Before Reading Predict what the book is about from the title. Set a purpose for reading.
ELLs must pass a speaking portion of a language proficiency assessment to score out of ESOL services and be fully immersed in mainstream classes without support.
We always see a number of students, from every cultural background, who are too shy to speak up in the classroom or to answer a question, even when they have the answer.
These strategies help all students improve their language development in a supportive, encouraging way. At the end of the list are some strategies specific to helping ELLs acquire and use oral language. Model what a fluent reader sounds like through focused read-alouds.
Give each activity you do a name, the simplest and most accurate name that you can, and then repeat the activity, so students can learn the verbal and written cues and procedures.
Tell students what they are learning about each day and whether they will be reading, writing, listening, or speaking.
Make expectations clear for behavior, written assignments, independent practice, and group work. Write key expectations on a chart and keep the chart posted for reference.
Use a rubric whenever possible to help students evaluate their behavior and work. Have students retell stories aloud. Record their retellings in their own words to create a language experience chart that can be used for future reading and writing lessons with this group.
Teach choral speaking and reading poetry may be the most accessible format with which to begin. Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it. Have students read and perform Readers Theater scripts.
Practice dictation, especially for learning spelling. Allow students to take turns dictating, too.
Use full sentences for contextualizing the spelling words. Experiment with speaking and writing in different tenses and using different types of expressive language. For example, say the same word or phrase using a tone that is happy, sad, angry, and so forth. Use facial expressions—a smile, frown, or quizzical look—to embed more meaning in your speech.
For beginners, hold up picture cards showing expressive faces and have them act out these expressions. Explain by showing, not just telling.
Act it out if you have to or use visual tools such as sketches and diagrams or actual objects. Correct content, not grammar. You can do this in writing too. I put mines pencil on that desk. I put my pencil on that desk, too. Who go to bring lunch count today? Who is going to bring the lunch count to the office today?
To express proper intonation and pitch, be aware that you modulate your voice, make adjustments in tone, and use a range of pitch with everything you say to your students.
We do this naturally anyway; for example, our voices rise at the end of a question. When asking questions, give choices for the answer. This will also help you check for understanding especially in the earlier stages of language acquisition.
Provide reading, speaking, listening, and writing activities and opportunities in which students can share their hobbies and interests. Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.
Be your own glossary.
If you use an unfamiliar word, define it for the class as part of your lesson. Monitor what you say to make sure that they understand.This "Digest" is based on the ERIC/CLL "Language in Education" series monograph entitled "More than Meets the Eye.
Foreign Language Reading: Theory and Practice," written by Marva Barnett. The monograph describes research in first language reading and applies the findings of its research to teaching second language reading.
Reading, writing, speaking and listening – the four foundational skills of language learning. You can’t build a house without a strong foundation (well, that’s if you want the house to stay upright in all weather!). Similarly, you won’t become a well-rounded speaker of a language without.
2 From Pre-Reading to Initial Reading Demonstrates how pre-reading and initial reading activities help structure the reading process, and how specific tasks help students to manage their reading and facilitate their move from comprehension to production.
To learn a foreign language in your own country, reading is good, but if you are a visiting scientist, tourist, etc. in another country and like to learn their language, then speaking is better.
Communication Strategies in Speaking English as a Foreign Language skills, reading skills, writing skills and speaking skills. The listening, reading and writing When learning a foreign language, the language input that you receive has for a. Our classroom literacy instruction consists of speaking, listening, viewing activities, word study, and workshops for reading and writing.
Word Study We have daily oral and written practice with letters and letter sounds, instruction and practice of phonics, spelling, grammar, and handwriting during this time.