With a partner, discuss ways that you are currently integrating ELLs with non-ELLs beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block. Place your post -it note on the large poster in the room titled, Integrating ELLs. Bell Work Integrating ELLs
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With a partner, discuss ways that you are currently integrating ELLs with non-ELLs beyond the integrated time allocations for the 4 hour ELD block.
On a post-it note, list additional ways to integrate ELL students outside of the 4 hour ELD block.
Place your post-it note on the large poster in the room titled, Integrating ELLs.
Bell Work
Integrating ELLs
review the key components of guided reading
develop an understanding of the framework of modified guided reading for ELLs by analyzing its components through discussions, videos, and articles
become familiar with the Avenues guided reading resources found on the Avenues4eld.pbworks.com website and Sharepoint.
Think of a new learning experience you have had.
What made it a great, good, fair or bad experience?
Share with your table.
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
Where does this session fit into the
big picture?
To create a path to independent reading
Teacher
small group at approximately the same reading
level using the same leveled book
teacher models how a good reader reads
emphasis is on meaning rather than decoding
teacher monitors students while they read with
attention to reading strategies
provide more challenging texts as reading
abilities grow
4
Corners
Activity
Before Guided Reading is implemented what needs to be in place?
LWS up and running
Stigmatizes poor readers. Imagine the terror that English-language learners and struggling readers face when made to read in front of an entire group.
Weakens comprehension. Listening to a peer orally read too slowly, too fast, or too haltingly weakens learners' comprehension .
Sabotages fluency and pronunciation. Struggling readers model poor fluency skills and pronunciation. When instructors correct errors, fluency is further compromised.
Encourages students to share their thoughts about text, which include connections to text, open-ended questions to enhance comprehension and encourage dialogue.
Invites personal response
Supports finding evidence and discussing problem-solving
Assesses children’s understanding of what they read
Engages the children in extending the story through activities, such as drama, writing, art, and more reading
Engages the children for a minute or two of word work
Students should be grouped based on assessment results; therefore, based on reading ability.
The assessment of students should continue on a regular basis to support the re-grouping of students based on their reading needs.
The teacher should group students who use similar reading processes and are able to read similar level text.
Groups can also be altered based on interest and social interaction.
Assessments may include NSGRA, Rigby, Lexiles, Running records, etc..
Ongoing observations are very beneficial for tracking students.
A notebook with Post-It notes can serve as your documentation.
Running records provide a quick assessment of fluency.
Scholastic, DRA, EDL or Avenues Running Records
Use visuals, realia, manipulatives, and other concrete materials, objects, graphs.
Guided Reading in a four-hour ELD block should occur daily
Guided Reading in an ELD pull-out can occur periodically depending upon the time
Use books that are content-based which match theme and vocabulary
Avenues4eld.pbworks.com
Avalos, Plasencia, Chavez, Rascon, (2008). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning.
Cummingham, P.M., Hall, D.P, & Sigmon, C.M. (2000), The teacher’s guide to the four blocks: A multimethod, multilevel frameword for grades 1-3. Greensboro, NC: Carson-Dellosa