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

Culturally Relevant Model for Digital Language and Literacy Instruction

“…In general, following a culturally relevant pedagogy model folds students into learning with a focus on academic success, cultural competence, and critical consciousness (Ladson-Billings, 1995). A multi-prong approach to instruction is effective when teaching ELs (Calderón et al, 2011;Gersten et al, 2007;Leighton et al, 2019). This includes identifying students' reading difficulties, ongoing progress monitoring, small group instruction with intensive small-group accommodations, varied vocabulary instruction, lessons that incorporate academic English skills, and peer-assisted learning opportunities (Gersten et al, 2007).…”

“…This includes identifying students' reading difficulties, ongoing progress monitoring, small group instruction with intensive small-group accommodations, varied vocabulary instruction, lessons that incorporate academic English skills, and peer-assisted learning opportunities (Gersten et al, 2007). Students with lower language proficiency levels significantly benefit from small group discussions where text-based evidence is required (Leighton et al, 2019). Related to Gersten et al's (2007) recommendation of intensive small-group instruction, students also benefit from an explicit and systematic approach to phonological, phonemic awareness, and phonics-based instruction (Dussling, 2018).…”

“…Although students benefited from sharing opinion-based statements when using text evidence (Leighton et al, 2019), ELs tend to ask too general of questions when requesting peer support (Rodriguez-Mojica, 2019). To illustrate, of the bilingual students in one 4th-grade classroom who requested peer support, only 41% of their peers could understand and respond to the question they posed.…”