Implementing Reading First with English Language Learners

1. Reading Fluency

1.1. Choral Reading: As we read a story from our reading book I would ask the students to not only follow along but to whisper the text along with me as I read at the same time. This not only helps them read on their own but can also let them hear the correct version in case they have trouble. As a follow up the next day I would have the students read the same story in small groups and take turns. These types of reading activities will help ELLS become fluent readers. Repetition will only improve fluency even more since students are already familiar with the text.

1.2. Sight Word Swat Game: I would start with a sight word wall or many sight words written on the board (and, the, like, said,etc.) and two fly swatters. I would then split the class into two teams. Each team would send one student to the board, and I would call out a sight word. The two students would race to read and find the word I said and swat it. First student to swat it gets a point for their team and the students switch out. Children would enjoy this and really improve their fluency skills since most reading is mainly made up of repeated sight words.

2. Phonemic Awareness

2.1. Word Game: As the students sit on the carpet, I would say words and have the class sound them out phonemically (maybe use the week's spelling words)... so if I said "sat" the students would say "s-a-t" as a group if I said "shop" they would answer "sh-o-p". ELLs would benefit from this activity because they could sound out the different phonemes without being put on the spot. I could add a writing component and have students write the sounds they hear on individual white boards or have volunteers come up and write them on the class board.

2.2. Rhymes and Songs: We would sing and recite repetitious songs and rhymes to emphasize phonemes. Some examples would be" Miss Mary Mack" and "Jack and Jill Went Up the Hill". I would make sure students could see the print so they could make out the patterns by either putting it out on the overhead or passing out copies or both. We would discuss the patterns and sounds as a class. Even if an ELL is at the silent stage they will still benefit from hearing the songs/rhymes and hearing the patterns and seeing the sounds. Repetition is easier to catch on to so they may start repeating certain parts with the class.

3. Vocabulary Development

3.1. Group Vocabulary Practice: I could do this for just about any subject... before a new science unit, math chapter, or story, I would write vocabulary words we will be using on the board. I would ask the students to then write a word on each index card they have and on the other side draw a picture and write the meaning of the word (from book glossary). I would then put the students in groups where they would take turns quizzing each other. One student would hold up a word and the rest of the group would show the definition/picture side without looking at the word sides. ELLS would really benefit from the word-picture associations as well as writing definitions and group discussion/quizzing.

3.2. Story time objects: I would choose a book that I can find objects to represent words. For example, if I chose "Stone Soup" to read I would bring in different fake or real food items like carrots, salt and pepper, etc. I would pass them out to students on the carpet. Then I'd explain that as I read, when their item is mentioned they should come up and put it in the big pot I have in front of me. The English speaking students would find this fun and engaging while ELLS would really learn vocabulary by watching other items being put in as well as putting their item in.

4. Reading Comprehension

4.1. Act it Out: After reading a longer story or book as a class, I would split the class into small groups and assign them a scene to reread and act out in front of the class. ELLS would have a better understanding and comprehension of what happened in the story if they got to see it in action.

4.2. Play Jeopardy: After a story we could play Jeopardy with questions that are directly about the story to review. I would split the class into two teams and have them answer questions for different point values under different categories like "Characters" or "Details". ELL students would get a better understanding of what happened with this fun review.

5. Phonics

5.1. Cap and Ball game: With the children in a circle we would pass around a baseball cap and ball while music plays. When I stop the music the child holding the cap would pull out a piece of paper with a letter or letter combination and say the sound that it makes (not the letter). The student holding the ball would then say what letter/letters it is and come up with a word that begins or ends with the sound. Seeing this game in action will help ELL students match letters and sounds, even if they don't respond yet.

5.2. Word Sort: I would start by writing spelling words or just a set of words I chose on the board as well as categories they fall in. For example if I was doing long "a" words I would choose categories like _a_e (late, bake, gate), _ai_ (rain, plain, gain), and _ay (play, bay, say). I would have the children read these words aloud and discuss how they all have the same long "a" sound but have different patterns in writing. Then I would call students up, tell them a word and ask them to write it under the correct category.