Module 16 Discussion: Reading and the Second Language Learner

Reading instruction for second language learners will in part be impacted by the student's level of fluency in their native language depending on what skills can be transferred over from one language to the other. For the most part, reading instruction and comprehension will most likely be obtained through read alouds (listening) and through speaking activities (total physical response or acting out techniques and verbal questioning and responses). In other words, most of the comprehension will be based on what is seen and heard in class and modeled for the student. Allow the ELL student to use Google Translate or dual language translating dictionary for assignments and pair them with students that may know the same language.

I would set up activity centers where each center focuses on a different aspect of the lesson. I will pay particular attention to grouping. I will be at one of the centers performing guiding instruction. This is where I can assess and tackle any specific deficiencies that the students may be experiencing and have instructional conversations with the students. Prior to a new lesson, I would have the students create a vocabulary foldable that has the word, the meaning, and a drawing of the word in order to increase comprehension through vocabulary. Grpahic organizers are always a good way to assist students with comprehension. Decoding and phonological awareness are always play a huge role in instruction in my classroom. I would also try to find a children's book that covers the concept being taught in order to incorporate literature into the lesson and having the students make predictions and answer open ended questions based on the reading as well as making a synopsis of the storyline.