ESL Teaching and Reading Strategies This PowerPoint explores the parallels between ESL teaching methodology and reading comprehension strategies Kate McAll – July 2010

What it might look like in class: ‘What did we learn yesterday?’ ESL Teaching Reading Strategies Elicit what the students know Build on their previous knowledge Make connections to what students already know Build on previous knowledge What it might look like in class: ‘What did we learn yesterday?’ ‘What can you see in this picture.’ ‘What do you know about the Solar System?’ ‘Look at the picture (graph, diagram) and talk with the person next to you about what you see.’

Language at the right level ESL modified texts Five finger Rule ESL Teaching Reading Strategy Comprehensible input Language at the right level ESL modified texts Five finger Rule too hard (5 words not understood on one page ) just right (2-3 words not understood on one page ) too easy (0-1 words not understood on one page) What it might look like in class: Speech and text usually at a level students can understand Students understand most of the words they read and hear Some speech and text just above the students level where the teacher supports understanding Speech and text supported by visuals Written, spoken and visuals all work together to help student understanding Students read books they can understand

Help students become independent readers ESL Teaching Reading Strategy Provide opportunities for students to practise new language Students work cooperatively in groups Help students become independent readers What it might look like in class: Make Predictions: In groups of three look at the cover of the book and write down three predictions – what will happen in this story? Read the text and write three questions. Ask the person next to you your three questions. Listen to their questions. Try to ask and answer questions that will help you understand the text. Jigsaw activity: 1.Move into groups of four. 2. Read about one of the oceans. 3. Write down three important things. 4. Go back to your home-group and tell the group about your ocean.

Read about one ocean Write down three important things Indian Ocean Pacific Ocean Atlantic Ocean Antarctic Ocean

Listen to other student talk about the oceans Listen to other student talk about the oceans. Share your 3 important ideas Pacific Ocean Antarctic Ocean Atlantic Ocean Pacific Ocean

What it might look like in class: ‘What do I want you to do now?’ ESL Teaching Reading Strategies Checking for understanding Reading is more than looking at the words on the page. Good readers make meaning as they read What it might look like in class: ‘What do I want you to do now?’ ‘What is that book about?’ ‘What will this lesson be about?’ / ‘What was that lesson about?’ ‘What will this story (text) be about? / ‘What was that story (text) about?’ ‘What question could you ask that would help you understand this text (story, video, diagram.)’

Reading Comprehension Strategies Predicting / Using Prior Knowledge Thinking aloud Using text structures and features Visualising Summarising Questions and Questioning This terminology could be a little confusing for ESL teachers.

Language Text Structures Narrative Procedure Description Narrative orientation problem Solution Procedure A lead-in sentence to state the goal Start with a list of materials Series of sequential sentences which may be numbered Order of the sentences is important Concluding sentence expresses success Description Statement of the topic being described A series of paragraphs each giving details of different aspects of topic Does not contain opinion or evaluation Language Narrative Opening words capture reader’s interest May use the first person Most often in the past tense, but may be in the immediate present for effect Procedure Use command words (Cut, Pour, Mix) Most sentences start with a verb Use correct technical terms Sequence: first, then, next, finally Exact details or information Description Use of adjectives Present tense Includes details and comparisons Describes what things look, feel, sound smell like Contains subjective language and opinions

Text Features: help readers locate and understand information index illustrations and photographs tables of contents headings and subheading diagrams, maps, tables print: bold, italics, underlined

Information Report Text Structure Text Features Title Headings Opening statement to states the topic and capture interest Paragraphs each paragraph is about a different aspect of the subject. begin with a topic or a preview sentence focus is on facts not opinion Conclusion Summarises the information presented Does not include any new information Text Features Title Headings Diagrams, Pictures, Maps Language Features Generalisation Description Comparison/ Contrast Impersonal, third person

Reading Comprehension Strategies and parallels with ESL Teaching Predicting / Using Prior Knowledge / Eliciting what the students already know Thinking aloud Using text structures and features Visualising Summarising Questions and Questioning 1. Eliciting what the students already know 2. Explicit teaching of language and skills 3. Teaching through genre (narrative, report, procedural, persuasive, etc) 4. Using pictures, diagrams and graphics to support meaning 5. Students practise new language and talk about what they have learned 6. Explicit teaching and practise of question forms Demonstration of reading skills by the teacher – students follow the model Focus on one reading skill at a time Not too much new language at a time, repetition, visual aids, multiple examples Language input before output

National Reading Panel, 2000 (U.S. Department of Education) I am not a speed reader. I am a speed understander. Isaac Asimov Education is what survives when what has been learned has been forgotten. B. F. Skinner, New Scientist, May 21, 1964 (Albert Einstein) There is ample evidence that one of the major differences between poor and good readers is the difference in the quantity of total time they spend reading. National Reading Panel, 2000 (U.S. Department of Education)