Read-Alouds in the Class
I started off this school year by reading to my students the story of David Goes to School. I used it to tap into their prior knowledge of how one is suppose to behave in school. I had them turn and talk with a partner and talk about the school rules. After sharing with their partners we made a list of the rules they came up with. As a follow up activity they had to choose one rule they were going to follow. Then they did an art project where they made David's face and wrote down the one rule they were going to choose to follow in school.
This particular book was used to:
Here are further ideas on how to use the book David Goes to School
Here's another website that I found useful David's Face
The power that Read-Alouds have on ELL students
Reading aloud to my students has been a great tool to measure their learning and comprehension of the text. It has also helped students learn new vocabulary. Before reading the story to the students I carefully browse the story and select some words that I predict might be new to them. Then as a class we create a Cognitive Content Dictionary with the new words. (You will find a picture of it on the gallery section of this website.) The cognitive content dictionary is one of the GLAD strategy that helps ELL students as well as any other student acquire and learn new vocabulary.
This dictionary is created in front of the students on a piece of chart paper. There are four columns to this dictionary: the first column is where you write the word, the second column is a prediction of what the students think the word might mean, the third column is the final meaning, and the fourth column is followed by a picture or sketch representing the word or it's meaning.
The dictionary can be used throughout the reading and even after the reading to help students with their dialogues and engage them in further discussions of the story.
Here are a few good websites on Read-alouds for ELL's:
Read-alouds can also be used in the form of shared reading. This is a great opportunity for ELL students to pick up the language and the different forms of syntax in literature.
A poem can be a great way to introduce the different forms of syntax in literature. I am currently using poems as a read-aloud the first time around, and on the second read as a shared reading. I use it throughout the week to teach different strategies and teaching points.
Here are some links to books on poetry:
I started off this school year by reading to my students the story of David Goes to School. I used it to tap into their prior knowledge of how one is suppose to behave in school. I had them turn and talk with a partner and talk about the school rules. After sharing with their partners we made a list of the rules they came up with. As a follow up activity they had to choose one rule they were going to follow. Then they did an art project where they made David's face and wrote down the one rule they were going to choose to follow in school.
This particular book was used to:
- recall prior knowledge
- teach new rules
- make a connection with the character
Here are further ideas on how to use the book David Goes to School
Here's another website that I found useful David's Face
The power that Read-Alouds have on ELL students
Reading aloud to my students has been a great tool to measure their learning and comprehension of the text. It has also helped students learn new vocabulary. Before reading the story to the students I carefully browse the story and select some words that I predict might be new to them. Then as a class we create a Cognitive Content Dictionary with the new words. (You will find a picture of it on the gallery section of this website.) The cognitive content dictionary is one of the GLAD strategy that helps ELL students as well as any other student acquire and learn new vocabulary.
This dictionary is created in front of the students on a piece of chart paper. There are four columns to this dictionary: the first column is where you write the word, the second column is a prediction of what the students think the word might mean, the third column is the final meaning, and the fourth column is followed by a picture or sketch representing the word or it's meaning.
The dictionary can be used throughout the reading and even after the reading to help students with their dialogues and engage them in further discussions of the story.
Here are a few good websites on Read-alouds for ELL's:
- How to choose Multicultural Books
- 50 Multicultural books Every Child Should Know
- GoodReads
- 27 Multicultural books for kids
Read-alouds can also be used in the form of shared reading. This is a great opportunity for ELL students to pick up the language and the different forms of syntax in literature.
A poem can be a great way to introduce the different forms of syntax in literature. I am currently using poems as a read-aloud the first time around, and on the second read as a shared reading. I use it throughout the week to teach different strategies and teaching points.
Here are some links to books on poetry: