ESL ReadingDr. Magda Enriquez-Beitler One Click! Your Solution
ReadingAs students are ready to read, remember second languagelearners read by sight FIRST. They must have words toassociate to phonetic learning. Learn vocabulary, and then step by step, teach theappropriate phonics using word families. First gradematerials are very appropriate as a first step.Progress through the grade levels as vocabulary is learned.You will find students so thrilled to be able to read inEnglish the level and content are irrelevant to them. If you are able, be sure students also have literature intheir own language to read also.
Key Comprehension QuestionsAs students begin to read in English: Begin to ask orally questions about the story. Discuss together. Give them the words.Have student repeat verbally what the correct answer is. Do this as an echo drill many times for each answer.Together write the answer, and they can copy the written answer.Have them keep a dictionary of words so they can have the words easily available to refer to when necessary.After they become skilled at this and have gained vocabulary have them add a sentence or more to what was written together.
Some Oral QuestionsPredicting 1.What is going to happen? 2.What is ___going to do now? 3.Where is ___going? 4.Who/What is going to be there? 5.How is ___going to feel? 6.What is ___going to say? 7.What is ___thinking? 8.What will be found there? 9.Who will win/succeed at the end? 10.How will the problem be solved?
Other Oral QuestionsDrawing Conclusions 1.What is happening? 2.How can you explain what is happening? Why do you think this happened? 3.What could have gone wrong? What would you have done? 4.How would you feel about this? 5.What is your opinion? Why? 6.Which side would you take? Why? 7.What do think is the right thing to do? Why? What else is possible?
More Oral Questions Making Generalizations1.What is the story telling us?2.What is the author trying to tell us?3.What is the storys message?
They must have wordsto associate to phonetic learning.
3 Draw a cat Draw a hat Draw a mat Draw a rat L E Draw a fat Draw a cat in a Draw a rat on a Draw a bat.T rat. hat. mat.T E R Draw a bat on Draw a rat in a Draw a rat and Draw a cat and a mat. hat. a cat. a rat in aW hat.O R Draw.... Draw.... Draw.... Draw....D The cat sat on The rat sat on The cat sat on The cat sat onS the rat. the cat. the bat. the hat.
Supermarket Ads– There are a lot of possible activities using supermarket ads. Heres a good follow-up for food vocabulary, recipes, etc: Bring in multiple copies of supermarket circulars. Put students in groups of three. Tell each group they are friends planning a dinner party. Each group has $75 to spend. After planning their party, each group elects one student to present to the rest of the class. Once all the groups have presented, ask the class to vote on which dinner party they would most like to attend.
Delivery Menus– Pick up delivery menus. After reviewing menu/food vocabulary, put students in groups of three or four. The task is for groups to decide collectively on what they will have for dinner. (You may need to tell your students that in the United States, it is common to order food for everyone to share; the bill is usually divided equally.)
Give each student a role card. Possible rolescould be: "Youre a vegetarian, but you dontlike mushrooms or spinach." "You only haveten dollars to contribute to the meal. Youreally like spicy food." "You love shrimp. Youwill be very unhappy if your group doesntorder at least one shrimp dish." "You have asensitive stomach and cannot eat spicy food." After each group decides they should electone member of the group to participate in atelephone role-play in front of the wholeclass.
Labels– You can use either food or clothing labels. For clothing labels, simply bring in around seven different garments and hang these in places around the room. Review clothing/laundry vocabulary with the class. Then, give each pair a short worksheet which describes each clothing item (e.g. the plaid Gap shirt, or the wool sweater) and asks the same set of questions for each item.
Some possible questions could be: " Are yougoing to put it in the washing machine, wash itby hand or take it to the dry-cleaners?" "Hot,warm or cold water?" "Are you going to put itin the dryer, hang it up or dry it flat?" or"Does it need to be ironed?"
Simple Comic Strips– White-out the text bubbles. Make multiple copies of the same strip. Distribute one per pair. Students work together to fill in the bubbles while you circulate and assist. Once the students are finished, post their comic strips to allow their classmates to compare with the other versions. You may then want to give them the original for class discussion.