T T Professor and class, One example I would choose is a combination of Phonics with Heggerty material and Leveled reading books from scholastic. We use these techniques in our general education classrooms and we have had great results. I think the repetitive nature of the Heggerty Phonics books and learning how to say and form words with sounds and motion really help kids and will even help ELL students. The working with them as they read the level reader books and forming words will give them another great resource and tool to help them comprehend the English language. These strategies work for all students, not just ELL or special education. The teachers in our schools use the Heggerty book in K-3 general education classrooms. Check out the Heggerty Phonemic Awareness website to learn more about the motions and sounds being used with activities to show the English language… https://heggerty.org/ N M Hello All, I hope everyone is well. Instructional strategies for cultivating a stimulating thriving reading environment for ELL students may include a wide variety of elements. Some foundational components are to consistently read to students each day, instruct phonics in context, foster, and encourage a student’s native language, utilize audiobooks, encourage reading beyond the classroom setting, and incorporating flashcards, picture books, and word games. Breaking students into small groups to exchange dialogue and peer review of written work can support students in building confidence and pride to invest adequate time into what they are studying. Facilitating a truthful discussion about how the information will be useful to them in their future, may help them to understand the capacity of importance as these skills will carry into the next grade, college and beyond. Allow students to explain, expand, or devise solutions or plans to how he or she will navigate material he or she may find especially challenging. Celebrating and recognizing achievement and growth is essential as well. D F A suggestion to develop reading among ELL students is to read to students every day. One way to go about this is to project the book on the board or read a book that each student can have a copy of. This allows students to read along, hear the flow and pronunciation of words. It can help build listening skills, foundational skills for their own reading, vocabulary, inflection, expression, and comprehension. “Before children can read every word on the page, they are able to listen to the individual phonemes that make up each word. As a result, they are building the necessary foundations for literacy.” (Literacy In Focus, 2020) It is an opportunity to model correct reading. An easy way to make this strategy a focus on vocabulary is to have students circle, highlight or write down words they do not know. Then the teacher can help the students find context clues, discuss with a partner or look the word up in a dictionary. This can help them expand their vocabulary and solidify what they have already learned by seeing it used in context. Literacy In Focus. (2020, June 18). 10 Significant Benefits of Reading Aloud to Your Students. Retrieved from https://www.litinfocus.com/10-significant-benefits-of-reading-aloud-to-your-students/ S H A strategy I would use when teaching ELLs reading skills and grammar development is by using sentence starters and providing adjectives on the board that they can use in their assignment. The adjectives would change as lessons change and are taught. Sentence starters are a great way to give that beginning push when learning to read and write. It gives students a little bit more confidence that is needed to be successful. Even further teacher can provide students with paragraph frames and graphic organizers. I have found that giving students different graphic organizers to choose from helps them to be a little more motivated when learning vocabulary, writing sentences, and learning to make paragraphs. One thing I would always do it have a strong emphasis on developing a good vocabulary base. Vocabulary would be the very first part in any lesson I would teach. As I have been doing research for this class I came upon a method called KIM charts. K would stand for the word, I stands for the information about the word, and M is a picture or memory of something that reminds the student of what the word means. I would like to apply this method in my future class. Part Ni Mu Hello All, I hope everyone is well. There are many strategies and avenues for navigating an occurrence such as this. Some helpful steps that can be taken are diversify sources of input allowing for creativity and innovation expanding and collaborating to facilitate meaningful discussion. Having a platform for age/grade level corresponding materials and resources will cultivate a foundation and build confidence in young readers. Including label usage and visual stimulation with bright colors, highlighting, and exuberance is an attention getter, or catches the eye easily, drawing students to the material. Making real life connections to lessons and allowing students to share verbally or show an item that relates to the topic can promote motivation and participation. Implementing songs, games, and movement as it relates to the concept and content are beneficial and wise use of time and energy as well. Strategies may include scaffolding, partner or small group work, checklist, and graphic organizers that students compile notes in. Da Fa The teacher I have been observing for this class has run into this issue with her ELL students. For her lowest level ELL student, she will sometimes pull together research and put it all together in a packet. That way she finds material that meets that student’s needs while still encouraging some research. It may take a little more work and time on the teacher’s part, but they can try to be aware of needs before hand in order to provide material that will be understood by their students. Another strategy is creating a power point to accompany the textbook reading. This will provide an opportunity for the teacher to have students discuss what is being read, simplify definitions, ask questions about the reading, etc. If the student is struggling and the teacher does not have something prepared, they can do a few things in the moment that can help clarify the material. Ask questions to figure out what they do understand, ask questions to further their thinking, clarify vocabulary, etc.
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