Reading And Literacy Instruction Strategies For Ells Research Paper

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English.

[The essential literacy strategy that I am using in the learning segment is identifying problem(s) and solution(s) of a story. This is evident through the Common Core State Standard RL. 2.3, which states “Describe how characters in a story respond to major events and challenges.”This standard is evident in my lesson plans when learners are identifying problem(s) and solution(s) in leveled text and their own individual books. They will be filling in a graphic organizer or creating an anchor chart with their findings this literacy is provided in my learning objective, when it states, “Learners will be able to identify a problem or problems by doing a picture walk of their short stories and flagging them with sticky notes.” Another learning objective

The situation amongst ELLs and literacy instruction, including assessment practices, is confusing for many teachers; therefore there is still much exploration left in terms of the best practices for the instruction and assessment of ELLs (Ebe, 2010).

Differentiating instruction for ELLS is extremly inportant for their success in school. Sheltered Contenent Instruction state, "REsearch suggests that English learners benefit from a seperate block of time for ELD or ESL." They also stated that sometimes this can not happen due to the large amount of ELL's in a classroom. In this case the teacher can co teach with an ESL teachers to help these students.

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

Growing up in an incredibly diverse area, I completely overestimate the availability of ESL (English as a second language) and ELL teachers. Because all ELL students do not have access to such help, educators can do well to make a personal effort to reach out to their ELL students. By making a personal effort to connect with ELL students, educators can better understand how to help them get the most out of their education. Giving them special attention will not only help them succeed but also make them feel more comfortable and welcome. Educators could go above and beyond by making special copies of homework assignments for students that feature both English and the students first language. This way they will no doubt understand what is being asked of them, but also learn new words at the same time! Another way educators could show a personal effort could be by making time to work with the students outside of classroom time, further explaining anything that was taught

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

The data collected from the students’ assessment showed they had a high level of comprehension in using the essential literacy strategy which has been the focus of the learning segment. The assessment is directly related to what the students have been learning throughout the learning segment. The students d had multiple opportunities to practice the essential literacy strategy throughout the learning segment. The first section of the assessment which was the matching of the text features with their purposes was directly related to the learning task they had to perform in the lesson one relating to the learning target “I can match text features to their purposes.” The written response section was directly related to the related skill the students’

English language learners and ELLSEs may be similar but they are also quite different. Both are considered to be emergent bilinguals. The students who are ELL’s will most likely have trouble with instruction in a new language, but if taught in their home language they will better be able to pass

Prior to this learning segment students were introduced to the concept of cardinal number words in math class. This allowed students to come into this learning segment with some prior academic knowledge about ordering. Each student had received previous instruction on how to identify key details within a text during previous reading instruction. These two areas of prior academic learning are crucial to build on my students ability to recall events in story and put them in sequential order. The students previously learned about the life cycle of a butterfly in science class, which is why I chose to introduce the essential literacy strategy using this process; it allowed students to pay less attention to each individual event of a butterfly’s life cycle and more attention to exercising the essential literacy strategy of putting the events in the sequential

Phenomenon of interest: How do elementary teachers of intermediate grades address literacy challenges successfully in their classrooms?

Will I Gens be able to succeed in the real world. I don’t know. I know that I can succeed though because my dad sophisticated my knowledge on how to work properly and efficiently. In my life, I had no Xbox or ps4 to influence the way I think. My customary day is going out and feeding cows in the winter cutting wood. Most iGens could not live in my conventional world.

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

This article touches upon many different ideas and the importance of Academic Vocabulary. First it talks about how academic vocabulary is harder to learn then conversational language (Sibold, 24). Next the article dives into the importance of academic vocabulary to ELL’s. It was said that many studies show low academic language skills reflect low academic performance (Sibold, 24). This tells us that ELL students are already at a disadvantage because of there academic vocabulary. Table 1 shows us that there are three stages for incorporating relevant vocabulary. The three stages are before reading, during reading, and after reading. In each on of these strategies there are many different suggestions one can take to help ELL learners. Before reading one can pronounce the word or show the word in their native language and then have the students repeat it in English a few times. During the reading we can use graphic organizer to help students understand the word. After reading we expose the student to that word in a variety of ways