ELLs and Guided ReadingJordan Bettis

Drake University

I. Introduction

The individualized, leveled instruction that guided reading provides has benefits for all

students, including English Language Learners (ELLs). However, a modified guided

reading approach that encourages language and literacy development can especially

benefit ELLs (Avalos, Plasencia, Chavez, Rascon, 2007). This approach allows teachers to

teach literacy while simultaneously and directly teaching English language skills that

English-speaking students acquire implicitly (Avalos et al., 2007). This paper will first

discuss why ELLs need a modified approach to guided reading and then provide an

example of a modified guided reading lesson for ELLs with rationale for the teaching

decisions.

II. Why ELLs need modifications

Because ELLs face the challenge of learning a new language while also learning content,

they can benefit from a modified approach to guided reading that simultaneously teaches

language and literacy. For most ELL students it takes 2-3 years to develop basic

interpersonal communication skills (BICS) (Avalos et al., 2007). However, it takes 5-7 years

for ELL students to develop cognitive academic language proficiency (CALP) which is

“necessary for academic success” (Avalos et al., 2007). A traditional approach to guided

reading will help develop ELL student’s BICS (Avalos et al., 2007). However, a modified

guided reading approach that considers the students language needs, will significantly

accelerate their CALP as well (Avalos et al., 2007).

Traditional guided reading includes small group instruction, explicit strategy

instruction, leveled books, teacher support, learning language and reading in context, and

continuous systematic assessments (Avalos et al., 2007). Teachers select an appropriate

text, introduce the text to help with meaning, allow time for students to authentically

practice reading and engage in discussion about the text (Avalos et al., 2007). A modified

approach for ELLs will add to this by spending 3 or more days on each book, beginning

with a shared reading of the text, and incorporating extensions and word work (Avalos, et

al., 2007). This approach will integrate aspects of learning the English language into

reading instruction (Bauer & Arazi, 2011). It will focus on repetition and reinforcement,

scaffolding and capitalizing on first language strengths (August et al, 2007). While modified

guided reading promotes written and oral language development, the ultimate focus should

continue to be on reading comprehension (Bauer & Arazi, 2011).

It is important to recognize that there has been some debate about when ELL students

should begin to read in English. According to Hamayan & Freeman-Field, we need to

“shatter the myth” that ELLs should be proficient in English before engaging in literacy

(2011). Each individual student will begin reading in English based on their individual

needs, but all students should be immersed in a literacy rich environment (Hamayan &

Freeman-Field, 2011). Reading naturally helps further the development of English

language proficiency for students (Hamayan & Freeman-Field, 2012). Further, according to

Krashen (2004), reading is “one of the best things a second language acquirer can do to

bridge the gap from the beginning levels to truly advanced levels of second language

proficiency” (Hamayan & Freeman-Field, 2012). Ultimately, a student’s proficiency in

literacy in their native language often determines their readiness to begin reading in

English (Avalos et al., 2007). For example, in general students who can read fluently in their

native language have an easier time transferring those skills into learning to how to read in

English, compared to students who are less proficient at reading in their native language

(Avalos et al., 2007).

III. Modified Guided Reading Lesson for ELLs

Objectives: When teaching ELLs, teachers should always incorporate opportunities for

authentic communication in their lessons (Hamayan & Freeman-Field, 2011). Therefore,

teachers should have clear content and language objectives (Hamayan & Freeman-Field,

2011).

Content Objective-Students will be able to ask questions and make connections

about a text.

Language Objective-Students will be able to say a question or connection to the text

independently or using a speaking prompt.

Materials:

Let’s Dance by George Ancona

Paper/pencils

Questioning and connecting speaking prompts

Music

Group Students: Many factors contribute to the strategic grouping of ELLs into guided

reading groups. Teachers should be aware of each student’s literacy abilities in their native

language to determine what type of comprehension and vocabulary instruction is

appropriate (Bauer & Arazi, 2011). Students who have well-developed literacy skills in

their native language are able to develop literacy skills in English much faster than students

who do not (Bauer & Arazi, 2011). Teachers should also consider other relevant student

factors including, “age of arrival in US, educational history, socioeconomic status, and

cognitive capacity” that could affect their literacy development (August et al., 2007). These

factors should also be taken into consideration when analyzing the text to determine if it is

appropriate for the students.

Analyzing/Selecting the Text: (Let’s Dance by George Ancona)

1. Semantics

a. Vocabulary- When choosing a book for guided reading with ELLs, teachers

must analyze the vocabulary to ensure that it is suitable for the students.

Next, teachers should consider what students can learn about English while

they read a particular text (Hamayan & Freeman-Field, 2011). Finally, ELLs

should have authentic, meaningful, opportunities to develop English

vocabulary. Many studies show that vocabulary development is an integral

aspect of reading success for ELLs (Purdy, 2008). Rather than isolated

vocabulary instruction, ELLs should learn vocabulary within an authentic

context (Avalos et al., 2007). According to Purdy, “ELLs learn a word best by

trying it out for themselves, explaining its meaning in their own words and

connecting it to their own background knowledge” (2008).

i. 2-3 receptive vocabulary words: low frequency, not everyday

language

1. puppets

2. leap

3. gracefully

4. rhythm

ii. 5-9 productive vocabulary words: commonly used words that could

be new or confusing for ELLs

1. high

2. people

3. wiggle

4. jump/hop/leap

5. around

6. across

7. forward

8. celebrate/celebrating

9. traditional

b. Figurative language

i. Page 10-“…or with a whole bunch of people”

ii. Page 20- “Children dance in their parents’ footsteps”

c. Homophones (words that sound the same, different meanings)

i. Step (a) I took a step to the right. (b) I went up the steps to go to the

next floor.

ii. Dress (a) the woman wore a purple dress. (b) people dress up to

dance in their traditional clothes.

2. Grammar

a. Different uses of commas. Pause or take a breath when you see a comma.

i. Page 4- list

ii. Page 8- separating series

iii. Page 21- introductory clause

iv. Page 31- introductory clause

3. Content or concept- When choosing a book for guided reading for ELLs, teachers

must be especially cognizant of the topic. Teachers should know their students on

an individual basis to know if students have the background knowledge to

comprehend the text (Avalos et al., 2007). All students, regardless of their race,

ethnicity, socio-economic status, or language proficiency, have background

knowledge that can be beneficial to their learning. Reading instruction should be

“based on the knowledge and skills that students bring with them” (Hamayan &

Field, 2012).

a. The content or concept of Let’s Dance by George Ancona is appropriate for

various cultures at various levels of language proficiency because it has:

i. Much picture support with every page.

ii. Picture support with “words to know” (page 2-3) and actions (page 4-

5).

iii. Real photographs throughout the book.

iv. Wide variety of cultures/dances represented throughout the book.

4. Strategy instruction

a. The strategies we will focus on will be making connections and asking

questions. See “Shared Reading” and “Reading the Text” sections below to

cite specific places to stop in the text to practice these strategies.

b. Provide students with speaking prompts to make connections and ask

questions (See Appendix A).

Introducing the Text: Introducing the text should start a conversation that ideally leads to

“developing vocabulary and making personal connections” (Bauer & Arazi, 2011).

Put on music for students to dance to and/or teach students a short dance. This will

give students a real experience to make connections to the text and a concrete

understanding of the word dance.

Say, “Today we will be reading a book called “Let’s Dance”. Flip through the pictures

to show the students and say “we will be reading about a lot of different kinds of

dances from people that live in a lot of different places (point to different places on

the globe).

Write down, “What do you know about dancing?” Read the question out loud and

invite students to answer. First, model how to answer by saying, “I like to dance

with my friends”. Write down what they say on the board. This should activate

students’ prior knowledge and start a conversation about personal connections to

dancing.

Shared Reading: One aspect that is different when facilitating guided reading with ELLs, is

that the teacher should begin with a shared reading of the text before the students read

independently. This supports ELL students because it gives them the opportunity to hear

“fluent reading, discuss the story and vocabulary as the text is read aloud, and make

connections” (Avalos et al., 2007). It allows the teacher to scaffold content or concepts that

students may be unfamiliar with and provides an opportunity to model reading strategies

(Avalos et al., 2007). While reading, teachers should use dramatic gestures and motions to

provide contextual clues for the students and promote comprehension of the text (Bauer &

Arazi, 2011). Choral reading specifically helps ELLs by supporting fluency, intonation, and

pronunciation (Bauer & Arazi, 2011).

1. After introducing the book, say “First, I will read the book and then you will read

the book by yourself”

2. Begin reading out loud. Encourage students to DO action words as we read them.

This will encourage comprehension of the vocabulary.

3. Point to pictures and use gestures to promote comprehension.

4. P. 8- Think aloud “I have a question. Where is Congo?” Ask students if they know

or can show me on a globe.

5. P. 12- Think aloud “I have a connection. This part reminds me of my own family

because we dance at celebrations too. When my cousin got married there was a

big dance!”

6. Point to speaking prompt while making the question/connection.

7. P. 18- Ask, “What does traditional mean?” while pointing to the speaking prompt.

This will model to students that they can ask questions about words they do not

know and how to do so. Model solving word traditional. Look at the pictures to

help figure out meaning. When the pictures do not help, find the word in a

bilingual dictionary. Say word in student’s native language.

8. P. 25- Get out real hand puppets to share with the students.

9. Read p. 30-32 out loud, and then go back and choral read these pages as a group.

Reading the Text: While students read the text, the teacher should “listen, observe, and

keep anecdotal records (Avalos et al., 2007). At this time, students should be practicing the

strategies that the teacher modeled during the shared reading. Rather than verbally

prompting students to utilize a specific reading strategy, ELLs benefit from “explicit

demonstrations” and “verbalizing the reading strategies they use” (Avalos et al., 2007). For

this reason, this lesson utilizes the speaking prompts for the children to refer to while

utilizing questioning and connecting strategies. The teacher modeled how to use the

speaking prompts during the shared reading and should ask students to utilize them while

reading the text. For example, students should say “I have a connection” or “I have a

question”. This will make the desired strategy clear for the students and also provide

opportunities for repetition of the vocabulary in an authentic way. This also keeps

comprehension as the main goal of the lesson, because students must comprehend the text

in order to make meaningful connections or have questions about the text.

Stop on p. 11- does anybody have any questions or connections?

Stop on p. 21- does anybody have any questions or connections?

Returning to the Text: After reading the book, teachers should facilitate a discussion

about the text. Often, teachers tend to “dominate the talk, control the topic of conversation”

and ask questions with obvious answers. Instead, teachers should ensure that there is

ample time for discussion and that “students play a more leading role in shaping the topic

of conversation” (Purdy, 2008). Oral language development is very important for the

development of reading and writing, but it is an area that often gets overlooked for ELLs

(Hamayan & Freeman-Field, 2011). Teachers should remember that ELLs are highly

capable of thinking, but questions need to be scaffolded in a way that makes them

comprehensible for students. When teachers ask open ended questions, it provides an

opportunity for ELLs “to put their thinking into words (Purdy, 2008). Giving students the

“freedom to discuss issues of importance to them” promotes language acquisition”.

What questions do you have about the text?

What connections do you have about the text?

What was your favorite part? Why?

When do you dance?

Why do you dance?

Responding to the Text: Extending the text can be especially beneficial for ELLs to

provide more opportunities to develop content, reading, and/or language skills (Avalos et

al., 2007). “Reading, writing, listening, and speaking should be integrated as much as

possible” (Avalos et al., 2007).

The book talked about many different celebrations (Afghan weddings, Chinese New

Year, celebrating seasons, birthday parties). What kinds of celebrations do you have

with your family?

Depending on student’s language proficiency, students can draw a picture, write one

word, write a sentence, paragraph, or a story. Further, students can write in their

native language.

To incorporate reading, writing, speaking, and listening. Students will read their

story out loud to a partner. The partner will listen to the story and they will have a

discussion about it.

Word Work:

Verbs

Each student will write an action word of their choice from the book on a small

piece of paper. Students can refer to pages 2-5 if they have difficulty coming up with

a word. Each word will be taped to a side of a large foam dice.

Students will take turns rolling the dice. They will read the word on the dice and do

that action. For example, if they read the word jump, they will jump up and down.

The teacher will model how to say a sentence with that word in it. For example,

“Sam can jump really high!” The teacher will write that sentence on the whiteboard

asking for help from the students.

The game will continue, however the students will begin saying the sentences to

write on the whiteboard.

Extension- the sentences could include different tenses of the verb (jump/jumping).

IV. Conclusion

Guided reading is an instructional strategy that provides students with the opportunity

to build their reading skills and apply these skills in a meaningful way. A modified guided

reading approach includes an additional emphasis on language and literacy development,

which has proven to be especially advantageous for ELL students (Avalos, Plasencia,

Chavez, Rascon, 2007). Because ELLs face the challenge of learning a new language while

also learning content, they can benefit from a modified approach to guided reading that

simultaneously teaches language and literacy. The aforementioned lesson outlines how the

modified guided reading approach can be applied. Modified guided reading offers many

benefits to ELL students in the classroom.

Works Cited

August, D., McCardle, P., Shanahan, T., & Burns, M. (2014). Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research. School Psychology Review, 43(4), 490-498.

Avalos, M. A., Plasencia, A., Chavez, C., & Rascón, J. (2007). Modified Guided Reading: Gateway to English as a Second Language and Literacy Learning. Reading Teacher, 61(4), 318-329. doi:10.1598/RT.61.4.4

Bauer, E. B., & Arazi, J. (2011). Promoting Literacy Development for Beginning English Learners. Reading Teacher, 64(5), 383-386.

Hamayan, E. & Freeman-Field, R. (2012). English language learners a school: A guide for administrators (2nd ed.). Philadelphia, PA: Caslon Publishing.

Purdy, J. (2008). Inviting conversation: meaningful talk about texts for English language learners. Literacy, 42(1), 44-51. doi:10.1111/j.1467 9345.2008.00 479.x

Stinnett, M. (2009). Research in Reading. Illinois Reading Council Journal, 37(4), 72-78.