| Tip 1: Teach topics that are motivating. Interest | | | | they would like to see. In response, I get a |
| and topic are key. As Richard Day points out in | | | | description of the people and places created by |
| "Selecting a Passage for the Reading Class," | | | | the children. It is with their imagination that the |
| relating to student interests has implications for | | | | story comes to life. |
| facilitating second-language acquisition. Part of | | | | Tip 3: Create step-by-step lessons. Start small by |
| getting students interested in reading is to expand | | | | using bits of text such as word clues, titles and |
| their knowledge on topics they enjoy. | | | | subtitles. Important vocabulary used in a |
| Tip 2: Choose Your Text Carefully. Always look at | | | | pre-reading activity can serve as a lead-in to the |
| the texts from the students' perspective. Not all | | | | topic.Encourage predictions whenever possible. |
| texts are exploitable. To evaluate texts, consider | | | | Tip 4: Identify phonic and phonemic skills. Word |
| the following questions: | | | | and letter recognition is the foundation for future |
| 1. Lexical exploitability: Do the texts offer an | | | | comprehension. Once students can decode the |
| opportunity to acquire some new vocabulary? | | | | words, introduce those words to students and |
| 2. Structure exploitability: Can students explore | | | | then only in short passages. This builds up their |
| text meanings by how the text is set-up? | | | | confidence and gives them a reason to continue |
| 3. Thematic exploitability: Does the text have the | | | | reading. |
| potential to lead into some aspect of discussion? | | | | Tip 5: Emphasize authentic and meaningful |
| Don't limit your students' reading experience. Let | | | | language communication. Students remember |
| them read non-fiction and fiction. Poetry offers an | | | | targeted words and chunks of language when |
| almost musical quality to the written word. | | | | they are taught in a meaningful way. |
| I love when I read a "chapter book" to the | | | | Remember, fluency will not occur on its own. |
| children from the Usborne book collection. The | | | | Reluctant readers/ESL students need a variety of |
| first time I do this they often say "You forgot to | | | | exposure to and practice with texts that are |
| show the picture!" It is with this statement that | | | | motivating if they are to become fluent readers. |
| the book is put aside as we create the images | | | | Meaningful vocabulary and comprehension |
| that are missing; I tell them this book does not | | | | activities help complement the text so that |
| have many pictures and I ask them what it is | | | | students become motivated and engaged. |