Reading Comprehension for ELs
Washington Association for Bilingual Education
April 19, 2013
Ms. Rachael Robbins, NBCT
Fourth Grade Teacher, English Curriculum
Mrs. Heather Byington, NBCT
Fourth Grade Teacher, Spanish & English Curriculum
Evergreen Elementary School – Shelton School
District
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Evergreen Elementary School
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Evergreen Elementary School
Evergreen Elementary School has implemented a dual
language educational program with the vision of
producing students who are:
* Bilingual in English and Spanish
*Bi-Literate in Spanish and English
*Achieving at or above grade level academically in
both languages.
*Understanding and respectful of our multi-cultural
society.
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4th Grade Literacy
CAFÉ (The 2 Sisters: Gail Boushey &
Joan Moser)
C: Comprehension
A: Accuracy
F: Fluency
E: Expand Vocabulary
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4th Grade Literacy
Intermediate Grade Focus:
Comprehension
Expand Vocabulary
+ Language Objectives
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4th Grade Literacy
Modified “Pensieve”
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4th Grade Literacy
Model Texts
The Miraculous Journey of Edward Tulane by
Kate DiCamillo
The Invention of Hugo Cabret by Brian Selznick
Tales of a Fourth Grade Nothing by Judy Blume
Superfudge by Judy Blume
Dexter the Tough by Margaret Peterson Haddix
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4th Grade Literacy
Comprehension Strategies:
Making Predictions
Making Inferences
Identifying Main Idea
Cause and Effect
Character Analysis
Generalization
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4th Grade Literacy
Sentence Frames:
Making Predictions
Making Inferences
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4th Grade Literacy
Student Work:
Making Predictions
Making Inferences
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Making Inferences
Anchor charts
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4th Grade Literacy
Main Idea &
Sequencing:
Story Board
Main Idea of
Each Paragraph
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Main idea of non-fiction text
Finding main idea of each paragraph
Use the topic sentence to find main idea.
Recognize that some paragraphs require
the reader to generalize, to find what the
details in the paragraph have in
common, to find the main idea.
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Main idea of non-fiction text
Anchor chart
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4th Grade Literacy
Cause and Effect:
Anchor Chart
Character Analysis
Character Map
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Higher Order Thinking
Synthesis- combining two
comprehension strategies for deeper
comprehension
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DEXTER THE TOUGH
At the beginning of the book, Dexter was mad at the
Secretary, Janitor, Robin and the principal. He was mad at
the secretary because she left him in the hallway. He was
mad at the Janitor because he made the hallway too
slippery. He was mad at Robin because in the bathroom,
Robin was crying Dexter said to Robin to stop crying
because he wanted to cry too and he said “don’t let anybody
see you cry. He wanted to cry too, but he didn’t want to cry
because he wasn’t a cry baby. He was mad at the principal
because he asked Dexter, “Where are your parents?” This
made him mad because he was already sad about his
parents because they are in the hospital. Dexter was mad at
his dad because his dad was sick. And Dexter didn’t like
school. In the beginning of the book Dexter said that he was
so tough that he could whatever he wants.
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At the beginning of the book, Dexter didn’t want to be friends
with Robin because Dexter beat him up. Dexter thought that Robin
told his mom that Dexter beat him up. Dexter and Robin couldn’t
connect to each other to be friends because Dexter saw himself as
a bad kid. Robin was a good kid. If Robin’s mom knew that Dexter
beat up Robin, Robin’s mom would take Robin out of school. She
won’t like Robin to be friends with Dexter. When Dexter’s dad called
him and said that he was such a wonderful son that he has, Dexter
was thinking about it and he thought that he wasn’t a wonderful kid
because he had beat up Robin. Dexter told Robin that he was sorry
that he hit Robin, but Robin said that he only hit him ones but
Dexter said that he beat up Robin, but Robin said that it was only
once.
At the end of the book, Dexter was Robin’s friend. When
Dexter was writing about the story, he didn’t want to keep on writing
the story, but Mrs. Abbott told him that he needed to tell the story
because she wanted Dexter to forgive himself. Dexter forgave
himself by telling the story, by letting himself look like a good kid
and by letting himself be friends with Robin.
By Daisy
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Character analysis essay
Anchor chart
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Armand lived in Paris, France. I read this book that is called
Family Under the Bridge.
In the beginning, Armand’s appearance was a dirty beard.
His clothes were dirty. He had a lot of holes in them. Armand’s
shoes had holes on the bottom, so he put metal. Armand never
took a shower, and he smelled so bad. Armand at the end sewed
his clothes, and Armand took a shower. I like to sow a lot of things,
like blankets. He trimmed his beard, and he didn’t look like a hobo.
Armand’s attitude about relationships with others in the
beginning was he wanted to be alone because the Calcets would
steal his heart. He might have to taken responsibility because he is
with the Calcets. He was mean and wouldn’t let the Calcets live
with Armand. If he cared about others, he would have to care
about the Calcets. Armand changed because he wanted to take
responsibility because he got used to the Calcets.
Armand didn’t like to work because he was not used to it, so
he would want to rest. Armand was worried because he could get
hurt if he had to do a lot of work. He could fall and hit his head and
have to go to the hospital. Armand might not get the job, and the
Calcets will be sad. If Armand leaves the Calcets will be alone.
Armand changed because he wanted to get a house for the
Calcets. He wanted the Calcets for grandchildren. This story is
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mainly about Armand from the beginning to the end.
Questions
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Rachael Robbins
RRobbins@sheltonschools.org
Heather Byington
HByington@sheltonschools.org
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