Reading, Writing, and Grammar Strategies for ELLs

Grade Level:

Pre-Emergent

Domain	Instructional Strategy and Description
Reading	At the pre-emergent level, provide ELLs with various picture books that represent different cultures, genres, and styles. As students become familiar with the stories and characters, ask them to retell the story in their own words (Ferlazzo et al., 2018). In addition, have students point to specific pictures as they read ‘simple words’ on those pictures aloud. It will help develop their sight word vocabulary and fluency.
Writing	Teach them how to write letter by letter and then words. For example, the letter “h” goes in the middle of a paper, and then each time it is used, students should trace over it.
Grammar	The pre-emergent level focuses on teaching students basic concepts such as colours, shapes, numbers, and letters. Allow them to connect these concepts with pictures, objects in the classroom, and their bodies. For example, have students point to specific body parts as you name them.

Emergent

Domain	Instructional Strategy and Description
Reading	Provide them with books with pictures and short stories that are predictable, have a simple structure and use common words. As students become more confident with reading, gradually introduce books that have fewer pictures and longer stories. Let them read the words aloud to you and listen for any errors.
Writing	Provide ELLs with opportunities to write about their lives, experiences, and interests (Ferlazzo et al., 2018). Begin by having them write simple phrases such as “I am,” “My name is,” and “This is my family.” As students become more comfortable writing, they gradually increase the length of their compositions.
Grammar	Teach students basic grammar concepts like singular and plural nouns, colours, and days of the week. For example, “The dog is black.” “The dogs are brown.” Read one word; they answer in plural or singular. Read two words; they answer in plural or singular.

Basic

Domain	Instructional Strategy and Description
Reading	At the basic level, provide ELLs with texts at their instructional reading level and have a more complex structure than those at the emergent level (Aripin et al., 2021). The short stories must be accompanied by pictures and should have a moral or lesson. In addition, gradually introduce more challenging texts such as two to three short paragraphs.
Writing	Once they have read short stories, let them write short stories of their own (Aripin et al., 2021). For example, what happened to them over the weekend or why do they like a certain food so much. Write about the names of their family members and their favorite activities.
Grammar	Introduce phrases such as “The man is walking to the store,” “The girl likes playing with her doll.” Once students know what these phrases mean, please encourage them to use them in their writing. Let them write sentences such as “The dog is brown” and then break it into two phrases.

Low Intermediate

Domain	Instructional Strategy and Description
Reading	Provide ELLs with non-fiction texts that include charts, diagrams, pictures, captions, and labels to support comprehension of the text. In addition to having a clear structure and vocabulary, these texts should also be at their instructional reading level.
Writing	Have students write about what they have learned from the non-fiction texts (Aripin et al., 2021). For example, how to make a cake or where different countries are located on a map. Compose a list of vocabulary words that they learned from a science text and then use them in a sentence.
Grammar	Teach students prepositions such as “in, on, under” by introducing simple sentences with these phrases. For example, “The dog is under the desk.” Then move on to teaching concepts like plurals and possessives.

High Intermediate

Domain	Instructional Strategy and Description
Reading	At the high intermediate level, provide ELLs with texts that are at or above their instructional reading level and have a complex structure (Ángel et al., 2017). The short stories should be accompanied by pictures and should have a moral or lesson. In addition, gradually introduce more challenging texts such as two to three short paragraphs.
Writing	The teacher can set a simple question for students to answer in a paragraph or essay form. For example, “Why is it important to learn about other cultures?” or “What are your thoughts on the current events happening in the world?” The write-ups do not have to be perfect, but this will allow students to practice their writing skills.
Grammar	Teach students more complex grammar concepts such as verb tenses and conditionals. Have them write about a personal experience in the past, present, or future tense. For example, “I went to Disney World last year, and it was so much fun.” “I am really looking forward to going back this year.”

References

Ángel, M., Lucía, N., & Martínez García, J. M. (2017). Improving English Language Learners’ Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge. Gist Education and Learning Research Journal, 14, 49-67.

Aripin, N., & Rahmat, N. H. (2021). Metacognitive writing strategies model used by ESL writers in the writing process: A study across gender. International Journal of Asian Social Science, 11(1), 1-9.

Ferlazzo, L., & Sypnieski, K. H. (2018). Teaching English Language Learners: Tips from the Classroom. American Educator, 42(3), 12.

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Question

Reading, Writing, and Grammar Strategies for ELLs

Language is comprised of interconnected components. Reading comprehension is a process that is enhanced by the addition of related writing. Writing skills are improved through the addition of reading-based writing. This connection between reading and writing is known as the reciprocal relationship or process. Including this reciprocal process in elementary instruction can be extremely effective in developing reading skills and expanding writing skills.

Complete the “Reading, Writing, and Grammar Strategies for ELLs” template by identifying and describing research-based instructional strategies appropriate for reading, writing, and grammar development within a 1st-grade classroom with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Support this assignment with at least three resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.

Reading, Writing, and Grammar Strategies for ELLs