This document provides strategies for teaching English reading comprehension to children. It discusses building students' background knowledge, explicitly teaching vocabulary, using informal comprehension checks during reading, testing comprehension with different types of questions, using graphic organizers, and providing varied ways for students to demonstrate understanding. The goal is to help students with limited English proficiency improve their reading comprehension.

1. TEACHING
ENGLISH TO
CHILDREN
Sandra
Vega
Carrero
UNAC

2. Rearrange
the
mixed
–
up
le9ers
to
make
words
for
jobs.
The
first
le9er
is
underlined.
racto
__________________
suren
__________________
eclipo
__________________
rawyel
__________________
ioplt
__________________
Sp.
Sandra
Vega
Carrero

3. Why reading
comprehension skills are
particularly important?
Sp.
Sandra
Vega
Carrero

4. Students will still need a
lot of vocabulary
development and
teaching of
comprehension
strategies.
Sp.
Sandra
Vega
Carrero

5. Brainstorm
1. Build background knowledge
Look
for
opportuniGes
to
make
associaGons
between
students'
experiences
and
new
content.

6. 1. Build background knowledge
Look
for
opportuniGes
to
make
associaGons
between
students'
experiences
and
new
content.
AVALANCHE

7. 1. Build background knowledge
Build
students'
background
knowledge
Students
with
limited
or
interrupted
schooling
may
not
have
the
same
level
of
knowledge
as
their
peers.
Sp.
Sandra
Vega
Carrero

8. 1. Build background knowledge
Take
students
on
a
tour
of
the
text.
Explain
how
the
text
is
organized
Sp.
Sandra
Vega
Carrero

9. 1. Build background knowledge
Take
students
on
a
tour
of
the
text.
Explain
how
the
text
is
organized
Point
out
bold
print.
Sp.
Sandra
Vega
Carrero

10. 1. Build background knowledge
Take
students
on
a
tour
of
the
text.
Explain
how
the
text
is
organized
Point
out
bold
print.
Chapter
headings
Sp.
Sandra
Vega
Carrero

11. 1. Build background knowledge
Take
students
on
a
tour
of
the
text.
Explain
how
the
text
is
organized
Point
out
bold
print.
Chapter
headings
Chapter
summaries
Once
students
learn
how
to
recognize
these
elements,
they
will
be
able
to
preview
the
text
independent.
Sp.
Sandra
Vega
Carrero

12. 2. Teach vocabulary explicitly
Sp.
Sandra
Vega
Carrero

13. 2. Teach vocabulary explicitly
Because,
Explain
Sp.
Sandra
Vega
Carrero

14. 2. Teach vocabulary explicitly
Because,
Explain
Sp.
Sandra
Vega
Carrero

15. 2. Teach vocabulary explicitly
Because,
Explain
Once
students
know
a
new
word's
definiGon,
ask
them
to
connect
those
new
words
to
the
pictures
they
see
in
the
text.
Sp.
Sandra
Vega
Carrero

16. 2. Teach vocabulary explicitly
Because,
Explain
Once
students
know
a
new
word's
definiGon,
ask
them
to
connect
those
new
words
to
the
pictures
they
see
in
the
text.
Sp.
Sandra
Vega
Carrero

17. 3. Use
informal
comprehension
checks.
Place
the
events
in
order
(1
being
first)
by
rder:
using
1
–
6:
___
Mr.
Ma9ers
went
to
the
doctor
___
Mr.
Ma9ers
helped
prune
Ms.
Stewart’s
garden.
___
He
walked
two
miles.
___
He
would
ride
his
bike
to
work.
___
Mr.
Ma9ers
did
a
full
body
stretch.
___
Mr.
Ma9ers
ate
a
grapefruit.
Sp.
Sandra
Vega
Carrero

18. 4. Test
comprehension
with
student-­‐
friendly
quesFons:
Literal
level
InterpreGve
level
Applied
level
Sp.
Sandra
Vega
Carrero

19. 5. Ask quesFons
that
require
higher-­‐
level
thinking
What
ideas
can
you
add
to...?
Do
you
agree?
Why
or
why
not?
What
might
happen
if...?
How
do
you
think
she
felt...?
Sp.
Sandra
Vega
Carrero

20. 6. Use
graphic
organizers
Venn
diagrams
Sp.
Sandra
Vega
Carrero

21. 6. Use
graphic
organizers
SeLng
Main
Characters
Problem
SupporFng
Characters
Title
and
author
SoluFon
Story
maps
Sp.
Sandra
Vega
Carrero

22. 6. Use
graphic
organizers
Cause
and
effect
charts
Cause
Effect
Sp.
Sandra
Vega
Carrero

23. 7. Provide
students
with
many
different
ways
to
show
what
they
know.
Drawings
Graphs
Oral interviews
Posters
Portfolios
Sp.
Sandra
Vega
Carrero

24. 8. Summarize
Retell what you read,
but keep it short.
Include only important
information.
Use key words from the
text.
Sp.
Sandra
Vega
Carrero