Collaborative Reading Strategy

Molly, Lizzy, Maddy

Agenda
Objectives

What is Collaborative Reading?

How does Collaborative Reading help ELLs?

Step by Step

Activities

Reflection
Objectives
Content Objectives:
-SWBAT Use books or the internet to locate information on nonfiction topics

-SWBAT contribute to a group study of reading and sharing information

Language Objectives:

- SWBAT Individually share a fact they gained from the text out loud to their group
- SWBAT to create 5 facts about the topic, then verbally share them with the class
What is it?
A strategy used to help ELLs when reading for information
Provides students of all reading abilities to participate in research on a
specific topic
The teacher selects about 4-5 different texts for students of various reading
levels on 1 specific topic. Students then search for information in their texts,
each becoming an expert, and have a group discussion of what information
they found.
How this strategy supports ELLs
ELL students are not isolated to their own groups, rather they have the
opportunity to work with native English speakers
English language learners may contribute to the collaborative effort by
drawing a visual to represent the main points of the collaborative research.
This allows them to provide a translation of the information by reporting orally
to the group if there are other students who share the same home language.
They have texts with simpler language and illustrations.
Step By Step
Students are broken into small groups to read on a topic (varying abilities)

Students brainstorm a list of what they want to learn

Each student is given a book on the topic based on reading level

Once each student completes the book they are given they will compile the
information they learned into a data chart

Small group will share out to the rest of the class

Activity (K-2)
1. Answer these questions with your group
What do you already know about caterpillars?
What do you want to learn about caterpillars?
2. Now read the passage on butterflies you are given.
3. When you are finished, come back together in your group and talk about what
you learned. Did you answer any questions from the KWL chart?
4. Now share out as a class and talk about what we learned. Was there any
information about caterpillars that surprised you?
Activity (3-5)
1. Each table is assigned a different animal
2. All tables have specific questions they divide amongst the students in their
group that are responsible for finding the answer to their specific question.
a. Examples of possible questions:
i. Where does your animal live?
ii. What does your animal eat?
iii. What is their prey?
3. Each student will be using the National Geographic Kids Animal website to
find the articles on their specific animals.
4. Students write down their response to the question using full sentences,
ready to share their answer to the group when everyone is done.
Activity (6-8)
Topic: Plate Tectonics

Steps:

1. You will each be given a text on plate tectonics

2. You will individually research plate tectonics and become an expert on the
topic
3. In your groups, you will then discuss the following:
a. What are plate tectonics?
b. What are the different kinds of plate tectonics and how do they work?
c. How do plate tectonics make landforms?
4. Each person must contribute 1 piece of evidence
Reflection Questions
What aspects of this strategy did you like?
Were there any cons to this strategy?
Do you see this strategy as beneficial for ELL students? For General Ed
students?
Can you see yourself using this in your classroom? If so, how would you?
Resources
Herrell, Adrienne L.; Jordan, Michael L.. 50 Strategies for Teaching English
Language Learners (Page 58). Pearson Education. Kindle Edition.