Extended Definition: "Oral language is the system through which we use spoken words to express knowledge, ideas, and feelings. Developing ELs’ oral language, then, means developing the skills and knowledge that go into listening and speaking—all of which have a strong relationship to reading comprehension and to writing. Oral language is made up of at least five key components (Moats 2010): phonological skills, pragmatics, syntax, morphological skills, and vocabulary (also referred to as semantics). All of these components of oral language are necessary to communicate and learn through conversation and spoken interaction, but there are important distinctions among them that have implications for literacy instruction."

Nonie K. Lesaux, PhD, & Julie Russ Harris, EdM. (2015, October 29). What is Oral Language? Heinemann Blog. February 9, 2024, https://blog.heinemann.com/what-is-oral-language

Definition: Phonological awareness is about the oral language that we hear, not the print that we visually see.

Extended Definition: "Phonological awareness is the ability to recognize and manipulate the spoken parts of sentences and words. Examples include being able to identify words that rhyme, recognizing alliteration, segmenting a sentence into words, identifying the syllables in a word, and blending and segmenting onset-rimes. The most sophisticated — and last to develop — is called phonemic awareness."

Phonological and phonemic awareness: Introduction. Reading Rockets. (n.d.-d). https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonological-and-phonemic-awareness

Definition: Being able to decode words correctly and quickly.

WETA. (2024b). Fluent reading. Reading Rockets. https://www.readingrockets.org/reading-101/launching-young-readers/fluent-reading#fluent_developing

Extended Definition: "Reading fluency is the ability to read accurately, smoothly and with expression. Fluent readers recognize words automatically, without struggling over decoding issues. When reading silently, in addition to recognizing words automatically, fluent readers group words rapidly to help gain meaning from their reading, which then translates into their understanding of the text. When reading aloud, fluent readers sound natural, as if they’re speaking."

Hoffman, B. (2021, November 10). What is reading fluency? and why is it important?. My Learning Springboard. https://mylearningspringboard.com/what-is-reading-fluency-and-why-is-it-important/

Definition- To understand text.

Extended Definition- "For our students to make sense of what they read, they need to think about and actively engage with text. They need to talk about their reading, too. The discussions that promote comprehension may begin with books we read aloud or, for more fluent readers, books that students read quietly to themselves. By talking and writing about what they read, students deepen their understanding of the text and they are more likely to remember what they’ve learned."

WETA. (2024a). Comprehension: Introduction. Reading Rockets. https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/comprehension

Definition- Knowing what words mean so that children can communicate.

Extended Definition- "Vocabulary is word knowledge — knowing what the words mean. Word learning is an ongoing process — we are always adding to our “word bank.” The goal is to recognize and understand the meaning of spoken and written words."

WETA. (2024e). Reading 101 for parents: Vocabulary. Reading Rockets. https://www.readingrockets.org/literacy-home/reading-101-guide-parents/reading-basics/vocabulary

Extended Definition- "Writing is a complex process that requires a wide range of skills — a strong vocabulary; an understanding of genre, text structure, and voice; basic mechanical skills (grammar and punctuation); organizational skills; and higher order thinking."

Source-

Basics: Writing. Reading Rockets. (n.d.-a). https://www.readingrockets.org/reading-101/reading-and-writing-basics/writing

These are some examples of how Oral Language can be used in a science classroom:

Readers’ Theatre: "Students are expected to present that text to the rest of the class while others listen. To ensure that students are listening, teachers often ask them to take notes, write down questions, or retell the information presented to a partner."

Presentations: "students research a topic and then share their findings with their peers."

Reciprocal teaching: "students read chunks of a given text and then take turns with various comprehension strategies such as predicting, questioning, clarifying, and summarizing."

Websites and Apps to try with students to increase discussion among students: 

Storybird: "provides access to thousands of illustrations and photographs to illustrate original pieces of writing."

Voicethread: "offers two-way communication between writers and readers."

Quicktime: "the students record narrative that accompanies the video."

Aurasma app: "an augmented-reality application that allows users to create and post video to enhance a viewing experience."

Citation: Douglas Fisher, & About the Author                                         Dr. Nancy Frey is a professor of literacy in the School of Teacher Education at San Diego State University. (n.d.). Speaking and listening in content area learning. Reading Rockets. https://www.readingrockets.org/topics/comprehension/articles/speaking-and-listening-content-area-learning

(N.d.). Oral Language. photograph. Retrieved March 14, 2024, from https://sd41blogs.ca/chaffey-resource/oral-language/.

These are some examples of how Phonological Awareness can be used in a classroom:

A. The teacher will choose one book from the

Yopp's annotated bibliography of 44 books for young children that deal playfully with language. The guidelines for using these books in class:

1. read and reread the stories;

2. comment on the language use;

3. encourage predictions of sound, word, and sentence patterns;

4. comment on or elicit specific aspects of sound patterns (e.g., “What sound do you hear at the beginning of all those words?”); and

5. be creative in inventing new versions of the language patterns utilized in the stories.

B. The teacher will provide children with a concept of speech sounds as some children are unaware that words are made up of individual speech sounds.

The teacher will associate phonemes with a creature, an action, or an object that is familiar to the child. For example, the phoneme /s/ can be associated with the hissing sound a snake makes — sssssss. A sound personality can be created by calling /s/ the “Sammy snake” sound. Many sounds have natural associations, such as a crowing rooster for /r/, a buzzing bee for /z/, and the “be quiet” sound for /sh/.

By:            Edwin S. Ellis. (n.d.). How now brown cow: Phonological awareness activities. Reading Rockets. https://www.readingrockets.org/topics/early-literacy-development/articles/how-now-brown-cow-phonological-awareness-activities

These are some approaches of how Phonics can be used in a science classroom:

1. Synthetic phonics: Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words.

2. Analytic phonics: Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.

3. Analogy-based phonics: Children learn to use parts of word families they know to identify words they don’t know that have similar parts.

4. Phonics through spelling: Children learn to segment words into phonemes and to make words by writing letters for phonemes.

5. Embedded phonics: Children are taught letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.)

6. Onset-rime phonics instruction: Children learn to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).

By:            National Institute for Literacy. (n.d.). Phonics instruction: The basics. Reading Rockets. https://www.readingrockets.org/topics/phonics-and-decoding/articles/phonics-instruction-basics

Timothy Shanahan. (2024, February 17). Small group phonics in the classroom – good idea or not?. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/small-group-phonics-in-the-classroom-good-idea-or-not

Extended Definition: Phonics instruction is teaching children the Alphabetic principle, idea that letters represent the sounds of spoken language, and that language is an organized, logical, and predictable relationship between written letters and spoken sounds.

WETA. (2024). Phonics: Introduction. Reading Rockets. https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/phonics

Paired Reading: "two students read together to improve their reading fluency."

Video about Paired Reading: https://youtu.be/qV15vc3jT0Y

Resources: Hoberman, M. A., Osborne, M. P., Willems, M., Fleischman, P., & Lobel, A. (n.d.). Paired reading. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/paired-reading

Coral Reading: "reading aloud in unison with a whole class or group of students."

Video about Coral reading:

https://youtu.be/o_-z8d0sRUA?si=FrXwrVUu7fmgZNAC

Source: Hoberman, M. A., Atwater, R., Florian, D., Jr, B. M., & Fleischman, P. (n.d.). Choral reading. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/choral-reading

Shared Reading: "an interactive read aloud where the students join in or share the reading of a book while guided and supported by a teacher."

Video about Shared Reading: https://youtu.be/s1gBauKkbJs

Source: Little, J., Greenfield, E., Hopkins, L. B., & Hoberman, M. A. (n.d.). Shared reading. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/shared-reading

Concept sort: "introduce students to the vocabulary or ideas of a new topic or text."

Video on Concept sort: https://youtu.be/d_R5wfmWIlQ

Source: Chin, J., & Murphy, S. (n.d.). Concept sort. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/concept-sort

List-Group-Label: "a vocabulary and comprehension strategy that engages students in a three-step process to actively organize their understanding of content area vocabulary and concepts."

Video on List- Group Label: https://youtu.be/K731qicwYcY

Source: Seuss, Dr., Arnold, T., & Rising, N. (n.d.). List-group-label. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/list-group-label

Concept Maps: "A concept map is a visual organizer that can enrich students’ understanding of a new concept."

Video on Concept Mappping: https://youtu.be/lUEqM-4BP4w

Source: Sweeney, J., Leedy, L., & Rabe, T. (n.d.). Concept maps. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/concept-maps

These are some examples of how Vocabulary can be used in a science classroom:

Semantic Gradients: "a list of related words placed on a continuum, gradually shifting meaning from one word to its antonym."

Video on Semantic Gradients: https://youtu.be/zTaYuYw8GNc

Source:

Freymann, S., Stockdale, S., Jenkins, S., Seeger, L. V., O’Connor, J., & Hoban, T. (n.d.). Semantic gradients. Reading Rockets. https://www.readingrockets.org/classroom/classroom-strategies/semantic-gradients

These are some examples of how Writing can be used in a science classroom:

Science Notebooks: used to convey understanding

Descriptive Writing: "writing helps the reader visualize the person, place, thing, or situation being described."

Writing Conferences: "provide students with an opportunity to share and get feedback on their drafts from their peers and teacher."

RAFT: "a writing strategy that helps students understand their role as a writer, the audience they will address, the varied formats for writing, and the topic they’ll be writing about."

Source: Classroom strategy library. Reading Rockets. (n.d.). https://www.readingrockets.org/classroom/classroom-strategies

Oral Language is invaluable to the science classroom and to future scientists. Students in the discipline of science skill of oral communication is used with all facets of science. Students must continually read research sources, like scientific journals, lab reports, articles, and graphs. After reading these texts, students are then asked to orally explain the text or discuss with a classmate. Being able to use oral language in the science classroom is an critical skill. If students are not able to use oral language, it will be extremely difficult as students in the discipline of science to progress through higher level sciences. Also, it is helpful with learning material if a student is able to orally explain and teacher another. One of the most important tasks of a scientist and science student is publishing and communicating results. Without skilled oral language, this would not be conveyed properly.

The demands on students of science is high. Students must be able to read, write, and speak about science everyday. Students must be prepared to enter fields of science, such as doctors, pharmacists, laboratory assistants, etc. In these fields, students will need to discuss and explain the many texts and topics. Teachers should then provide opportunities to discuss and speak, which will allow the students to practice their literacy skills. Progress is always the goal!

Spires, H., Kerkhoff, S. N., & Paul, C. M. (2020a). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.

Wolsey, T. D., & Lapp, D. (2017). Literacy in the disciplines a teacher’s guide for grades 5-12. The Guilford Press.

The demands on students of science is high. Students must be able to read, listen, write, and speak about science everyday. Students must be prepared to enter fields of science, such as doctors, pharmacists, laboratory assistants, etc. In these fields, students will need to read, listen orallly, discuss, and explain the many texts and topics. Teachers should then provide opportunities to discuss and speak, which will allow the students to practice their literacy skills.

By:            David J. Chard. (n.d.). Phonological awareness: Instructional and assessment guidelines. Reading Rockets. https://www.readingrockets.org/topics/phonological-and-phonemic-awareness/articles/phonological-awareness-instructional-and

The demands on students of science is high. Students must be able to read, write, and speak about science everyday. Students must be prepared to enter fields of science, such as doctors, pharmacists, laboratory assistants, etc. In these fields, students will need to read, discuss, and explain the many texts and topics. Teachers should then provide opportunities to discuss and speak, which will allow the students to practice their literacy skills. Progress is always the goal!

National Institute for Literacy. (n.d.). Phonics instruction: The basics. Reading Rockets. https://www.readingrockets.org/topics/phonics-and-decoding/articles/phonics-instruction-basics

"Fluency is important because it frees students to understand what they read!"

Fluency is invaluable to the science classroom and to future scientists. Students must continually read research sources, like scientific journals, lab reports, articles, and graphs. Being able to read the words correctly and quickly is an critical skill. If students are not fluent, being able to comprehend the text will be extremely difficult as students in the discipline of science are interpreting what is written in these research sources. For example, if a student is reading a laboratory report, the student must be able to read the science terms and ordinary words correctly first. After, students are then asked to use that reading to complete an inquiry assignment. If the first step in the process (fluent reading) is not present, the student will not be able to understand the text nor expound on the topic.

The demands on students of science is high. Students must be able to read, write, and speak about science everyday. Students must be prepared to enter fields of science, such as doctors, pharmacists, laboratory assistants, etc. In these fields, students will need to read and be familiar with the words in many diagrams of medical texts. Teachers then will choose texts that will allow the students to practice their literacy skills. Progress is always the goal!

WETA. (2024a). Fluency: Introduction. Reading Rockets. https://www.readingrockets.org/reading-101/reading-101-learning-modules/course-modules/fluency

Spires, H., Kerkhoff, S. N., & Paul, C. M. (2020a). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.

Wolsey, T. D., & Lapp, D. (2017). Literacy in the disciplines a teacher’s guide for grades 5-12. The Guilford Press.

The demands on students of science is high. Students must be able to read, write, and speak about science everyday. Students must be prepared to enter fields of science, such as doctors, pharmacists, laboratory assistants, etc. In these fields, students will need to understand with the words in many diagrams of medical texts. Teachers then will choose texts that will allow the students to practice their literacy skills. Progress is always the goal!

Spires, H., Kerkhoff, S. N., & Paul, C. M. (2020a). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.

Students of the science discipline must read original research resources, such as lab reports, scientific journals, graphs. These research resources will include many Tier 3 Vocabulary words that are specific to the science discipline. If a student does not have a grasp on the Vocabulary or how to find the meanings, the student can not comprehend the texts.

Spires, H., Kerkhoff, S. N., & Paul, C. M. (2020a). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Pres

• Students analyze data and relationships of variables, such as cause & effect, patterns, systems, and function and must verbalize these on paper.

• Students need to be able to write to illustrate the results of a study or experiment with community. Understanding how to write helps to convey appropriately to a targeted audience.

• Students need to construct models & explanations to support scientific hypothesis or design solutions.

• Students need to write down thoughts on bias, convey objective attitude & information skepticism.

• Students need to represent responses in multiple formats, such as prose, diagrams, models, equations, and tables.

• Students should learn the need for clarity, precision, and detail in written communication. For example, doctor's writings in patient's charts need to be written clearly and all needs to be interpretable.

Spires, H., Kerkhoff, S. N., & Paul, C. M. (2020a). Read, write, inquire: Disciplinary literacy in grades 6-12. Teachers College Press.

Wolsey, T. D., & Lapp, D. (2017). Literacy in the disciplines a teacher’s guide for grades 5-12. The Guilford Press.

If English language learners are going to productively engage in classroom discussion, "teachers must create a trusting classroom culture in which students feel that whatever level of language they can produce, their contributions will be valued by their teacher and peers and will never be subject to ridicule, sanctions, or negative comparisons." Teachers will follows the diagram above for a structure and sequence for ELs. Helping the students with the purpose the conservation first, rather than focusing on the Pronounciation.

Focusing on Oral Language will improve student's literacy skills in many different ways. Students need to be familiar with sounds, letters, words in order to support their word recognition and comprehension. Also, teachers must work at strengthening oral language so the student is able to participate in peer groups to increase their proficiency in speaking and writing using academic language.

This can be done is many ways with the focus on Oral Language opportunities:

-partner talk and peer work, scaffolded with supports such as sentence frames

-partner reading

-responding to comprehension questions using academic language.

-lively discussions

-teacher modeling on how to orally respond to questions using the question as a sentence starter.

-students involved in a Newcomer's Group to build relationships by allowing students to speak their home languages as well.

-students involved in Meaningful Classroom Talk

Aftunion. (2023, July 13). Meaningful classroom talk. American Federation of Teachers. https://www.aft.org/ae/fall2018/walqui_heritage

Anonymous. (2024, January 5). Reading 101 for English language learners. Colorín Colorado. https://www.colorincolorado.org/article/reading-101-english-language-learners

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

• Teachers should start by viewing a resource such as MyLanguages.org or Omniglot.com, which provides an overview of many different global languages.

• Ask bilingual colleagues about how their languages are similar or different from English and common areas that need attention when learning English. 

• Identify whether there are any sounds that your students’ languages share with English. Use these as a starting point in your instruction. In addition, find out which sounds might be new to your students and be sure to include explicit practice of those sounds.

• Spend a few minutes at the beginning of class or in small groups demonstrating and reinforcing the correct production of the sound.

• Have students practice identifying the sounds in the beginning, middle, and end of these words. You may wish to use words that begin with a consonant, have a short vowel, and end in a consonant (CVC words) such as mat, top, and bus.

• One very effective method is having students match pictures of words that have the same beginning, middle, or ending sound.

• Use words that students already know in English.

The considerations that can be used are:

• Students can make the connections with the sounds they are already familiar with in their own language. However, students may need additional practice to “hear” or produce a new sound in a second language.

• Students who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words.

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

To provide equity and inclusivity, there are several strategies and considerations to be given to ELLs. The strategies that can be used are:

• If a student has learned to read in their native language, they can apply the skill of matching a symbol with a sound in a new language. Students who have learned to read in their native language have an advantage because they were able to learn this concept with familiar sounds and words.

• Students who have not learned to read in their native language may struggle to put together the sound/symbol correspondence concept, new words, and new sounds all at once.

• Pre-teaching vocabulary is an important part of good phonics instruction with ELLs so that students aren’t trying to figure out new vocabulary items out of context.

The considerations that can be used are:

• For students with native language literacy skills, help them understand that the process of sounding out words is the same across languages.

• Explain that some letters may make the same or similar sounds in both languages.

• Word study is a powerful approach that connects letters, sound, meaning, word parts, and usage so that students are learning explicit foundational skills within a meaningful context. For example, ELLs need lots of opportunities to connect the sounds, letters, and words they are learning.

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

To support equity and inclusivity in Fluency, teachers must remember that Fluency is a tricky area when it comes to ELL reading instruction. For native English speakers, fluency and reading comprehension often share a strong correlation because fluent readers recognize words and comprehend at the same time. This is not always the case for ELLs.

Many ELLs can be deceptively fast and accurate in their reading because they are good readers in their primary language and have strong decoding skills. Yet they may demonstrate little understanding of the text, and hearing the text out loud may not necessarily provide a step towards comprehension as it is likely to do for native speakers.

To provide equity and inclusivity, there are several strategies to be given to ELLs. The strategies that can be used are:

• For ELLs, try not to provide instruction in fluency that focuses primarily on developing students’ reading rates at the expense of reading with expression, meaning, and comprehension.

• Students may read fast, but with insufficient comprehension. Fluency without comprehension will require instructional intervention in vocabulary and comprehension skills.

• Allowed students to read along to a recorded text.

• In order to improve fluency in English, provide independent level texts that students can practice again and again, or read a short passage and then have the student immediately read it back to you.

• Have the student practice reading a passage with a certain emotion or to emphasize expression, intonation, and inflection based on punctuation.

• Also, keep in mind that ELLs may be uncomfortable reading aloud during class and this activity may work best 1:1 or in a small group with a teacher.

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

By:            Partnership for Reading. (n.d.). Fluency: An introduction. Reading Rockets. https://www.readingrockets.org/topics/fluency/articles/fluency-introduction

ELLs at all levels of English proficiency, and literacy development, will benefit from explicit instruction in comprehension skills along with other skills because improved comprehension will not only help them in language arts and ESL classes — it will help them in content-area classes and in daily activities. It will also improve the chances of their interest in reading for pleasure.

To provide equity and inclusivity in Comprehension, there are several strategies to be given to ELLs. The strategies that can be used are:

• Encourage students to hold partner or small group conversations in their home language as part of peer activities.

• Review or preview content in students’ home languages.

• Read books out loud in students’ home languages

• Look for ways to tie lessons to students’ experiences and to find out what students know about a particular topic. This can be an important bridge for students as they make connections with the knowledge they have.

• One way to encourage students to make connections is to give them a chance to brainstorm with peers (in their own language if possible) and report back to the group.

Deeper comprehension. AdLit. (n.d.). https://www.adlit.org/adlit-101-overview/essentials-adolescent-literacy-instruction/deeper-comprehension

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

As students learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. For ELLs, vocabulary development is especially important as students’ develop academic language!

For EL students, students should:

-drawing attention to unknown words during the initial presentation of the text

-providing appropriate levels of definitions

-tying to background knowledge is critical

To provide equity and inclusivity, there are several strategies and considerations to be given to ELLs. The strategies that can be used are:

• Providing bilingual glossaries with definitions of vocabulary words

• Giving students the opportunity to discuss word meanings with peers who speak the home language

• Asking students how to say a word in their language and sharing it with the class

• Give students as much exposure and experience with new vocabulary words as possible before asking students to use them in a lesson or activity.

The considerations that can be used are:

• ELLs need direct instruction for new vocabulary words, as well as multiple opportunities to interact and use the words in writing and speaking. Beginning readers must use the words they hear orally to make sense of the words they sound out. If those words aren’t a part of a student’s vocabulary, however, it will make it much harder to understand the text. As a result, it is harder for ELLs figure out words in text that are not already part of their speaking (oral) vocabulary.

Cardenas-Hagan, E., Helman, L., & Genesee, F. (n.d.-a). Reading 101 for English language learners. Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/reading-101-ells#oral-language-development

YouTube. (2014c, July 23). Teaching key academic vocabulary to high school ells. YouTube. https://www.youtube.com/watch?v=snXOWLnOxyk&t=3s

To provide equity and inclusivity, there are several strategies and considerations to be given to ELLs. The strategies that can be used are:

-Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

-Writing poetry, which allows the ELL to use the new vocabulary and ideas.

Sigueza, T. (2024, January 12). Using graphic organizers with Ells. Colorín Colorado. https://www.colorincolorado.org/article/using-graphic-organizers-ells

YouTube. (2012, February 7). Writing a paragraph with high school ells. YouTube. https://www.youtube.com/watch?v=wbZ2k5j8MFk&t=2s

Anonymous. (2022, April 19). Writing poetry with English language learners. Colorín Colorado. https://www.colorincolorado.org/article/writing-poetry-english-language-learners