Powerful Read-Alouds for ESL Students for Back to School

The Power of Read-Alouds for ESL Students

As ESL teachers, one of the biggest challenges we face is balancing the need to teach grade-level content while ensuring that our ESL newcomers understand and engage with the material. Often, these students are navigating not only a new language but also a new culture and educational system. It can be overwhelming for them, and we are tasked with finding strategies to make learning accessible and meaningful.

***Disclaimer: In this blog, the terms ESL students (English as a Second Language), ELLs (English Language Learners), and ML (Multilingual Learners) are used interchangeably. While “Multilingual Learners” is becoming the more widely accepted term, “ESL students” and “English Language Learners” are still commonly used in various contexts. My aim is to be inclusive and clear to all readers, regardless of the terminology they are familiar with.

One of the most effective strategies I’ve found is using picture read-alouds. These are powerful tools for integrating both Tier 1 (basic, everyday vocabulary) and Tier 3 (subject-specific terms) vocabulary into a content-rich experience. Through a shared reading experience, students are able to develop both comprehension skills and language proficiency. Read-alouds allow us to tailor our instruction based on the proficiency level of each student, providing support where needed and challenging students as they grow.

Why Picture Read-Alouds?

Picture books are especially effective because they offer visual support that helps students grasp the meaning of the text (comprehensible input). Research shows that when students are exposed to both visual and verbal input, they are able to understand new vocabulary and concepts more effectively (Silverman, 2007). For ESL students, this is especially important as they rely on visuals to comprehend new language.

My Go-To ESL Read-Aloud for Back to School: The Name Jar

One of my favorite read-alouds for the beginning of the school year is The Name Jar by Yangsook Choi. If you’re unfamiliar with this book, it tells the heartwarming story of Unhei, a young Korean immigrant who is unsure whether to keep her Korean name or adopt an American one. This dilemma is something many of our multilingual students may relate to, making it a great way to connect with their experiences.

Aside from the beautiful storyline and the important message about embracing one’s cultural identity, The Name Jar is incredibly useful for teaching both basic and advanced vocabulary in the ESL classroom. Here’s how I use it:

1. ESL Tier 1 Vocabulary: 

The story introduces everyday vocabulary related to feelings, school, community, neighborhood places and names, which is essential for students just beginning to learn English. For example, while reading about Unhei’s first day on the bus, we discuss words like sad, happy, nervous, and angry. This not only builds their vocabulary but also helps them express their own emotions. When Unhei goes shopping with her mom and they visit their multicultural neighborhood, passing a falafel store, pizzeria, and Korean market, I ask my newcomers to color and label the settings mentioned in the book. This hands-on activity not only reinforces vocabulary but also helps students visualize the diverse environment in which Unhei lives.

2. ESL Tier 3 Vocabulary: 

At the same time, I use The Name Jar to introduce academic vocabulary they’ll encounter in their ELA classes, such as major, minor characters, setting, external/ and internal conflict, flashback, and resolution. These concepts might seem advanced for newcomers, but picture books like this one provide a perfect springboard for introducing such terms in a meaningful way.

3. Teaching Story Elements to ESL students: 

As we follow Unhei’s journey, we discuss important ELA concepts. For example, when Unhei is teased on the bus, we talk about external conflict. When she discusses wanting an American name with her mom, we explore the idea that every character has a want but often faces a problem in getting it. These are foundational concepts in storytelling and literature, and The Name Jar makes them accessible to all students

4. Deepening Comprehension: 

We also dig deeper into the text, identifying the flashback where Unhei recalls her arrival in America, discussing major and minor characters, and analyzing how the characters change over the course of the story. These discussions not only build comprehension but also prepare students for more complex literature down the road.

5. ESL Project: Creating Our Class Name Jar

By the end of this mini reading unit, we create our class jar of names, which serves as a visual representation of our unique identities.

Additionally, students work on the My Name is Unique project, where they explain the meaning of their names, who gave them their names, and why their names are important. This not only celebrates their cultural backgrounds but also reinforces the idea that each student’s name tells a story.

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How I Differentiate Read-Alouds for My Students

When I use The Name Jar with my ESL pull-out groups, I always differentiate based on my students’ proficiency levels:

Newcomers/Beginner: For students who are just starting their English journey, I focus heavily on Tier 1 vocabulary and use the visual support provided by the illustrations. I may ask them to trace vocabulary words or match words with pictures to build their language base.

Intermediate: Intermediate students can handle more abstract concepts, so I introduce Tier 3 vocabulary terms like conflict and character’s change. We use sentence starters to help them articulate their thoughts about the story elements.

Advanced: Advanced students are ready to dive deeper into the text. I ask them to make text-to-self connections, predict what will happen next, and discuss more complex ideas like flashbacks and internal conflict.

Conclusion: Why Picture Read-Alouds Work for ESL Students

Read-alouds, especially those like The Name Jar, are invaluable for helping ESL students navigate both language and content. They provide a supportive framework for introducing key vocabulary and literary concepts while also creating a space for students to connect with the characters and story on a personal level. By incorporating read-alouds into our back-to-school routines, we can ensure that all students, regardless of language proficiency, have the tools they need to succeed academically and linguistically.

This approach not only addresses the challenge of teaching grade-level content but also fosters a love of reading and storytelling in our ESL students, helping them build confidence in their new language. I hope this inspires you to bring powerful read-alouds into your classroom this school year!

Happy Teaching!

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