Module 5: Instructional Challenge

As your school year starts, you realize that you have three ELLs who are newcomers to the United States. Discuss how a comprehensive literacy program addresses their needs, drawing attention to specific components of the framework that are particularly relevant. Then discuss any additional scaffolding you would offer to support these children's needs. Post it to your blog and name the posting "Module 5: Instructional Challenge."

As soon as this students steps foot into my classroom I would get straight to work. A comprehensive literacy program that incorporated reading and writing workshop would address my student's needs in many ways.

I have taken some of these ideas from a chart on page 302 as well as some I've used in personal teaching experiences.

During whole group instruction I think that using read alouds and write alouds would be a great way for my student to get a concept of print and the print around him.  By having the student listen and watch he is gaining insight into what is expected but I am also giving him the opportunity to watch me model the lesson.

I think that when working with a student who is trying to learn a new language it is important to not push him into anything he isn't comfortable with.  The first thing I would do it find out what he is interested in.  Once I did that I would have him look through books of those topics focusing on the pictures and words that are familiar.  This would be a great time for me to introduce a book talk or do a book walk.  By going through the book and actually touching each page the student will be able to preview what he is about to read (or look at) and gain more background knowledge.

In my class regardless of ELL or not I put all of my students with a reading partner.  Reading partners are a great way for student to look through books and be given the opportunity to ask questions or talk through difficulties with someone their own age.  I think that putting my ELL student with a book buddy would help him also provide a wonderful framework for the work done in my class.

When working and conferring individually with this student I would do shared reading and writing.  I think that if he and I worked together to write something or read something I would be able to continue to gauge his learning and comprehension as well as continue to provide support.  I think that when conferring I am given opportunities to teach mini lessons that can help this student in ways in which he needs to grow.

And of course, I think it is essential for the teacher to maintain a relationship with the school's ELL specialist.  There should be a plan that is implemented so that what he is working on in my classroom he is also focusing on with the ELL teacher so that there is an overlap.


Weaver, C. (2002). Reading Process & Practice (3rd ed.). Portsmouth, NH: Heinemann