ELL Story Times

The key to working effectively with children that are learning English as a second language (English Language Learners or ELL) is to recognize and value their experiences as enrichment.

There is a great deal of transference between different languages. While ELL students may need more time to read, write, and think in a new language – the language (s) that they hear and speak at home helps them get ready to learn English.

Pre-readers and emerging readers need early literacy skills to prepare them to successfully read. This is true regardless of the languages they hear and learn at home. Parents should be encouraged to read and speak to their child in the language that they are comfortable and proficient with, usually their native tongue.

When working with ELL students, support early literacy with minor adaptations to the usual strategies and activities we share with children.

Tips and Tricks: ELL

When giving directions, demonstrate actions. Ask children to repeat directions aloud when they engage in the action.
Pause, give children “wait and think” time.
Paraphrase, restate directions in different ways. Watch for feedback that children understand.
Read books with short, simple sentences. Have students repeat these phrases
Engage children with dialogic reading – using a book as a springboard into a conversation. One-on-one is ideal, but if not possible, try grouping students by similar abilities.
If ELL cannot be given special read-alouds, try to find ways to rehearse or prep the before group activities.
Learn children’s names, being careful to pronounce them correctly.
Repeat chants, rhymes, finger plays/rhymes and sing songs.
Use as many different, simple alphabet books as you can find.
Read aloud often – children need to hear the written and spoken work. English is spoken very different than it is written.
Find books that integrate all children’s native cultures.
Use manipulatives – string to shape into letters, food, anything that approximates letter shapes, and word and name cards.
Keep ELL children up front and in the middle of groups. Do not have them sit in back or off to the side.
Use real objects to demonstrate words. If not possible, use pictures. Letting children handle and see things more-fully engages them.
Carefully pronounce words, but accept children’s approximations. English may use very different sounds than their native language.
As you recognize the sounds that each student has a hard time pronouncing, accept alterations in pronunciation. Sounds like: s, sh, r, l, sh, ch, f, and v can be difficult for ELL children to differentiate. Charts to match pictures with words can be helpful. Consider making little pocket charts that students can keep handy and take home.