Issues and Trends in Education.
Research-Based Practices for English Language Learners Carolyn Derby has taught either 2nd or 3rd grade for the past 10 years in a district in the Northwest. The district she teaches in draws from a community that is both rural and suburban in character. Initially, new students were primarily Spanish speaking, although now some students speak languages such as Vietnamese, Croatian, and Russian.
I have learned a great deal in the last few years about the customs of these families and have integrated my learning into my classroom, but I still worry that I may not be using the best practices for teaching—especially teaching reading.
She is among many teachers instructing English language learners ELLswho are found in every state in growing numbers.
ELLs come from families with a wide range of education, from the highly educated to those with very limited or no formal education. They are represented in every socioeconomic level and speak more than different languages, although Spanish is the home language for at least 75 percent of these students.
Despite these differences, researchers have identified effective instructional and assessment practices for beginning readers who are ELLs. As with all reading instruction, the ultimate goals are reading for understanding, learning, and interest. In the early grades, with most students, the focus is on moving to meaning after assuring that students have foundational skills such as phonemic awareness, phonics, fluency, and vocabulary.
How do these goals differ for English language learners? The broad goals of reading are the same for all students. An additional goal with ELLs is to simultaneously build oral language skills.
While building oral language skills is important with all students, it is even more essential for English language learners. Although we do not include a chapter dedicated exclusively to oral language, ways of building oral language are referred to in each chapter and are integrated into the activities.
Many ELLs are learning a new language as they acquire and develop literacy skills, especially vocabulary, in English. The integration of practices for English as a second language ESL with effective reading instructional practices can provide students the support they need to develop both language and literacy skills in a cohesive manner.
These similarities provide researchers and educators a starting point in identifying effective instructional practices in the teaching of reading. After reviewing 33 studies of effective or exemplary schooling for ELLs, August and Hakuta identified seven classroom attributes associated with positive student outcomes.
In these studies, teachers provided explicit skill instruction, student-directed activities, instructional strategies that enhanced understanding, opportunities to practice, systematic student assessment, and a balanced curriculum either alone or in combination.
Often these practices were integrated to enhance student learning. Although not specific to reading instruction, these practices can be used in the teaching of reading.
More recently, an observational study conducted in 20 classrooms serving English language learners from 10 language groups identified a variety of reading instructional practices used by effective classroom teachers of ELLs.
Effective teachers—those whose students had the strongest academic outcomes—used effective instructional practices such as explicit teaching, monitoring student progress, and opportunities to practice.Teaching Reading A K 6 Framework teaching-reading-a-kframework. Samples of Proficient Writing with Commentaries Grade 5 Developed in collaboration with Superintendent Instruction and Curriculum Division Literacy and History-Social Science Department Samples of Proficient Writing with Commentaries Grades K-6 FW Framework The six components of writing assessed with the rubrics: ideas, organization.
Articulating a Gradual-Release Framework for Teaching Writing.
Teaching the Writing Process. of outstanding books and articles have been written about the teaching of writing in K–6 classrooms. It’s impossible to keep up with the abundance of knowledge and insights on the teaching of writing. The Next-Step Guide to Enhancing Writing.
A-Z's reading, writing, science, and vocabulary products for PreK-6 kids empower teachers to improve children's learning through an enlightened approach to literacy. Start teaching reading a k 6 framework PDF ePub Mobi Download teaching reading a k 6 framework (PDF, ePub, Mobi).
The Writer’s Workshop provides an ideal framework for providing students with a predictable and structured time for writing and writing instruction.
Participants will learn how to establish and manage a Writer’s Workshop in their classroom. Topics of study will include writing across the curriculum, writing research, and assessment of writing. EDU Methods and Materials for Teaching Foreign Languages (K-6).