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Use a graphic organizer.

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Teachers can demonstrate how they figure out vocabulary by stopping and thinking, looking for clues, and looking for root words.

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Teachers are usually good readers. We need to model our skills for ELLs may struggle with reading expository text.
One way is to model out loud what you are thinking: "This has a volcano, and there are big words. This must be a science text."

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These are some of the different types of texts there is :)

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"They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning."

We need to challenge our students to challenge the things that they read. Students should be able to identify whether or not a piece of evidence is credible.

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It is essential for students to view a chapter and take a preview of what might come to prepare for prior knowledge.This strategy would work for fiction and non-fiction books.

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Increasing ELL Student Reading Comprehension with Non-fiction Text

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Increasing ELL Student Reading Comprehension with Non-fiction Text

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Students in high school are not familiar with interacting with non fiction texts before heading to college. They are not able to write or highlight in the text books but rely on peer interaction and classroom discussion.
Some textbooks that students receive in college already have highlighter markings in them that could or could not be beneficial.
Teachers can help prepare ELL students to successfully work with non-fiction, (or expository) text, however, in many ways.

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Imaginative writing!

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Elements!

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Purpose is to inform or describe!

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Encourages students to be active readers.
-Process where the students listen to a brief summary of the text, review a few key words or pictures, and then make a prediction about the content of the text.

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Students can practice on their worksheets, or they can use transparency films/sheet protectors to practice highlighting first before highlighting the main copy.

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Students receive handouts of random key words and phrases from the text "splashed" across the page.
-Students spend time making clusters of information that goes together by circling groups of words, highlighting words, or drawing lines.
-Class will then make predictions on what they will learn from the text.

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Section 1: Provide explicit instruction on how expository text is structured. 

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Section 1: Provide explicit instruction on how expository text is structured. 

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Before getting into the content of the text, introduce various parts of expository text so students can recognize the structure.

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Section 2: Provide opportunity for ELLs to practice interacting with the text and identifying key components of the text.

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Section 2: Provide opportunity for ELLs to practice interacting with the text and identifying key components of the text.

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Students practicing the following skills will help them build confidence and offer different learning opportunities

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 Section 4: Increase peer interaction with the content of the text in order to increase comprehension.

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 Section 4: Increase peer interaction with the content of the text in order to increase comprehension.

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1. Develop study guides to guide ELLs through content area textbook reading.
2. Pair ELLs with friendly fluent readers. for partner reading.
3. Following the reading, each student 'says something,' such as asking a question, making a comment, making a connection to something already read, or responding personally to the text.
4. Have students re-tell what they have learned.

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Section 4: Partner Reading to increase peer interaction with the content of the text in order to increase comprehension.

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Section 4: Partner Reading to increase peer interaction with the content of the text in order to increase comprehension.

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Section 3, part 2: Determine "In the book or in my head" and Modeling "fix it up" strategies

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Section 3, part 2: Determine "In the book or in my head" and Modeling "fix it up" strategies

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Literal Question: The answer will be found in the book!
Inferential Question: Answer will contain an opinion or inference!

Instead of continuing to read, stop and pause when you don't understand, or need to reread for clarification. Teach your readers that it's okay to go back and reread, in fact, it makes them a stronger reader!

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Students can practice taking notes by putting a slip of scratch paper into the spine of the book, on the page they're on like a bookmark, and can write in the slip of paper to take notes.