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    • Read to students every day. Look for reading material for English Language Learners (ELLs) that contains some of these characteristics, especially at the beginning of the school year
    • Support students' comprehension as much as possible. When you read to newcomers, look for ways to help support their comprehension of new vocabulary and the story.
    • Teach the alphabet when necessary. Remember that newcomers’ schooling and literacy skills may vary dramatically. Preliterate students and literate newcomers who speak a language that does not use the Roman alphabet need direct instruction in letter recognition and formation as well as beginning phonics.
    • Teach phonics in context. Using literature and content material, you can introduce and reinforce letter recognition, beginning and ending sounds, blends, rhyming words, silent letters, homonyms, etc.
    • Students' Home Languages
    • Oral Language Development
    • Recommended Resources

    When working with ELLs, students' home languages are a powerful tool that educators can use — even if they don’t speak those languages or are working in a classroom with students who speak many languages. Drs. August and Shanahan write, "Oral proficiency and literacy in the first language can be used to facilitate literacy development in English" (...

    In addition, as you will see below, oral language has a role to play across all reading skills, yet it often does not receive much attention as a critical part of ELLs' language and literacy development. Drs. August and Shanahan write, "Instruction in the key components of reading is necessary — but not sufficient — for teaching language-minority s...

  2. I’ve discovered that reading aloud is an essential part of the English language classroom. Here are some beneficial ways you can use reading aloud in your language classroom: Try reading aloud to your students. Reading to students is a great way to add some energy, drama, and fun to the classroom.

    • THOUGHTFULLY CHOOSE TEXTS: It is important to be mindful of the difficulty level of the reading materials ELLs are expected to read and understand. They need to be able to access the same content area information as the rest of their non-ELL peers.
    • BE SELECTIVE WITH VOCABULARY: It can be overwhelming to try to select vocabulary words from a text for ELLs, as there will most likely be many words that could be unfamiliar to them.
    • PREVIEW VOCABULARY: There are many ways you can preview vocabulary with ELLs, from a quick discussion on important words from the text to spending an entire class having students develop their own definitions, pictures, sentences, etc.
    • BUILD BACKGROUND KNOWLEDGE: Before reading both fiction and nonfiction texts, consider what will come up that your ELLs may be unfamiliar with. In fiction, this could be a traditional birthday party, holiday, or fantasy figure (i.e.
  3. Ragina D. Shearer, a middle school teacher in Denton, Texas, says that reading aloud to English-learners helps them acquire vocabulary and feel the rhythm of English.

  4. Pair Reading with Visuals. Display text prominently while reading aloud to help ELLs follow along and connect spoken words to written text. Quick Win: While reading aloud, project the text on a smartboard or display so students can see the words as they hear them. This helps ELLs match spoken words to written ones and better follow the story or ...

  5. In order to provide equity when we read aloud to kids who are multilingual, we must be intentional in our preparation and presentation of read alouds. Need some practical tips for how to do this? Read on to learn 14 strategies that you can implement in your class!

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