EDU 219 Ch. 5 Reading Instruction for ELLs

What is the purpose of the visualizing strategy in reading comprehension?

• Creating a mental picture
• Making text-to-self connections
• Making inferences
• Determining the importance of information

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

How can students activate their background knowledge while reading?

• Analyze the text in a real-world context
• Practice vocab words
• Relate the text to personal experiences and other texts
• Generate mental questions about the text

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What does the text-to-self connection strategy involve?

• Linking the text to personal experiences
• Relating the text to other books they've read
• Making connections to real-world events
• Visualizing the content of the text

Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3

CCSS.RI.2.3

CCSS.RI.3.8

In reading comprehension, what does it mean to make inferences?

• Reading between the lines
• Determining the importance of information
• Synthesizing information from the text
• Activating background knowledge

Tags

CCSS.RI.11-12.2

CCSS.RI.9-10.1

CCSS.RL.11-12.1

CCSS.RL.9-10.1

CCSS.RI.8.1

Why might making inferences be challenging for ELLs?

• Limited knowledge about the topic
• Difficulty with grammar and vocabulary
• Lack of engagement in reading activities
• Insufficient visual support in the text

Tags

CCSS.RI.11-12.2

CCSS.RI.9-10.1

CCSS.RL.11-12.1

CCSS.RL.9-10.1

CCSS.RL.8.1

How can teachers support students in making inferences during reading?

• Explicitly model the process with framing phrases
• Encourage text-to-self connections
• Use graphic organizers to compare books
• Help students mark stopping places to think

Tags

CCSS.RI.11-12.2

CCSS.RI.9-10.1

CCSS.RL.11-12.1

CCSS.RL.9-10.1

CCSS.RL.8.1

What does it mean to determine the importance of information in non-fiction texts?

• Visualizing the content of the text
• Predicting the content of the text
• Making connections to personal experiences
• Distinguishing relevant and non-relevant information

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What can teachers do to introduce the conventions of non-fiction texts to students?

• Provide examples of text-to-world connections
• Teach the importance of making inferences
• Encourage scanning titles, headings, images, and captions before reading
• Help students generate mental questions

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

What is the purpose of the synthesizing information strategy in reading comprehension?

• Reflecting on understanding, agreement with the material, and questioning
• Making text-to-self connections
• Making inferences about the text
• Visualizing the content of the text

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

What are some factors that facilitate the process of synthesizing information in reading comprehension?

• Making inferences, and visualizing the content
• Understanding vocabulary, making connections to personal experiences, and asking questions
• Scanning titles, headings, images, and captions
• Relating the text to other non-fiction books they've read

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10