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Please read the attachment carefully, question 1 is due within 11 hours. The other questions are due within 36 hours.

Directions: Please answer the discussion questions in 150 words using APA in-text citations and responses in 100 words.

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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. 

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