CHAPTER 5: TEACHING READING & WRITINGShanice N. Bacote

CURR 509

Montclair State University

READING METHODOLOGIES/ EXTRA SUPPORT IN READING

Yatvin re-emphasizes her point that teachers need to take a whole language approach when teaching ELL students: “…they need an emphasis on the meaning of texts much more than they need correct pronunciation of words or fluency,” (Yatvin 2007)

Yatvin introduces five kinds of support for ELL students to become successful readers in English.

1. Using Appropriate Reading Materials2. Providing Background Before Reading3. Providing an Overview4. Supporting Comprehension5. Reviewing and Rereading

READING METHODOLOGIES/ EXTRA SUPPORT IN READING

Using Appropriate Reading Materials Do not make assumptions that texts that use short sentences are

appropriate for Level 1 and 2 ELL students or even struggling readers. Beware of old children’s classics and science fiction for primary-grade

ELL students. Yatvin states that “even when these books have been shortened…for easier reading, their times, places, plots, and language are still too far removed from the experiences of these children.” (Yatvin 2007)

REFLECTION: Do you think that the above statement is fair conclusion for Yatvin to make?

Providing Background Before Reading Using thematic units helps to provide an introduction to the vocabulary

and information that will be provided in a particular unit. Background Information can be provided visually, orally, and/or showing

real objects The amount of background information provided depends on the

students’ previous knowledge. Be sure to allow ample time for the information being presented to be

questioned and examined by students Attempt to match students with materials based on the background

knowledge they already possess.

Providing An Overview An overview beforehand helps students to become familiar with the flow,

purpose, and content of the material Provides a plan or a pattern that students can rely on even when their

reading is being interrupted. Modifications and accommodations for Level I ELL students

Supporting Comprehension Show students how to think as they read (asking questions of yourself as

you are reading) Demonstrate that story contexts often give the definition of unfamiliar

words Have students react, retell, and/or write about what they just read in order

to assess/evaluate their comprehension levels. Allows for modification

Diary entries for characters from the text

Reviewing an Re-Reading Allowing students to read a story a second time improves comprehension

(recall events, familiarity with vocabulary) Tape record their reading. Read to a partner in class or a family member at home. Purposeful Preparation

THE BENEFITS OF READING ALOUD Should be a crucial part of the curriculum Reading aloud allows teachers to introduce students to

various forms of literature. Increases students’ vocabularies Familiarizes students with literary genres

REFLECTION: What potential challenges do you foresee if reading aloud is a crucial part of curriculum? How can you overcome these challenges?

SUPPORTING ELLS’ WRITING “Writing is harder than speaking or reading because it involves

specific knowledge and a number of cognitive and mechanical skills that students must use simultaneously.” (Yatvin 2007)

Utilizing models Other books Fairy tales, myths Group stories written under the teacher’s direction

Writing group stories helps students prepare for writing their own Helps students understand the genre and use it for their own experience.

Dictate their stories to a teacher or a competent peer who assists to make things clear and complete by asking questions and suggest changes in the sentence structure.

Short pieces of writing (signs, slogans, letters, labels, etc.)

REFLEECTION

There are strategies readily available for monolingual teachers to equip their ELL students. Value can be discovered in the smallest task. Progress should be measured on a daily basis. Teachers should attempt to make their lessons adaptive to the variety of needs found within the classroom.

THE END!