Angelica Rodriguez

Activity#6
Summer 2014
Biliteracy Strategies for Second Language Learners
Dr. Gomez
University of St. Thomas


The balanced literacy approach is a set structure that is aimed as a guide for teachers to
use or implement within their classrooms to have successful students that understand reading.
This model is structured over five components these components are as follows: Reading Aloud,
Shared Reading, Guided Reading, Independent Reading, and Word Study. Mary Cappellini
explains throughout her book that teachers must set up their lessons in different parts where the
teacher and the students will go through each one, those parts are as follows: Read to the
students, Read with the students, and Read by the students, (Cappellini 2005). Each component
is crucial to the success of the child and the teacher. A focus on Guided Reading with emergent
readers will be explained within this paper.
According to Cappellini, (2005), a guided reading lesson for emergent readers should
consist of: introduction, guide students through an orientation, students read the text by
themselves, discussion, students reread the text, and students respond to the text. Cappellini
explains that ELLs need to be at least at an early intermediate language proficiency level so that
they can respond through fluent sentences, (2005). The introduction is the time in which the
teacher sets the scene for the students and activates prior knowledge. It is important to captivate
a student and engage them at the beginning of the lesson in order to have their full attention.
Vocabulary is introduced to the students slowly and through questioning. During this time the
teacher is trying to have the students figure out words in the second language about the title of
the book and expressing their ideas and opinions about the illustrations they see on the cover of
the book. Orientation occurs after the introduction of the book cover along with the authors
Angelica Rodriguez
Activity#6
Summer 2014
Biliteracy Strategies for Second Language Learners
Dr. Gomez
University of St. Thomas
name/s and the illustrators name/s are discussed, (Cappellini 2005). During the orientation the
teacher takes the student through a picture walk where they discuss what they see using newly
acquired vocabulary as well as high frequency words. If the child cannot explain the in the
second language the teacher helps them by having them describe what they are seeing and then
giving them the word they are lacking. The teacher models different strategies through the
orientation to teach the students what to do when reading. Such strategies are think alouds,
questioning what is being observed, and looking at words they know as well as those they are not
familiar with. After the orientation the students begin reading the book on their own. The
teacher during this time is observing the students reading and making sure everyone is working
independently, if a student needs help the teacher is there to guided them and aid them. Capellini
explains that it is important to make sure there is no choral reading occurring and if it does occur
move next to the children that are doing it and make sure they stop on their own. She states that
if it continues it might be because one or even both students are seeking each others support,
(Cappellini 2005). Once the independent reading is done a discussion must occur in order for
the students to be aware of the importance it is to understand what they are reading. Cappellini
explains that it is critical for the deepening of the students understanding of the text and for
assessing their comprehension and language level. Once the discussion is done Cappellini
explains that a follow up or the rereading of the story through partners or small group is the best
way to keep the students engaged. After the follow up the teacher proceeds to the evaluation of
the students comprehension over the book and the reading strategies they used in order to help
themselves understand what they were reading. This component of the balanced approach is
Angelica Rodriguez
Activity#6
Summer 2014
Biliteracy Strategies for Second Language Learners
Dr. Gomez
University of St. Thomas
crucial and necessary for the success of our students. As teachers we must always be aware of
the levels our students are in, in order to find the best strategies that will help them become
successful readers and writers.






















Angelica Rodriguez
Activity#6
Summer 2014
Biliteracy Strategies for Second Language Learners
Dr. Gomez
University of St. Thomas
References:
Capellini, M. (2005). Balancing Reading & Language Learning, A Resource for Teaching
English Language Learners, K-5. Portland, ME. Stenhouse Publishers.