Helpful Hints for Diagnostic Reading Assessments

SUGGESTIONS when reading with ELL students:

  • cluster the same errors and count them as only one error (for example, If a student repeatedly says “dogs” instead of “dog”, count this as one error)

  • engage in a rich book introduction with a detailed picture walk, for example, for texts where the topic may be unfamiliar to the student, the teacher can activate background and existing knowledge.

  • pre-teach vocabulary, have students pick out words from text after you introduce them

  • allow substantial wait time as the student may be translating information into his/her first language

  • provide readers with helpful prompts such as: “Look at the picture - what is happening in the picture?” or “Look at the first letter of the word - what sound does it make?”

  • when reading fiction books, provide character’s names and repeat as needed

  • do not penalize mispronounced words due to their native language

  • always start with fiction books with primary students as there is less academic language and students may be able to connect to stories they already know

  • consider starting with familiar non-fiction books with junior/intermediate students as they are more engaging texts

  • do not penalize for misreading of contractions

Some common errors made by ELL students while reading

  • Omission of simple prepositions (to, if, on)

  • Omission of articles (a, an)

  • Omission of verb endings (-es, -ing, -ed)

  • Omission of word endings (-s)

  • Misreading of verb tenses (present for the past such as come for came)

ELL Resources on the Portal

The YRDSB portal offers an array of resources to assist teachers when planning for teaching ELL learners.

Click here to access the ELL page on the BWW