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Reading and Writing Foundational Skills for Elementary Level EL Students
Foundational skills are areas a student should master before they can become proficient readers.

These skills include:


 * Alphabet recognition

Students should understand that English is based on a 26-letter system. Alphabet recognition includes knowing each letter and the sounds they letters make.


 * The concept of print

The concept of print means students know that words go from left to right and top to bottom. Through exposure students will start to understand how words and spaces

make sentences and the functionality of books.


 * Phonological awareness

This foundational skill is about recognizing the sound of language.The first step is for students to have word awareness and the ability to recognize the number of words

that make up a sentence. Secondary mastery is the ability to recognize rhyming and syllables.Further detail is having the skills to discern the sounds that make up words

(phoneme level). Mastery occurs when a student can segment the sounds within a word, blend sounds together to make a word, and substitute sounds to make new

words.


 * Phonics

Matching a unit of sounds to the letter or letters that make the sounds. Further, separating the written word into its individual sounds and blending the letter sounds

together.


 * High frequency words

Mastering sight words. Students must recognize and read high frequency words with increasing accuracy.

(Reading A-Z, 2017)
 * FluencyStudents must be able to understand and read accurately at their academic level.

Reading and Writing Instructional Strategies

 * Differentiated instruction

DI is designed to accommodate and build on a wide array of student traits, talents, and special needs. DI for English learners must do the same, but with added depth in

addressing the English learners’ special traits, including

1. English language knowledge, oral and written;

2. primary language and literacy knowledge;

3. cultural differences and cultural knowledge;

4. prior knowledge based on life experiences and schooling


 * Sheltered Instruction


 * Thematic Instruction
 * Scaffolding
 * Collaboration
 * Variety
 * Oral Discussion and Brainstorming
 * Partner Stories using pictures and wordless books
 * Personal, dialog, and buddy journals

(Peregoy & Boyle, 2017)

Reading and Writing Technology Tools and Resources

 * Reading A-Z

Provides a collection of resources to help develop foundational skills. Many of these resources can be printed or projected on the screen. Reading A-Z includes alphabet

books, shared reading, high frequency, leveled, word, and decodable books.


 * Raz-Kids

This site has digital copies of books accompanied by comprehension quizzes. Teachers and parents can see students progress through digital reports. The program tracks

student’s activity, progress, and skill mastery.


 * Headsprout

Headsprout offers online episodes that helps students read from a nonreader level all the way up to second grade. Each video sequence focuses on five main areas of

reading and helps students develop their foundational skills.


 * Storyline on Line

A free online library with animated books. Each story is read by a professional actor and words are highlighted as they are read.


 * Starfall

Starfall has resources that can be used for development of pre-reading skills. The free library of reading materials has illustrations and audio. Stories are diverse and can used

in various areas (fiction, nonfiction, comic books, plays, Greek myths, Chinese fables, and folk tales).


 * Voxy

A subscription to Voxy lets users listen to and read short news stories. There are also games to practice reading skills and students can complete quizzes to test their

comprehension.

(Makofsky, 2013)

Grouping Techniques and Cooperative Learning Strategies

 * Buddy System
 * Writing response group
 * Literature response groups
 * Cooperative groups
 * Jigsaw

(Peregoy & Boyle, 2017)

Listening and Speaking Skills for Elementary Level EL Students
Students at the beginning language proficiency level may begin in a "silent stage" where they are unable to understand or produce English independently. English language learners at the beginning English proficiency level typically comprehend much more than they are able to demonstrate in speaking and writing. Initially English language learners tend to communicate by pointing, gesturing, repeating words and phrases, pantomiming, and drawing or sketching. As they progress through the beginning language level, they begin to understand, read, write, and speak basic words. English language learners progress from basic words to producing basic phrases (that may not be grammatically correct) as well as simple, patterned sentences. English language learners at the beginning language level require sufficient assistance from the teacher in order to independently produce language.

Grammar and Vocabulary Development Strategies

 * Increase English language production and peer interaction.
 * Explicitly teach English language vocabulary and structures.
 * Build on Background Knowledge to Increase Comprehension
 * Increase Parent Involvement
 * Increase Writing Opportunities

(Reading Rockets, n.d)

Strategies for Comprehensible Input, Feedback, Building Background, and Student Engagement
1.Clearly Define Objectives- Students need to know what they will be learning and how they will be learning it.

2. Make texts accessible to all students without “watering down” content differentiating same content objective

3.Scaffolding- adjusting content to various learning styles and intelligences

4.Use supplementary materials to make the lesson clear and meaningful


 * Hands on manipulatives
 * Pictures, photos, visuals
 * Multimedia
 * Demonstrations
 * Related materials

5.Build background


 * Link concepts to students’ experiences-discuss their previous personal and academic experiences
 * Bridge past learning to new concepts-integrate what the student already knows with new content
 * Emphasize key vocabulary- teach vocabulary in context with new concepts and actively involve students with their own development. Immerse students in a vocabulary
 * rich environment.

6.Make content comprehensible


 * Give clear explanations of tasks
 * Use speech appropriate for students proficiency level
 * Use multiple techniques to make concepts and content clear

7.Opportunities for interaction


 * encourage more elaborate responses
 * vary grouping configurations (random, voluntary, teacher assigned) § whole group, flexible small groups, partners/triads
 * allow adequate wait time – don’t allow yourself or other students to answer their questions
 * clarify concepts– teacher or peers clarify concepts or use native text, dictionaries or other tools

(Lindstrom-Rivera, 2016).

Grammar and Vocabulary Technology Tools and Resources

 * Thinking Maps/Graphic Organizers – schematic visuals that help students grasp the “wholeness and parts” of a concept


 * Outlines – help students take notes in an organized manner
 * Highlighted Text – highlighted key concepts, important vocabulary and summary statement in text helps reduce stress yet maintains key concepts
 * Marginal Notes – notes in the margins help focus attention on important ideas, key concepts, key words and definitions or important supporting facts
 * Taped Text – allows for multiple exposures to text which improves reading and understanding
 * Adapted Text – helps students get access to the same text, but with shorter, simpler sentences they can comprehend better
 * Leveled Study Guides – guides that accompany textbooks that may include: a summary of the text, leveled questions, or important facts
 * Scholastic
 * ESL Interactive Grammar Games
 * Interactive writing games
 * Learn English Kids


 * Online Picture dictionary