Avalos and colleagues published an article in the December 2007 issue of Reading Teacher, discussing how Modified Readership Groups (MGR) of English Language Learners (ELLs) have been modified.
Certainly, many follow the framework of the Modified Reading, Shared Reading, Directed Reading and Independent Reading Balanced Literacy to teach reading in the classroom. The question is how can ESL students be accommodated in our managed reading group?
ESL and ELL students can enjoy some specific instructions (with controlled reading):
1. detailed vocabulary instruction,
2. information (variables) in the second language (L2) text structure (ie semantics, syntax and morphology)
3. Cognitive Academic Language Proficiency (CALP)  4. Cultural relevance
5. reading, speaking, listening and writing practice
As a teacher, the reality is that many special educators and ESL students are integrated into the regular classroom. a directed reading lesson for our ESL students:
1. Defining Goals Based on Educational Needs
2. Group students by name and oral L2 reading level
3. S selected reading book based on objective and reading level
4. Analyze the Text and Identify ELL Students' Challenges
a. Semantics: Vocabulary, Figurative Language, Homophones
b. Grammar: complex syntax, punctuation marks
c. Text structure: narrative, exposure
d. Concept (cultural relevance)
While many of us have ESL training to automatically find ways to adapt our reading program to our English language learners, it is still important to note that the explicit teaching of reading strategies is the best practice for everyone – ESL listeners are special our tutor students for the regular program participants.
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