Preparing A Lesson for ELL Students

Assignment #3

How would you develop the background knowledge, vocabulary, and approaches to reading a text?

  • Match students to the text
  • Have students work with supplemental materials prior to beginning the reading
  • Supplemental materials include: videos, short stories, news articles, realia, maps, pictures, webquests
  • Peregoy and Boyle (2013) found that "it is important to obtain a variety of resources to accommodate varying levels of reading ability and English language proficiency" (p. 382).
  • Set the purpose for the future reading of the text
  • According to Peregoy and Boyle (2013), "you'll want to explain to your students why you have selected the material, what you expect them to gain from it, and what they are to do with the information later" (p. 387).


What strategies have you seen that are the most useful?

  • Pre-reading: pictures, videos, experiments, setting the purpose
  • During reading: annotating the text, graphic organizers, clustering vocabulary
  • After reading: summarizing, creating a project or artwork, learning logs


How would you teach students to become expert questioners of text they are reading?

  • Model good questioning throughout the entire reading process
  • Have students always create questions when they read something, even if it is a short passage


How would you develop their confidence as readers?

  • Start with materials that build confidence quickly with students
  • Provide scaffolding for reading material in students' ZPD
  • Challenge students to read more difficult materials
  • Provide small group assistance when needed
  • Model confidence when reading to students


How would you use interactive read alouds?

  • Model to students what they should be thinking when reading
  • Discuss mental pictures formed during reading
  • In Rick's Reading Workshop, students were asked to create theories about the characters and predict what would happen. This hooks the students into reading the text because they want to know what happens.
  • Relate reading to students' lives
  • As students discuss, interact with the students and not just be an observer


Source:

Peregoy, S. F. and Boyle, O. F. (2013). Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners. Upper Saddle River, NJ: Pearson.