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Guided Reading for Emergent Readers

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Guided Reading for Emergent Readers

  1. 1. What 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?
  2. 2. 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. Teacher needs to look closely at child’s literacy and language development. Most ELLs are learning to read and speak English at the same time, harder for students and teacher in designing lesson. Building language patterns and reading strategies impacts success.
  3. 3. INTRODUCTION Guided Orientation • look at book cover, vocabulary, connect child’s background • look at text and pictures , predict, ask leading questions Students Read By Themselves • out loud, teacher can hear and help with questions Discussion • students share strategies used to help with reading Reread Text • 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
  4. 4. 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.
  5. 5. Introduction Orientation Student Reading Evaluation Follow-Up Discussion
  6. 6. Why don’t you just tell them the title and tell them what the book is about? What if I don’t speak the child’s primary language? Gets them thinking what the book could be about Taps into their prior knowledge Teacher sets the scene Introduction Teacher draws attention to pertinent vocabulary through careful questioning Read the author’s and illustrator’s names
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. Evaluate whether the book was appropriate: goal is to challenge readers to read more difficult texts at their instructional level 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 Expect language outcomes to match their language level but still validate their successful reading of these emergent texts. Determine what minilessons should be planned to support language and literacy development Evaluation
  12. 12. Beginning speakers are not ready to benefit from guided reading lessons 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. 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.
  13. 13. PLANNING 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.
  14. 14. 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. INTRODUCTION 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.
  15. 15. ORIENTATION STUDENT READING STUDENT READING Help students recognize repetitive sentence patterns. Teachers seats back, listens and observes students reading. 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 identify students’ language levels and reading strategies knowledge
  16. 16. DISCUSSION DISCUSSION DISCUSSION 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 word clues. Teachers should listen carefully to ELLs responses, because maybe there doing more connections that we think.
  17. 17. Follow - up Usually, 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.
  18. 18. EVALUATION During 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.)
  19. 19. 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 English equivalent.
  20. 20. Guided walk through the text, repeat words that match pictures. Students learn high-frequency Words. Students develop new vocabulary. Best way to integrate oral English language development. Students learn about book handling skills. Students learn progression of story lines. Students learn rhythms of English language patterns

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