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

Text Types & Language FeaturesExpository 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 ReadingIntroduce 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 AloudStudent

applicationStudent

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 framescan be used

Word Work:English sound

systemContext embedded

Pronunciation of sounds

Guided Writing:Concrete academic

responsesBME

SWBS5 Finger RetellingKeyword Strategy

Through the ELL

Lens