#ellchat A2 I model think-aloud while reading, talk to the text, ask them for predictions, make predictions of my own, ask them to follow along and find useful vocabulary they can teach to the class etc... Engagement is key. It can be active learning, even if I'm reading...
A2 Doing a read aloud tomorrow to introduce fictional stories. Among the literary elements, I make sure to ask questions/think aloud as I read the book to highlight specific aspects of the text + utilize turn & talks & highlight any important vocabulary. #ellchat
A2)Books should be carefully selected for age-appropriateness, Eng. Lang. level and ability to hold the attention of students of varying reading levels. #ELLCHAT
A2 Doing a read aloud tomorrow to introduce fictional stories. Among the literary elements, I make sure to ask questions/think aloud as I read the book to highlight specific aspects of the text + utilize turn & talks & highlight any important vocabulary. #ellchat
A2 First and foremost, it is important to normalize mistakes. For students to find success, they have to have confidence in their abilities. After students are comfortable, you can introduce an interactive reading style to help the students with comprehension. #ellchat
A2 When it comes to asking/answering questions I make sure to scaffold how to answer with sentence stems. I also let ELs know I’ll be asking them after I call on 2 others, and prep them to listen to their peers model. #ellchat
#ellchat A2 It is also important to read aloud things you are passionate about. if I like the story, my joy in reading it will be visible to my students.
A2 for preK and K, good to use props, but they must really support the MEANING of the story - must be chosen intentionally to support comprehension. #ELLCHAT
A2. I like to encourage students to talk about what they notice before I even open the book. While reading I model how to use the pictures to figure out unknown words. Highlight sight words and key vocabulary. #ELLCHAT
A2 so, before reading aloud with young children, choose meaningful props and introduce to children to orient them to what will appear in the story. Not just characters - but actions too #ELLCHAT
A2. Many of our @BCTwinCS schools have literacy visuals in their classrooms in both languages. Ss are surrounded by words in Spanish, English, Mandarin. #ellchat
A2 The teacher I am co-teaching with also made sure we chose a read aloud book that reflected the culture of several ELs in the class. I got to learn how to pronounce Korean words that are embedded in the text! #ellchat
A2) i try to find books that are integrated with topics they are leaning in other content areas to help Ss make connections. I also let Ss choose which books I read—student choice is so valuable and related to engagement. #ellchat
A2 Begin reading a bilingual book by showing the cover and explaining the connection between English words and the other language. Then proceed reading in only one language #ELLCHAT
A2 for preK and K, good to use props, but they must really support the MEANING of the story - must be chosen intentionally to support comprehension. #ELLCHAT
#ellchat A2 I think it's important to balance a certain amount of creativity and silliness with respect for our Ss' maturity. I teach adults. I don't use a lot of props, but I pull up many images as we read, to help identify vocabulary, enrich story comprehension, setting etc...
A2 I agree props can be used throughout elementary years to support read aloud for ELLs - but must be chosen carefully. A monkey puppet won’t help you understand plot of a Curious George story! #ELLCHAT
#ellchat A2 Great point. It's good to have a comfort with the text, to know what comments you plan to make, and what will need definition and explanation...
#ellchat A3 One thing I like to do is share some things about the author. It can inform students' understanding and enjoyment. It also reminds them that all stories were written by people, and we can all express ourselves through writing.
Yes! I also have sticky notes as reminders to myself for when to ask a question or point something out. I also think it serves as a model for Ss of marking up/engaging with a text. #ELLChat
A3 This is something I could improve on. My thoughts surround supporting vocabulary and background knowledge through different activities in multi-modal activities… Front loading so that when we read aloud and engage in interactive thought, we can think more fluidly. #ellchat
A3 Build background knowledge with pictures. Make connections to students’ lives and experiences. Make connections to content and/or previous read alouds. Focus on the author- esp if we’ve read other work by him/her. #ELLCHAT
A3 Have students make predictions. It will engage them and lead to deep understanding as they want to figure out if their predictions were correct. #ellchat
A3 Plan ahead to bring in related materials for before AND after the story so children encounter many opportunities to learn and practice key words from the story. Ex. puzzles, games, songs #ELLCHAT
A3) Ts should guide discussion & providie vocab and context necessary for students to understand text above their reading level, reading aloud to students will not build their reading level #ELLCHAT
A3 We do a picture walk. The students love to share what they notice in the pictures as they often are more likely to take risks in small groups #ELLchat
You're writing this to ESL professionals who are in the middle of a chat. I think I can speak for the group and say that we all agree with you. #ELLCHAT
A3. increase engagement and deeper activation of background knowledge and comprehension by doing pre-reading (as well as during- and post-) activities in English and students' home language(s). #ellchat
I had a discussion recently with a T about literacy practices for Dual Lang/TWI Ss. So much is good pedagogy for lit instruction in any language, but perhaps the is key to remember the complex cognitive work the Ss are doing internally #ELLCHAT
A3 We can provide access to texts otherwise inaccessible to ELs through read alouds. We strip away the challenge of decoding and allow for the opportunity to think critically about literary conventions + practice speaking/listening skills w/ peers. Talk about equity! #ellchat
A3 The students are able to see us put yourselves out there and hopefully this makes them feel more comfortable. They also benefit by hearing pronunciation, tone, volume, etc. #ellchat
#ellchat A3 It is a privilege to share this journey with them. I started a little earlier, but we are all just learning, and I am happy to share the things I have acquired along the way. Of course, I also expect the Ss to share their learning with me and other fellow learners.
A3 When Ts model reading for their ELLs, they help Ss prepare for pronunciation. This helps Ss read with confidence when it is their turn. As Ts we need to remember that pronunciations in the English language are not always easy... even to native-speakers! #ellchat
A3 Tomorrow I’m reading a story that has Korean words that I don’t know, w/ translations I’m a bit unsure of how to pronounce. Looking forward to providing an opportunity for the students who speak Korean to teach us and help us understand the text! #lifelonglearning#ellchat
A4 When Ts model reading for their ELLs, they help Ss prepare for pronunciation. This helps Ss read with confidence when it is their turn. As Ts we need to remember that pronunciations in the English language are not always easy... even to native-speakers! #ellchat
A4 This is a tricky issue: we want children to hear stories in their home language, but how bad does our pronunciation have to be to say it does more harm than good? Some errors let children learn by correcting you - but how bad is too bad? #ELLCHAT
A3) Students’ auditory comp is higher than their reading comp. Reading aloud exposes Ss to new vocabulary and supports Ss' language dev expecially if T explains difficult words in advance. #ELLCHAT
A3: Everything everyone said plus the chance to share beautiful stories that can touch our souls! Sharing stories are a very important part of every culture. #ellchat
#ellchat A4 This is where community members, parents, older siblings etc come in. I have adult students, so they take some of this burden on. But many community members can be classroom experts if invited.
A3. Provides a model. Students are able to hear English fluently in context & can apply what expression and pronunciation they heard afterwards in their own independent reading or in conversations. #ellchat
#ellchat A4 I try to pick books that reflect the culture of some of the students, help us learn something about the culture in US as well, start interesting conversations, have relatable characters, and are thematically matched to other learning we are doing that week. Tall order
I teach HS. I usually let my Ss choose their own read aloud materials by using Immersive Reader in the @MicrosoftEDU platforms such as OneNote and Microsoft Teams. #ellchat
A4 Right now, in co-teaching, we are choosing IRA’s that correspond to the writing unit in 2nd grade. The genre is also reflected in all guided reading groups as well. Alignment supports student comprehension of literary features/characteristics within genres. #ellchat
A4. For K/1/2 I often choose books/variations of books that students are exposed to or will be exposed to in the mainstream classroom. This allows them to build background knowledge & discuss content/vocabulary in a small group first. Also opportunity for repetition. #ellchat
A4) I do a balance of books that are included in our district adopted resources as well as books that tie into our content themes and books that represent topics my students are currently interested. #ELLCHAT
A4 With very young children it is important to pick books that connect with their interests because young children’s interests reveal their existing knowledge - later add books that stretch beyond what they already know #ELLCHAT
A4 This is a tricky issue: we want children to hear stories in their home language, but how bad does our pronunciation have to be to say it does more harm than good? Some errors let children learn by correcting you - but how bad is too bad? #ELLCHAT
#ellchat We have been reading The House on Mango Street, which has Spanish words. Thankfully, we had a Spanish speaking student who could set us straight when we said something wrong.
A4 I can read in Spanish, French, Italian and German, but I can’t read languages with different alphabets/characters. :( I have to learn more! #ELLCHAT
You mean you are not reading aloud to them. I think most of use are talking about teachers reading aloud to their Ss which provides many more benefits than just a listening activity. #ELLCHAT
I teach HS. I usually let my Ss choose their own read aloud materials by using Immersive Reader in the @MicrosoftEDU platforms such as OneNote and Microsoft Teams. #ellchat
WOW! Awesome! Yes I’m trying to learn Chinese, Japanese, Korean, and Arabic… And it’ll be a while before I get there, but hopefully I get there. #SLA#ellchat
I chose books based on thematic units, author studies, religious and cultural holidays in the US & my students’ native countries, themes I wanted to share, etc. (Taught K-12) #ELLCHAT
You mean you are not reading aloud to the?. I think most of us are talking about teachers reading aloud to their Ss which provides many more benefits than just a listening activity. #ELLCHAT
I teach HS. I usually let my Ss choose their own read aloud materials by using Immersive Reader in the @MicrosoftEDU platforms such as OneNote and Microsoft Teams. #ellchat
A4: Again it depends on the focus. I read picture books, non fiction, above grade level, below grade level, songs, poems, charts, articles, etc #ellchat
A2 Controversy warning: I think there should be NO whole-group read alouds in multilingual preK or K! My strategy: several copies of same book, read in small groups to support understanding and interactions. Scary idea, right? #ELLCHAT
