TITLE

Compare, Contrast, Comprehend: Using Compare--Contrast Text Structures With ELLs in K--3 Classrooms

AUTHOR(S)
Dreher, Mariam Jean; Gray, Jennifer Letcher
PUB. DATE
October 2009
SOURCE
Reading Teacher;Oct2009, Vol. 63 Issue 2, p132
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article discusses the reading needs of English Language Learner (ELL) students in primary grades. A description of a reading lesson comparing and contrasting spiders with insects is given. The reasons why the ELL students struggled with the lesson are explored including their unfamiliarity with the informational text's compare-contrast structure, their lack of background knowledge about the spiders and insects being compared and contrasted, and the gaps in their English language vocabulary contributed to why they didn't understand what they were reading. Teaching methods to identify the compare-contrast text structure, how to use compare-contrast tests to activate and extend students' background knowledge, and how to use the texts to help students expand their vocabulary are discussed.
ACCESSION #
44618150

 

Related Articles

  • Supporting English-Language Learners and Struggling Readers in Content Literacy With the "Partner Reading and Content, Too" Routine. Ogle, Donna; Correa-Kovtun, Amy // Reading Teacher;Apr2010, Vol. 63 Issue 7, p532 

    The article discusses the Partner Reading and Content, Too (PRC2) routine for English-language learners (ELLs) to develop skills in reading and learning with informational texts by incorporating research-based principles for supporting ELLs. The content-specific vocabulary challenges in social...

  • Contemporary Classroom Vocabulary Assessment for Content Areas. Stahl, Katherine A. Dougherty; Bravo, Marco A. // Reading Teacher;Apr2010, Vol. 63 Issue 7, p566 

    The article discusses how teachers can document their students' content area vocabulary development using evidence-based strategies. The complexities of word knowledge that makes vocabulary development assessment difficult in content areas are explored. How teacher-made vocabulary tests can be...

  • What Does Oral Language Have to Do With It? Helping Young English-Language Learners Acquire a Sight Word Vocabulary. Helman, Lori A.; Burns, Matthew K. // Reading Teacher;Sep2008, Vol. 62 Issue 1, p14 

    The article focuses on word acquisition which English Language Learner (ELL) students can retrieve as needed when they read texts. How this skill applies to the reading development for young ELL students is considered. A study that examines the relationship between oral language proficiency and...

  • Deep scaffolding: Enhancing the reading experiences of English language learners. Brown, Clara L.; Broemmel, Amy D. // New England Reading Association Journal;2011, Vol. 46 Issue 2, p34 

    The article discusses the relevance of deep scaffolding in enhancing the reading experiences of English Language learners (ELLs). It notes that scaffolding in reading especially for second language speakers makes an integral part of reading instruction that raises the comprehensibility of the...

  • New Pedagogical Approaches for Teaching Elementary Science to Limited English Proficient Students. Vang, Christopher T. // Multicultural Education;Spring2006, Vol. 13 Issue 3, p37 

    The article focuses on pedagogical approaches for teaching elementary science to limited English proficient (LEP) students. According to research, second-language learners perform better in math and science classes than language arts and social studies courses. It was said that the key to making...

  • The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners. Veerappan, Veeramuthu A/L; Wei Hui Suan; Sulaiman, Tajularipin // Journal of Language Teaching & Research;Jul2011, Vol. 2 Issue 4, p934 

    It was noted that one of the most distressing challenges faced by the L2 college students was the poor presentation of their journal writing skills. The researcher noticed a prevailing pattern in their journal writing, where most of them were unable to construct proper sentences, making too many...

  • WThe Roles of Meaningful Social Interaction in Second Language Semantic and Lexical Development. Sidek, Harison Mohd; Abdullah, Hazlina // World Applied Sciences Journal;2014, Vol. 31 Issue 4, p449 

    The social cultural theory posits that meaningful social interaction may assist second language (L2) development. This case study attempted to examine the role of meaningful social interaction via informal interaction in L2 semantic and lexical development of a female preschool L2 learner. A set...

  • Sensitivity to the Learning Needs of Newcomers in Foreign Language Settings. Klein, Ana Maria // Multicultural Education;Winter2008, Vol. 16 Issue 2, p41 

    The author discusses the needs of English language learners (ELLs) entering American classrooms and teaching strategies to aid their adjustment. The author suggests cultural experiences of ELLs can benefit classrooms and recommends teachers utilize body language, gestures and sign language to...

  • Engaging Your Beginners. Hill, Jane // Educational Leadership;Feb2016, Vol. 73 Issue 5, p17 

    The article discusses six things which can be done and cannot be done to help classroom teachers engage and challenge beginning English language learners (ELLs). Topics discussed include the need to consider the stage of language acquisition of every language learners, not to expect the same...

Share

Read the Article

Other Topics