With a comprehensive literacy
program, the teacher is able to complete read-alouds, shared readings,
literature circles, sustained readings, etc. When guided reading is present in
the classroom, the teacher is able to work with a smaller group of students and
focus on specific needs. While working with ELLS, I feel as though it would be
very important for the teacher to model reading with fluency and expression.
Demonstrating these appropriate reading skills can represent a model for the
students, as well as for the teacher to go through different reading strategies
with the students. Allowing students to discuss the literature in either a
whole group setting or one on one with a peer allows them to develop, “the
language skills of listening and speaking.”
I also feel as though it would be important to incorporate
readers theater, choral reading, skits, etc. I often found that some of my
students loved being able to act out certain scene’s of texts in order to
further their comprehension skills. My students also enjoyed being able to
incorporate art into the literature aspect. Allowing my students to connect to
the text by discussion, drawings, drama, etc. really helped with their
comprehension skills. With ELLs, I have found that repetition is an important factor
when introducing a new text. Allowing the students to reread the text and
discuss it with their peers allows for repetition, and therefore better
comprehension of what they are reading. Another key factor that should occur
within the classroom is for the teacher to act as a facilitator as students are
reading the text with one another as well as discussing important points from
the text. If the teacher notices that a student needs additional help in a
certain area, then he or she can provide that assistance.
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