Module 16 Discussion: Reading and the Second Language Learner

Guided reading: activate prior knowledge, and build background knowledge preferable using references to the child’s culture.

Pre-introduce concepts/vocabulary- the ESOl students will be pre-introduced to words that are within the reading selection or lesson. This will enable them not to feel disconnected during the actual reading/lesson.

Native Language: If the student is literate in their native language, I would allow the student an opportunity to, read a text, (that’s written in the native language) that correlates with what will be read in class. This will happen prior to the lesson, maybe as a homework assignment.

Independent reading: Allow the students to read about things that interest them or about their culture.

Peers: Many English-speaking students are willing to pair up with an ESOL, they can work together on practicing word pronunciation, writing, or reading assignments.

Centers: Allow students to rotate through activities such as building words, and looking up new words with images on computers. Activities where students can practice sight words by sound.

Reading Selections: Short passages, picture books, comic books, poems, and/or songs. These can depict American culture and customs, based on a subject, or for enjoyment.

Time: Provide a bit more time for the ESOL students to process the information, whether it is the reading or a question that they have to respond to. Give them the grace to gather the words that will enable them to respond.