Directions Please Answer The Discussion Questions In 150 Words Using ✓ Solved

Directions: Please answer the discussion questions in 150 words using APA in-text citations and responses in 100 words. Discussion Question 1: GCU believes that we must carry out our work with compassion, justice, and concern for the common good. Reflecting on this belief, how can you support English language learners (ELL) in your content area with literacy development without drawing attention to different levels of text in the classroom? Response: Jacqueline wrote: This can be a difficult task. As educators, we never want to draw unecessary attention to those with special needs or those receiving services.

However, there are times that it happens. Today I am subbing for a 3rd grade class. There are two ELL students in class. The teacher didn't include anything in the plans about them leaving for interventions, so they had to explain it to me. That is the first suggestion I would make: If you have a sub, make sure they know who receives services.

The same two kids got a little lost when reading word problems in math. They both asked me indiviudally what certain words meant. Instead of singling them out when I saw them get stuck again, I instead turned on the doc camera and addressed the entire class. I also find it helpful to limit the word content and speak clearly when giving directions. In math or economics classes, I will have word walls or write important things on the board.

I will also make sure that they are reading things to their level, without making a big deal about them reading different text. Even just shortening the required pages may also be helpful. Some also have para's, which I love. Response from Professor: Should ELL's be given texts both in their home language and English? Why?

Why not? Discussion Question 2: Share two strategies a teacher can use to allow student choice when selecting text to read to support diversity and student investment in the classroom. When would it be appropriate to implement such a strategy? Would this work for all content areas? Why or why not?

Response from Juanita: I always try to give my students choices in the lesson. Not only is this apart of a positive observation score, but it allows students to feel like their are getting to choose what they want to do in the classroom. One strategy to use of Book Speed Dating. Book “speed dating†is a great activity to do at the beginning of the year or semester because students can be exposed to several books and begin to build a reading list (Barber, 2017). This allows students to make a list of the books they would like to read through out the school year.

I do believe this would work for all content areas. The teacher should provide literature that fits in with the subject they teach. Another strategy, one I like to use often, is this use of different text in the lesson. They could be the same level of text and about the same thing but delivered differently. For example, sometimes I will give my students the choice of choosing a traditional text or a comic style text over the topic we are studying for that day. This allows all types of learners to still get the same material.

Paper for above instructions

Discussion Question 1 Response

Supporting English Language Learners (ELLs) in promoting literacy development can indeed be challenging, particularly without drawing unnecessary attention to differing levels of text. One effective method is through the integration of collaborative and interactive activities. By pairing ELL students with proficient English speakers during group assignments, these learners can benefit from modeling and shared experiences without feeling singled out (Gibbons, 2020). The educator can also utilize the “think-pair-share” strategy, where students first think independently about their responses, then discuss in pairs, before sharing with the larger group. This method encourages ELLs to practice their language skills in a supportive environment while benefiting from their peers (Echevarría, Short, & Powers, 2006). Additionally, providing scaffolded support such as visuals, multimedia resources, and opportunities for oral language practice can enhance comprehension without explicitly highlighting differences in text levels (Davison, 2019). In this way, literacy development for ELLs can be both effective and unobtrusive.

Response to Professor

Providing texts in both students' home languages and English can be beneficial. Research suggests that dual-language exposure enhances comprehension and supports literacy development (Cummins, 2000). Home language texts can help ELLs engage with content more effectively while they develop their English proficiency. However, the challenge lies in ensuring that students simultaneously build their English language skills without becoming reliant solely on their native languages (Genesee, 2008). Therefore, while it can be advantageous, careful implementation is required to balance language development and engagement with English texts.

Discussion Question 2 Response

To facilitate student choice in selecting texts and enhance diversity and investment in reading, teachers can implement strategies such as Book Speed Dating and offering varied text formats. In Book Speed Dating (Barber, 2017), students rotate through several books, allowing them to preview different genres and topics before selecting texts of interest to read. This method can be particularly beneficial at the beginning of a school year or semester as it allows students to engage with a variety of authors and styles.
The second strategy involves providing options between traditional literature and graphic novels or comic-style texts based on the same subject matter. This catering to diverse learning styles can promote engagement and understanding (Baker, 2019). It can be appropriate in any content area as long as the literature aligns with the curriculum, fostering student choice and investment in their learning (Fisher & Frey, 2014).
Incorporating these strategies supports student autonomy and recognition of diverse interests, engaging all learners and encouraging deeper involvement in their educational journey.

References

Baker, D. (2019). Engaging Students Through Inquiry-Based Learning. Routledge.
Barber, K. (2017). Book Speed Dating: Engaging Students in Reading Choices. The Reading Teacher, 71(4), 465-471.
Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
Davison, C. (2019). Scaffolding Learning: Teaching Reading Comprehension in Inclusive Classrooms. Routledge.
Echevarría, J., Short, D. J., & Powers, K. (2006). Teaching Academic Content to English Language Learners. Pearson/Allyn & Bacon.
Fisher, D., & Frey, N. (2014). Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD.
Genesee, F. (2008). Dual Language Development: Two Languages in the Classroom. The International Literacy Association.
Gibbons, P. (2020). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Heinemann.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wolf, S. (2018). Promoting ELL Engagement through Cooperative Learning. English Language Teaching, 11(3), 34-45.