TSL 4100 Module 7 Guided Reading Questions
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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).
TSL 4100 Chapters 7, 8, 9, and 11
Guided Reading Questions
3. How is writing related to oral language and reading?
It has been shown that the writing and reading abilities of ELL students are intertwined. When an ELL student is able to read at a higher level, then they are able to write at a higher level.
4. How can an assessment of ELLs’ writing strengths and needs inform a teacher’s choice of instructional approaches, methods, and strategies?
Proper assessment of ELLs writing strengths and needs allow the teacher to modify instructional practices to better suit the students needs.
5. Identify two (2) writing 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 interactive writing at a middle elementary level in ELA. This is when students and the teacher work together to write a story.
I would also use Journals at an upper elementary level in ELA. This allows students to either write out their thoughts or to respond to a prompt.
Chapter 11: Translanguaging, Effective Instruction, and Advocacy for English Language Learners
1. What are Translanguaging strategies and how can they be used effectively to enhance English Language Development and sheltered English content-area learning in culturally sustaining ways?
The translanguaging strategies mention in the book are using preview-review, giving quick explanations during whole-class/small-group instruction and for individual students, pull students aside to re-teach concepts, books read aloud in home language that reinforce concepts taught in English, classroom labels in both English and the students’ home languages, instructional wall(s) displayed in home languages, cognate word study lessons, home languages used to support writing in English, translation apps/bilingual dictionaries/student helpers/online resources, letters sent home in home languages, bilingual parents/volunteer help, accept initial writing in home languages as it transitions to English writing, and accept contributions in their home languages during class discussions. (p. 306-13)
2. What are the characteristics of effective programs for ELLs?
There are at least nine characteristics of an effective program for ELLs. These characteristics are as follows that ELLs attain proficiency in English, ELLs are given equal access to the core curriculum, the programs value students’ home languages and translanguaging practices, the programs value students’ home cultures, make use of multiple ongoing authentic assessments, have teachers
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TSL 4100 Chapters 7, 8, 9, and 11
Guided Reading Questions
who are fully credentialed and certified to work with ELLs, have teachers who are
advocates for ELLs and their families, provide ongoing professional development
opportunities for teachers and administrators, and promote active parental engagement. (p. 314-16) 3. What are some strategies for advocating for ELLs and promoting parental engagement?
There are many strategies for advocating for ELLs, as a teacher you can keep data to show the progress of ELLs and learning English and academic content, this strategy allows you to be an advocate for the ELL student during any parent/ admin meetings. Teachers can also join professional organizations if they wish to
continue to find ways to ensure ELLs receive high quality education.
There are also many strategies to promote parental engagement, the school and teachers can work together to create a family literacy program, or the school and teachers can work together to hold parent/family night events throughout the year.