Blog #9: Fiction/Non-Fiction and ELLs

Fiction/Non-Fiction and English Language Learners

The primary "take-away" from this activity, comparing fiction and non-fiction features to determine the supports and challenges for ELLs, is that although non-fiction text provides significant supports to support comprehension of content, it is still more difficult for both native English speakers and second language learners. 

All the features typical to non-fiction text are supportive of ELLs, in particular vocabulary, graphic representations of information, glossaries, and synopses. 

The challenges for ELLs, students with language or learning disabilities, and those lacking in background knowledge is that they do not have the vocabulary or background knowledge to comprehend text content on their own. 

In addition, there is significant variation in text quality.  One of the activities in a reading course I've taught is to do an analysis of content area text features that support students with special needs.  Students have found that authors and publishers do not consistently provide these supports effectively.  

Another example I can share is that when using a well-known reading series in my district, I found the supports for ELLs to be minimal, repeating the same suggestions over and over without regard to the type of story.   

Clearly, the skill of the teacher is the primary factor that supports ELLs' learning!  This includes skills in choosing the best texts available, knowing what supports students will need, appropriate pre-teaching, strong instructional strategies, and on-going assessment of student learning.

Blog #8: Video response Sheltered Instruction

Sheltered instruction includes methods drawn from the general education classroom and from second language settings (Echevarria, Vogt, & Short, 2008).  Techniques include cooperative learning, making a connection to students' experience and prior knowledge, vocabulary instruction, and use of visuals.  Many of these techniques were observed in the Sheltered Instruction video:

To begin, this teacher explicitly explained the lesson objectives of the day and then sheltered the instruction in 3 phases through pre-reading, during reading, and after-reading instruction.

In the prereading phase, she pretaught vocabulary and had students relate the words to their own experience.  She also incorporated illustrations, suggested that students talk to their parents about superstitions in their own cultures, and provided students with an opportunity to work together in groups, enabling them to clarify concepts and words in their home language.

There was some confusion on the video regarding "during reading" sheltering activities, but she did model visualizing and had students visualize in their own minds.  She had also done some front-loading of information the week before the video.

Finally, after reading, she reviewed vocabulary, strategies, content, and objectives.  She had provided a "diary board" of strategies, which would be helpful for a strategy review as needed.

Students in the class appeared to be very engaged and familiar with the instructional format.  The videos seemed to focus primarily on implementing strategies from the instructional perspective as opposed to focusing on student interaction.  They were well-done and it was also helpful to have the on-going commentary on each section.

References:
Echevarria, J., Vogt, M. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson.