Reading research identifies 5 essential elements in reading instruction; Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension. So the question was how do these elements relate to reading instruction for ELL’s? Basically, all these elements need to be taught but will need to be adjusted to meet the needs of the ELL’s. We will discuss Phonemic Awareness and Phonics in this post.
Phonemic awareness might be difficult for an ELL, especially if they don’t have enough experience with English to differentiate the sounds that differ from those of their native language. Things that will need to be included into your lessons are instruction of English sounds and continual practice with sounds that might be confusing (i.e., /b/ and /v/ for speakers of Spanish or /r/ and /l/ for speakers of Japanese). Also, if a student is already literate in their native language then phonemic awareness should transfer over. It will not need to be relearned. Instead the ELL will need to become familiar with English sounds and distinguish sounds that are different from their native language.
A teacher of ELL students may need to become aware of phonemes present in their students native language. Phonemes that do not exist or are different may be more difficult for the students to master and will require continual support. Also, the use of songs or poems like “Miss Mary Mack” can be used to help teach phonemic awareness because of their brevity and repetition.
Phonics can also pose problems because often ELL’s have a hard time discriminating between similar sounds. The most effective instruction will combine systematic phonics instruction with a print rich environment. Websites like English-4Kids offers free printable phonics worksheets to help support the teacher in phonics instruction.
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As a whole, our school is nvoimg toward more common understanding and goal setting in the literacy area. Our Communities of Practice time has been focused on literacy all year. We are at the point now where we have heard the speakers, discussed what it looks like in our classrooms, implemented instructional timelines and now we are plugging in additional assessments. All of this is using the Fountas and Pinnell program as the guide.On Friday, Kindergarten along with 1 or 2 PreK teachers met for our focused session. We were asked to bring some activities we use that work on Phonemic Awareness. First we did a think pair share on each of the 5 Components. The question came up Is phonemic awareness really the most important part of K literacy. None of us was comfortable with that. We teach all components albeit they may look a bit different from upper grades. We can comfortably give a nod to PA as the strongest because we have to get the most basic skills out to them in order for students can meaningfully navigate text. We do teach the other components and rattled off lists of ways we do this each and every single day. Our basic skill and drill work is in phonics and phonemic awareness. A huge early childhood activity is Read Aloud/Interactive Reading. The teacher models fluency. The students imitate this while reading pocket charts etc. We directly teach vocabulary in all areas of the curriculum with special attention to the vocabulary of our books. We know that content vocabulary is a big piece as well. As for comprehension, Interactive Read Aloud is our strongest ally. We pull out carefully selected pieces of a story and illustrations in order to go deeper in our understanding of the author’s message. These books can be revisited over and over again with new and precious bits of text and illustrations highlighted. We also teach plenty of phonics while developing an ear for the sounds in words.We finally met as a K-2 group and shared our discussions. Everyone agreed that the 5 Components work together. It was interesting that Gr 1 was focusing on Phonics as they teach the students more about decoding words by using what they already know about letters, sounds, and how they work. That piece is really emphasized in Gr 1, but again, everything is taught. Gr 2 brought the whole discussion back to developing a rich vocabulary, and a stronger look at fluency. Every group recognized that comprehension of all text, whether read by themselves or by others, was the most important goal. One of our Gr 2 teachers (who happens to teach math and science in the morning and coordinates math work for the school in the PM) voiced the question of what the lower grades are teaching. It is clear that we need to have across grade level PD to better understand how students were prepared before they came to us. As an example, a Gr 1 teacher once voiced surprise that K students had been taught how to write lower case letters. They don’t do a very good job at it, especially since preschool experience has them only using upper case for the first 5 years tough to break bad habits.
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