Example of Secondary El Student Reading With Miscues
Vivid Ideas from the Classroom
In this article, Kirstina Robertson highlights ELL instructional strategies based on the five components of reading as outlined in Educational activity Children to Read by the National Reading Panel (2000), phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Teaching reading IS rocket science.
~Louisa Moats
Learning to read is a little chip similar learning to ride a bike — while y'all are balancing a person on the handle-bars, holding a pole, spinning plates, and focusing on the destination at the same fourth dimension!
Reading is a complicated process, which is why so many children struggle to become strong readers. The process of learning to read can exist particularly challenging for English language learners (ELLs), specially if they have petty or no formal schooling and they have not learned to read in their native language.
In this article, I will highlight ELL instructional strategies based on the five components of reading every bit outlined in Teaching Children to Read past the National Reading Panel (2000). This report is a study of enquiry-based best practices in reading instruction and it focuses on the following five instructional areas: Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension.
Each of these topics is explored below, and each section includes:
- a definition
- an explanation of why the component is important when learning to read
- challenges that ELLs may face
- strategies for ELL didactics
You volition detect references to more in-depth information almost ELLs and effective reading pedagogy from our Literacy Instruction section and Reading Rockets throughout the article, as well equally in the Hotlinks beneath.
Phonemic Awareness and English language Learners
Phonemic awareness is i of the best predictors of how well children will learn to read during the starting time two years of school didactics. Sometimes information technology is nearly impossible, however, for speakers of a second language to "hear" and say sounds in the linguistic communication they are learning.
Perhaps you have had a student who simply could not master a particular sound in English. Chances are good that that sound was non a office of the pupil's native language, and so the student didn't have the ability to produce that sound.
I experienced this when learning Sinhala in the Peace Corps. There was a "thursday" audio that seemed to be a combination "d" and "th," and no affair how difficult I tried, I could not hear or produce the sound correctly. I knew which words information technology belonged in, only I couldn't say it. The native Sinhala speakers struggled to make sense of my pronunciation. ELLs may accept similar difficulties with sounds that are not a role of their native language.
Phonemic Awareness: Challenges and Strategies | |
|---|---|
| What: The ability to hear and manipulate the different sounds in our linguistic communication. | Why it matters: Phonemic awareness is the foundation for spelling and word recognition skills. |
Challenges for ELLs | |
| Sound recognition and production | Students may not be able to "hear" or produce a new audio in a 2d language. Students who cannot hear and work with the phonemes of spoken words will have a difficult fourth dimension learning how to relate these phonemes to messages when they see them in written words. |
Strategies for ELLs | |
| Model production of the sound | Spend a few minutes at the showtime of class or in small groups demonstrating and reinforcing the correct production of the audio. |
| Assist kickoff readers learn to identify sounds in short words | Have students practice identifying the sounds in the beginning, middle, and end of these words. You lot may wish to utilise words that begin with a consonant, have a short vowel, and end in a consonant (CVC words) such as mat, top, and passenger vehicle. I very effective method is having students match pictures of words that accept the same beginning, eye, or ending sound. Be conscientious to use only words that students know in English language! |
Phonics and English Language Learners
Phonics instruction aims to help new readers understand that there are systematic and predictable relationships between written letters and spoken sounds.
Students will benefit from learning and practicing sounds and symbols, including composite combinations. This is fairly common in the main grades and ELLs may pick upwards the code very speedily and announced to be fairly proficient readers. Nonetheless, it's important to recall that knowledge of phonics and decoding does non ensure good comprehension.
Phonics: Challenges and Strategies | |
|---|---|
| What: The relationship between a sound and its respective written alphabetic character. | Why it matters: Reading development is dependent on the understanding that messages and letter patterns represent the sounds of spoken language. |
Challenges for ELLs | |
| Limited literacy skills in native language | Many educators believe that students only need to learn to read once. One time the concept of matching a symbol with a sound has been learned, it can be practical to new languages. Students who have learned to read in their native linguistic communication have a distinct advantage because they were able to learn this concept with familiar sounds and words. Students who take not learned to read in their native language, even so, may struggle to put together the audio/symbol correspondence concept, new words, and new sounds all at in one case. |
| Unfamiliar vocabulary words | It is difficult for students to distinguish phonetic components in new vocabulary words. Preteaching vocabulary is an important role of practiced phonics educational activity with ELLs so that students aren't trying to figure out new vocabulary items out of context. |
Strategies for ELLs | |
| Teach phonics in context | Using literature and content material, you can introduce and reinforce:
|
| Employ hands-on activities to assistance teach letter of the alphabet-audio relationships | This tin can include using manipulatives such every bit counters, sound boxes, and magnetic letters. |
| Have students write for audio | Say a short sentence that includes one or more words that include the target phonics characteristic(s). Inquire students to listen carefully and and then write what they heard. This activeness trains students to heed for the individual sounds in words and represent them phonetically in their writing. |
| Help students make a connectedness between their first language and English language | For students with strong native language literacy skills, help them understand that the process of sounding out words is the same across languages. Explicate some letters may brand the same or similar sounds in both languages. Knowing this can help Castilian-ascendant students, for example, equally they learn to decode words in English. |
Vocabulary and English language Linguistic communication Learners
Vocabulary plays an important part in learning to read, too as in understanding what is read.
Every bit students acquire to read more advanced texts, they must learn the meaning of new words that are non role of their oral vocabulary. For ELLs, vocabulary development is especially important as students' develop bookish language.
Vocabulary: Challenges and Strategies | |
|---|---|
| What: Recognizing and understanding words in relation to the context of the reading passage. | Why: Understanding vocabulary words is a central stride in reading comprehension. The more words a kid knows, the better he or she will empathise the text. |
Challenges for ELLs | |
| Express comprehension | Kickoff readers must utilise the words they hear orally to brand sense of the words they sound out. If those words aren't a office of a pupil'south vocabulary, however, it will brand it much harder to understand the text. Consider, for example, what happens when a beginning reader comes to the word dig in a book. As she begins to effigy out the sounds represented past the letters d-i-thou, the reader recognizes that the sounds brand up a very familiar word that she has heard and said many times. As a result, it is harder for ELLs figure out words that are not already part of their speaking (oral) vocabulary. |
| Limited vocabulary foundation | The average native English language speaker enters kindergarten knowing at least 5,000 words. The average ELL may know v,000 words in his or her native language, but very few words in English. While native speakers are continuously learning new words, ELLs are still catching upwards on their basic vocabulary foundation. |
| Limited bookish vocabulary | A educatee'southward maximum level of reading comprehension is determined by his or her knowledge of words. This word knowledge allows students to encompass text, including the text found in content-area textbooks, on assessments, and in printed fabric such every bit newspapers and magazines. Without a strong foundation of bookish vocabulary, ELLs won't be able to access the material they are expected to master. |
Strategies | |
| Pre-teach vocabulary | It is important to give students equally much exposure and experience with new vocabulary words as possible before asking students to employ them in a lesson or activity. Remember that vocabulary lists in textbooks are often created with English language speakers in mind. Select words that will support the reader's understanding of the story or text, as well as for other phrases and connectors that bear upon comprehension (even though, except, etc.). Yous tin can pre-teach vocabulary by using English every bit a 2nd language (ESL) methods such equally:
|
| Focus on cognates | Cognates are words in different languages that are derived from the same original word or root. Cognates are related words like family and familia, and conversation and conversación. False cognates do exist (embarazada in Spanish means significant, non embarrassed), only they are the exception to the dominion. About 40% of all English words have cognates in Spanish! This is an obvious span to the English linguistic communication for Spanish speakers if the pupil is made aware of how to use this resource. Encourage Spanish speakers to connect words in the two languages and endeavour to decipher text based on this existing noesis. |
| Give students an opportunity to practice using new words | As the teacher, you can explicitly teach give-and-take meanings to meliorate comprehension. Nonetheless, to know a give-and-take means knowing it in all of the following dimensions:
The merely way to make sure students empathise a new word is to take them produce information technology themselves either orally or in writing. I taught a summer school unit of measurement on habitats and good for you environments, and every pupil had to learn the phrase, "Reduce, reuse, recycle." Over the course of four weeks I gave students many opportunities to utilise those words to describe what we were doing: "Nosotros are reusing the grocery bag," or "We reused the scratch paper." |
Fluency and English Language Learners
Fluency is a catchy expanse when information technology comes to ELL reading didactics. For native English speakers, fluency and reading comprehension often share a strong correlation because fluent readers recognize words and cover at the same time.
This is not always the instance for ELLs, however. Many ELLs can be deceptively fast and accurate in their reading because they are expert readers in their main language and have strong decoding skills. Withal they may demonstrate niggling understanding of the text, and hearing the text out loud may not necessarily provide a step towards comprehension as it is likely to do for native speakers.
Fluency: Challenges and Strategies | |
|---|---|
| What: The ability to read a text accurately and quickly. | Why it matters: Fluency is important because it provides a span betwixt word recognition and comprehension. |
Challenges for ELLs | |
| Inaccurate indicator of ELLs' comprehension | It is not unusual for an ELL student to read a passage beautifully and then non be able respond more than than a couple of comprehension questions correctly. Decoding skills (sounding out words) and comprehending the text are two different skills. |
| Limited benefit from hearing texts read aloud | Native speakers who are not potent decoders can often comprehend text that is read to them amend than text that they read themselves. That's because when someone else is doing the reading, they can focus on meaning without having to struggle to get the words off the page. With ELLs, yet, comprehension issues tend to be associated with limited vocabulary and limited groundwork cognition. Thus, listening to text read by someone else won't raise comprehension. |
Strategies for ELLs | |
| Residue fluency and comprehension | For ELLs, try not to provide instruction in fluency that focuses primarily on developing students' reading rates at the expense of reading with expression, meaning, and comprehension. Students may read fast, but with insufficient comprehension. Fluency without comprehension will require instructional intervention in vocabulary and comprehension skills. |
| Give students a chance to practice reading out loud | In order to improve fluency in English, provide contained level texts that students can exercise again and once more, or read a brusque passage and then accept the student immediately read it back to you. Have the educatee practise reading a passage with a certain emotion or to emphasize expression, intonation, and inflection based on punctuation. |
| Allow students to practice reading forth with taped text | This is an excellent mode for them to larn advisable pronunciation and phrasing. |
Comprehension
Comprehension is the understanding and interpretation of what is read. To be able to accurately sympathize written fabric, children need to be able to ane) decode what they read; 2) make connections betwixt what they read and what they already know; and 3) call up deeply about what they take read.
Comprehension can be the most difficult skill to primary, nevertheless. ELLs at all levels of English proficiency, and literacy development, will benefit from explicit instruction in comprehension skills along with other skills considering improved comprehension will not merely help them in language arts and ESL classes — it will assist them in content-area classes and in daily activities. Information technology will besides better the chances of their interest in reading for pleasance.
Learn more than from the following manufactures:
- Comprehension Skills for Content Learning
- Finding the Main Idea
- Reading Comprehension Strategies for English Language Learners
Comprehension: Challenges and Strategies | |
|---|---|
| What: Understanding the meaning of the text. | Why it matters: Comprehension is the reason for reading. Readers who accept potent comprehension are able to draw conclusions about what they read. |
Challenges for ELLs | |
| Express ability to read for meaning | ELLs who struggle with comprehension may read more slowly, have a hard time following a text or story, have a hard time picking out of import events, and feel frustrated. They may also accept problems mastering new concepts in their content-expanse classes or completing assignments and assessments because they cannot cover the texts and tests for these subjects. |
Strategies for ELLs | |
| Build background knowledge | One mode to build background noesis is through a volume, unit of measurement or chapter "walk-through." ELLs tin preview the information in the text and brainstorm to brand connections with the knowledge they have. If the text is about a fair, the pupil may notation that the pictures are like to fairs they have attended in the by and they tin think of the kinds of experiences a person has in that environment. If it is a science textbook the student may run across visuals of animals or processes that remind them of concepts they may have learned or are somewhat familiar with. |
| Check comprehension often | As students read, inquire them open-concluded questions almost what they are reading, and informally exam students' ability to sequence material from sentences or a story by printing sentences from a section of the story on paper strips, mixing the strips or word order, and having students put them in order. |
| Use questions later on reading | Later the ELLs and/or whole grade take completed the reading, you can test their comprehension with carefully crafted questions, taking intendance to apply unproblematic sentences and key vocabulary from the text they only read. These questions tin be at the:
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These strategies for ELLs simply scratch the surface. If you'd like to learn more virtually the five components, be sure to have a look at the resources in the Hotlinks beneath. Remember: little things can get a long in fashion in providing effective literacy instruction for ELLs!
Videos: ELL Reading Instruction
Classroom Videos: ELL Reading Instruction
Dr. Nancy Cloud: Reading Educational activity for ELLs
Come across more from Dr. Deject about the employ of the native linguistic communication in reading instruction and how to help ELLs who struggle with reading in her Encounter the Practiced interview.
Hot links
References
Reading Rockets. Reading 101: What You Should Know. Retrieved nine/28/09 from http://world wide web.readingrockets.org/teaching/reading101.
Reading Rockets. Target the Trouble! Retrieved nine/28/09 from http://www.readingrockets.org/helping/target.
Portland, OR Public School District. ESL/Bilingual Resource Guide for Mainstream Teachers. Retrieved 9/28/09 from http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf.
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