TSL 4100 Module 7 Guided Reading Questions

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Indian River State College *

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Apr 3, 2024

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TSL 4100 Chapters 7, 8, 9, and 11 Guided Reading Questions Chapter 7: Listening and Speaking 1. What does the research tell us about the relationships between ELLs’ oral language development, vocabulary development, literacy development, and educational achievement? ELLs must rapidly gain English vocabulary knowledge in order to bridge the learning word gaps between their non-ELL peers. By increasing their vocabulary, this helps build language and literacy development, which leads to higher educational achievement. 2. How can understanding of ELLs’ listening and speaking strengths and needs inform a teacher’s choices of instructional approaches, methods, and strategies? By understanding ELLs listening and speaking strengths, the teachers are able to modify instruction to their student’s abilities. 3. How can teachers help ELLs develop higher levels of oral language proficiency? Teachers can help ELLs develop higher levels of oral language proficiency by having students focus on constructing meaning and progressing to engagement in the content subject areas. 4. How can teachers promote oral language use in the classroom as a foundation for ELLs’ literacy development and academic achievement in English? Teachers can promote oral language use by listening, utilizing total physical response, and having listening comprehension tasks. 5. Describe two (2) ways a teacher can assess listening and speaking in the classroom. Teachers can simply talk with them and listen to them talk, as well as listen to the students while they interact socially with their classmates or during activities. Teachers may also use more formal assessments, such as having the student describe an illustration or reading a book together and having the student retell the story. Chapter 8: Reading 1. What is a balanced approach to literacy instruction? A balanced approach to literacy recognizes the need for some direct instruction in reading skills but emphasizes the importance of providing such instruction in meaningful contexts to ensure that students are able to comprehend and use what they read for authentic purposes (p. 194).
TSL 4100 Chapters 7, 8, 9, and 11 Guided Reading Questions 2. How does reading promote English Language development? Reading promotes English language development in that ELLs have an unlimited number of opportunities to see and read written English through books, magazines, the internet, etc. With reading, ELLs have more control over what they can read, like the topic and level of difficulty, versus what they can hear. (p.196) 3. What does research tell us about effective reading instruction for ELLs? Research suggests that reading instruction for ELLs has a variety of issues with the skills based instructional approaches and have brought focus to the need for more balanced literacy instruction and development of oral language. (p. 230) 4. How can an understanding of ELLs’ reading strengths and needs inform a teacher’s choices of instructional approaches, methods, and strategies? Teachers are able to guide instruction based off of what the student’s needs are. 5. How can teachers assess reading and use assessment results to guide instruction? Teachers can utilize assessment results by knowing how to properly select texts and structure activities. 6. Identify two (2) reading strategies that interest you and describe how you would implement these strategies in the classroom (specific to grade level and content area you teach/wish to teach). I would implement Close Reading in an upper elementary setting in either ELA, Social Studies, or Science. Close reading incorporates guided release mixed in with multiple read throughs. I would implement Independent Reading centers at the end of first grade or during second grade. This allows students to read a book of their choice at their appropriate level. Chapter 9: Writing 1. What does the research tell us about effective writing instruction for ELLs? Research tells us that all students must learn how to properly write in order to become a proficient English speaker. However, an ELLs written English ability is based upon their level of oral English proficiency (p. 234). 2. What does a theory of second language writing include? The theory of second language writing includes translingual practice, which is the way that bilingual students utilize all of their language skills in both languages (p. 235).
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