EL Support Lesson
Students will be able to identify books they would like to read.
Students will be able to explain their opinion about a variety of books using visuals and peer support.
- Gather the class together for a read-aloud.
- Model choosing the text Dragons Love Tacos from a stack of high-interest read-alouds using a think-aloud to demonstrate your process (e.g., "Which book should I choose?" "I really like books about dragons; this one looks interesting.").
- Preview the story before you read by going on a picture walk. As you move through the picture walk, share with the class what you like about the text.
- Read aloud the text.
Building academic language
- Review the definitions of nonfiction and fiction with the class. Define fiction as something that is pretend, not real, or made up. Ask students to think about the read-aloud text. Was it about something real or pretend? Define nonfiction as something real, like a book that teaches about turtles. Use classroom texts as examples.
- Introduce the concept of favorite as being something that you like the most. Share some kinds of books that are your favorite (e.g., books about travel, animals, etc.). Ask students to share with a partner one of their favorite books.
- Create a class T-Chart (using non-fiction and fiction) titled "Our Favorite Books" and have students help you record favorite read-alouds from the year.
- Explain what a reading goal, or making a plan for what you want to achieve, is to the students. Model making your own reading goal: "Over the summer I want to read 10 books."
- Demonstrate how you might choose your books by using your classroom library.
- Pass out a variety of books or show students where to find different kinds of books around the classroom.
- Tell students that they will now get to look through the classroom books and copy titles or draw pictures on paper to keep track of five books they want to read over the summer.
- Gather class back together.
- Using a student or additional teacher, model how to sit next to a partner and take turns telling your partner about your reading list. Demonstrate how to ask questions about why you chose each book and model active listening. For example: "I chose __ __ __ __ because I like big animals."
Additional EL adaptations
- Work with a smaller group of students to come up with two books they want to read. In the small group, practice identifying and explaining why students chose a particular book. Encourage students to share their thinking with the group. Model asking and answering questions about each students' choices.
- Have advanced students fill out the I Like to Read worksheet to list their reading goals. Pair students with a partner to share their book list and practice explaining their choices verbally.
Formative Assessment of Academic Language(2 minutes)
- As students are working with their partners, check to see if they are able to identify target books and explain their reasoning, e.g., "I like nonfiction and want to learn about turtles. I want to read __ __ __ __ this summer."
Review and closing(3 minutes)
- Collect student work and post their lists for other students to see.
- Invite a few students to share out one book they are excited to read and why using the sentence frame: "I want to read __ __ __ __ because __ __ __ __."