Read-Alouds
Interactive Reading
Independent Reading
- Students read to each other in pairs or groups
- Can group based on ability:
- Two proficient readers with a higher level text
- Two lower proficient readers with a lower level text
- A high and a low proficient reader for extra support
- In a bilingual class, use bilingual pairs that complement each other
- One student with L1 in English and one student with L1 in other language
- Students may also be put into listening centers
- Use audio-text as student follows along in the text
- SSR (silent-sustained reading) or DEAR time (drop everything and read)
- Keys to success:
- Books appropriate to the reading level of students
- High-interest, culturally-relevant books
- Teachers monitoring student reading by asking questions or having students complete a reading log
Gradual Release Model
- Can be whole class or small group
- Teacher models fluent reading
- Provides support for ELL students learning English proficiency
- Students enjoy read-alouds
- Read-alouds motivates, encourages, builds background, fosters comprehension
- Students can enjoy the book because they are not focused on decoding the words; instead they are focused on comprehending, questioning, and exploring a text
Guided Reading
- More student reading with some teacher support.
- Students apply reading skills and are given more independence
- Each student has their own copy of the text
- Leveled books and differentiated groups are created to fit the instructional levels of students
- Other reading skills are taught as the students read aloud
- As a result, metacognitive skills increase and ELL students are able to "take ownership" of the reading skills that have been taught
Shared Reading
- Teachers read and reread a large book so all students can see easily
- This helps students match words in the text to what the teacher is saying and teachers should use a pointer
- Can be done in whole class or small-group settings
- The teacher should periodically to monitor reading comprehension by asking questions to the students
- The teacher can also model think-aloud strategies to show how readers make sense of the text
Responsibility of students transitions from support to independence
Separate Versions of One Book
Flip Book
Works Cited
One version is in English, the other is in Spanish
Reading Engagement
Freeman, David E., and Yvonne S. Freeman. "How
Should We Teach Reading to Emergent Bilinguals?" Between Worlds: Access to Second Language Acquisition. 3rd ed. Portsmouth, NH: Heinemann, 1994. 200-22. Print.
Types of Bilingual Books
Single Book in Two Languages
- There are three types of Bilingual books:
- Separate versions of the same book
- The Flip Book - the reader can read the book in one language and then flip the book to read it in another language
- A single book that uses two languages together on the same page
- Teachers should choose books that have characteristics to support readers
- natural language
- authentic
- predictable
- interesting
- culturally relevant
- The goal for all readers is to be able to identify with the text- this is particularly important for ELLs.
- Teachers need to choose books that connect to their students' lives.
- Engaged readers read diverse texts, read for pleasure, and have a positive attitude toward reading.
Gradual Release of Responsibility Model of Reading
"The Critical Role of Guided Oral Reading for
English Language Learners." The Critical Role of Guided Oral Reading for English Language Learners. Tesol International Association, Oct. 2009. Web. 18 Apr. 2014. <http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-%28october-2009%29/the-critical-role-of-guided-oral-reading-for-english-language-learners>.
- Students learn according to Vgotsky's zone of proximal development.
- Use of social and individualized learning
- There is a "co-creation" of knowledge
- Scaffolding clues, prompts, and encouragement are embedded in the context so the students become independent readers
- Using scaffolding, students start with heavy teacher support and gradually take on more responsibility toward independent reading
- Stages of Gradual Release Model
- Read-Alouds
- Shared Reading
- Interactive Reading
- Guided Reading
- Independent Reading
Wadsworth, Reba M. "Using Read Alouds in Today’s
Classrooms." Leadership Compass 5.3 (2008): 1-3. NAESP. Web. 18 Apr. 2014. <https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a4.pdf>.
Teaching Reading to ELL Students