Sections 6.3 and 6.4 of Chapter 6 describe the three different stages of reading and writing development: emergent, beginning, and fluent. Each stage of development outlines what teachers can typically expect from their students and it is important to be aware of these differences so that teachers can effectively differentiate their instruction in meeting student needs.
Suppose you have a group of ELLs in your classroom that exhibit each stage of reading and writing : some at the emerging level, some at the beginning level, and some nearing the fluent level.
Choose ONE of the following scenarios and using the following template,Stages of Reading and Writing Development (be sure to attach it or copy and paste it directly into your DQ submission), design how you will address the needs of this ELL group:
- Reading Development: You are an elementary school teacher and you are developing your reading groups for small group instruction. You have a variety of reading levels and you decide to break your class up into three groups; emerging, beginning and near fluent. Develop a reading activity for each stage and describe why the instructional strategy or strategies is most appropriate for the ELL student in developing their reading skills. Be sure to provide evidence from the text to support your response.
- Writing Development: You are an elementary school teacher and you are developing your writing groups for small group instruction. You have a variety of writing levels and you decide to break your class up into three groups; emerging, beginning and near fluent. Develop a writing activity for each stage and describe why the instructional strategy or strategies is most appropriate for the ELL student in developing their reading skills. Be sure to provide evidence from the text to support your response.
For help with completing this assignment, please review the Stages of Reading and Writing Development Tip Sheet.
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Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego, CA: Bridgepoint Education.
- Chapter 6: Oracy and Literacy Development
