This blog post is written in response to question #1: What reading strategies do you remember helping you when you were in school? Although I have never taken part in an ESL class, I do recall my experience learning French throughout my high school years. One of the biggest challenges for me and many of my other classmates was having such a limited vocabulary and trying to make sense of passages of writing. Depending on the level our ELLs are at, we may find them also struggling with the vocabulary in our course subjects, both brick terms as well as general vocabulary.<\/p>\n
One important aspect I remember from my French classes is that my teachers would often read and then reread passages very slowly, emphasizing words we needed to know. If the word could be acted out or pointed towards, the teacher would do so as she was reading. I think this could be a useful strategy for us teacher candidates when reading aloud to our ELLs. As mentioned in the chapter and in class, we can use hand gestures to try to make the material more understandable. We can also use visual cues like pointing and making actions to describe nouns and verbs as they come up in the text, or simply give students a definition verbally. I like the use of visual cues because it allows students to internalize the word both through listening and watching. They key with using such visual cues is to make sure students are both looking at the teacher and<\/em> following along with the text. This is made easier if the passage can be put up on the board or screen as the teacher is reading it, instead of having handouts that pressure students to put their heads down and not look up.<\/p>\n","protected":false},"excerpt":{"rendered":" This blog post is written in response to question #1: What reading strategies do you remember helping you when you were in school? Although I have never taken part in an ESL class, I do recall my experience learning French throughout my high school years. One of the biggest challenges for me and many of […]<\/p>\n","protected":false},"author":19415,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-709","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/posts\/709","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/users\/19415"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/comments?post=709"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/posts\/709\/revisions"}],"predecessor-version":[{"id":710,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/posts\/709\/revisions\/710"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/media?parent=709"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/categories?post=709"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled360\/wp-json\/wp\/v2\/tags?post=709"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}