This Reading Star uses all the cues good readers use when decoding an unfamiliar word. I give this to my students after teaching the basics and then I give to my Spanish speaking parents so that they can aide the students at home as they are learning to read and to speak English.
To help ELLs meet high academic standards in language arts it is essential that they have
• Teachers and personnel at the school and district levels who are well prepared and qualified
to support ELLs while taking advantage of the many strengths and skills they bring to the
• Literacy-rich school environments where students are immersed in a variety of language
• Instruction that develops foundational skills in English and enables ELLs to participate fully
in grade-level coursework;
• Coursework that prepares ELLs for postsecondary education or the workplace, yet is made
comprehensible for students learning content in a second language (through specific
pedagogical techniques and additional resources);
• Opportunities for classroom discourse and interaction that are well-designed to enable ELLs
to develop communicative strengths in language arts;
• Ongoing assessment and feedback to guide learning; and
• Speakers of English who know the language well enough to provide ELLs with models and
Phonics and Word Recognition
RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.