Module 2

Here are some key points from the article, Realizing Opportunities for English
Learners in the Common Core English Language Arts and Disciplinary Literacy
Standards:
Reading
Variations of ELs (English Learners) include: age, grade, native language, literacy in both
languages
Macro-scaffolding- overall teaching in all subjects
Micro-scaffolding- individual moments of teaching; change for each discipline
EL learning to read second language has the knowledge of second language, literacy
skills of first, reading comprehension strategies, background knowledge related, interest,
and motivation
Time spent at home or school in native language is not time lost in learning to read in
English
Instructors need to understand background (done with prereading activities, postreading
activities, etc.)
How can instructors enhance strategic moves:
o Which words can be skipped without changing meaning
o Build/expand knowledge of how different texts are structured
o Critical grammatical structures
Allow ELs to explore textual hypotheses even when different from teacher
Writing
By graduation- share info so reader can grasp info, present argument, cite evidence
Must read complex text, comprehend, and use evidence
Standards
o Have meaningful things to write about that relate to their background
o Exposure to many text types
Instructors
o Assist in selecting reading/drafting strategies
o Opportunities to learn research process
Speaking/Listening
Build upon other ideas
Articulate own ideas
Confirm understanding through oral/visual presentations
Instructors
o Individual, small group, whole class discussions
o ELs can collaborate in home language then make presentations in English

Language
ELs not acquiring all standards is not necessarily unwillingness to learn

What specific literacy strategies will I incorporate into my classroom to address the
author's meaning of "shared responsibility"?

Write objectives on board so everyone, including ELLs, can understand

Have visual aids for everything I am teaching
Use hand gestures when talking to help students understand what I am saying
Speak slowly and clearly so that everyone can understand what I am saying
Use small groups to make sure that everyone is understanding lessons
Use stories and narratives to help ELLs understand the lesson
Build upon the vocabulary that they already know
Be educated about the students culture
Incorporate hands on activities to demonstrate concepts
Give time in-between lessons to let students comprehend and absorb information
Refrain from verbal correction of ELL students in front of others
Avoid forcing ELLs to speak out loud in class, instead let them speak when they are
ready
Make sure that students hit all points of speaking, reading, writing, listening in class each
day
Have students bring lessons home with them and encourage them to share with family, as
well as bring family information back to classroom (ex. Who am I book explaining who
each member of family is)
Send home assignments with many pictures to go along with words to help ELL students
understand