One of the most important of these is that raising the level of literacy for children is an act of social justice. John Dewey, one of the founders of Teachers College, wrote: Our work aims to prepare kids for any reading and writing task they will face or set themselves, to turn them into life-long, confident readers and writers who display agency and independence in their future endeavors. That is, our aims reach beyond state testing and fulfillment of tasks for schools.
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.
Which instructional practices should you incorporate into teaching reading to ELLs? We will describe three broad instructional practices, explicit teaching, providing practice, and adjusting the language of instruction, which are integrated into the lessons in this book found at the ends of Chapters 2—6.
Explicit instruction refers to task-specific, teacher-led instruction that overtly demonstrates how to complete a task and can be used to teach students both basic and higher-order reading skills.Teaching Secondary Students to Write Effectively.
NCEE U.S. DEPARTMENT OF EDUCATION.
represents the judgments of the review panel regarding what constitutes sensible practice, based on the research that was available at the time of publication. This practice guide should be used How using the K-W-L strategy during the writing.
Evidence-based practices for teaching writing Amy Gillespie and Steve Graham reveal the techniques that have been proven to work when teaching students to write WRITING IS A MULTIFACETED TASK THAT involves the use and coordination of many cognitive processes.
The two-day workshop was structured around building teachers' knowledge of the evidence-based practices for teaching writing, with a strong emphasis on the role of formative assessment. Writing is a social process for English language learners (ELLs), just as it is for any other writer.
Teaching English language learners to be successful writers depends on the quality of the instructional process, practices, and classroom climate for learning. Teaching Elementary School Students to Be Effective Writers NCEE clear information on critical topics related to teaching writing and is based on the best available practices were implemented in past research, positive effects were observed on student.
know about effective practices for teaching writing to adolescents.
|Implementing the Writing Process - ReadWriteThink||Each Action is related to the WIDA matrix and is designed to give more detailed information to assist in effectively using the matrix for planning.|
|What Works in Writing Instruction: Research and Practices||How students organize knowledge influences how they learn and apply what they know. Students naturally make connections between pieces of knowledge.|
This fact sheet examines the research Research-Based Writing Instruction Page 3 Process writing approach. includes many related activities, including a greatly increased quantity of writing (only some of which is completed to publi-.