ELLs and Guided Reading

Jordan 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 Englishspeaking 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 students 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 & FreemanField, 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 students 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:

Lets 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 students
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: (Lets 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 Lets 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 Lets 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

2.

you will read the book by yourself

Begin reading out loud. Encourage students to DO action words as
we read them. This will encourage comprehension of the

3.

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

4.

P. 8- Think aloud I have a question. Where is Congo? Ask students

5.

if they know or can show me on a globe.

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

6.
7.

got married there was a big dance!

Point to speaking prompt while making the question/connection.
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

8.
9.

dictionary. Say word in students native language.

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