Engaging Second-Grade English Learners in Complex Texts, Topics, and Tasks

Autor/inn/en	Leighton, Christine M.; Ford-Connors, Evelyn; Proctor, C. Patrick; Wyatt, Jennifer
Titel	Engaging Second-Grade English Learners in Complex Texts, Topics, and Tasks
Quelle	In: Literacy Research and Instruction, 58 (2019) 4, S.272-294 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leighton, Christine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2019.1638473
Schlagwörter	Grade 2; Elementary School Students; Language Skills; English Language Learners; Teaching Methods; Learner Engagement; History Instruction; Group Discussion; Units of Study; Oral Reading; Change; Writing Improvement; Evidence; Academic Language; Teacher Student Relationship; Instructional Effectiveness; Writing Skills; Literacy Education; Content Area Writing + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Gruppendiskussion; Lerneinheit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wandel; Evidenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Writing skill; Schreibfertigkeit; Schriftliche Übung
Abstract	This article explores how a second-grade teacher challenged and supported students of varying language and literacy abilities to engage with complex material during a 14-week read-aloud unit focused on historical change-makers, and how engagement and comprehension through talk and writing changed for five purposefully selected students. Collaborative coding of whole-class and small-group discussions and student writing samples suggest students with higher English Language Development (ELD) levels used exploratory talk and cited textual evidence from the start of the unit. Students with lower ELD levels grew in these abilities during the unit, particularly when small-group discussions were included. All students' ability to cite textual evidence in writing increased. Results indicate English learners can and should be engaging with and learning from complex texts and content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01