As educators, we know that learning to read is a complex process—and for students learning English as a second or additional language (often called Multilingual Learners or MLs), it can feel even more daunting. But the good news is that the Science of Reading (SoR), with its emphasis on evidence-based reading instruction, provides powerful tools to support all students, including those acquiring English.

However, using SoR approaches with MLs isn’t always straightforward. Let’s dig into the positives, the potential pitfalls, and most importantly, the strategies we can use to make reading instruction equitable, inclusive, and effective for all learners.

What We Can Do: Practical Strategies

Oral Language and Scarborough’s Rope

References

The good news about building vocabulary and oral language skills in for young children over the summer is it's really fun and easy! Two of the best things you can do are to allow time for free play and to spend time talking and reading with your child.

Play-based Learning

Children build vocabulary and oral language skills doing many of the things they love to do: drawing, playing with dolls and stuffed animals, playing with cars, building with blocks, dressing up, and playing pretend in a kitchen or home center. The language and conversation kids use during these play times provide a strong literacy base for a child entering kindergarten. The type of dialog that children use while playing in a home center will be very different from the language they use while building with blocks, so having a variety of activities for your child to choose from will encourage a broad range of vocabulary words incorporated into their daily play. As you are playing with your child, or observing their play, use language and vocabulary that will help them grow. Identify and explain the uses for different objects in the kitchen and use interesting language when playing with stuffed animals and dolls. Young children are like sponges, ready to soak up the language around them!

Conversations Count

Spending time engaged in conversation during your shared experiences will also help build vocabulary and oral language. Taking walks, going for bike rides, heading to the park, flying a kite, cooking together, visiting a farm or petting zoo, and even raising pets at home can all be terrific experiences for kids and give you lots to talk about. Be sure to talk to your child throughout these day-to-day experiences, using language that helps them grow in their vocabulary development. Too often parents, teachers, and caregivers will use simple words with kids. While it’s important to explain things to your child, using words within their developmental level, it’s also important to remember that kids can handle a lot more than we give them credit for. When you’re cooking with your child, ask them to get the measuring cup instead of calling it a scooper. They may have never heard that term before, but suddenly it becomes part of their vocabulary.

Thematic Explorations

Exploring passion topics such as gardening, studying rocks, planets, trees or animals can be incredibly engaging for young children. By simply finding something they are interested in, and setting up some learning experiences, children may be naturally drawn to explore and learn more. Do the birds come back to your yard when the weather warms up? Set up a basket with binoculars, books about birds, and pictures of birds that live in your area. If your child is truly interested in this topic, the questions will start flowing and it becomes another great opportunity for vocabulary development.

Poetry & Rhyme

Poetry, nursery rhymes and songs are fun and engaging for young children, but they also contribute to the foundational skills young children need in their oral language development. They will begin to hear rhyming words and be able to predict the words that are coming next in a song. When singing songs, children will learn how to articulate words and will practice pronouncing words over and over while having fun. Nursery Rhymes also provide a great opportunity for conversation with your child. Talk about how Jack and Jill might have been feeling and ask what they think happened after Jack and Jill tumbled down the hill. Spending time acting out different songs and rhymes will also help children internalize the meanings of different words they are hearing. While a child may be new to the word tumbled, they will certainly remember the meaning after playing around and tumbling across some pillows (an imaginary hill) in their living room.

Have a great 4th of July weekend!

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Paige Bessick from Our Elementary Lives has some great reading and phonics products, stop by and check them out.


Over the last couple of years, I have these activities are easier to embed in bust classrooms and very easy to do throughout the day.


1. Know your students
Increase your understanding of who your students are, their backgrounds and educational experiences.Get to know educational needs and ways to support them.

2. Be aware of their social and emotional needs
Understanding more about the students' families and their needs is key. Are student's possibly live with extended family members or have jobs to help support their families, completing homework assignments will not take priority.

3. Increase your understanding of first and second language acquisition
Although courses about second language acquisition are not required as part of teacher education programs, understanding the theories about language acquisition and the variables that contribute to language learning.

4. Student need to SWRL every day in every class
The domains of language acquisition, Speaking, Writing, Reading and Listening need to be equally exercised across content areas daily. Assuring that students are using all domains of language acquisition to support their English language development is essential.

5. Increase your understanding of English language proficiency
Social English language proficiency and academic English language proficiency are very different. A student may be more proficient in one vs. the other. A student's level of academic English may be masked by a higher level of Basic Interpersonal Communication Skills (BICS) compared to their Cognitive Academic Language Proficiency (CALP). For example, a student may be able to orally recall the main events from their favorite movie but struggle to recall the main events that led up to the Civil War.

6. Know the language of your content
English has a number of polysemous words. Once a student learns and understands one meaning of a word, other meaning may not be apparent. Review the vocabulary of your content area often and check in with students to assure they know the words and possibly the multiple meanings associated with the words. For example, a "plot" of land in geography class versus the "plot" in a literature class. A "table" we sit at versus a multiplication "table."

7. Understand language assessments
Language proficiency assessments in your district may vary. Find out when and how a student's English language proficiency is assessed and the results of those assessments. Using the results of formal and informal assessments can provide a wealth of information to aid in planning lessons that support language acquisition and content knowledge simultaneously. For me, student's just finished year three of the WIDA. It's taken in January but still don't get the information back util August. (ugh!)

8. Use authentic visuals and manipulatives
These can be over- or under-utilized. Implement the use of authentic resources for example; menus, bus schedules, post-cards, photographs and video clips can enhance student comprehension of complex content concepts.

9. Strategies that match language proficiency
Knowing the level of English language proficiency at which your students are functioning academically is vital in order to be able to scaffold appropriately. Not all strategies are appropriate for all levels of language learners. Knowing which scaffolds are most appropriate takes time but will support language learning more effectively.

10. Collaborate to celebrate
Seek support from other teachers who may teach student's. Other educators, novice and veteran, may have suggestions and resources that support English language development and content concepts. Creating and sustaining professional learning communities that support students are vital for student success.

I hope these suggestions help you build stronger Second Language Learners in your classrooms. To continue on this hop visit Lisa's Instagram.


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Why should I worry about it?

One of the most challenging things to do is build students’ oral language. It’s tough finding ways to build the skill into an already packed day. However, oral language skills impact student’s academic learning throughout their day, finding ways to add it without giving up something else is hard. As a special education teacher I spend a couple of minutes before starting group building these skills. I hope these suggestions help you find ways to build oral language into your day. At the start of each year, I use Total Physical Response with all my students as I build routines and expectations. This is something I pass on to parents because they too can use TPR to build oral language and its easy.

At the beginning of the school year, students need to know key phrases and expressions that they can use to communicate with teachers and students during the school day. Being able to communicate effectively with others is key for learning to take place. With some work, students can develop the type of everyday communication skills that facilitate learning. This strategy called Total Physical Response to help students in these early stages of language development.

Learning key phrases through Total Physical Response

Total Physical Response (TPR) activities greatly multiply the language input and output that can be handled by beginning English language learners (ELLs). TPR activities elicit whole-body responses when new words or phrases are introduced. Teachers can develop quick scripts that provide ELLs and other students with the vocabulary and/or classroom behaviors related to everyday situations. For example, "Take out your math book. Put it on your desk. Put it on your head. Put it under the chair. Hold it in your left hand."

You will see them  talk sooner when they are learning by doing. TPR activities help students adjust to school and understand the behaviors required and the instructions they will hear. This will help them in mainstream classrooms, in the halls, during lunchtime, during fire drills, on field trips, and in everyday life activities.

Strategies: How to use Total Physical Response

There are seven steps for the TPR instructional process:
1. Introduction
The teacher introduces a situation in which students follow a set of commands using actions. Usually props such as pictures or real objects accompany the actions. Some actions may be real while others are pretend.

2. Demonstration
The teacher demonstrates or asks a student to demonstrate this series of actions. The other students are expected to pay careful attention. At first, students are not expected to talk or repeat the commands. But soon they will want to join in because the commands are easy to follow and the language is clear and comprehensible. For example, the teacher gives a command such as "Take out a piece of bread" and the students say the sentence and do the action. "Now, spread peanut butter on it", and so on until a make-believe sandwich is made and eaten.

3. Group action
Next, the class acts out the series while the teacher gives the commands. Usually, this step is repeated several times so that students internalize the series thoroughly before they will be asked to produce it.

4. Written copy
Write the series on the chalkboard or chart paper so that students can make connections between oral and written words while they read and copy (or even substitute ingredients of their choice).

5. Oral repetitions and questions
After students have made a written copy, they repeat each line after the teacher, taking care with difficult words. They ask questions for clarification, and the teacher points out grammatical features such as "Yesterday we ate half a sandwich. Today we will eat a whole sandwich. Did you notice the difference between ate and eat? Yesterday we spread grape jelly, today we will spread orange jelly. Did you notice that the verb spread didn't change? Let's say the words soap and soup. Let's say the words cheap and sheep."

6. Student demonstration
Students can also take turns playing the roles of the reader of the series and the performer of the actions. Meanwhile, the teacher can check on individual students for comprehension and oral production.

7. Other activities

• Use pictures from magazines, the Internet, pictures books. And have students talk about them. Let them take the lead. 
• Before reading a children's story, select some action words and ask the students to perform these actions as you encounter them in the pages. List them on the chalkboard.
• After reading the story, ask children to summarize the story by acting out the words you have demonstrated.
• After reading the story, ask the children to select some words or phrases that they would like to turn into actions.

Building oral language skills is easy and something that can be done on the road while on vacation. Have a great week.

Since moving to a small district there are fewer questions from teachers when they are working with students who are learning English as a second language. Though it is a beginning, have students in a group or a classroom talking is important--it builds social language skills first but it also helps build academic language. (Academic language takes students longer to wrap their heads around.) I find these ideas a step. One that is important for all students.

Oral Language Acquisition and Learning to Read and Write?

How powerful is this relationship?

Implications

• A low-anxiety environment: This includes a setting where students feel nurtured and supported by their teacher and peers, and in turn, they feel safe to take risks without the fear of being laughed at or made fun of.
• Repeated practice: This is just like what it sounds! Students need repeated practice hearing and using a new language. They need multiple opportunities to comprehend and express their ideas in a new language. Like with anything new that we learn, practice helps us get better.
• Comprehensible input: This means finding different ways to make what is being said comprehensible and easier to understand. Things to consider with comprehensible input might include using speech that is appropriate for students' language proficiency, providing a clear, step-by-step explanation of tasks, and using a variety of techniques to support their understanding.
• Drama: This is a sense of excitement and engagement, can be found in activities like Reader's Theater, dramatic play, puppetry, narrating wordless picture books, etc. All of these activities also have the other three factors embedded within them. These activities assist in the development of oral language in addition to introducing students to oral reading and rich literacy experiences and responses in a classroom setting.

Connections to ESL Students

Stage	The Student	The Teacher
Preproduction	Minimal comprehension. Does not verbalize. Nods "Yes" and "No." Draws and points.	Show me … Circle the … Where is …? Who has …?
Early Production	Limited comprehension One/two-word responses. Uses key words/familiar phrases. Uses present-tense verbs.	Yes/no questions Either/or questions Who …? What …? How many …?
Speech Emergence	Has good comprehension. Can produce simple sentences. Grammar/pronunciation errors. Misunderstands jokes	Why …? How …? Explain
Intermediate Fluency	Has excellent comprehension. Makes few grammatical errors.	What would happen if …? Why do you think …? Questions requiring more than a sentence response
Advanced Fluency	The student has a near-native level of speech	Decide if … Retell …

Like many schools, mine has a growing ELL population. In many ways they are more challenging then my LD students but here are a couple ideas that might help you while working with these students. I have found changing up my instruction and adding a couple of different ideas work for ALL students.

English language learners (ELLs) face academic challenges as they work to acquire conversational language skills, as well as the more formal academic language they need to learn content in English. When teaching ELL students, it is important to remember that just like native speakers, ELL students bring a wealth of background experiences into your classroom and have a range of learning style preferences and cultural backgrounds, all of which should be considered when planning their reading instruction.

Who Are ELL Students?

Are trying to acquire English language proficiency, while in English-speaking classrooms. My goal is to help them master the English language, while enabling them to maintain their native language and culture. Students are trying to gain knowledge and experiences in the four domains of language learning:  listening, speaking, reading, and writing.

• Will learn to use English in social interactions, both formally and informally. In this context, students need abundant opportunities to interact with proficient English speakers in a range of settings. By facilitating these interactions around meaningful topics, you will help students gain exposure to a wide vocabulary and a range of topics they might not come across naturally.
• Need to learn, and practice using, content-specific language so they can successfully learn, communicate, and extend academic content-area learning. 
• Benefit from lessons rich with visual aids and non=linguistic cues. Picture books (especially nonfiction picture books) 
• Benefit from model readings and hearing the English language read with fluency. Modeling is a great way for students to hear the English language read fluently while they follow along, viewing both the text and art.
• Model fluent reading. While listening to a story being read aloud, readers can track each word as it is highlighted. In this way, students make sound-symbol correlations between the words and audio pronunciations.
• Utilize graphic organizers. After listening to a book, students can draw pictures illustrating the beginning, middle, and end of the book on a graphic organizer. 
• Students can further build their vocabulary using the infer-and-define strategy in which students infer the meaning of an unknown word and then clarify it by using a student made dictionary.  Students can add their newly acquired words into their personal dictionaries.  
• Use guided reading.  As you work with your ELL students to teach and model reading strategies.
• Use conferencing, explicit modeling, and think-alouds to guide ELL students in thinking critically about the texts they read. 
• Use inferential questions in the notes section of your students' text to encourage critical thinking about the text. Seeing these preview questions before they read will provide students with a reading focus and will require them to analyze the text and synthesize information as they read.   
• Encourage evaluation. Students are working toward synthesizing and evaluating information and responding to reading through writing.  Use this time to guide students in evaluating their own opinions based on the text.  

This year, it seems like I have more second language learners in my small reading groups than in the past. Last year, I spend I lot of time using the Comprehension Toolkit for these small groups and had great success in using it. That success was not so great with the ELLs that may of been part of those groups. Reflecting on why, these students didn't grow as much as the others in the group, lead to me to look more closely at the language needed to use the skill.

Working with our building ELL Resource teacher, she suggested using sentence stems that target where students language and support them to learn how to use each strategy. You will find two sets of posters: one of the comprehension strategies and another matching set but with sentence stems to help students learn the language around the strategies.


Reading Comprehension Strategy Posters for Blog

ESL Prompts Reading Comprehension Strategy Posters