guided reading for emergent readers
TRANSCRIPT
Guided Reading with Emergent Readers
Ellie GordyFernanda Villalpando
Iliana Chavez
Guiding QuestionsWhat does an emergent guided reading lesson look like?
What are the reading strategies that emergent readers use and do they correlate to their language level?
How can we really decide a child’s reading level if her language is just beginning?
When are English language learners ready for guided reading?
Are some students early or early fluent readers in their primary language and not yet even emergent readers in English?
IntroductionTeacher Plans Effectively
Assess language level and reading level to
meet students needs.
Student that can read in their primary
language is easier to teach to read in
English.
Most ELLs are learning to read and speak
English at the same time, harder for
students and teacher in designing lesson.
Teacher needs to look closely at child’s
literacy and language development.
Building language patterns and reading strategies impacts
success.
GUIDED READINGLESSON FORMAT
• look at book cover, vocabulary, connect child’s backgroundINTRODUCTION
• look at text and pictures , predict, ask leading questionsGuided Orientation
• out loud, teacher can hear and help with questions
Students Read By Themselves
• students share strategies used to help with readingDiscussion
• read to a partner learn from one another, or read to themselves againReread Text
• oral, written or artistic response – or- reread text again
Students Respond to Text
Guided Reading Lesson with Emergent Readers Receiving
Instruction in English Only
In order to use guided reading effectively with emergent readers, ELLs need to have at least early
intermediate language proficiency.
Students should be responding with more
than one or two words or yes/no as beginning English speakers do.
Because of strong picture support, some
beginning speakers with strong reading strategies
are able to do fine.
Planning a Guided Reading Lesson with Emergent Readers Receiving
Instruction in English Only
Introduction Orientation Student Reading
DiscussionFollow-UpEvaluation
IntroductionTeacher sets the scene
Taps into their prior knowledge
Gets them thinking what the
book could be about Teacher draws
attention to pertinent
vocabulary through careful
questioning
Read the author’s and illustrator’s
names
What if I don’t speak the child’s
primary language?
Why don’t you just tell them the
title and tell them what the book is about?
Orientation
• Comprehension should always be the main goal• Students walk through the text with the teacher• Make predictions as they look at pictures• Touch words as they confirm their predictions• Teacher reminds students of reading strategies
they will need to be successful in reading• Teacher needs to make sure students know and
understand the vocabulary• Students should naturally learn from each other in
a group• Tends to be longer for ELLs because the group
really needs to discuss what is happening in the pictures
Student Reading
• Goal is for each child to ignore the others and get lot in their own reading
• Students read aloud individually• Teacher’s task is to observe and instruct if
necessary• Teacher takes notes on their strategy use and
language levels• You are better able to help ELLs when you can
hear how they are reading• Timely suggestions allow students to put that
new learning into practice immediately• Faster readers can reread the story in order to
keep the group together
Discussion • Ask a quick question to elicit a response
to the book and to establish a connection
• Critical for deepening their understanding of the text and for assessing their comprehension and language level
• It is important to have the children reflect on what they read so that they can learn this is what expert readers do
Follow-Up • Reread text through buddy reading or
independent reading• ELLs need practice reading for fluency• Write response to the book in their reading
response journal• For emergent readers, that usually means
drawing a picture or writing a short sentence• Have students write variations on the
repetitive pattern of the text by changing a word or two
• Allows ELLs to practice correct sentence structure and build vocabulary
Evaluation
Evaluate student’s use of reading strategies:
tracking, finding words they knew in the text, using pictures to gain
meaning, using graphophonics, and making predictions
Evaluate whether the book was appropriate:
goal is to challenge readers to read more difficult texts at their
instructional level
Expect language outcomes to match their language level but still
validate their successful reading of these emergent texts.
Determine what mini-lessons should be planned to support
language and literacy development
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
When considering a guided reading lesson with
emergent readers in a bilingual classroom, is
essential to identify their language level as well as their reading levels in L1
and L2.
Beginning speakers are not ready to benefit from
guided reading lessons
Often, it seems that student´s have large discrepancies
between perceive reading levels in Spanish and English.
because teachers do not look carefully to children´s strategy
use and language levels.
Reading strategies
transfer form the primary language to
English. Fluent L1 reader will
have easier time transferring strategies.
When language proficiency in L2 is really low, students need
direct language instruction – new academic vocabulary, new
sound-symbol connections – before starting to read in
English.
PLANNINGBefore delivering a guided reading lesson, teachers must assess their students’ use of reading strategies and language patterns, in order to select the best reading material.
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
During the introduction, the teacher should ask
questions about the cover photograph to assess children vocabulary that will be used in the text. It is important let students figure out for themselves the title of the book.
It is important to tap into children’s background
knowledge and experiences. And encourage
them to make connections.
The introduction part of the lesson helps emergent readers realize the
importance of predicting what the book may be about by using the cover picture and then looking at the title to see if it matches the predictions.
In an emergent text the title
page is designed to help readers learn more
about the story before they even start reading it.
Teachers need to capitalize in
on these picture
clues and have children
make predictions that will help
them read the story.
INTRODUCTION
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
ORIENTATIONHelp students recognize repetitive sentence
patterns. Ask questions to remind
pictures and text complement each
other.
STUDENT READING
Teachers seats back, listens and observes
students reading.
Look for students checking students
predictions, self-correct and other emergent reader strategies.
STUDENT READING
If text is below their reading level, it would be
hard to identify students’ language levels and reading
strategies knowledge
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
DISCUSSIONIt is a time to learn more about the oral language
levels. Ask higher thinking level questions (WHY?,
HOW?)pushes students to produce more language and develop thinking abilities.
DISCUSSIONIt is important for teachers to allow enough time for ELL students to process and answer a question. Students need to feel comfortable.
DISCUSSIONTeachers should ask questions in different ways, and give
different word clues.Teachers should listen carefully
to ELLs responses, because maybe there doing more
connections that we think.
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
Follow - upUsually, the follow ups are re readings, independently or with a buddy…
… but sometimes a text was below students’ reading level that a writing response may be appropriate.
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
EVALUATIONDuring an evaluation, teacher must identify
which reading strategies
transfer from L1 to L2. Teachers
should be aware that sometimes children
language output does not compare with
their reading level.
Questioning techniques
are critical in influencing the types of responses
children give.
Knowing the skills and strategies that are used at each
developmental stage of speaking and
reading, and comparing children´s output with those, is essential. (Tables 2.1 -2.13 and Apenndixes A3-A7.)
GUIDED READING LESSON WITH EMERGENT READERS RECEIVING INSTRUCTION IN
ENGLISH AND SPANISH
Choosing Text for Emergent ReadersTexts with support - Pictures and text match exactly, readers rely on clues for meaning.• Teacher guides students to correspond text with picture.• Readers should point and touch words.
Books should have repetitive patterns and be predictable and connect to readers experience.• Readers can use their background experience to predict ending.• Vocabulary and life experience that are familiar to reader.
Match concept of book with concept development level of reader – their understanding of what is happening in the story.• If reader knows concept and vocabulary in L1 they can learn the
English equivalent.
Use Emergent-Level Books for Beginning Speakers-
(Small-group shared reading lesson)
Guided walk through the text,
repeat words that match pictures.
Students develop new vocabulary.
Best way to integrate oral
English language development.
Students learn high-frequency
Words.
Students learn about book
handling skills.
Students learn progression of
story lines.
Students learn rhythms of
English language patterns