Try using a combination ofthree or four of the following strategies: There are nobold signals that show the relationship between features, except simple transition words between paragraphs.Ī fewphotos of signs from the time period are included in the text.
This might be through a film, discussion,student-reading assignment, or a text read by you. Decide how you might best make these concepts relevant andaccessible to all of your students. Take into account your students' potential knowledge of these concepts,including your ELLs. Begin by reviewing the selection and identifying the main concepts you want toteach. “reading is Uncountable act of readingsomething.” (Oxford:learner’s pocketdictionary). This shouldincrease all students' comprehension of the text. It does not hurt to review many words we often take for granted – notonly for the benefit of ELLs, but also for students who may not come to schoolwith a rich vocabulary background or exposure to certain experiences.Before reading a selection aloud or before students read a text, try takingseven to ten minutes to build word and background knowledge. “Students need to know at least 90 to 95% of the words they readif they are going to comprehend the text”.Therefore, it is important to use several strategies to build backgroundknowledge that leads to better reading comprehension and overall achievementfor ELLs. Some topics may be unfamiliar to students, such as recreationalactivities at the beach if students have never been to the beach before.Pictures, drawings, or short skits can help develop relevant backgroundinformation. Students should know at least something about the topicbefore reading. English language learners (ELLs)have great difficulty jumping into new texts withoutany background support. Reading is one of the four main skills in language learning and one of thehardest one for a foreign language learner.
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