share with your table.

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

Where does this session fit into the

big picture?

To create a path to independent reading

Teacher

small group at approximately the same reading

level using the same leveled book

teacher models how a good reader reads

emphasis is on meaning rather than decoding

teacher monitors students while they read with

attention to reading strategies

provide more challenging texts as reading

abilities grow

4

Corners

Activity

Before Guided Reading is implemented what needs to be in place?

LWS up and running

Stigmatizes poor readers. Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire group.

Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension .

Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When instructors correct errors, fluency is further compromised.

What to Avoid

Not everyone is actively participating during round robin reading

• Read the following article: ELL Reading Development: Modified Guided Reading, Interventions, Support

• Highlight key points in the article.

• On a post it note write one or more modifications that you plan to use in your guided reading lessons for language learners

Note Taking Sheet for the Video

Teacher’s Role Student’ Role

Will use Will adapt

(Avalos, Plasencia, Chavez, Rascon, 2008)

1 to 2 days of 20 min sessions 3 to 4 days of 20-30 min sessions

Taps into prior knowledge byconnecting content with students’ lives

May use culturally relevant text to connect to students’ lives

Emergent and early fluent students read softly, while fluent readers read silently

Teacher may read text aloud to model fluency and generate discussions regarding comprehension and vocabularyguided by teacher and students

ELLs with a higher L2 vocalize softly as they read

(Avalos, Plasencia, Chavez, Rascon, 2008)

Teacher coaches students by reinforcing correct strategies and prompting to problem solve during miscues

Teacher observes and coaches students by reinforcing correct strategies and using word recognition prompts to problem solve.

Word Work focuses on phonological and orthographical awareness

Word work focuses on morphological awareness, phonemic awareness, or phonics connected to guided reading text

Vocabulary journals and writing assignments connect to guided-reading texts

Meaning Cues:

Come from children’s life experiences

Structure or syntax:

Comes from knowing how oral language

is put together

Visual Information: Comes from knowing the relationship

between oral language and

its graphic symbols

Fostering Independence with Metacognitive Prompting

Introduction to the TEXT

Read the Text

Discuss Meaning of TEXT

Teach for Process Strategies

Organized flexible groups

Daily lesson plan with an objective

Organized space with supplies for teacher and students readily at hand

Well organized way to keep records of individual student’s reading

Well organized environment to encourage student independence and appropriate student engagement

Encourages students to share their thoughts about text, which include connections to text, open-ended questions to enhance comprehension and encourage dialogue.

Invites personal response

Supports finding evidence and discussing problem-solving

Assesses children’s understanding of what they read

Engages the children in extending the story through activities, such as drama, writing, art, and more reading

Engages the children for a minute or two of word work

Students should be grouped based on assessment results; therefore, based on reading ability.

The assessment of students should continue on a regular basis to support the re-grouping of students based on their reading needs.

The teacher should group students who use similar reading processes and are able to read similar level text.

Groups can also be altered based on interest and social interaction.

Assessments may include NSGRA, Rigby, Lexiles, Running records, etc..

Ongoing observations are very beneficial for tracking students.

A notebook with Post-It notes can serve as your documentation.

Running records provide a quick assessment of fluency.

Scholastic, DRA, EDL or Avenues Running Records

Use visuals, realia, manipulatives, and other concrete materials, objects, graphs.

Define essential vocabulary in context.

Repeat key points, rephrase, and/or paraphrase key concepts, tracking, directions, cognates etc.

Build on what students already know.

Total Physical Response

Uses psycho-motor systems to teach

vocabulary and sentence forms

Students not forced to speak until ready

Command forms used to convey

information

Builds gradually in complexity

Supports kinesthetic learning style

Non-verbal communication cues

Gestures

Facial expressions

Body language

Creating a literacy-rich classroom environment.

Books, books, books…

Daily routines/expectations:

• Leveled book sets in grades 1-5 (6 copies of 16 titles)

• Windows on LiteracyNon-Fiction Readers

(12 copies of each title at your grade level)

The Avenues Leveled books were ordered for each grade level except

Kindergarten.

The Windows on Literacy books can be found in a bookroom, library at your school or with an ELD resource teacher.

Are there Guided Reading LESSON PLANS?AVENUES4eld.pbworks.com

Office 365 Tiny URL https://tinyurl.com/elemeld-binderReading A to Z

Scholastic Bookroom

Guided Reading in a four-hour ELD block should occur daily

Guided Reading in an ELD pull-out can occur periodically depending upon the time

Use books that are content-based which match theme and vocabulary

Avenues4eld.pbworks.com

Avalos, Plasencia, Chavez, Rascon, (2008). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning.

Cummingham, P.M., Hall, D.P, & Sigmon, C.M. (2000), The teacher’s guide to the four blocks: A multimethod, multilevel frameword for grades 1-3. Greensboro, NC: Carson-Dellosa

Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading. Heinemann: Portsmouth, NH.