To gain a comprehensive understanding of the word knowledge of students learning English, their reading ability is important (WTW, 2012). There are many ways to assess the reading skills of ELLs. For example, spelling inventories help explore an ELL's literacy knowledge; however, the test should first be administered in their primary language or earlier. According to their method: Word Study for Phonics, Vocabulary, and Spelling instructions, "a spelling inventory in students' spoken language can indicate their literacy levels in the primary language and, more specifically, show which orthographic features they already understand" (WTW, 2014). Bilingual students rely on knowledge of their primary language to write words in a second language (WTW, 2014). Teachers can also assess ELL reading comprehension through sequencing activities (Ada, 1990). For example, teachers can ask ELLs to write individual sentences from the text on separate sheets of drawing paper; then read or have students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students' ability to sequence story material by printing sentences from a section of the story onto strips of paper and shuffling the strips; ask students to put them in order (Ada, 1990). According to Spanish-language children's literature in the classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English language learners (ELLs) should include plenty of illustrations that help clarify the text, action-based plots, little text on each page, text that contains repetitive and predictable sentences, high-frequency vocabulary and useful words , text that uses simple sentence structures (Ada, 1990). When reading to beginning ESL students, be sure to make the language understandable to them (Ada,