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For early literacy strategies, check out this Padlet!

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Description: Graphic organizer with two columns and seven rows. One for each prompt.

Advantages:
-Requires a detailed explanation of text.
-Encourages descriptive language.
-Could be used as a prewriting activity as well.

Disadvantages:
-Students may have difficulty dissecting their ideas into the seven different prompts.
-Has limited writing space.

ELL: I would give the one word prompts in her native language, if needed, to lessen the room for confusion.

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Description: Graphic organizer with several boxes. Three for the title/author, characters, and setting. Then, six boxes for events in the story.

Advantages:
-Arrows help arrange the events in order.
-Could be used with a variety of texts.
-Open-ended prompt

Disadvantages:
-Boxes may be too small for more complex texts.
-Page may become too clutter and overwhelm some students.

ELL: The boxes allow for both writing and non linguistic representations. Therefore, the ELL student could incorporate both to aid in his comprehension of the text.

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Description: Students are grouped into home groups and expert groups. The expert groups will research a certain topic together. Then, these experts will go back to their home groups and teach.

Advantages:
-Practices research skills.
-Practices communication skills.
-Deepens comprehension through teaching other students.

Disadvantages:
-Teacher will need to establish resources for use.
-Some expert groups may need more time than others.
-Teacher may need to clarify concepts further.

ELL: I would encourage the student to rehearse her explanation within her expert group to solidify her understanding.

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Jigsaw | Classroom Strategy | Reading Rockets

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Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one group studies habitats of rainforest animals, another group studies predators of rainforest animals).

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Description: This graphic organizer requires students to view multiple resources on the same topic, answer questions, and synthesize the information.

Advantages:
-Can be done as an individual, group, or whole class activity.
-Can be used with a variety of content areas.
-Teaches real life research skills.

Disadvantages:
-Scaffolding would be needed for students of varying levels.
-Research would be time consuming.
-Students might find contrasting information and need to do further research. This could lead to frustration.

ELL: The resources could be tailored to the student's reading level and/or background knowledge.

http://www.readingrockets.org/strategies/inquiry_chart

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Description: Students assume different roles (summarizer, questioner, clarifier, or predictor.) Then, read stopping at various point to discuss.

Advantages:
-Can be done as a group or whole class activity.
-Encourages metacognition.
-Group discussion strengthens comprehension

Disadvantages:
-All four skills need to be taught in depth before implementation.
-Extensive modeling of the group dynamic will be needed.
-The classroom environment might become loud or chaotic.

ELL: Working in groups with peers allows the student the support he needs. Then, he has a specific role for contribution.

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Reciprocal Teaching | Classroom Strategy | Reading Rockets

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

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Description: As they read, students complete the comprehension prompt/questions based on their specific book.

Advantages:
-Can be done as an individual, group, or whole class activity.
-Helps students focus on key elements of the reading.
-Acts as comprehension checks throughout the reading rather than waiting until the end--confusion can be easily identified.

Disadvantages:
-Guide may be too abstract for some students.
-Students may fixate on one prompt/question and become frustrated.
-The writing may be overwhelming for some students.

ELL: The guide could include key words in the student's native language to further act as a road map to her comprehension.

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It can be developed for a variety of reading material and reading levels.

It helps guide students through what they are about to read, and helps students monitor their comprehension while reading.

It helps students to follow the main points of the reading and understand the organization of a text.

It helps readers to think actively as they read and have a purpose for reading.

How to use reading guides

1. The teacher determines the major ideas from a book or an assigned reading and considers each student's knowledge related to the concepts.

2. Teachers then write questions or statements designed to guide readers through the major ideas and supporting details of the text. Guides may be phrased as statements or as questions.

3. Teachers begin the procedure by introducing the assigned book, discussing the main ideas, and new vocabulary.

4. Teachers then discuss the statements or ask the questions on the Reading Guide.

5. Teachers may read the selection aloud or students read the assigned text as teachers monitor reading.

6. Teachers and students work together to respond to statements or questions on the reading guides during the reading process. Teachers should monitor and support students as they work.

Note: As students gain proficiency at completing reading guides, they may design their own guides and provide support for one another.

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Reading Guide | Classroom Strategy | Reading Rockets

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Reading guides can assist with developing students' comprehension. They help students navigate reading material, especially difficult chapters or nonfiction reading. Students respond to a teacher-created written guide of prompts as they read an assigned text. Reading Guides help students to comprehend the main points of the reading and understand the organizational structure of a text.

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Description: Students ask questions and make predictions while they read and then go back to answer questions and confirm/dispute the predictions.

Advantages:
-Can be done as an individual, group, or whole class activity.
-Utilizes student schema.
-Encourages critical thinking.

Disadvantages:
-Broad prompt might be an issue for students.
-Strategy would need to be modeled quite extensively in a whole class setting before implementation with groups or individual students.
-Time consuming strategy that would be best used throughout a unit rather than in a single lesson.

ELL: This strategy would be best used when paired with a text that aligns with the student's specific background knowledge. Then, he could make more connections and feel more competent when reading.

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Directed Reading Thinking Activity (DRTA) | Classroom Strategy | Reading Rockets

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The Directed Reading Thinking Activity (DRTA) is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The DRTA process encourages students to be active and thoughtful readers, enhancing their comprehension.

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Description: Graphic organizer that uses pictures and arrows to show relationships between concepts.

Advantages:
-Can be done as an individual, group, or whole class activity.
-Allows students to make their own connections.
-Open-ended activity

Disadvantages:
-Student may become fixated on the "correct" answer rather than the process.
-Assisting technology might not be kid-friendly.
-Students may not feel comfortable drawing the picture themselves.

ELL: This graphic organizer uses non linguistic representations that make abstract concepts/ relationships easily understandable. If needed, the student could label the items in her native language.

http://www.readingrockets.org/strategies/concept_maps

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Description: Students read in pairs. Each partner has a time to read and a time to monitor for various fluency skills (as determined by teacher.)

Advantages:
-Allows for collaborative effort for comprehension.
-Holds students accountable to monitor for the focused skill.
-Provides students an opportunity to teach and receive immediate feedback.

Disadvantages:
-Some students may not pair well.
-If communication skills are not taught properly or reinforced, bullying could occur.
-Constructing appropriate partners might be time consuming and would need to change throughout the year.

ELL: Student receives the individual attention that she needs from a peer. This is less intimidating or embarrassing than working one on one with a teacher.

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Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This strategy is often used as part of the Peer-Assisted Learning Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully partner a student with a classmate. The Partner Reading strategy allows students to take turns reading and provide each other with feedback as a way to monitor comprehension.

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Partner Reading is a cooperative learning strategy in which two students work together to read an assigned text. This strategy is often used as part of the Peer-Assisted Learning Strategies (PALS). PALS is a classwide peer tutoring program in which teachers carefully partner a student with a classmate.

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Description: This is a pack of information and activities that you would make at the beginning of the year and update periodically that contains information about the school/classroom and independent activities that are at various levels.

Advantages:
-Consolidates information.
-Acts as a resource for new students.
-Allows for the student to work independently during awkward lessons in the beginning and catch up with the content being taught.

Disadvantages:
-Requires updating throughout the year.
-May not fit each new student.
-May not be necessary for a student moving from a short distance.

ELL: This pack could have varying levels of the student's native language and differ based on his background knowledge.

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Supporting ELLs in the Mainstream Classroom: Reading Instruction

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You can and should use what you already know to be effective, research-based reading instruction to English language learners (ELLs). However, ELLs will need additional support in learning how to read, and the strategies here will help you to provide assistance in your everyday teaching, particularly for newcomers (students who have recently arrived in the U.S.).