Guided Reading: Through the ELL lens by Molly Williams, ELL coach

Text Types & Language Features Expository Text  Greater Number of low frequency words.  Complex sentences that assist CALP development  Descriptive language is factual and precise  “Timeless” Present tense  Some action verbs  Defining, clarifying, contrasting Narrative Text  More figurative language.  Developing a means for cultural knowledge  Varying story structures.  Action verbs  Generally past tense.  Dialogue uses tense changes from past to present to future  Written in first person (I, We) and third person (he, she, they)

Before Reading Introduce the book 3-4 minutes Look at illustrations Tell a little about the book. Vocabulary If word is defined in the text, do not introduce. Choose words that are difficult to decode. Introduce the book May require longer intro. due to: language structures, background knowledge Content Consider CALP : Unfamiliar syntatic and semantic structures Through the ELL Lens

During Reading: Purpose for Reading Teaching Points (1 or 2 each day) Vocabulary Decoding Fluency Retelling Does it make sense? Coaching with EXPLICIT demonstrations Think Aloud Student application Student verbalizes Through the ELL Lens

After Reading: Discussion Open ended question Inferential or draw conclusions Word Work: Students who need work on decoding. Struggle in reading, writing vowel patterns, blends, multiple syllables. Guided Writing : Day 3 after reading the book. Assisted writing not assigned writing SWRRL Discussion : To dig deeper: Sentence frames can be used Word Work : English sound system Context embedded Pronunciation of sounds Guided Writing: Concrete academic responses BME SWBS 5 Finger Retelling Keyword Strategy Through the ELL Lens