Which modification would most effectively support English learners during a read-aloud of narrative books?

• A. Having the students draw pictures as they listen to the books
• B. Previewing unfamiliar vocabulary before reading aloud
• C. Providing books about small insects in the classroom library
• D. Rereading aloud each book to the students several times

Answer: (B)

Previewing unfamiliar vocabulary before reading aloud helps English learners understand the story as it’s heard. When students encounter new words, comprehension can stall if they haven’t heard or seen the terms before. By pre-teaching key vocabulary—sharing simple definitions, using visuals, and seeing the words in a quick, familiar sentence—the teacher reduces that hurdle. This prepares students to follow the plot, make connections, and participate in discussion during and after the read-aloud.

While other ideas can support learning in different ways, pre-teaching vocabulary directly addresses the language barrier that often slows English learners during listening activities. Drawing during listening or using books on a specific topic doesn’t target the language needs as effectively, and rereading can boost fluency but doesn’t pre-emptively build the word knowledge that makes the read-aloud accessible from the start.