Reading ESOL teaching strategies
- By: Miss Schell
- Sep 28, 2015
- 9 min read
Strategy 1:
LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Highlighting Words
When reading texts teachers should have their ESOL students' underline specific passages of text. They can highlight familar text in one color and the main idea (central message), lesson, or moral in another color. This strategy encourages the students to take control of their reading and of the text. The color of the highlighters also helps students' to be able to retain the information better. Color is a powerful visual cue for learners. Along with highlighting the words the students' can keep a journal of all the unfamiliar words they have found in the text. Later on the student can fill in the definition for each new word they have discovered. This technique is called annotation. It helps build comprehension and interaction between the text. Over the next several weeks the students' should highlight or underline the new words they have learned and use them in writing assignments. This will help them absorb their new vocabulary words as they continue to use them.
Found at: http://www.readinghorizons.com/blog/post/2010/09/16/esl-teaching-strategies-improving-vocabulary-improves-reading-fluency.aspx
Strategy 2:
LAFS.2.RF.3.3 Know and apply grade-level phonics and word analysis in decoding words
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Distinguise long and short vowels when reading regularly spelled one-syllable words.
Know spelling-sound correspondences for additional common vowel teams.
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words
Give Me Five
This strategy helps ESOL students' to improve their fluency when reading words. The objective of the activity is to simple gain speed and accuracy in reading words. For this activity students' will be in groups taking turns reading word cards. The students will be timed. In order to start the game the word cards will be placed face down in a single stack. The groups will be given a timer and template of words correct perminute. The first student will set the timer for one minute then will pick up the first card from the stack, reads it aloud, and puts it in a separate pile. If the student cannot read the word then the other student will count to five. If the student still cannot read the word after five seconds it goes back into the first pile of cards. The game continues but the next student gets a word card from the stack and reads it. The two students' continue to pick up cards from the stack until the timer runs out. Then one student will count the number of cards read in one minute a record it on their template. The activity continues to repeat to increase speed and accuracy.
http://www.fcrr.org/studentactivities/F_006c.pdf
Strategy 3:
LAFS.2.SL.1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Graphic Organizer
Using graphic organizer can greatly help young students' with recounting and describing information that they have previously read. Graphic organizer's can help break down information into smaller catagories. This graphic organizer is specifically good for ESOL students because it gives space for their own thoughts, new vocabulary they find in their reading, characters, the type of book, setting, author's purpose, and point of view. It gives the ESOL students' a good amount of space and topics to be able to break down their information. It helps them organizer the information they read into a more readable text.
Strategy 4:
LAFS.2.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Using Multiple Strategies to Foster Comprehension
Several strategies need to be used in reading for students' to gain comprenension of the text. These can include: interactive read-alouds, shared reading, guided reading, or using big books or large platform projectors. Big books are great for aiding comprehension. These type of books use big letters and words that are easier for the students to see and therefore understand. Also the pictures in the big books help the students to understand what is happening in the story. Aiding comprehension is so imporant because it affects all other areas of reading. Illustrations and and big letters combined make for better comprehension.
Source: Herrell, A., & Jordan, M. (2012). Moving into Reading: Using Multiple Strategies to Foster Comprehension. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 5:
LAFS.2.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Cognate Strategies: Using the Home Language to Support English Acquisition
This strategies uses language in the home to support English acquistion. It uses mainly cognates because they are words in two languages that share similar meaning, spelling, and pronuciation. In reading cognate help English language learners to easily locate these words and try to understand the text. If the student is able to become familar with the cognates then they will be able to read better. Researchers have shown that students benefit from being aware of cognates therefore activites using cognates need to be incorporated. This can simply be done by having students look at similiar words between both languages then having them locate them in books. When they use how they are used in both context, they will be able to understand better.
Source: Herrell, A., & Jordan, M. (2012). Cognate Strategies: Using the Home Language to Support English Acquisiton. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 6:
LAFS.2.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
RTI for English Language Learners: Documenting and Monitoring Student Progress and the Effectiveness of Intervention
This strategy and activity will be completed over the course of the year. This strategy is to document and show the progress of the ESOL student specifically in reading. The standard says that by the end of the year the student should be able to comprend texts of almost every subject area. The activity will be monitioring the student's progress and the effectiveness of the RTI. This can be done through differentiated instruction. ESOL students need to be given and taught with using multiple strategies. For reading it can be done through: independent reading, shared reading, guided reading, reading specific books, role play, etc. There are numerous amounts of strategies that can be used to document and monitor the progress of the reading ESOL student.
Source: Herrell, A., & Jordan, M. (2012). RTI for English Language Learners: Documenting and Monitoring Student Progress and the Effectiveness of Intervention. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 7:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Preview/Review: Building Vocabulary and concepts to Support Understanding
This strategy and activity involves the teacher previewing and reviewing a lesson in English and Spanish. However this can be done through one simple activity such as reading a bilingual book or a book introducing two different cultures/languages. This helps the students with facilitating the knowledge of academic language, realia, and visuals of the book. This strategy is not only helpful for the ESOL student's but also the regular, mainstream students. The main focus of this activity is to make sense of the English language and aid oral vocabulary. The students are able to see and hear the vocabulary in English and their native language. It also helps them to understand the content of the text better.
Source: Herrell, A., & Jordan, M. (2012). Preview/Review: Building Vocabulary and concepts to Support Understanding. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 8:
LAFS.2.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Free Voluntary Reading: Nothing Helps Reading Like Reading.
This strategy is just what it sounds like. It encourages students to read English text, free voluntary reading including enjoyable books from their independent levels. It is simple to encourage them to read by themselves at least once a day. Reading English books voluntary will help with supporting reading comprehension, writing, grammar, spelling, vocabulary and development through the text at their reading level. The ESOL reader will start to become familiar with the structure, main characters, setting and eventually vocabulary and content. Teachers should monitor progress and prompt students to keep reading voluntarily.
Source: Herrell, A., & Jordan, M. (2012). Free Voluntary Reading: Nothing Helps Reading Like Reading. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 9:
LAFS.2.RI.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
LAFS.2.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Read, Pair, Share: Working with a Partner to Negotiate Meaning
This strategy can be used for any topic, subject, and grade level. With a partner, the ESOL student would read a passage of the topic assigned, stop after each paragraph to answer "who, what, where, when, and how," and share with each other and even the class. This activity is good for ESOL students' because it allows them to hear a peer read, read themselves and also work together to determine and answer specific questions about the topic. It offers positive opportunites for social interaction and reinforcing language acquisition and development. It also aids in story retelling. For this activity, teachers can also have students document that information found in the text when working together. It can be used as an assessment tool.
Source: Herrell, A., & Jordan, M. (2012). Read, Pair, Share: Working with a Partner to Negotiate Meaning. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
Strategy 10:
LAFS.2.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
ELD.K12.ELL.LA.1 English Langauge Learners communicate information, ideas and concepts neccessary for academic success in the content area of Language Arts.
2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.
Collaborative Reading: What to Do When They Can't Read the Textbook
Collaborative reading is a strategy that is encouraged when ESOL student's cannot read. This strategy helps the teacher to support the ESOL student's by working collaboratively about one specific topic at a time. Group research activites have been proven to be effective and beneficial for all students to be involved with. These types of groups give students the opportunity to see mulitple perspectives from their peers while also being prompted by the teacher. They discuss the information together and at the end, all of the student's should be experts on the information. ESOL student's can contribute to the group by drawing a picture, or pointing out the main ideas or points in the topic. They can communicate through visual drawings and pointing to words or pictures in the book.
Source: Herrell, A., & Jordan, M. (2012).Collaborative Reading: What to Do When They Can't Read the Textbook. In 50 strategies for teaching English language learners (4th ed.). Boston, MA: Pearson.
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