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ELL Comprehension Guide

Visual Aid 4: Chapter 6 and 9 Herrera Perez & Escamilla

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Introduction

What is reading Comprehension

The authors of our book quotes Pressley who suggests that reading comprehension is two stage process. The first stage is word recognition. The second stage is comprehension. These strategies help English Language Learners, and all learners, with understanding what is being read.

Case study

So Yeoung

So Yeong is a fourth grade student whose family comes from Korea. She came to the U.S. 2 years ago with her parents to join extended family who has been here 5 years.

So Yeong has been in an ESL program for one hour a day. She attended school in Korea for two years and started school in the US in second grade. Her Math skills are advanced while English skills are just below grade level.

When taking the DIBELS test, So Yeong she was not able to read the whole passage nor was she able to recall all the details though she was able to recall key facts.

Her parents are highly involved in her education. Parents do not speak English well but encourage her to speak English. So Yeong is good at memorizing facts but has trouble synthesizing information.

Metacognitive strategies

Metacognitive strategies help the reader prepare, decide, and monitor the most effective reading strategy that one can use. This is based on the idea that good readers know how to do these things and to create effective readers these skills need to be explicitly taught. (152)

Reaading strategy

I would choose True or False as a strategy. True and False is a tool that supports advanced organization and can be used to preview the main ideas in a text.

• This strategy allows for So Yeong to showcase her background knowledge, with by fourth grade, she should be developing. • The text suggested that students can be grouped together to allow for discussion. As So Yeong is slightly below grade level, if there is another student from Korea who is more advanced in English that student can help her. Also if there is another student from Korea who is struggling So Yeong can help that student. • Since she had trouble recalling all of the details in her test, this will allow her to understand why details are important without having to obsess over which detail is important.

Cognitive Comprehension Strategy

Cognitive Comprehension Strategy: These strategies are when a reader manipulates the material into a way that it can be easily understood by the reader and others. These strategies include what the reader knows about the material, the motivations of the reader, the features of the text, the memory of the reader, and the sociocultural context. (159-160)

Reading Strategy

Signature lines

Signature lines expects students to identify important lines in a work and explain why they think it is important.

As So Yeong is close to grade level this activity will push her little bit. The activity will be challenging but not too challenging.

This activity will allow So Yeong to work with a partner if the work proves to be too difficult.

Because modeling is important for this strategy, it will allow the teacher to work with So Yeong and see how see in progressing.

Social/Affective Comprehension Strategy

These are strategies that are used when readers interact with other people in order to better understand the text.

Reading Strategy

Critical Questions

The strategy I would use is critical questions. Critical questions asks students to monitor their own understanding by asking questions of the text then verify their answers by asking the class.

Critical questions will allow her to bring her experience of living and going to school in two countries.

This will help her improve her spoken English which her parents have encouraged.

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ELPS

ELPS (c) Cross-curricular second language acquisition essential knowledge and skills.

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. For the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.

Robert Huttmeyer

EDRE 5070

Literacy Development for English Language Learners

Dr. Angela RandallUniversity of North Texas