This is dependent really upon the level of language
acquisition each student has reached. I have found that grouping my students in reading
situations has worked well for my ESL students. Try to implement as many visuals as you
possibly can and keep the pace slower if possible. If your school has side-by-sides,
these are very useful - these would be the exact book, but in their primary language.
Lists of cognates are helpful for the students to have with them at all times during
class. If you have a student who speaks the student's primary language as well as
english, there is also peer tutoring. I often will get my english speaking students
started on their reading and then work with the individual ESL student, or group of ESL
students, to provide them with additional support.
Stress
the important vocabulary - if the are newcomers to the country, certainly limit your
testing to vocabulary but provide pictures/picture dictionary/translator with the
vocabulary. DO NOT put them in the corner of the class - this can hinder the affective
part of their progression in the new culture and they NEED to feel included by YOU.
They need to be taught just like the rest of the kids in your class if your school has
determined that you will have inclusion or mainstreamed ESL kids, but they just need
additional supports - visual aids, audio aids, translation devices, picture
dictionaries, etc.
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