Abstract
AbstractThis article describes the implementation of a read‐aloud routine focused on the development of vocabulary knowledge and comprehension for English Learners (ELs) in grades K‐3. This paper describes the steps of a daily read‐aloud system, including key applications of second language acquisition and culturally responsive pedagogy with examples of how they are integrated with literacy instruction for ELs. The routine was implemented across three campuses, and qualitative data was collected throughout the implementation period to inform model development. Data sources include formal observations, focus‐group interviews, documents from professional development activities, and researcher field notes. The article concludes with a discussion of the successes and challenges to implementing the read‐aloud routine in K‐3 classrooms.
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