Reading to learn: ells in grades 4 – 6 webcast

Reading to learn: ells in grades 4 – 6 webcast

 
RED 4325 Reading to Learn:  ELLs in Grades 4 – 6
Program description
Many students encounter difficulty as they transition from “learning to read” to “reading to learn” in fourth grade, and this difficulty can be even more difficult for English language learners. Why do so many students experience what is often referred to as the “fourth grade slump”? What can teachers do to make the transition into the upper elementary grades less difficult, especially for ELLs? This webcast explores effective strategies for instruction and assessment that can help address these important questions.
Watch the following video:
Reading to Learn:  ELLs in Grades 4 – 6Links to an external site.
Read the following text:
Effective Reading Interventions for Kids with Learning DisabilitiesLinks to an external site.
After watching and reading the text,  copy and respond to the following questions in a Word Document, number each question, use Times New Roman font, and use 12 point font. Use the text and video as evidence to support your answers and cite them APA format :

What do we mean when we say that good comprehension instruction takes place before, during, and after reading?
What are some examples of the academic language that students need to know in the discipline /grade level you plan to teach?
Describe some specific effective strategies that you can use to help ELL students learn vocabulary (at least 2 strategies).
Create a graphic organizer that could be used in a class to teach a concept in your discipline and explain why it would be effective with ELL students (cite in APA format any sources you may use). Add the graphic organizer and also explain. 
If you were to begin a new lesson or unit of study in a class, what method(s) might you use to preview difficult vocabulary or concepts with your ELLs?

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RED 4325 Reading to Learn:  ELLs in Grades 4 – 6
Program description
Many students encounter difficulty as they transition from “learning to read” to “reading to learn” in fourth grade, and this difficulty can be even more difficult for English language learners. Why do so many students experience what is often referred to as the “fourth grade slump”? What can teachers do to make the transition into the upper elementary grades less difficult, especially for ELLs? This webcast explores effective strategies for instruction and assessment that can help address these important questions.
Watch the following video:
Reading to Learn:  ELLs in Grades 4 – 6Links to an external site.
Read the following text:
Effective Reading Interventions for Kids with Learning DisabilitiesLinks to an external site.
After watching and reading the text,  copy and respond to the following questions in a Word Document, number each question, use Times New Roman font, and use 12 point font. Use the text and video as evidence to support your answers and cite them APA format :

What do we mean when we say that good comprehension instruction takes place before, during, and after reading?
What are some examples of the academic language that students need to know in the discipline /grade level you plan to teach?
Describe some specific effective strategies that you can use to help ELL students learn vocabulary (at least 2 strategies).
Create a graphic organizer that could be used in a class to teach a concept in your discipline and explain why it would be effective with ELL students (cite in APA format any sources you may use). Add the graphic organizer and also explain. 
If you were to begin a new lesson or unit of study in a class, what method(s) might you use to preview difficult vocabulary or concepts with your ELLs?

Reading to learn: ells in grades 4 – 6 webcast