Once the concept of matching a symbol with a sound has been learned, it can be applied to new languages. Students who have not learned to read in their native language or whose native language does not use a phonetic alphabet may struggle to grasp the concept of phonetic relationships between sound and letters. While some materials can be adapted for use by older students, most are unlikely to be engaging or appealing for middle and high school ELLs.
There is good news, however. Despite these challenges, there are a number of strategies which can be effective for older ELLs. Give some of these a try! You can also find more research-based strategies and information for adolescents in Key Literacy Component: Decoding by the National Institute for Literacy.
Enlist extra support: ELLs in 4th grade and above who need further instruction on phonics will be most helped by intensive intervention.
Ideally, they should attend a reading remediation class or receive special support to continue phonics instruction from a reading specialist. Use hands-on activities to help teach letter-sound relationships: This can include using manipulatives such as counters, sound boxes, magnetic letters, or Scrabble tiles.
Students may also be interested in creating their own materials on the computer or through an art project. Provide targeted support for students whose native language is non-alphabetic: Language skills transfer from one language to another; students literate in their native language will already have background knowledge of how reading works.
If their native language is non-alphabetic, however, students may need extra practice in the following areas:. Use an alphabet chant: If older students need to review their alphabetic skills, look for a jazz or hip-hop alphabet chant that students will find entertaining and engaging. Give some of these a try! You can also find more research-based strategies and information for adolescents in Key Literacy Component: Decoding by the National Institute for Literacy featured on our sister site, AdLit.
Enlist extra support: ELLs in 4th grade and above who need further instruction on phonics will be most helped by intensive intervention. Ideally, they should attend a reading remediation class or receive special support to continue phonics instruction from a reading specialist. If such support is unavailable for your students, ask your school's reading specialist for help designing an intervention plan for the student.
Use hands-on activities to help teach letter-sound relationships: This can include using manipulatives such as counters, sound boxes, magnetic letters, or Scrabble tiles. Students may also be interested in creating their own materials on the computer or through an art project. Provide targeted support for students whose native language is non-alphabetic: Language skills transfer from one language to another; students literate in their native language will already have background knowledge of how reading works.
If their native language is non-alphabetic, however, students may need extra practice in the following areas:. Use an alphabet chant: If older students need to review their alphabetic skills, look for a jazz or hip-hop alphabet chant that students will find entertaining and engaging. There are many examples online and on YouTube. Have students write for sound: Say a short sentence that includes one or more words that include the target phonics feature s.
Ask students to listen carefully and then write what they heard. This activity trains students to listen for the individual sounds in words and represent them phonetically in their writing. Work in small groups: If students are past the age at which phonemic awareness and phonological skill-building have been addressed typically kindergarten through first or second grade , attend to these skills one-on-one or in small groups with developmentally appropriate and engaging activities.
Ask your school's reading specialist for help finding appropriate activities and materials. Help students make a connection between their first language and English: For students with stronger native language literacy skills especially in languages related to English like Spanish , help them understand that the process of sounding out words is the same across languages.
Explain some letters may make the same or similar sounds in both languages. Knowing this can help Spanish-dominant students, for example, as they learn to decode words in English. Make sure they are aware of cognates as well! Plus, for more help teaching phonics, check out this free guide from our friends at Houghton Mifflin Harcourt on teaching the science of reading. Post anchor charts around the room to help kids remember important rules like silent E, vowel blends, and hard and soft C and G.
Find all our favorite phonics anchor charts here. Most kids start learning phonics by mastering the beginning sounds of words. Have kids color in the words that start with the matching sound on these cute free worksheets. Grab this free printable chart and print out copies for your students to use with their phonics activities. Combine fine motor skills practice with phonics work with these free beginning digraph wheels. Tip: Add small dots on the back to mark the right answers so kids can self-correct their work.
Learn more: Playdough to Plato. Sounding out words letter by letter is a lot more fun when you slap each letter with a flyswatter! This is a great idea for active learners. Learn more: Frugal Fun 4 Boys.
This one will also keep active learners moving and happy! Write words in sidewalk chalk, then walk or hop, or skip along them, sounding the word out along the way. Simple but fun! Both resources are research-based and have been personally used by Jen herself! I, too, have seen improvement with my student. She is fluent in reading passages that contain multiple words with consonant digraphs and she enjoys each story.
I truly believe many students at the middle school level retract from phonics-based interventions because the activities and curricula feels babish. Between the words and the art, the students know they are behind. She illustrates characters that not only grab the attention of the youngest readers but also helps our middle school readers feel like the passages are meant for them.
Each passage is engaging and even the most hesitant reader will find them interesting. We'd love to hear from you! Comment below on how these resources have made a difference in your classroom!
Unable to display Facebook posts. Show error. Please log in again. The login page will open in a new tab. After logging in you can close it and return to this page. Search this website. May 2, Middle schoolers and phonics instruction can be a scary combination.
0コメント