Teaching reading IS rocket science. Reading is a complicated process, which is why so many children struggle to become strong readers.
Grades PreK—K, 1—2, 3—5, 6—8, 9—12 These strategies provide opportunities for all students to read, write, listen, and speak in a variety of contexts. They also provide ways for you to organize lessons and student work, and encourage students to be accountable. While most of these strategies are designed for use in a balanced literacy program, you can easily adapt them to meet your specific program needs.
For unit studies, gather a variety of books on the same subject, making sure that the books reflect the range of reading levels in your class.
Skills like phonics can be developed after meaning is established or receptive and expressive vocabulary is strong.
Plan comprehension-building activities before, during, and after the reading, such as picture walks looking at and discussing the pictures in a book before reading to build background and writing a personal response.
Teach the strategy of using pictorial, semantic, and syntax cues, and conventions of print to read for meaning. Encourage children to predict, confirm, and self correct.
Generate a list of questions about what you are reading. Discuss new words in context.
For ELLs, reading experiences are filled with unfamiliar vocabulary that is specific to our culture. For example, classifying and sorting words by spelling patterns helps students develop vocabulary and provides opportunities to transfer spelling concepts from reading to writing.
Integrate reading with writing and use a variety of genres and formats as a springboard for writing activities. Recipes are a great example of meaningful procedural text. They are a motivating hands-on activity and can serve as models for procedural writing. Have students keep journals for personal narratives and content-area learning.
Journals keep students organized and accountable for their work. After a weekend or holiday, rereading what has been recorded in journals lets ELLs review the subject and get back on track.
Parents love seeing these too. Incorporate environmental print into your classroom with examples from magazines, newspapers, ads, street signs, and other sources.Phonemic Awareness and English Language Learners. Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school instruction.
Sometimes it is nearly impossible, however, for speakers of a second language to "hear" and say sounds in the language they are learning.
Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. ().
This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Vocabulary Instruction. Helping Children at Home with Vocabulary Building from the Child Development Institute is a helpful outline of suggestions for parents as "language models" ; Homonyms from Alan Cooper is an entire website devoted to types of homonyms with . English Language Arts Standards» Introduction» Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language.
English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. It is important to note that their proficiency in listening, reading, speaking, and writing will vary . In Chapter 2 we explore the role that teachers of the content areas (including science, music, math, art, social studies, and physical education) play in adolescent literacy.
Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice for ELLs. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns.
Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. Reading aloud is an often used practice in lower levels, but it actually plays a role beyond the elementary level.