ELL Reading Strategies Tip Sheet

As literacy is a social practice and can never be neutral, the teaching of literacy can not simply be learning to
read or even learning through reading. ELLs are also bringing their own personal and cultural identities to the
text, as they navigate the structural features of English in different types of media and genres, as well as the
variety of discourses.

As discourses reflect social, political, cultural power and shape how we think, act and talk as we assume different
roles, we do our ELLs a disservice by trying to reduce or essentialize literacy instruction. Therefore teachers
must practice critical literacy.

As we plan reading activities for our students (our ELLs and their peers) it is helpful to break down the process of
reading into steps that approximate the writing process. Opportunities to collaborate orally at different stages of
the process and choice in how learning is represented are two important considerations in helping ELLs engage
with text.

Pre-reading activities that activate prior knowledge:

K-W-L charts
Semantic mapping
Anticipation guides
Word splashes
Make predictions i.e. first lines
Set a purpose

First read through to get the gist, the big ideas (no deep probing at this point)

Concept maps
Inquiry chart
Double-entry journal
Skimming
Scanning
Reading guides

Returning to the text to re-read or converse about it. Consider other points of view and consider revising
ones own.

Think-pair-share
Turn and talk
Paired reading
Jigsaw
Inferential reading
Monitoring / clarifying

Editing: Fine tuning the way a thought is expressed, looking closely at language and the way a response
is organized.

Peer editing
Small group rehearsal

Presenting:

Oral presentation
Witten response
Visual representation of learning.
Exit ticket