Read Aloud
Read-alouds are an effective, research-based strategy used for reading instruction. During a read-aloud, the teacher reads a book or text aloud to his/her students and focuses on the meaning of the text (Wright, 2010). As the teacher is reading aloud, they are modeling the connection between written and oral language, fluency, and the oral production of the English language. According to Boston College, read-alouds are especially useful for ELLs because they offer an engaging, context-filled opportunity to teach features of academic language in English (2015). This strategy is listed as one of the activities teachers can use to activate prior knowledge, build students’ background knowledge, and develop academic vocabulary (Echevarria, Vogt, and Short, p. 67, 2013).
Teachers should have a defined purpose in mind when choosing a book to read aloud. The text should be grade-level appropriate and at the English proficiency level of the students. For younger or low-level ELL students, choose simple and short books with rich illustrations, and only a few lines of text per page. For older or more advanced students, chapter books, novels, or articles from periodicals are appropriate (Wright, 2010). The book chosen should be aligned to students’ interests or be part of a theme or topic being studied, so that students can connect language patterns and useful vocabulary.
Read-alouds should be done as a whole-class activity. When reading a picture storybook, students should be seated in front of the teacher so they can see the illustrations. Older students can stay seated at their desks, but should all be engaged and offering input. Read-alouds offer a chance for students to engage with material that is beyond their current reading level in a safe, comfortable environment. Students are also exposed to new content, words, or concepts that they may not have the exposure to at home. Research shows that the more students are read to, the more they read on their own. Reading aloud is one of the most important things that a teacher can do to help ELL students (Wright, 2010).
Teachers should have a defined purpose in mind when choosing a book to read aloud. The text should be grade-level appropriate and at the English proficiency level of the students. For younger or low-level ELL students, choose simple and short books with rich illustrations, and only a few lines of text per page. For older or more advanced students, chapter books, novels, or articles from periodicals are appropriate (Wright, 2010). The book chosen should be aligned to students’ interests or be part of a theme or topic being studied, so that students can connect language patterns and useful vocabulary.
Read-alouds should be done as a whole-class activity. When reading a picture storybook, students should be seated in front of the teacher so they can see the illustrations. Older students can stay seated at their desks, but should all be engaged and offering input. Read-alouds offer a chance for students to engage with material that is beyond their current reading level in a safe, comfortable environment. Students are also exposed to new content, words, or concepts that they may not have the exposure to at home. Research shows that the more students are read to, the more they read on their own. Reading aloud is one of the most important things that a teacher can do to help ELL students (Wright, 2010).
Below are three content areas in which read alouds can be used for ELL students
Reading: This strategy is quite useful for use during reading time. The teacher would choose an appropriate book to read-aloud, one that is appropriate for the English proficiency level of the students. The teacher would make sure to show the illustrations, use tracking, and read at an appropriate pace, while making sure to articulate the words as they are read.
Science: Read-Alouds are also appropriate for other content areas. For example, when teaching a unit on clouds in 3rd grade, a teacher could use the picture book, The Cloud Book, by Tomie diPaola. This book contains domain-specific vocabulary that can be useful for ELL students to hear orally, being modeled by the teacher. The teacher would read this book after the students have completed an inquiry-based lesson exploring clouds and after direct vocabulary instruction has taken place. According to Reading Rockets in 2015, using teacher-led read-alouds to introduce and reinforce science concepts is especially useful in the primary grades. The illustrations are helpful for ELL students to connect concepts, meaning, and vocabulary.
Social Studies: Read-alouds can also be used to teach Social Studies concepts. The teacher would follow the same procedures listed above. Following the read-aloud, the teacher could use primary source materials to reinforce the concept addressed in the read-aloud. This is done for students to make connections and build knowledge using tactile objects.