Unit 3: Reading Strategies for MLLs.
This unit will be one lesson, with all of the strategies compiled here. At the end, you will reflect on your own instruction based on what you have learned here.
The first way to set up your students for success is to create a strong foundation. Remember that you students are/may be at varying levels of English proficiency. Even if you are teaching older grades, it is possible there are some foundational ideas that your students have missed out on. Building background knowledge is one of the best ways to support students’ reading development. Here are a few different ideas of how to do so:
- Take students on a “tour of the text”
- Point out text features that they may need to know to better understand the content
- Headings, subtitles, bold print, glossary, the organization of the print, and more
- Don’t focus on any actual content yet, just pay attention to the details of the text that will help them understand
- Take a “picture walk”
- If you are teaching younger grades, this could work with a picture book. Have students make guesses and inferences about the text based on the pictures
- If you are teaching older grades, maybe you have a book with graphics, charts, etc. that can help students understand the text
- I believe all grades can benefit from picture books, especially MLLs, so incorporate those as often as possible!
- Use outlines
- Point out ideas that MLLs should be looking for as they read through the text
- This will help MLLs focus on the important information as they read or listen to the text
When expecting students to focus on a specific skill; comprehension, inferencing, comparing and contrasting, etc., it is important to properly set up that activity beforehand. The teacher should make sure to introduce the strategy or skill that the students will be focusing on, providing examples if possible. Modeling for students can also be extremely helpful, showing them how you make an inference, or explain what you just read. Giving students the opportunity to then practice those skills with a peer can be helpful as well.
Another big part of reading development for MLLs is vocabulary. Vocabulary can either really help or hinder an MLL’s understanding of the text, depending on the instruction provided. Vocabulary needs to be taught explicitly for MLLs, especially key vocabulary for any text you are reading. However, MLLs may also need instruction for vocabulary words that you may not consider, such as signal or directional words. Similar to above, a picture-walk can also be beneficial for vocabulary. Using clues in the picture to determine what words may mean can help to strengthen the skill of using context clues, as well as vocabulary development.
An idea mentioned above as well was to never assume that your students know how to do, read, or understand something without explicit instruction. Teaching students how to explicit engage with vocabulary can also improve vocabulary development. For example, underlining, highlighting, using context clues, listing unknown words, etc. Having a preset list of words can benefit both the teacher and students here, understanding what words can improve their understanding of the text. Another great way to improve vocabulary development is to encourage students to use vocabulary words in discussions and writing assignments.
One final idea to consider when it comes to vocabulary is the possibility of teaching phonics and the alphabet as needed, at all grades. Depending on their first language, MLLs may not be familiar with the English alphabet and may need explicit instruction on it. Similarly, MLLs may need phonics instruction, both isolated and in context.
When it comes to comprehension for MLLs, it is important to check comprehension frequently. One strategy that can be used for this is “stop-and-jot” and “turn-and-talk,” where students stop while they are reading - prompted or unprompted - to stop and jot their ideas down or turn and talk about their ideas with the partners. This is one example of an informal comprehension check, which can be very beneficial for MLLs because they are low-stress, but still signals to the teacher if the students are not understanding. Using tools can also help check for comprehension, such as graphic organizers, story maps, etc., that students can fill out on their own or with a partner/group.
Another way to support comprehension development is by asking questions. Here are three different levels of questions to consider asking your students:
- Literal level: what is the character doing in this example?
- Interpretive level: why is the character doing what they are doing?
- Applied level: how might this impact the rest of the story?
These questions can not only support students’ comprehension levels, but can also ensure that you are still demanding higher-order thinking for students. It is important to continue to demand and expect higher-level thinking for MLLs, no matter what proficiency level they are at. The skill that higher-order thinking practices is beneficial for all students, all ages, and all levels of proficiency, and should always be practiced.
There are many ways to support reading comprehension for MLLs; this is a non-exhaustive list, however provides lots of useful ideas to consider implementing into your own classroom. To check your understanding, I encourage you to look over any lesson plans that you have planned in the coming days, weeks, or months and consider places to implement MLL supports for reading activities. If you currently do not teach MLLs, please answer the following questions on another document or piece of paper:
- What does it look like to take a “tour of the text”?
- How can a picture walk benefit vocabulary development?
- What are the three levels of comprehension questions?
- Why is it important to ask higher-order thinking questions to all students?
- When might it be necessary to teach the alphabet or phonics?
Please also take a moment to look at the Jamboard here: Reading & Writing Strategies Jamboard to share your ideas of what you have done or seen in your own experience.
Once you have completed everything, move on to Unit 4: Writing Strategies for MLLs.