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Student Literature ESOL Strategies

Brooke Schell
Nov 5, 2015
6 min read

Strategy 1: Read-Aloud Plus: Using Strategies to Support Comprehension

Grade: 2

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 1: Language as a System, 2.1.a. Demonstrate knowledge of the components of language and understanding of language as a integrative and communicative system.

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.

This activity is extremely important and helpful for all students. Read-Alouds can be used at almost anytime and for any subject. Read-alouds have been proven to increase and improve student comprehension, vocabulary, and a higher interest in reading. For 2nd grade literature the teacher can read-aloud books such as Amelia Bedelia or Cloudy With a Chance of Meatballs to help increase the students' comprehension of the books. Teachers can ask question's to help build the students' comprehension.

Source: Herrell, A., & Jordan, M. (2012). Read-Aloud Plus: Using Strategies to Support Comprehension. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 2: Cloze: Using Context to Create Meaning

Grade: 2

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

LAFS.2.RL.1.2 Recount stories, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral.

Cloze activities are used for a helpful comprehension aid. It helps teachers evaluate their students' and helps the students' to recall the information. Cloze would be useful for literature because it helps the students organize the information better as well as try to break the literature down into simplier terms.

Source: Herrell, A., & Jordan, M. (2012). Cloze: Using Context to Create Meaning. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 3: Repeated Reading: Using Script Writing and Reader's Theater

Grade: 2

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Repeated reading can be use dthrough a variety of activities such a script writing and reader's theater. For second grade it can be hard to understand literature therefore it needs to be made more understandable. Script telling includes demonstrating how the beginning of the story using a narrative sets the scene and describes the action without using dialogue. The chart includes cartoon format, written format, and the script writing format. It helps the students to understand the story throught pictures and writing.

Figure 12.1 on page 85

Source: Herrell, A., & Jordan, M. (2012). Repeated Reading: Using Script Writing and Reader's Theater. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 4:

LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Leveled Questions: Adjusting Questioning Strategies to the Langauge Levels of Students

Students will be prompted with different levels of questions correspoding with the appropriate topic selected. They will be able to answer the questions based on their comprehension of the test just read. Students will be able to work with a partner.

Source: Herrell, A., & Jordan, M. (2012).Leveled Questions: Adjusting Questioning Strategies to the Langauge Levels of Students In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 5:

LAFS.2.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Leveled Questions: Adjusting Questioning Strategies to the Langauge Levels of Students

Source: Herrell, A., & Jordan, M. (2012).Leveled Questions: Adjusting Questioning Strategies to the Langauge Levels of Students In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 6:

LAFS.2.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Syntax Surgery: Visually Manipulating English Grammar

Students will use the syntax surgery model to take apart a section of literature. They will describe each section of the story. Students will be paired with a partner and able to create visuals images of their section of literature.

Source: Herrell, A., & Jordan, M. (2012).Syntax Surgery: Visually Manipulating English Grammar. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 7:

LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Graphic Organizers: Visually Representing Ideas, Text, and Connections.

For this strategy the students will use the provided hand-out to make connections to the text, to themselves, and to the world. The students have use the information they have gained from the illustrations and put them in the chart. They will have to recognize the characters, setting, and plot. This strategy helps ESOL students to organize their information and comprehend it better in small terms.

Source: Herrell, A., & Jordan, M. (2012).Graphic Organizers: Visually Representing Ideas, Text, and Connections. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 8:

LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Integrated Curriculum Projects: Using Authentic Projects to integrate Content Knowledge.

For Literature the students will create a curriculum based project from a specfic topic of literature. They will integrate their new content knowledge about the current topic. Students will talk from the view of the characters and present to the class. When presenting to the class the students will act as the character. This gives the ESOL studnets time to interact will peers as well as increase their verbal and oral language.

Source: Herrell, A., & Jordan, M. (2012).Integrated Curriculum Projects: Using Authentic Projects to integrate Content Knowledge. In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 9:

LAFS.2.RL.3.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Demonstrate Understanding of Story

In order for students to demonstrate their understanding of the story they will create words and illustrations to show the meaning. They will create words from the literature texts and give its definiton to share with the class. They will create a journal of all the new vocabulary given by the class.

Source: Herrell, A., & Jordan, M. (2012).Leveled Questions: Adjusting Questioning Strategies to the Langauge Levels of Students In 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson.

Strategy 10:

LAFS.2.RL.3.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Compare and Contrast 2 Literature books of the same topic but different culture

For this strategy the students will compare and contrast 2 literature books. The books will be the same topic,example Cinderella and compare the differences in cultures throughout the same book. They will be able to work with a partner to visualize the culture differences across the same story. Students will locate similiar words and storyline.