What does an emergent guided reading
lesson look like?
What are the reading strategies that emergent
readers use and do they correlate to their
How can we really decide a child’s reading level
if her language is just beginning?
When are English language learners ready for
Are some students early or early fluent readers in
their primary language and not yet even
emergent readers in English?
Assess language level
and reading level to
meet students needs.
Student that can read in
their primary language is
easier to teach to read
Teacher needs to look
closely at child’s literacy
Most ELLs are learning to
read and speak English
at the same time, harder
for students and teacher
in designing lesson.
patterns and reading
• look at book cover, vocabulary, connect
• look at text and pictures , predict, ask
Students Read By
• out loud, teacher can hear and help with
• students share strategies used to help with
• read to a partner learn from one another,
or read to themselves again
Students Respond to Text
• oral, written or artistic response – orreread text again
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.
Why don’t you
just tell them the
title and tell them
what the book is
What if I don’t
speak the child’s
thinking what the
book could be
Taps into their
Teacher sets the
• 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
• Tends to be longer for ELLs because the group really
needs to discuss what is happening in the pictures
• 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
• 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
• 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
• Reread text through buddy reading or
• ELLs need practice reading for fluency
• Write response to the book in their reading
• 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
Evaluate whether the
book was appropriate:
goal is to challenge
readers to read more
difficult texts at their
Evaluate student’s use of
tracking, finding words
they knew in the text,
using pictures to gain
outcomes to match their
language level but still
validate their successful
reading of these
Determine what minilessons should be
planned to support
language and literacy
are not ready to
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.
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.
transfer form the
to English. Fluent L1
reader will have
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
Before 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.
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
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.
Help students recognize
Teachers seats back, listens
and observes students
Ask questions to remind
pictures and text
complement each other.
Look for students checking
students predictions, selfcorrect and other
emergent reader strategies.
If text is below their reading
level, it would be hard to
language levels and
It 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.
It is important for teachers to
allow enough time for ELL
students to process and
answer a question. Students
need to feel comfortable.
Teachers should ask questions in
different ways, and give different
Teachers should listen carefully to
ELLs responses, because maybe
there doing more connections
that we think.
Follow - up
Usually, the follow
ups are re
with a buddy…
… but sometimes
a text was below
level that a writing
response may be
During an evaluation,
teacher must identify
from L1 to L2. Teachers
should be aware that
language output does
not compare with their
Knowing the skills
and strategies that are
used at each
of speaking and
output with those, is
essential. (Tables 2.1 -2.13
and Apenndixes A3-A7.)
Texts 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
through the text,
repeat words that
Best way to
rhythms of English
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