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use a point system for finding words they don't know - so avoid the mumbling and skipping - make it fun and support kids' self-reflection

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important to provide in and out of text examples - meaningful contexts for ELLs (think of background info

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important to provide in and out of text examples - meaningful contexts for ELLs (think of background info

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set the stage with trust and relationships to support learning

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use teachable moments
don't rush
use one book and do a good job rather than rushing

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guided reading is instructional time for reading and writing strategies

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guided reading is instructional time for reading and writing strategies

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Use scaffolds for retell - ie retell hand, retell ring, colour coded cube-a-linx, sentence starters

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Use scaffolds for retell - ie retell hand, retell ring, colour coded cube-a-linx, sentence starters

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-when a student knows a concept but did not know the label, teach it then use in everyday e.g., grumbling

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4 corner break out with peers to discuss new concepts, or consolidate learning

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4 corner break out with peers to discuss new concepts, or consolidate learning

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-if it doesn't make sense and sound right and look right, they need to investigate to find out why

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Explicitly teach comprehension strategies - use visual supports (i.e. photos) and authentic literacy examples

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Explicitly teach comprehension strategies - use visual supports (i.e. photos) and authentic literacy examples

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If possible, bring real world objects or visuals that relate to the topic. Eg. if the book is about photo albums, bring an example of a photo album. 

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If possible, bring real world objects or visuals that relate to the topic. Eg. if the book is about photo albums, bring an example of a photo album. 

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sentence stems provided for written responses 

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sentence stems provided for written responses 

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Use a retell ring (visual support based on GO Chart)

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Use a retell ring (visual support based on GO Chart)

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picture walk

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Read title to student as title is often harder than content of book

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Read title to student as title is often harder than content of book

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-discussions
-preteaching vocab

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Elicit, extend, and elaborate on conversations

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Elicit, extend, and elaborate on conversations

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read in L1 prior to in class to activate prior knowledge in L1

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read in L1 prior to in class to activate prior knowledge in L1

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Use mnemonic devices to secure unfamiliar words into long term memory.

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Use mnemonic devices to secure unfamiliar words into long term memory.

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Picture dictionary with visuals and simple words

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Picture dictionary with visuals and simple words

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-use "deliberate teaching moves" such as highlighting vocab and assessing a student's schema before you begin to read

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use summary on the back of the book to check for basic understanding.  Have ELLs fill in what's missing from the summary.

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use summary on the back of the book to check for basic understanding.  Have ELLs fill in what's missing from the summary.

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realize the value of an effective book introduction - allow for enough time for it

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realize the value of an effective book introduction - allow for enough time for it

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social interactions

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Google searches for images for vocabulary building

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Preview movie with students prior to in class

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Preview movie with students prior to in class

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teaching awkward phrases

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Help ELLs create labels for known concepts - oral and written

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Help ELLs create labels for known concepts - oral and written

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ELL is not interchangeable with struggling reader

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ELL is not interchangeable with struggling reader

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use visuals
connect to own experiences
pre-talk (book walk)
talk about the title
brainstorming other examples
rephrase the questions
pre-teach vocabulary
read it more than once
audio tape (reading and listening at same time)
use graphic novels to support traditional novel
book introduction as a social interaction
examples in the text and outside of the text are valuable

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book introduction

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Book introductions