Using Graded Readers in ESL Reading and Writing Classes

1. Using Graded Readers in ESL Reading and Writing Classes Hannaliisa Savolainen Cui Zhang James Carpenter William Grabe AZ-TESOL Conference October 6, 2012

2. Overview of Presentation Purpose of graded readers in reading and writing instruction Teaching Context Integrating a graded reader into a reading/writing class: First Effort Continuing efforts with graded readers Reflection Questions?

3. Why use graded readers for EAP reading and writing instruction? A few previous efforts Motivate students to read extensively Some excellent graded reader resources Engaging in action research to improve instruction

4. Teaching Context and Setting Program in Intensive English at NAU Six levels of instruction from beginning to advanced In each level (except the advanced level), there is a Reading/Writing class In most levels, there is a reading-support class: Reading Lab

5. Teaching Context and Setting • Textbook for the course level, High Intermediate, was too difficult (Four Point) • Students did not like to read extensively • Graded reader would: • provide easier and more engaging reading material • expose students to longer texts that might be interesting • be a good resource text for practicing summary writing and writing responses

6. Integrating a graded reader into a Reading/Writing class: First Effort High-intermediate Reading/Writing class Assigned textbooks: Four Point Reading and Writing, Vocabulary Power We selected The Lost World, a Black Cat graded reader: an Excellent Resource book as a graded reader

7. Integrating Graded Reader into a Reading/Writing Class: First Effort • How was it set up? • Started using graded reader midway into the semester (week 8 of 15 week semester) • Class met three times/week for two hours a session • The graded reader would be covered in 10 40-minute-lessons that spread over 4 weeks. (The Lost World has 8 chapters and 2 expository texts.) • Read a chapter or informational text each class

8. Integrating Graded Reader into a Reading/Writing Class: First Effort • What does a typical lesson look like? • Students listen to the CD of the first two pages of the chapter and read along quietly. • Students finish reading the rest of the chapter as homework. • At the beginning of the next class, small group and class discussions of the chapter. • Students work on vocabulary from the chapter. • Students write a summary of the chapter or a response to a content-related question (main idea statements in writing, character analyses, episode sequences, etc.) • Worked on vocabulary learning from the text (the vocabulary, reading, and writing skills were assessed at week 12 after the graded reader was completed

9. Integrating Graded Reader into a Reading/Writing Class: First Effort • What did we learn? • Students could be motivated to learn more • Some students did not respond well • Writing skills developed in this class more than in other sections. • Students learned the vocabulary that they were taught from the graded reader. • Students generally liked the graded reader.

10. Integrating Graded Reader into a Reading/Writing Class: First Effort • Student responses • Interviewed 4 students from the high-intermediate Reading/Writing class • All students said that they liked the book. A couple of students even mentioned the theme of the book (expeditions) or details (Professor Challenger) • All students said they liked this book better than the Four Point, even though they realize that these two books are different (story vs. academic) • Students liked the idea that a graded reader is used in their class because it provides more reading and writing practice, and their topics are interesting

11. Continuing Efforts with Graded Readers in ESL Classes • Continuing Effort 1: Summer term, 2012 • Class: High-beginners Reading/Writing Class • When: Second half of the summer term (started from week 6) • Two graded readers used: • What a Lottery! • Arman’s Journey

12. Continuing Efforts with Graded Readers in ESL Classes • Continuing Effort 1: Summer term, 2012 • How are the classes structured? • Teacher reading and scaffolding (key) • Reading the graded reader takes 20 minutes of class time. • Teacher projects pages using a document camera. • Teacher reads the story out loud while one student who stands by the teacher point to each word the teacher reads. • Other students look at the screen while listening to teacher • After reading each page, teacher does comprehension check by asking students what just happened in the story. • At the end of each chapter (end of 20 minutes), ask students to predict what will happen next. • Prior to reading the next chapter, teacher asks students to retell the story and practice vocabulary by looking at pictures from previous chapter.

13. Continuing Efforts with Graded Readers in ESL Classes • What did we learn? • Students are motivated to read • Completing two books provide sense of accomplishment • Improved sight-sound correspondence • Improved main idea recognition and summarizing skills

14. Continuing Efforts with Graded Readers in ESL Classes • Continuing effort 2: Fall semester, 2012 • Intermediate-level Reading Lab class • Three graded readers for the semester: • Alien Alert in Seattle • Apollo’s Gold • The Picture of Dorian Gray

15. Continuing Efforts with Graded Readers in ESL Classes • Continuing Effort 1: Fall term, 2012 • How are the classes structured? • Teacher reading and scaffolding (key) • Reading the graded reader takes 20 minutes of class time • Teacher reads the text aloud while students follow along in their own books (sometimes T uses CD) • At the end of each chapter (end of 20 minutes), ask students to predict what will happen next • Prior to reading the next chapter, teacher asks students to retell the story and practice vocabulary by looking at pictures from previous chapter • Complete exercises from graded reader • Focus is on the story itself

16. Continuing Efforts with Graded Readers in ESL Classes • This semester, students: • are engaged in the story • prefer teacher guided reading to ScSR • have strengthened awareness of sight-sound correspondence • have learned new vocabulary • have learned chronological sequence

17. Reflection on Using Graded Readers in EAP Classes Student responses Teacher responses Implications from our efforts

18. Using Graded Readers in ESL Reading and Writing Classes Questions? Suggestions Alternate Ideas