Guided Reading Block

Updated!  Interaction: Making Content Comprehensible for . Provide frequent opportunities for English Language Learners—SIOP Model interaction and discussion—Supplies much SHELTERED INSTRUCTION— needed “oral rehearsal” for Academic Achievement . Group students to support language and content objectives—use at least 2 different structures during a lesson—pairs, triads, teams, Key Components – Teaching varied by language proficiency or interest language and content effectively: . Consistently afford sufficient wait time— let other students write down answers while waiting for one student to respond  Preparation: . Give ample opportunities for clarification . Clearly define content objectives for concepts in L1—use bilingual  Write on the board paraprofessionals, native language materials,  State orally notes by students… . Clearly define language objectives  Write on the board  State orally  Practice/Application: . Choose content concepts for age . Supply lots of hands-on materials appropriateness and “fit” with . Provide activities for students to apply educational background of students content/language knowledge— discussing . Use supplementary materials to make and doing make abstract concepts concrete; allow lessons clear and meaningful students to work in partners before working alone . Integrate all language skills into each . Adapt content to all levels of student lesson--listening, speaking, reading, writing proficiency—use graphic organizers, study guides, taped texts, jigsaw reading… . Provide meaningful and authentic  Lesson Delivery: activities that integrate lesson . Clearly support content objectives— concepts with language practice objectives apparent throughout lesson; no “bird- opportunities—surveys, letter writing, walks” making models, plays, games… . Clearly support language objectives— students given ample opportunities to “show off” their language capabilities in speaking, reading,  Building Background: writing . Explicitly link concepts to students’ . Engage students 90-100% of the lesson background experience —less “teacher talk”, no “down-time”, students are . Make clear links between students’ past actively working in whole groups, small groups, learning and new concepts individually… . Emphasize key vocabulary . Appropriately pace the lesson to students’ ability level

 Comprehensible Input:  Review/Assessment: . Speak appropriately to accommodate . Provide comprehensive review of key students’ proficiency level vocabulary—teach, review, assess, teach…; . Clearly explain academic tasks use word study books, Content Word Wall, … . Use a variety of techniques to make . Supply comprehensive review of key content concepts clear--modeling, hands-on content concepts—review content directly materials, visuals, demos, gestures, film clips… related to objectives throughout lesson; use graphic organizers as review  Strategies: . Regularly give feedback to students on . Provide ample opportunities for students their output--clarify, discuss, correct responses to use strategies--GIST, SQP2R, Reciprocal . Conduct assessment of student Teaching, mnemonics, 12 minute research paper, comprehension and learning—use a 2 column notes, repeated readings, … variety of quick reviews: thumbs up-down, . Consistently use scaffolding techniques numbered wheels, small dry erase boards; include throughout lesson --think-alouds, student self-assessment… paraphrasing, partnering… Source taken from: “Making Content Comprehensible for English . Employ a variety of question types—use Language Learners”, Echevarria, Vogt, Short, 2nd Edition, Question Cube, Thinking Cube, Bloom’s 2004 Taxonomy… Compiled by the Bilingual and Compensatory Education Resource Team, Dearborn Public Schools, Michigan, revised 2005 (bright green)