This means that with proper guidance, instruction, and support, students who may be ELL's are able to learn phonics of the alphabet in their first language.

In reading comprehension, you are understanding and comprehending the meaning of a text that you have read or are currently reading. This can be done through observing images in the texts and determining the theme of texts.

The first part of the learning model is I do. During the " I do" portion of the model, the teacher demonstrates and models a skill while the students are listening and watching the teacher. The "We do" portion of the model is where both the teacher and students are practicing what was just shown. The teacher facilitates the practice and encourages the students while the students are working together and asking questions as needed. The "You do" portion of the model is an opportunity for students to practice the skill on their own with coaching from the teacher.

Step 1: Introduce the sight word in context

Step 2: Say and count the sounds in the word

Step 3: Spell the word (aligning the letters and sounds)

Step 4: Practice writing and reading the word

Step 5: Connect meaning and context

1.) Don't overfocus on speed or word recognition in isolation. Diverse learners may not be able to read/recognize words as quickly as their peers.

2.) Use a variety of passages: short passages and ones that are challenging and a sufficient length. Diverse learners definitely need shorter passages and ones that might not be as challenging as their peers readings.

3.) Don't overuse readers theater. Incorporate teaching methods that will help all the students.

4.) Remember the goal- comprehension. Everyone needs to be able to understand the concept of reading fluency and comprehension.

• The

• To

• That

• Was

• Of

• It

• In

• And

• Is

• He

• A

• You

• For

• Provide additional work on English phonemes that are not present in the students’ native language.

• If students are literate in their native language, focus on differences between that language and English, with less attention given to elements that will transfer.

• Provide extra practice in reading words, sentences, and stories.

• Use cognate words in the native language as synonyms when teaching vocabulary.

• Identify and clarify difficult words and passages.

• Consolidate knowledge of the text through the use of summaries.

• Find appropriate ways to use the native language.

 Support students to preview the text and discuss key vocabulary words

 ■ Write short sentences that connect personal information with that of the character in the text 

■ Create bilingual dictionaries that support word learning, simple expressions, and English grammatical structures 

■ Link personal classroom experiences with events and actions in the text

 ■ Use the native language to make concepts and ideas comprehensible ■Participate in guided reading instruction 

■ Engage in story retelling and summary writing of the text