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Read Naturally and English Language Learners
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Research has shown that fluency and comprehension have a reciprocal relationship. Fluent readers tend to understand more of what they read because they can spend less energy on decoding words. And students who comprehend what they read can generally read more fluently.
For English language learners (ELLs), the challenge of reading fluently for meaning is compounded by the additional challenges of learning a second language. Many words may be unfamiliar to them, and they may not understand the context of the material they are reading.
It stands to reason then that ELL students can benefit from additional support in two main areas— vocabulary and background knowledge. This article discusses how educators can utilize the features of Read Naturally programs to support ELL students in increasing their vocabulary and content knowledge with the goal of becoming fluent readers in English.
Using Spanish Read Alongs to Help Spanish-Speaking ELLs Understand the Stories
A large percentage of ELL students in the United States are Spanish speakers. Read Naturally offers products with features designed to provide Spanish speakers with extra support toward the goal of English-language fluency. The following table describes the programs with Spanish-language support:
| Read Naturally Program | Spanish Language Support |
| Read Naturally Live (a component of Read Live) | Seven levels (1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.5) include an optional Spanish read along so students can learn about the content of the stories in Spanish before reading along and practicing the same story in English. |
| Read Naturally Encore | Eight levels (1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5) include an optional Spanish read along so students can learn about the content of the stories in Spanish before reading along and practicing the same story in English. |
| Read Naturally Masters Edition | The Spanish Series is available for six of the Sequenced levels (1.0, 1.5, 2.0, 2.5, 3.5, 4.5). Spanish speakers can read along with a story translated into Spanish first, to gain an understanding of the story content and vocabulary, before working through the same story in English to build fluency. Some teachers use the Spanish Series with Spanish speakers to develop fluency in reading Spanish before transitioning to reading in English. |
| Read Naturally Software Edition |
The Spanish Series is available for six of the Sequenced levels (1.0, 1.5, 2.0, 2.5, 3.5, 4.5). Spanish speakers can read along with stories translated into Spanish first, to gain an understanding of the stories' content and vocabulary, before working through the same stories in English to build fluency. Some teachers use the Spanish Series with Spanish speakers to develop fluency in reading Spanish before transitioning to reading in English. How to use the Spanish Series in Read Naturally SE |
Supporting Vocabulary Development in English
The Read Naturally fluency programs—Read Naturally Live (a component of Read Live), Read Naturally Encore, Read Naturally ME, and Read Naturally SE—include a Key Words step in which students read along with audio recordings of selected key words and their definitions. This benefits all students but is especially important for expanding the vocabulary of ELL students.
Consider providing additional vocabulary support for ELL students by adding a vocabulary step. Here are some ways you can promote vocabulary development in Read Naturally Live:
- During the Cold Timing step, students should click on the words they do not know to hear them pronounced immediately.
- During the Read Along step, students can click on highlighted vocabulary words to see and hear their definitions.
- During the Pass step, teachers can review the words that students had trouble with in the Cold Timing and Practice steps by clicking the Story Details tab on the Pass/Review Work screen.
Here are some ways you can promote vocabulary development in Read Naturally SE:
- During the Cold Timing step, students should click on the words they do not know. After the timing ends, the student can click on the unknown words to hear them pronounced. Teachers can also require that students look up the unknown words in a dictionary before continuing.
- During the Read Along step, students can click on highlighted vocabulary words to see and hear their definitions.
- During the Pass step, the teacher can review the words that students had trouble with in the Cold Timing and Practice steps (click the Scores link) to make sure students understand what they mean.
In Read Naturally Encore and Read Naturally ME, teachers can ask ELL students to underline any words they do not understand during the Cold Timing, Read Along, and/or Practice steps. Teachers can then define the underlined words during the Pass step, or require the students to look up the underlined words in the glossary or in a dictionary.
To provide support sooner in Read Naturally Encore and Read Naturally ME, teachers can ask students to underline unknown words during the Cold Timing step and then alert you by turning up the red side of their cards. Before students begin the Read Along step, teachers should stop and discuss the underlined words with the students to make sure they understand what the words mean.
Modifying the Retell Step for ELLs
ELL students can benefit from retelling the information from the story orally instead of in writing. It gives them practice using English. It gives teachers an opportunity to define difficult words and explain misconceptions. And it allows teachers to assess whether the students have understood what they read.
Another option is to replace the Retell step with a vocabulary activity. Students select words they underlined during the cold reading (to review students' difficult words in Read Naturally Live, click the Teacher menu and choose Review Work; in Read Naturally SE, click Scores), look up words in the dictionary, and write the definitions of the words as they were used in the story. Finally, students write original sentences using the words.
Next: Curriculum Options for English Language Learners
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