Considerations When Planning Reading Tasks

Reading, writing, listening, and speaking cannot be disentangled from each other. Use all language domains when teaching an aspect of language. However, develop protocols to closely examine an aspect of a language domain you are intending to focus the skill building on. Use the protocols to name the element in focus and provide (or co-construct) language to evaluate different levels of achievement. Use this to provide feedback when students practice the skill. This is true when developing competency in the reading domain.

When selecting reading materials, read the text as a student would; conduct a text study to draw out themes,and salient grammatical features, and text structures that you can use to lead students through a guided noticing. Anticipate challenges the readers may have with the text; in some instances it might mean adopting or rewriting a text to highlight salient features, being careful not to strip away features that might change the meaning of text. Altered and simplified texts cannot be the only texts students consume in their reading diet; they need experience reading authentic texts as well.

Preparing students to read a text should involve immersing students in various conversations or listening episodes where students talk about previous experience with the topic at hand or conduct a mini-data dive (using online resources) to build background knowledge and provide students with an opportunity to become acclimated to the topic.

While we understand that, given the difference in language ability within any given cohort, it is a laborious task to predict every single word that might pose a roadblock for any given student, it is important to frontload vocabulary when preparing to read. It is especially beneficial if that vocabulary will be recycled in talking exercises or writing exercises that will be paired with texts.

Reading is a process that involves dynamic logarithms. Expert readers employ a variety of strategies to make meaning of complex texts before, during, and after a reading episode. Our reading instruction necessitates that we create ample opportunities for students to develop strategies to track meaning while they read. Before reading, pre reading strategies that bring attention to features of a text, content of a text, and helping students build a prediction are appropriate. Te. During a text, tracking meaning through annotation or think alouds helps students identify places of clarity or confusion. After reading, collaboratively recasting or retelling the content of a text are beneficial.

Select texts that are relevant to students' lives; incorporate routines that promote the pursuit of knowledge and information as a lifelong, meaningful endeavor.

Cultural relevance is central, but also not sufficient, as reading should eventually expose them to ideas and information that may not be directly visible in their lives. Everyday is a chance to learn something new, so we strive to nourish intrinsic motivation to see reading as central to the practice of curiosity.