Language Scaffolds for Young ESL Learners
Techniques for Enhancing Comprehension of Read-Alouds for ELLS
Oct 23, 2009
ESL and ELL teachers can use all kinds of language scaffolds that are suitable for ESL small group and general education contexts. Eventually, all ELLs can comprehend more effectively the basic story components of plot and character and understand basic vocabulary integral to the read-aloud. Teachers can make sure specific aspects of oral instruction correspond to vocabulary development and story comprehension of their respective curriculums.
Young ELLs at the first stage of reading development (ages 6-7) are generally aware of sound-letter relationships. They can map speech to print and sounds out words and make attempts to break code of print and uses decoding to figure out words (Roskos, et.al). Less skilled readers however, do not have the automaticity in lower-level process (i.e., letter, word levels) to process information at the vocabulary level without expending a great deal of cognitive effort.
Discuss Vocabulary in Context
Language scaffolds that naturally bridge the oral and written aspects of a read-aloud include discussing vocabulary in context. To ensure that English language learners understand 99% of a spoken text, teachers need to provide opportunities to discuss vocabulary in context, otherwise ELLs may spend an inordinate amount of their cognitive energies trying to guess at the word’s meaning; thus they lose the flow of the story. Some techniques include:
- Teaching the meaning of "grouchy" in The Grouchy Ladybug by Eric Carle [HarperCollins, 1996] using a picture of a grouchy face.
- Discussing the meaning of the word "snore" in context in Bear Snores On.
Teachers can use non-verbal clues, such as gestures or pictures to connect between hearing words and their meanings before teachers expect their students to acquire vocabulary independently.
Anticipating and Predicting Techniques
Prediction is another way to encourage students to consolidate information by thinking about the possibilities of a text. Research has established that effective read-alouds contribute to students' comprehension development (Fisher, Flood, Lapp, & Frey, 2004; Hickman, Pollard-Durodola, & Vaughn, 2004) and background knowledge, language and listening comprehension skills (Beck & Mckeown, 2001).
In Bear Snores On for example, teachers can use the pictures to teach a cause and effect relationship as part of the story's theme. Teachers can first address the concept of cause by saying: "something happens in the story to cause bear to finally stop his snoring." Then students read the passage together with the teacher and confirm their responses.
Techniques for Pre-Teaching Vocabulary
The Read-Look-Say procedure is effective for helping students remember the meaning and sound of the lexical items. By preteaching vocabulary before reading a story, ELLs can make later connections with the new words they learned. “[ELLs] need many opportunities to practice using language to organize their ideas and to remember” (Roskos, et.al.). Teachers can anchor in the lexical item by using a contextual clue, a picture, or a string of associations which teachers can first present orally and then write on the board so students can connect their associations to print.
Language scaffolds are excellent for new ELLs to learning English or ELLs in language transition. Discussing vocabulary, preteach vocabulary and anticipating and predicting further content provide a more meaningful and well-rounded learning experience for ELLs in a general education classroom.
Works Cited
Beck, I.L., & McKeown, M.G. "Text talk: Capturing the benefits of read-aloud experiences for young children." The Reading Teacher, 55, 10-20. 2001.
Fisher, D., Flood, J., Lapp, D., & Frey, N. "Interactive read-alouds: Is there a common set of implementation practices". The Reading Teacher, 58, 8-17. 2004.
Roskos, Kathleen A., Tabors, Palton, O., Lenhart, Lisa. Oral Language and Early Literacy in Preschool. Delaware: International Reading Association. 2004.
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