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One of the 5 basic premises that spoke to me was #1, Assets-Based Philosophy. I think the approach to education for EL’s can be commonly focused around a more deficit mindset- how can we get students on the same level of what is “normal” for their age/grade. However, I think that this takes away from all the other things that these students have strengths in and I appreciate how this book is working around the idea that there is a lot of things these students are able to do, which can be used to support all of them to reach their full potential in the classroom. One line that struck me was “we cannot remediate what has not been built yet” (xvi). I think that this is such an interesting way to look at education in general. How can we as teachers “fix” something when students haven’t yet been given appropriate tools to support them first? I appreciate what this book is trying to do to flip the idea that EL students are far different from any other student trying to learn in the classroom

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On page 31 it gave examples of writing opportunities for ELs at the starting level. Something that I noticed in these projects is how a lot of them include visuals. I think this is a great way to express oneself when they might not be able to in writing. These projects also involved what the students already know. The projects takes the students' prior knowledge and strengths and supports them into creating a project. We want to support the students and not silence them.

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#1: What about the 5 basic premises (pp. xv-xvii) speaks to you?  What is one phrase or quote from that section that you love?
#2: Chapter 1 teaches us what entering level MLLs can do?  What information from this chapter would you want to share with a teacher who has an entering level student in his/her class?
#3: Page 31 outlines different ways to engage entering level students in writing.  What do you notice about these projects?
#4:  Is there a particular passage in this chapter that really struck you?  Share your thoughts.

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The author presents five basic premises that should be kept in mind when working with ELs. The five basic premises were very interesting to me since they included a broad range of aspects. It made me take a step back and truly think about all the different things that can affect an EL and should be considered when working with them. I specifically liked the emphasis on the importance of peer interaction. Learning from and with one’s peers is essential to meaningful education especially for ELs. It gives them the opportunity to practice what they have been taught. One quote that I loved from this section was that “the goal is to help students become successful in U.S. schools and society but not at the expense of sacrificing their existing cultural and linguistic competences.” I think it is very important to help students learn English but the teacher should not want them to completely forget about and never use the other languages they know. It should be about the student gaining more knowledge instead of replacing the knowledge they have.

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Adichie's quote about stereotypes emphasizes the fact that while stereotypes may possibly hold some truth, they only provide one perspective or viewpoint about a person/group of people.  Thus, stereotypes are incomplete in that they lead people to solely believe one thing about a person, when in reality that person is more than just the one-sided label. Stereotypes are merely an oversimplified side to someone's story, which minimizes that person's unique and individual differences.  I agree with Adichie in that stereotypes are incomplete and consequently dangerous because they can cause someone to feel prejudice or discriminate against a person/group.  As teachers, it's especially important for us to represent a diverse range of learners in the stories we present to our students so our students are able to recognize multiple perspectives and see valuable similarities among their peers, rather than differences.  In essence, teachers have the important job of choosing stories that are not single stories.

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My main take away from this article is how much the emphasized the importance of using the Childs native language as an asset instead of a deficit. I feel as though so many teachers try and face the students to only use English as that is the language they are trying to learn, but that can do more harm than good. I think it is important for teachers to accept and utilize the childs native language. This may be hard if teachers don't speak the language which is why I also think in order to be a bilingual teacher you have to have some experience with another language or languages. My advice for a team looking to place a child into special education would first be that they have to test the student in their native language. The student may snuggle with reading and writing English because they were raised in a home with a different language, not because they have special needs. You must test the child in their native language using a non bias assessment to ensure accurate results.

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Each week you will respond to an assigned reading.  You can respond to one of the offered prompts or you may choose to write your own personal reflection.  In addition you are required to respond to a minimum of two classmates.

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Each week you will respond to an assigned reading.  You can respond to one of the offered prompts or you may choose to write your own personal reflection.  In addition you are required to respond to a minimum of two classmates.

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Prompts: Respond to any of the following questions:  Use the + and indicate which prompt you are responding to.  If you are responding to more than one prompt, use the + sign for each prompt.

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Prompts: Respond to any of the following questions:  Use the + and indicate which prompt you are responding to.  If you are responding to more than one prompt, use the + sign for each prompt.

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#1. In her opening sentence, Adichie identifies herself as a storyteller. In what ways are reading and storytelling related for her? How do the stories she read as a child affect the stories she writes now?
#2. “The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete.” What do you think Adichie means here? Do you agree with her?
#3. How does Adichie’s account of her stereotyped view of Fide complement the story of her college roommate’s stereotyped view of Adichie herself? Would her talk as a whole have a different impact without the story of Fide and his family?
#4. What single stories have you heard about others? About yourself? In what way(s) are these stories incomplete?

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Chimamanda Ngozi Adichie: The danger of a single story | TED Talk

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Sarah's response to the Danger of a Single Story

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Sarah's response to the Danger of a Single Story

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Question 2: Regarding the truth and completeness of stereotypes, I think that Adichie means that while one fact may be true about a group of people, it is not the only thing that is true about them. For example, because she was only told that Fide's family was poor, she believed that no other traits were true about them. So while Fide's family may have been poor, they were also capable of creating beautiful things. I totally agree with Adichie in that stereotypes only present one piece of someone's identity. However, I do not agree that stereotypes are always true. While it is certainly possible for that to be the case, I think that it is equally dangerous to believe a stereotype is true without confirming the fact as it is to believe that a stereotype represents everything about a person or group of people.

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I agree with Adichie that when she expresses the problem with a single story, it is not that they are untrue, but that they are incomplete.  I believe she is trying to show that not all stereotypes are real, but that there are various stereotypes out there that may prove true for a particular person or a specific group of people. However, every story that translates to a stereotype does not represent the entire body and background for that specific person or group. Incompleteness is the problem because a single-story not only disrespects someone else’s lifelong journey and one’s true story, but it lacks the acknowledgment of the triumphs and victories for any given person or group of people.

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Adichie's account of her stereotyped view of Fide's background was necessary to show just how widespread the problem of a single story is. The two accounts complimented each other since both situations derived from only knowing very little about someone or their background and assuming that they could not be any different than the an image already made up in the individual's head. Without the example of stereotyping Fide the story would have been less impactful. Adichie was illustrating that everyone is at fault in this area. She was both the victim and the one stereotyping others without even realizing it at first. She showed that it could happen to anyone and we should all actively work to avoid single story stereotypes.

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Keren’s Response to Question 4: 

Adichie highlights the importance of the incompleteness of a single story and how we are not thinking of a larger picture when we listen to a single point of view.  I think disability is often told as a single story, “This is John, he’s autistic” or “Caroline has cerebral palsy”.  Because many disabilities are easy to notice or affect many different aspects of a person’s life they are often used as identifiers, labels, limits, and single stories.  When we view a person through the single lens of disability we lose out on their hobbies, interests, sense of humor and at sometimes humanity because we view them solely as their disability. Adichie also points out that single stories often start at ‘secondly’ which often is from the point of the viewer and not the storyteller. I think an example of this experience is the view of immigrants as taking American jobs.  The story starts with the immigrant’s theft of the viewers potential job.  The story does not include the type of immigrant, the immigration process, the skills of both applicants, and the availability of jobs. This story paints the immigrant in a singular negative light instead of showing the entire picture. I think that Adichie implores the importance of many stories and stories that show more than just what the viewer wants to see. 

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1) Adichie begins her TEDTalk with the sentence, "I'm a storyteller" as storytelling and reading are related. She states that she began reading as early as 2-4 years of age and began writing about the things she read about starting at the age of 7. Since she was reading British and American stories, she began creating her own stories through writing and illustrations of the things she read about: white people, blue eyes, snow, ginger beer, etc. These are all things she would have never been exposed to or experienced in Nigeria. This made Adichie think that all stories needed to have foreign characters and things she couldn't identify with in the stories until she discovered books written by African authors. These African books made Adichie realize that people like herself existed in literature as well. Finally, Adichie’s perception of literature changed when reading African books and they “saved me [her] from having a single story of what books are.” Adichie believes that storytelling and reading are related because as an impressionable child, she began comprehending stories and began her own "storytelling" by writing and illustrating the things she read about; however,  not about her own experience because she did not believe people like her existed in literature. Once she discovered that people like her existed in literature too, she discovered the dangers of a single story: literature does not only include characters and setting of one particular group in the world, that the story of literature was incomplete without all groups and places being represented too. Adichie is dedicated to spreading the message that one single story does not define a group or thing, it is only one perspective of what may be true, but it is not the only thing true about that particular group or thing. Later, Adichie wrote her own novel about her own experience. However, the professor said that it was not “authentically African” because the characters were too much like an educated, middle class man and they drove cars instead of the typical perspective of Africans starving. This again shows the dangers of people having a single story.

3) Adichie begins this part of the TEDTalk by talking about her own stereotyped view of Fide and his poor family and then transitions to her roommate’s stereotyped view of Adichie to show that all people have stereotypes based on a single story of a particular group. First, Adichie talks about her experience of having poor, houseboy when she was 8 years of age. She felt pity for him and his poor family. However, she stereotyped poverty in a single story that she was surprised that poor people could create beautiful things. After, Adichie talked about the stereotypes her American roommate had about African people. She thought that Africa was a “catastrophe,” asked “where I [she] learned to speak English so well,” and “assumed that I [she] did not know how to use a stove.” Adichie’s roommate had a single story in which she felt pity and seemed like she was not “human equals” to African people. Both these examples show that all people have created stereotypes of people based on a single story. In this case, this shows that Adichie herself created stereotypes about other groups of people and other people have created stereotypes about herself. I think her talk would not have been as impactful without her story about Fide and his family because this would show that not all people are at fault of the “single story.” If she did not confront the audience that she at fault too, the audience would think that some people are excused from making this mistake. Both stories show that all people have created stereotypes based on a single story of group of people. All people should confront and be reflective about these stereotypes, so we can recognize and change society from making the mistake of the stereotyping based on a single story.

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Adichie's account of her stereotyped view of Fide complements the story of her college roommate's view of Adichie herself because Adichie like her roommate viewed a single story of Fide's life based on what she was told and not what she experienced. This is just as the roommate did to Adichie, without being educated that there are multiple sides to her story.  Adichie assumed Fide and his family were incapable of making something so beautiful like the basket described in the video because they were poor.  In a similar way, Adichie's roommate assumed she couldn't use a stove, listened to "tribal" music, and knew how to speak english among other things when in reality all these statements were extremely false.  At this point, Adichie knew how it felt to be stereotyped herself and realized she was viewing circumstances as a single story.  Without Adichie admitting to stereotyping Fide and his family, the impact of her talk would've been less. Adichie has been on both ends of the stereotyping and therefore has the experience to share what each event felt like and why it is important to limit the view of a single story. Keeping an open mind and evaluating all aspects of a person's live is crucial rather than focusing on assumptions and creating stereotypes. Without the inclusion of Fide's story, Adichie wouldn't have been as qualified to speak about stereotypes and wouldn't have been as relatable as she was in the video. By including it, she shows that she understands how easy it is to fall into the trap of single stories and stereotypes.

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I’ve always been told that a story has at least two sides to it. Whenever you hear a story about one of your friends you might be reminded that you don't know the full truth. I think this relates to this ted talk with a single story being incomplete. A single story will create stereotypes that may not be untrue, but it’s never the full truth. I agree with this. I know I am a victim of hearing a story and generalizing a person without thinking about the whole story, or the history behind a story. A person or a group of people should not be judged by one story or one stereotype. Human beings are so complex and for one story to dictate how they are seen in society is wrong.

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In this ted talk Adichie talks extensively about the idea of a "single story" which we later go on to realize is a stereotype pinned to a whole group of people based on their ethnicity, culture or any single unifying quality among a group of people.. Adichie explains that these stereotypes are not necessarily wrong, but people have more to them than the one labeling quality or "single story" they have based on their group. I think this is really important to realize as we live in a world where different groups of people are all be labeled with a certain stereotype just because they are part of said group. They are not given a chance to show that they do not fit that label or that there is more to them than the "single story" they so often get limited to.

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#2: When Adiche said its not that stereotypes are untrue but it's that they are incomplete, she meant that there is so much more to a person than just that one stereotype. Someone can fit the stereotype, however, that is not the only characteristic that defines them. There is so much more to their personality and background that the stereotype does not even come close to defining who that person truly is. To understand who someone really is, you have to look past that single story and get to know them for who they are.  

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#2: When Adiche said its not that stereotypes are untrue but it's that they are incomplete, she meant that there is so much more to a person than just that one stereotype. Someone can fit the stereotype, however, that is not the only characteristic that defines them. There is so much more to their personality and background that the stereotype does not even come close to defining who that person truly is. To understand who someone really is, you have to look past that single story and get to know them for who they are.  

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Danger of single story response- Isabella Masciarelli 

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Danger of single story response- Isabella Masciarelli 

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Her open line on her memeories reading books about white children eating apples was so powerful. Some might think “it’s just a story, why does it matter?”. To young kids the stories they read matter so much. Kids will read a book and then imagine themselves in the story. If stories never showcase students of color and diverse backgrounds children are going to think there is something wrong with there life or that it’s unimportant. As said in the Ted Talk “the unintended consequence is I did not know People like me could be in literature”. This is heart breaking. As a teacher I will make sure to include all kinds of books in my classroom so all my students feel special and included. I also like how the Ted Talk included how she is even guilty of a single story showing that we all are. We all need to expand our “story” to include everyone.

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I believe that Adiche is trying to explain that there is always two sides to every story, and in terms of describing humans there is always more to them than just what you see or hear about them. In terms of stereotypes I find her thoughts on a single story to be somewhat true but mainly incomplete. Overall I agree with her and believe that the issues regarding a single story is something that should be discussed more, especially in the way that emphasizes the story not being complete.

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I thought that Adichie did a really good job at connecting both the reader and the storyteller and how she was both of these things. You can see from the beginning of ted talk how reading really helped shaped her view of the world. She began reading at a young age and she was only experiencing stories that had white characters. When you are young you are also very impressionable, so only reading these types of stories can really affect how someone views themselves and others. With only experiencing British and American texts she believed that stories only included characters with those limiting features and qualities. I as a person who identifies as white, I have never had to experience the feeling of exclusion in literature. Even though I have not experienced it personally I understand how much of an issue this can be for others who do not fit that mold. It makes it extremely difficult to connect to the stories you are reading. This also creates an idea of what the “ideal” character should be and is damaging to both those of color and those who are white. With Adichie, we see that due to the stories she read growing up she believed that she did not belong in literature. So, she thought that characters had to be a certain way and not someone she could identify with. I cannot imagine what this would feel like for someone. I believe that people of all types need stories to connect to, identify with, and characters to look up to. By not experiencing this, it can cause readers to feel different, out of place and not worthy. Adichie was this way until she discovered that there was African literature and that there was room for people like her to exist in stories. After discovering this she really began to understand what she called ‘the danger of a single story’. That if we only view something based on a few things we have heard or read, then we are missing out on what the world really is and missing out on the beautiful things that can be found if we look deeper. This is why I think it is so important for teachers to provide a wide range of literature to their students. We need to make all readers feel important and worthy of a story.

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In her opening lines she discusses how when she was little she read books where the characters and the plot were always very similar. A certain group of people from a certain background. Both of these being very different from her own. As a young girl when she began to write her own stories she always used characters with backgrounds similar to those she had read about. Most children at a young age are very egocentric and you would think would likely be inclined to write about themselves and things in their lives. But seeing these things in books was just so foreign to her. It is so sad to think about children reading book after book but never seeing a culture similar to their own represented. I feel like it is very important that children are exposed to a diverse library. Not only to introduce them to other cultures but to also ensure all students feel as though their culture is worthy of being written about.

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1) In the introduction, the author describes five basic premises as an overarching framework for teachers to work with multilingual learners:

1. Asset-Based Philosophy-= CLD students are a social & educational resource for everyone, build on experiences and connect instruction to life experiences, teachers to have a “can do” “able to” attitude for students

2. Individual Variations= tremendous diversity (culturally, linguistically, socioeconomically, prior knowledge, academic/linguistic/literacy skills), trajectory and progress in each of the four language domains may differ

3. Integrated Content, Language, and Literacy Instruction= language and literacy DO NOT exist in isolation, academic language used to acquire new and deeper understanding and to communicate understanding to others

4. Culturally and Linguistically Sustaining Instructional and Assessment practices= multimodal/multilingual learning opportunities, become successful in school and society, learning not at the expense of sacrificing their cultural and linguistic competencies

5. Purposeful Interaction and Collaboration= ample opportunities to participate in meaningful learning activities that require collaboration, peer-interaction, peer-supported learning, authentic language use, home/nonverbal/multimodal representations.

One quote from this section that I absolutely love is “’language and content are not separate’” (Honigsfeld, xvii). I think this is such an important concept for educators to understand when teaching language learners. Students need to learn how to use and value different kinds of language practices depending on the subject area. For example, students use different types of language to talk about mathematics compared to social studies.

2) Chapter 1 explains what starting level MLLs can do. This includes: the “silent period” when students are accumulating receptive language skills and not producing written or speech, using patterns and routines, responding with gestures and nonverbal cues to frequent commands, pointing to familiar objects around the classroom, identifying objects, classmates, and teachers by name, recognize every day classroom language and routines (open your book), recognize and respond to formulaic language (Hello/thank you/ how are you), one word answers (yes/no) translanguage and code switch, repeat words, participate in short songs/chants, rely on visual support, make letter sound connections, recognize high frequency words, enjoy read aloud with visuals/gestures/nonverbals, form letters, copy words, draw pictures, create representations of ideas with word labels, and write in native language. This is important information for teachers to know if they have a starting level MLL to support in their classroom. I think the most important thing about MLL students is that at the starting level, MLLs focus on receptive language instead of producing language. Therefore, teachers should be checking for understanding of their receptive language by seeing their response to certain commands. It is okay if a CLD student progresses at a different pace in each of the four language domains (reading, writing, listening, speaking) because at a starting level, students acquiring a new language are more focused on the listening and reading (receptive) domains. Also, the author mentions that starting level MLL students often use translanguage which is a combination of the native language and the new language. I think translanguage is a good thing for students because it shows that students are thinking and processing in both languages and that students are building their confidence in speaking a new language. My cooperating teacher told me recently that we may be working with a starting level MLL this semester, so this was really helpful information to know before instructing the student!

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1.In the very first premise  I really like how it said that student’s backgrounds and logistic abilities should be looked as a resource in the classroom, not a deficiency. I really agree with this. I wish myself I could speak more then one language. If one of my students can that will only benefit me and the rest of the class. In the 5th premises, a phrase that stuck out to me was “language does not thrive without ample opportunities to participate”. ELL students can not be isolated and working alone but rather need to be working with other students.

2. Chapter 1 teaches us what entering level ELL students can do. This chapter is very useful for teachers with incoming ELL students. I would share with teachers that even a student who has just arrived as something positive to add to your classroom. Incoming students may recognize more English then you think as some logos are international. Every student will come to a different place and needs a teacher to help them where there at and continue to grow. Teachers also should not be afraid to allow students to use some of their native language in class. This will help them learn English and not make them feel like their language is bad.

4. “Cummins (2001) firmly believes that “to reject a child’s language in the school is to reject the child” (19). “ This quote really stuck out to me because no teacher should ever reject a child. It is so heartbreaking to know that some students come to a new county, a new classroom, and feel reject right away when they are asked to never use their home language again. As a teacher, I will make sure to research and keep learning the best ways to make my ELL students feel comfortable.

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In chapter 1, Cummins (2001) states that “to reject a child’s language in the school is to reject the child.”  In my opinion, this is a really important quote to share with a teacher who has an entering level student in their class.  This quote perfectly shows how important it is to build upon a student’s native language during the process of learning a new language (i.e. English).  If a teacher does not use a child’s language while teaching English, they are essentially disregarding an asset-based approach.  With this in mind, the teacher should incorporate the child’s home language and culture into lessons.  I would also explain the general process of EL language development.  For example, in the beginning EL students often may respond nonverbally by using body language before they are comfortable verbally responding in English.  They will also develop foundational reading skills first in English before becoming a reader.  Knowing an EL’s expected beginning skills is important so the teacher can build upon the skills and knowledge they are continually acquiring.  Moreover, an EL teacher should provide support in multiple ways (this includes in multiple languages too!) and use multidimensional teaching techniques (i.e. manipulatives, visuals, etc.), as these practices best support entering students.  Also, ensure your students feel welcomed and supported in the classroom; one creative way to do this is by establishing a peer support system.  Overall, create an environment in which your entering student feels comfortable so that they can develop their reading, writing, listening and speaking skills in English!

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The author discussed five basic premises which serve as the framework for the writing. I found these premises to be quite interesting due to the complexity and depth of them. When you think about an English language learner we often only consider their lack of language and how we can best help them learn English. However, there is far more to it than just that. These students all have culturally diverse backgrounds and individual styles of learning. It is extremely vital to get to know each student; both their backgrounds and the way they learn best. One part that really stuck out to me was in the first asset "Asset-Based Philosophy". It discussed how important it was for a student's cultural and linguistic background to be recognized in the school community. Instead of looking at what they can't do or what they don't have, recognize all they can do. The last thing we want is for children to feel as though we are taking their identity away. By building upon student's experiences and skills we can ensure that they continue toward their goal while still feeling seen and respected.

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The premise that stood out to me most in this section was the fifth one: purposeful interaction and collaboration. I found this one to be important because it emphasizes the importance of academic and non academic language development for ELs. I have learned that it is very important for ELs to use different forms of language throughout the process of learning a new language. One quote that supports this is "Language and literacy development as well as content attainment require students to interact not just with the academic content and their teachers but with each other as well." Non academic language with peers is very helpful for students to make friends and feel like they belong more in the school setting, while also practicing the new language.

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Resources:

https://blog.heinemann.com/on-the-podcast-growing-language-literacy-andrea-honigsfeld

https://www.tesol.org/docs/books/bk_prek-12elpstandards_framework_318.pdf?sfvrsn=2

#1:

I wasn’t able to get the book in  time, but  I listened to a podcast where Honigsfeld dissects the 5 basic premises and explains their importance.  One quote from Honigsfeld that I found empowering was when she stated, “CLD Sustainable instruction and assessment practices.  Further emphasizes the funds of knowledge and experiences that children bring to the class.  Rather than replacing them with general mainstream instruction, we must respond to the students experiences with multisensory learning opportunities” (Honigsfeld).  These words from Honigsfeld reciprocate a strength based approach which I find incredibly important when teaching ELL students because it is critical to form your teaching practices to students interests and experiences.  This way students are actively engaging in their learning opportunities as opposed to not being interested and engaged due to lack of teacher response to students experiences and interests.

#2:

Even though Chapter 1 teaches what entering level MLLs can do, I believe it is important to take away from this reading that not all entering level MLL students are the same.  In the Honigsfeld podcast I listened to, Honigsfeld emphasizes “recognizing individual variation. ELL students are different. Even though there are 5 language proficiency levels there is so much more to the background” (Honigsfeld). From all of this information, I would let a teacher know to not place a student in a box right away even though they may fit the build for one of the five levels of proficiency.  Instead, a teacher should openly observe and investigate the student because there could be a lot more under the surface for a MLL student than meets the eye.

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One aspect of the 5 basic premises that I thought was very helpful is that they are all very concise, which is helpful in understanding and remembering them. Specifically, I found the first and fifth premise t be extremely important. This is the case because the first premise suggests that students need to be supported and taught with an asset based approach, which is something that I have seen far too many teachers ignore resulting in students who are discouraged and afraid to participate. However, if teachers promote an asset based approach students  may feel more confident and willing to try a new approach to learning. One quote from this section that I loved is "An asset-based philosophy of teaching is realized when you build on students’ experiences and deeply connect instruction to students’ and their families’ lives." This incorporation of previous knowledge is so important in helping students better understand new content. Furthermore, the fifth premise is essential as it encourages students working together, which is needed for social development and can be especially helpful in developing language skills.

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One thing that I noticed about each of the different premises was that each of them talked about a quality that we often hear about when discussing ELs but did it in a positive way. I feel as though we often find ourselves and others talking about them in a negative way as teachers complain about the added work and effort but the way the book talked about it was all positive. One quote that relates to this that really stands out to me is "Rather than looking at ELs as deficient and lacking knowledge and skills, I take a strengths-based approach to understanding what each child is able to do and how to support them all to reach their full potential." I really liked this quote as I find it perfectly explains my point from above. Instead of focusing on the negatives, the teacher should look at the positives. Dont focus on the fact that a student can't do something, focus on what the student can do and use that to expand their knowledge.

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The five basic premises mentioned in the text are all important in developing a multicultural classroom that makes students feel safe and comfortable. The quote that struck me came from the section discussing culturally and linguistically sustaining instructional and assessment practices. It reads, "teachers who engage in these practices not only recognize and respond to students' languages, literacies, and cultural practices, but also validate them through multimodal and multilingual learning opportunities." I think that it is very important to ensure a student is not losing parts of their cultural by being in a school that doesn't share the same culture as them. Teachers who incorporate student's culture into their learning are encouraging them to continue to practice their culture and making them feel comfortable. This quote really speaks volumes to the importance of maintaining culture.

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Bridget Phillips response to #1: I thought the 5 basic premises, when incorporated into a classroom, are great guidelines for teachers to help their ELL students feel welcomed and comfortable in a classroom while being academically successful. There were many parts that stood out to me as important but the quote that I loved the most was "the goal is to help students become successful in U.S. schools and society but not at the expense of sacrificing their existing cultural and linguistic competences". Teachers should not try to replace a student's background but help them grow and add to it. As explained in the first premise, student's native language should be recognized, appreciated, and used as an asset for their learning. Keeping their native language strong and frequent also presents multilingual learning opportunities.  

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Bridget Phillips response to #1: I thought the 5 basic premises, when incorporated into a classroom, are great guidelines for teachers to help their ELL students feel welcomed and comfortable in a classroom while being academically successful. There were many parts that stood out to me as important but the quote that I loved the most was "the goal is to help students become successful in U.S. schools and society but not at the expense of sacrificing their existing cultural and linguistic competences". Teachers should not try to replace a student's background but help them grow and add to it. As explained in the first premise, student's native language should be recognized, appreciated, and used as an asset for their learning. Keeping their native language strong and frequent also presents multilingual learning opportunities.  

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The five premises that the book is based on student strengths.  The first sentence of the first premise stated the importance of an asset based approach, "ELs and their rich cultural and linguistic backgrounds must be recognized as a social and educational resource for everyone in a school community."  I found this quote especially important because it expanded upon or assignment for class today. We focused strongly on learning, understanding, and acknowledging student's knowledge, abilities and experiences to construct an asset based and rich understanding of every student.  This quote expanded on that belief by emphasizing the student as a resource.  Not only do the students have these funds of knowledge and abilities to use for their own education they can also be beneficial resources for the entire school community. Having students play a helpful and important role in the community helps welcome their identity, creates a place for them in the community and allows them to have purpose or a role.  This quote highlighted the next step in appreciating diverse students.

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Inside/outside writing samples support an asset based view of multilingual learners since it looks at all aspects of the student’s life. This type of writing allows others to see how the student is actually feeling in comparison to how they are acting, reiterating how important it is to get to know the student and understand them in order to best help them. I could see myself doing this with a group of students since it would be beneficial to my teaching to know what they are currently going through. To set up this experience I would ensure that my students knew that my classroom is a comfortable and safe place. I would do this by making sure I am as welcoming and caring as I could be. To present the activity i would write one myself and share it with the students; this could encourage them to share how they are feeling with me. This activity should also be done at a relaxing time of the school day so that the students don’t feel too rushed and can think about what they want to share.

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#1: Honigsfeld tells us that emerging level Els can successfully develop complex understanding when they learn through visual modalities (p53)   Visual Thinking Strategies (VTS) is a teaching method that improves critical thinking skills through teacher-facilitated discussions of visual images. VTS encourages participation through a group problem-solving process. It uses art to teach thinking, communication skills, and visual literacy. Here is an example of a picture that Honigsfeld is referring to: https://www.nytimes.com/column/learning-whats-going-on-in-this-picture Think about a classroom that you are currently working in, or have worked in… Post a picture that you think would be good for students to participate in this activity.  In your posting explain why you chose the picture for the group of students.  You may want to keep in mind the MLL student’s culture/life experience when choosing a picture.
#2: Look at the inside/outside writing samples on p 69.  How does this strategy support an asset-based view of multilingual learners?  Could you see yourself doing this with a group of students?  How might you set up this experience?
#3: For those of you who are still waiting on your textbook: Visuals are so important for our emerging level students.  Look on Pinterest or other teaching sites and post 3 visuals (teacher created charts to support students’ academic vocabulary) that might support entering/emerging students.

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When choosing this picture, I thought about my third grade practicum classroom I worked in my sophomore year, and during this semester I taught math and science.  I chose this picture for this classroom because I think going to a museum offers great opportunities for teachers to practice VTS.  Teachers have many opportunities to engage their students in a discussion by viewing the art and visuals at the museum in an interactive way.  Also, I think this activity would be developmentally appropriate for 8 and 9 year olds, as students this age would be able to handle following the rules of a field trip to a museum.  In this picture, the teacher can be asking what the students see (and how do you know that?).  This image relates to a MLL student’s culture/life experiences because a teacher can ask stimulating questions that activate their background knowledge such as the following: Have you ever seen these animals? Where (in a book? at home?)  Where can you travel in the world to see these animals?  How does this picture make you feel?

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The inside/outside writing proves to be an asset-based strategy for multilingual learners because students can share their internal and external feelings, experiences, and thoughts about what they have encountered. Throughout the history of education, teachers have let their preconceived notions/biases guide their teaching practices for multilingual learners; however, the inside/outside writing activity provides educators an opportunity to educate themselves on diverse cultures from real-life experiences.  Also, I could see myself conducting this writing activity with a group of students because it not only builds on foundational language skills, but it also creates an opportunity for teachers and students to learn about one another's cultures.  To set up this expressive writing experience, I would make a unique inside/outside written worksheet about myself and share it with the class. Hopefully, by opening myself up to the students, they can trust that my honesty with them is what I expect of them because school is a safe place where one should feel respected and comfortable to share anything.

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On page 53, Honigsfeld talks about the benefits of Visual Thinking Strategies. The author continues onto the next few pages to describe how describing pictures, field trips, virtual field trips, field trips without leaving the school or vicinity, and connecting real-life experiences to language and literacy development are all types of Visual Thinking Strategies classrooms can engage in. I chose a picture of a guest speaker presenting in a classroom. More specifically, this is a woman named Mariana Llanos, who migrated from Peru to the United States and is now a writer of multilingual children’s books. This children’s author also has a book called Luca’s Bridge/ El puente de Luca which talks about the immigration process. When selecting this picture, I thought about two of my practicum placements. First, I thought about my current practicum placement because I am instructing two siblings in fourth and fifth grade who migrated to the United States almost a year ago. These students would be able to draw upon their prior experience when talking about the immigration process, speaking Spanish, and learning English as a second Language. Also, the students would benefit from multilingual books and will learn about the guest speaker’s journey in learning English and the profession of a writer of multilingual children’s books. Second, I thought about when I taught literature to first grade students in Pawtucket. The diverse group of students can learn about multilingual books, the immigration process, and the profession of being a writer of multilingual children’s books.
Guest speakers are developmentally appropriate for these students. Also, guest speakers come to the school and classroom, so the school does not have to worry about transportation and behavior of students in a different place than school. Before the guest speaker arrives, the teacher can introduce the students to the immigration process. This is where the students can draw on prior knowledge, especially those students who have already immigrated to the United States. These students can function as a resource to other students as they can share their experience and perspectives. The students can also make predictions about what the guest speaker is going to talk about. The teacher can also introduce the students to the profession of being a children’s book writer and what multilingual books look like. Again, the students can think and share their prior knowledge and experience of reading children’s books. The students can make predictions about what some of the author’s books may be about and generate questions as a class to ask the speaker, such as: What is the purpose of multilingual books?, What were her feelings when immigrating to a new country?, Was learning English as a second language difficult and how long did it take to be a proficient English speaker?, How do you come up with ideas of new themes of the books you are writing?, What is your favorite book you have written and why?, etc. To ensure participation, the teacher can write the questions and sentence frames to respond. After the students are actively engaged, listening, and asking questions, the students will engage in a reflective activity to show what they learned from this experience.  I hope the students are inspired by her story and the profession of being a multilingual children's book writer.

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I found the inside-outside writing to be very interesting, as it was something I have never seen before. I believe that this method could be helpful for all learners, especially EL's because it allows students to express themselves in writing while also incorporating a small amount of drawing. These creative ways of expression support the asset based view of multilingual learners because it allows the teacher to learn more about the student and what they are thinking about internally. Without this exercise the teacher may never know or understand what the student is thinking or feeling. I could definitely see myself using this with my own students. I would use this strategy as a homework assignment in the beginning of the year. I would do this so that I can gauge where my students are at in terms of their writing, as well as getting to know my students are a deeper level as we begin the school. year. Lastly, I would have this activity be something that is shared only with the teacher so that students feel comfortable sharing honestly how they are feeling.

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I think that the inside-outside writing strategy is very interesting. This activity is new to me but is something I can see myself doing with my class in the future. While the activity does not specify who sees it, I would likely run it like an "I wish my teacher knew" activity in which students only share their work with the teacher so that students feel more comfortable exploring more personal information. I would share an example with students so that they understand the assignment, but clarify that only I will see the writing. I also think that this activity is asset based as students are able to use their life experiences and emotions to influence and improve their writing. This benefits EL students as they have lots of experience, especially pertaining to learning a new language that they can draw from.

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I really liked the inside-outside activity. I had never seen it before but I feel like it would be a great thing to do with any of your students but ELs would especially benefit. The activity supports an asset-based view of these students because it is all encompassing and allows students to share and express everything that they can do and the things that are most important to them. This is so important for Els because rather than looking at all the things they can't do or all they still have to learn it is vital to see all they can do and the things that are most important to them. I could definitely see myself using this in a group in the future. I feel like it would be a great activity to do in the beginning of the year. Not only does it allow me and other students to get to know each other better but it also gives students an outlet to share things about themselves that they might not otherwise be comfortable sharing.

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The inside/outside writing samples support an asset-based view of multilingual learned because it shows what the student is feeling on the inside and what they are afraid to say aloud vs. what the student is willing to say to everyone.  This supports the students internal thoughts and allows them to tell the teacher how they really feel without feeling pressured or put on the spot.  It enables the teacher to learn more about her students in a deeper way and learn about their experiences.  This provides a positive experience for both the teacher and the student and lets them share thoughts they might've otherwise keep a secret in a comfortable supportive setting.  I can definitely see myself doing this activity with a group of students in order to learn more about them and what they are going through or what they are interested in.  Doing this activity will allow me to incorporate elements into my classroom involving the interests of my students along with addressing internal thoughts.  I might set up this experience by having students do a similar chart at first and then having them discuss their external thoughts with classmates in order to learn more about each other.  In regards to the internal thoughts, I will make sure they are kept private, but maybe write notes to my students addressing each thought so they are aware I understand them and are willing to help them in anyway possible.

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Inside/outside writing is an asset-based strategy because it helps describe what strengths the students see in themselves. It gives them an opportunity to communicate what they are thinking and feeling compared to their actions. This is something that students can do because they just need their own experiences to be able to communicate with this. I could see myself doing this because it would help me get to know my students and understand them all better. I would set this up after I built a good relationship with the students but still early in the school year. I also would introduce this with a book that discusses feelings and actions.

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1. Isabella Masciarelli’s Response: On page 53, Honigsfeld tells readers about the benefits of Visual Thinking Strategies. Honigsfeild talks about how important visual aids are so important for English Language Students because even if they can not read English yet they can understand the pictures. The picture I choose is of two young girls working on their school work on the side of the road. These children are from Indonesia and their schools had been closed by the COVID 19 pandemic. The children are on the side of the road because that is the only place with strong enough cell service. Last spring I worked in a 4th-grade classroom. I think this picture would be a good one to show because it shows that although these students are in another part of the world we can connect with them. COVID19 is effecting everyone. This picture would also work for ELL because they can discuss what school was like in their home country and use the picture to engage in the class conversion. I really like this lesson idea because especially this fall it is impossible for students to go to an in-person museum. I also love the picture I choose because it will create cultural inclusion in the classroom.

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In my practicum class currently, my students are learning about the different styles of narration and how to understand character's emotions and points of view when they are not directly stated. I chose this picture because there are numerous different children in the photo who are experiencing and showing different emotions and experiences on their faces. I thought that my students could practice writing in different narration styles (1st person as one of the children, third person describing the scenario) as well as practice interpreting the emotions of characters and using accurate words to describe them. This photo allows the students to practice describing emotions and experiences for many different people from the one picture based on how the children on the ride are reacting. Students can also practice different narration styles based on which child and which narrator they are practicing with. This photo allows the students to practice and work on their instructional goals while also using visual cues and developing vocabulary.

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Sophia response #2

I thought that the inside outside writing activity was very interesting and creative. I definitely could see myself using this activity with students in the classroom. I think it is an opportunity to learn more about your students while engaging them in their writing skills. I think that it supports an assets based view of multilingual learners because it allows students to share how they are feeling on the inside and what they may be feeling. In the example that was given in the book the student explained how he was feeling about being away from family. This demonstrates the student’s strength  and resilience. It shows how these student may look one way on the outside but are enduring things on the inside that others may not have to worry about. When looking at multilingual families especially those of color, it is important to see the strengths that they possess and how they can teach us new things. Resilience is one of these strengths and I think this activity provides a chance for students to show that. With an activity like this I would start by modeling an example of my own inside outside writing piece. By being vulnerable in some way as their teacher, hopefully it will encourage students to be comfortable sharing as well. I feel like these might be beneficial to share, but the students would have to be comfortable. It would be their choice. I would also include pictures and visuals to aid their writing.

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I found the inside/outside activity very interesting because I had never seen it before reading this book. It stood out to me because it gives students an opportunity to share what they may not be comfortable saying out loud with the teacher. Teachers should be an advocate and a person of support so this allows teachers to understand what is going on their students' lives. This is especially important for ELL students who may not be able to vocalize how they are feeling and what they are thinking. An asset-based view on learning is seen through this activity because it encourages ELL students to appreciate and embrace their past and to use it as a resource for their future learning. I would definitely do this with my future students. I think it would work best if students were given it as homework so the do not have to worry about other students seeing what they have to say. Being in the comfort of their own home might help them open up and share more with me. I think it is also important to do this a couple of times a year because their feelings and thought may change.

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Looking at the inside/outside writing samples, I think that this strategy supports an asset-based view of multilingual learners because it encourages students to express themselves and their feelings/actions while also creating a visual. This tool not only gives insight about what a multilingual student could be feeling on the inside, it also uses those feelings and experiences and connects them to behaviors and actions a student may outwardly present. Additionally, I think that having students see how their outward strengths that other people can watch and observe can be the result of internal strengths that most people might not know about that student. I could see myself doing a similar lesson like this with a group of students. I would want to make it clear to the students that while there may be a lot of similarities with other students “outside,” everyone will most likely have veryyy different things they would write about “inside.” Everyone’s strengths come from a combination of both inside/outside feelings and experiences and I think this would be important when teaching a writing lesson like this.

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Consider the six criteria for choosing words to teach. Look at this Newsela Article: Dream Jobs: Investigative Journalist. Choose 3 words from the article that you would choose to teach and explain why you would teach these words.

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The three words that I would choose from the article are investigate/research, journalist, and dishonest.  All three of these words present themselves as domain-specific and general academic vocabulary words that translate effectively into engaging activities such as creative drawing about word meaning for these specific vocabulary words. A word such as "investigate" can be a science vocabulary word used in ELA when talking about finding context clues in reading.   Most of these words have favorable cross-language potentials such as "investigate" and "dishonest," translating smoothly to Spanish.  Not only do these vocabulary words connect to potential students' native languages, but these vocabulary words build student knowledge for what an investigative journalist is, does, and looks for while actively working.  Examples, non-examples, and concrete examples can present themselves useful to students, especially for a word like "dishonest" where the antonym is honest.

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The three words I would teach from this article are dishonest, source, and investigate. I would choose these words because they are essential to the text, but not defined in it. These are also words that students may not be familiar with as some of them are academic words. These words being academic makes them especially important to EL students as these are words that will be used in all subjects, but not in normal peer conversation.

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After reading this week’s assigned article, I learned many new things when teaching informational texts with target academic vocabulary words. First, I learned that teachers should chose brief, interesting, and engaging informational texts with many target academic vocabulary words. Teachers should chose between 5 to 8, but no more than 10 target academic vocabulary words at a time. Although, this all depends on the age, grade, and length of the text as well. These target words should be central to the understanding of the text, frequently appear throughout the text, appear in other content areas, words with multiple meanings, or words with affixes. When teaching these target academic vocabulary words, students learn beyond the definition, such as creating a word map with the student friendly definition, synonyms, antonyms, examples, and non-examples. These vocabulary words should build of the students’ prior knowledge and they should be learning in a multimodal way in all four language domains.

Three words I would teach from this article are: investigative (investigate), journalist, and institution. First, I chose “investigative” because it is the type of journalist which is the central theme of the article, it appears many times throughout the article, “investigative” has many relationships to words because of its affixes (investigate, investigated, investigation), it appears in other content areas (English, Science, Math), and is cross-cultural as it is a cognate in Spanish: “investigar.” Second, I chose "journalist" because it is a central theme of the article, it appears many times throughout the article, and “journalist” has many relationships to words because of its affixes (journal, journaling). Third, I chose “institution” because it is central to the understanding of the article, it appears many times throughout the article, “institution” has many relationships to words because of its affixes (institute, constitute), it appears in other content areas such as Social Studies, multiple meanings (2 definitions), and is cross-cultural as it is a cognate in Spanish: “institución.” These words will build upon prior background knowledge, have repetition and frequent opportunities to the vocabulary words within the article and in class activities, be exposed in engaging, multimodal activities in all four domains, and finally learning beyond the definition of these target academic vocabulary words.

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The three words I would choose to teach, probably to a third or fourth grade class, would be “investigative”, “accountable” and “pan out.”  In my opinion, these words would be developmentally appropriate for nine or ten year olds, considering the foundational skills these students would most likely already have developed.  The first word, investigative, meets 3 out of the 6 criteria listed in the article for choosing vocabulary words for instruction.  First, this word is central to the understanding of the text, as Susie Neilson is an investigative journalist so the article focuses on her in this role.  Second, considering the aforementioned information about Susie, the word “investigative” appears multiple times in the text, so the definition of this word is important for students to know.  Third, “investigative” has cross-language potential because this word is spelled similarly in Spanish (investigador/a or investigación) in Spanish and Italian (investigativa/investigativo).  I also chose the word “accountable” because this word also meets 3 criteria points for choosing a vocabulary word.  This word might appear in other content areas, as it is a word students could encounter in multiple subjects (science, reading, social studies, etc.).  The word “accountable” also is a word with affixes, such as “able”, or “unaccountable”, and this word is important for understanding the text, specifically for understanding Susie’s role as a journalist and her reasoning for entering this field.  The last words I chose were “pan out” because this phrase can be confusing for ELLs who may know the two words separately but not the meaning together.  Therefore, this word can meet the criteria of “words with multiple meanings” because when these two words are said together the definition of the words changes.

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The first word I would select would be observation, mainly because it is frequently used in the text. I also believe that this word is important in understanding the text and is used in various academic settings. Secondly I would choose investigator/ investigate because it is essential to understanding the text and has cross language potential. Lastly, the word journalist is a word that is typically domain specific to the writing profession, but it is also a word that is central to the understanding of the text

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When picking three words to choose from this article it is important to try and find words that are both vital to the article and important in other domains. Three words I would pick to teach from this article are, investigative, institutions and society. Investigative is a very important word for the student to know in order to understand the article. Journalist is already defined but if they don’t know what investigative means they could be confused as to what she is writing about. This word is also very relevant across many different school subjects and life experience that the child may encounter. Institutions can be a very confusing word for a child to infer meaning. This word can have multiple meanings so it is a little more complex to present but beneficial. Prior knowledge can be used for all these words to help gain an understanding once they are taught. Society though only mentioned a few times in this article is a very common word that the student would benefit from knowing. It is used in many subjects and in a variety of contexts. While it isn’t extremely vital to this article it is a word worth learning.

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The three words I would choose to teach are investigate, journalist, and observations. These are academic vocabulary words that are essential for the understanding of the articles. The article is about an investigative journalist so knowing those two words would help a student understand the article. All of these words are used throughout the article. Even though they are used in different forms like journalist/journalism. It would be beneficial to learn them. The words could also be used in other content areas. Also investigation falls under the cross-language potential criteria. This is a good way for students to learn a new word that will also build their self-esteem. Along with cross-language potential, investigation has a prefix of in- which fulfills the criteria of words with affixes.

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The three words that I would choose to teach would be institution, dishonest and research. There are a lot of words in the article what would be great to teach but these three really stood out to me. I chose these words as they are crucial for a reader to know in order to understand what the article is about. I also liked these words as they can be found and used in a wide array of topics and content areas. These are not words that will only be used when talking about Investigative Journalism.  I also like these words as I think they can be taught in a very visual way that will help students who are MLL.

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Isabella Masciarelli-

The 3 words I would teach from the article are journalism, investigative and source.I believe these words would be age appropriate for upper elementary school. I choose these vocabulary words from the text because they are vital for understanding what the article is about. These words students may be familiar with seeing but may not know what they acually mean. I would have students create sentences uses these words to ensure understanding.

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The three words I would choose to teach are investigate, journalist, and dishonest. I would teach the word investigate because this word is used frequently in the text and is a central meaning to the text. In order to fully understand this text, students need to understand the word investigate. The word journalist is another frequently used word in the text. It describes the writing position of the girl in the text. It is important for students to understand what the narrator is doing as a job to grasp the concept of the text. The last word I chose is dishonest because it is a word with an affix. Adding the prefix "dis" to the word honest changes the whole meaning of the word and is something ELLs might not understand without explanation.

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The three words that I would choose to teach an upper elementary school class would be journalist, source and dishonest. I would choose the first two because they are academic vocabulary words that students likely would not run into during day to day conversations. Journalist is an important word to discuss after reading this article because it is said many times throughout it and is really the central theme of the whole reading. You can discuss with students how is is related to the word journal, which they might be more familiar with. Source is another important word to discuss because unlike journalist it cannot be broken down into an affix students might be more familiar with. However, it is a word they will continue to see when reading articles. The last word, dishonest, is a good one to teach because you can discuss how adding a prefix to words can change their meaning. When adding dis- onto the front of a word it makes it almost mean the opposite. They would likely be more familiar with the word honest, so then have them add dis- to the front and explain that it now means not honest.

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The three words I would choose from this article are: investigate/research, journalism, and observation.  I chose these words because they are academic in manner but are also used in colloquial language as well. The words are also all words that can be used and generalized to different academic settings: research and observe are terms commonly used in science, and journalism is used in reading and writing contexts. Journalism is also the central theme of the article, so for students to understand the reading as a whole they must first understand the topic of journalism. The words are also words that have both verb and noun forms that students can add to their understanding of the vocabulary (research -> researcher, observe -> observer, journalism-> journalist).

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#1: #1: Honigsfeld describes the research about scaffolding for English Learners.  Macro-Scaffolding practices happen when a teacher is planning for instruction.  Micro-Scaffolding practices happen during the lesson when the teacher is working and interacting with the students.  Can you give an example of each?
#2: Supporting vocabulary development is a huge component of building background and teaching new content.  Page 83 shows a great example of a useful vocabulary strategy from Carlota Holder.  What elements are essential for strategies, games and activities that support vocabulary development?
#3: Honigsfeld discusses project-based learning opportunities (pp 90-94).  What are some of the benefits associated with these opportunities?  In what ways do project-based learning opportunities connect to the domains of reading, writing, speaking and listening?

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Project-based learning opportunities are very beneficial to students. If it is a group project, EL students get the chance to work with their peers and practice their language. The students get a chance to be in control of their own learning as well as gain skills such as time management and problem solving. Project-based learning is connected to reading, writing, speaking and listening since the student can have the opportunity to read to know what to add to their project, and write out things for the project. If they present the project they get the opportunity to practice their oral language skills and listening skills when they listen to others presentations.

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In the beginning of the chapter, the author defines the distinction of macro-scaffolding and micro-scaffolding. Macro-scaffolding is “the larger, more comprehensive approach to integrating content and language instruction” and this occurs when teachers are integrating strategies when planning lessons in advance (75). In contrast, micro-scaffolding is the “‘moment-to-moment work of teaching’” in which teachers implement these scaffolds when immediately working with students (75). Scaffolds are really important when working with students because it offers the right amount of support until the students can do it on their own in the future. Scaffolds also build independence and autonomy as well. In addition, the most important thing I learned from this part of the reading is that Honigsfeld states that “scaffolding is not to simplify and reduce content” (75). This is important so teachers do not take away or simplify content, rather all students can access the material in meaningful ways. A few examples of macro-scaffolds in which a teacher plans to integrate in lesson plans would be visuals, accessing background knowledge, picture-walks and making predictions before a read aloud, think-pair-share or turn and talks before speaking, interactive jigsaw activities, and graphic organizers, sentence frames/starters, and color coded outlines and sequencing links for writing. These are many macro-scaffolding activities teachers can implement in lesson plans to support learners in learning content and language. Next, a couple examples of micro-scaffolds are asking questions, using prompts and cues, retelling or reviewing the material presented, chunking the material presented, and using the students first language to translate and adding visuals to further clarify something the teacher thinks the student does not understand. These scaffolds will immediately help the learner in the specific activity they are engaged in to further clarify and support the student when accessing the content and language material.

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An example of what Macro-Scaffolding might look like in the classroom could be that a teacher is planning a vocabulary development lesson through reading comprehension for a classroom where most students are developing English Language Learners.  On a larger scale, the teacher is preparing a lesson and selecting specific tasks/ the sequence of functions that will take place throughout the lesson, which makes it a macro concept.  During planning, if the teacher decides to incorporate an outdoor class activity that introduces students to the target vocabulary words before reading the actual article, then this would be considered scaffolding on a macro level.  It would be regarded as macro because such planning involves the whole class's entire socio-cultural makeup while integrating appropriate language development opportunities.  Micro-Scaffolding is apart of Macro-Scaffolding. Micro-Scaffolding is also within the example I  gave earlier if the teacher were to generate dialogue and feedback to and with the student during instructional activities/practices.  By directly talking to students and providing supportive and appropriate services, they can receive "readily available support" (Honigsfeld 75).

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Provided that micro-scaffolding occurs during the teacher-student interactions of the lesson, it can take place in the form of prompting, questioning and cuing students.  For example, during a reading activity, the teacher can do a picture walk of the cover and ask students about their ideas/predictions.  The teacher can also do a think aloud to model their thinking process for any number of strategies in reading or math.  Another example of micro-scaffolding can be if a teacher reads a text in smaller chunks.  For ELLs, visuals are really important so graphic organizers and pictures are also micro-scaffolding techniques that are beneficial.  At the macro-level, which does not occur at the interactional level, teachers can provide scaffolding by incorporating the students’ social and cultural characteristics into the lessons.  Macro-level scaffolding takes place during the planning of the lessons or curriculum.  For example, a teacher may decide to sequence their tasks into a specific order or choose specific tasks from a workbook for the students to complete.  The teacher may decide to have the students answer a question, or do a think-pair-share, before the teacher moves onto introducing a science experiment.  These decisions and implementations that reflect aspects of the teacher’s training and use of good practices are macro-level scaffolding.

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There are a variety of elements that are essential to promoting vocabulary development. One element addressed in the text is images. providing images to go with vocabulary words may help students make connections that help them better understand and remember the meaning of the word. However, pictures are just one form of visual aid that may be used. Teachers may also use photos, sketches, real objects, videos, or diagrams to help students understand the words they are learning (83). Furthermore, the definitions given to students must contain words that the students are familiar with. Having unknown words in a definition will only confuse students (82). Another method that may help students is comparing vocabulary words with words used in the classroom textbooks. This will help students to make connections and better understand what they are reading (83). Finally, students should complete some form of formative assessment so the teacher can see where each student is at with understanding the vocabulary words (84).

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One example of macro scaffolding that can be used in a lesson plan is pre teaching vocabulary before starting a new unit. This can be done by introducing new words through definitions or pictures. Once the unit has begun the students will understand the meanings of these words to help them better understand what they are learning. An example of micro scaffolding is restating a students response can emphasize a point that you are trying to convey during a lesson. This scaffolding is not necessarily something that is planned but a tool the teacher can use to reinforce a students contribution and point.

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Project based learning opportunities have several benefits for language learners that connect to many important domains, like reading, writing, speaking and listening.  Project based learning can be a support for students to learn academic vocabulary and concepts. When engaged in PBL, students have the opportunity to learn new vocabulary through visuals and diagrams. They will be slowly workings towards using this new vocabulary with peers, and if they get to share, then with the class as well. This allows students to be active in their learning and experience vocabulary in many different forms. Students can also work with their hands which promotes learning by doing. Instead of simply reading about something, they will actually do something that relates to the topic. This creates a level of excitement and engagement for students that may not be present in other forms of learning. PBL also creates an environment for collaboration among students. If they get to work with other students, it allows for them to learn teamwork. This requires the students to speak to one another and listen to one another. This is valuable time for engaging in conversations which promotes language growth. They will have to use new vocabulary to create solutions and ideas. This makes speaking and listening of equal value if the group is going to succeed. Project based learning can also foster speaking and listening by having the opportunity to share their projects at the end. This will help the student’s oral language skills and their listening skills. They will get to see how other groups incorporated the new vocabulary into their own projects.

Assessments and competencies can also be easily observed with project based learning and can incorporate a variety of skills. Reading and writing can both be used when students share information and write information out on their project. They might have to navigate a text and report information out about it that will help them to complete there project.

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Project based learning opportunities are very beneficial to all types of students. By doing projects, students have the opportunity to work in collaboration with other students and gain a deeper understanding of material in a fun, creative way. In addition, projects are especially useful for ELLs as they can incorporate their own native language and culture into the projects. They are also able to participate in an activity they are comfortable with and are able to bounce ideas off of native english speakers. In relation to reading, listening, speaking, and writing, all of these elements are included in project based learning opportunities. Students must read while doing research on their project, they write when creating the contents of their project, they listen when watching other students present or when their group mate has an idea, and they speak when it is their turn to present their project. Project based learning provides a diverse learning experience for ELLs and non-ELLs and contains many different elements of learning.

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Project-based learning is a great way to get students excited and engaged in what they are learning. Students may even be more motivated because they have more control over how they share what they are learning. Projects also usually include visuals which are very helpful for ELL skills in their learning process. PBL provides more ways for students to get involved and collaborate with others. This collaboration helps ELL students in each of the following domains: reading, writing, speaking, and listening. As the student does research or prepares for their project, they will be practicing their reading and writing skills. As they collaborate with their peers and potentially share their project with the rest of the class, their speaking and listening skills will become stronger. Overall, project based learning is great way to switch up the normal learning techniques that students use on a daily basis. Keeping their learning exciting and new is the best way to push students further and deeper into what they are learning.

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1. Isabella Masciarelli: Honigsfeild discusses project based learning opportunities. Project based learning is very beneficial to students and something I plan to incorporate in my classroom when I am a teacher. Project based learning allows students to work with their peers on assignments. Students working with their peers helps them share ideas and learn better. Project based learning is especially good for English Language Learners because it allows them to work together with their classmates. Studnets need to learn how to work with all their classmates and become good teammates. Project Based Learning helps students improve their writing, reading and listening skills. Project based learning would be especially beneficial to ELL.

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Honigsfeld defines macro-scaffolding as "the larger more comprehensive approach to integrating content and language instruction" (pp 75). Where micro-scaffolding refers to "the moment-to-moment work of teaching" (pp 75). Scaffolding is so important in any classroom but especially for ELs. Instead of completely changing the entire content and lesson scaffolding provides students with the support that they need to be able to complete the task. It also builds students confidence because they feel as though they are doing the same work as the rest of their class. Macro-scaffolding refers to the "larger" methods of scaffolding. This is usually focused on the lesson as a whole and the way in which is it constructed. Macro-scaffolding focuses on the curriculum itself, as well as the tasks the student needs to complete. Unlike macro-scaffolding which takes place during the lesson planning, micro-scaffolding takes place during the lesson itself. Some examples of macro-scaffolding might be asking certain students to answer a question, doing a think pair share, or having students take a picture walk through a new book.

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When teaching and learning vocabulary it is important to have students use all modalities of learning: listening, speaking, reading, and writing.  Students should have opportunities to see the word in its written form and to write the word themselves in order to engage a mental picture of the words as well as motor memory in writing.  The students should also be able to listen to the word being said aloud in order to learn the correct pronunciation and speak the word themselves to be able to express the word.  Students may also benefit from seeing different images of the word or drawing their own representation of the word so they have a visual representation.  Lastly it is important for students to see the word in many different contexts that encompass all of the word's meanings. Students should be shown the word used in many different sentences, subjects, and meanings.

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Language development is a huge part of helping students who are language learners. I loved the example that was on page 83 because it helps the student advance their language and academic vocabulary from tier 2 to their 3. The key parts of the example that should be used when looking at vocabulary is the visuals. Not only does the poster have a drawing of the words meaning, but it also has the word visually written with is correct characters. This helps students as they can start to make connections between the letters that make up the word and the visual that goes along with it, but also how to take that word and take it up to the next tier level of academic vocabulary.

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Project-based learning opportunities have a lot of benefits for students. One great benefit is the students working in collaborative groups. Collaborative with peers is a great resource for developing learners. They are able to still use their native language while also using English. They also need to communicate which is a great skill to practice. In groups they can discuss, explain, argue, and recount. Also they get to create something that is authentic which is more meaningful to them. In a project-based learning opportunity they can connect the domains of reading, writing, speaking, and listening. They need to read to learn more about their subject.  They use writing when creating the project. Within their groups they are speaking and listening to each other, but also when they present they have a chance to speak to the class and also listen to the rest of their classes’ presentations.

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#1: Why are agency and autonomy particularly important for expanding levels MLLs?  What could you do to support students in becoming self-directed and independent learners?
#2: Given the ideas about what expanding level MLLs can do (pp. 111-114), what are some potential misconceptions around what expanding level MLLs do or do not need in terms of language support?
#3 In what ways does 1:1 coaching support expanding level MLLs when their language development may be at a plateau or they may appear to be stalled?

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Agency and autonomy are extra important for expanding level MLLs because it allows them to take the lead and make decisions in regards to their learning. This leadership role gives MLL student’s confidence when they approach something that might be harder than they are used to. They will be willing to take risks and make mistakes which will only enhance their learning overall. Expanding MLLs benefit from challenging themselves in areas of writing and speaking with voice and agency. As a teacher I could do a variety of things to support students in becoming self directed and independent learners. I could couch them one on one to push them even further in their knowledge and experience, use strategy instruction to raise metacognitive awareness of their learning process and work on building their metalinguistic skills.

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Agency and autonomy are especially important for expanding level MLLs because when MLL students are taking an active role in their learning and developing their independence in new situations, they are becoming more self-directed and self-reliant learners.  This process contributes to their overall success as a learner inside and outside the classroom.  For example, agency and autonomy are crucial strategies for MLLs in order to build their confidence and self-esteem so they feel comfortable taking risks later on their own.  Also, it is important for MLLs because becoming a self-directed learner will help them later handle more complex linguistic situations, helping them become a more effective communicator.  A teacher can support the student’s agency by raising their metacognitive awareness through teaching think-aloud/compre
hend-alouds, and also showing the student how to use self-assessment checklists.  These are important for them to learn how to monitor their use of language and to check and continually reflect on their own work.  A teacher can also build their metalinguistic skills by engaging the students in collaborative conversations to encourage their expressive language.  All of the above contributes to the student’s independence as a learner so they continue to feel more comfortable in their language development process.  Moreover, a teacher can engage in one-on-one coaching with the student to encourage a “take charge and keep trying attitude”, which contributes to the student’s development as a more autonomous learner.

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Potential misconceptions around what expanding level MLLs do need consists of peers helping them through complex texts/activities, providing less challenging academic learning experiences in the area of reading/writing, and the misunderstanding that student learners need more intensive one on one instruction as opposed to small to whole group instruction.  These misconceptions of what expanding MLL students supposedly need strips the student of their voice, agency, and self-confidence, which has come about through the hard work and dedication to developing fluency in the English language.  Some misconceptions about what expanding level MLL student learners do not need consist of wrongly not needing scaffolded supports still throughout the entire language development process.  Even though an MLL student may be in the expanding/advanced level, this does not mean that there still is no need to be appropriate and sufficient support such as verbal/physical prompts.  A misconception about expanding level MLLs is that these students do not need to immerse themselves in challenging comprehensive questions/conversations when these opportunities only grow critical thinking skills and independence in connection to the English language.

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One on one coaching supports MLL students when they are at a plateau by clarifying thinking and improving academic language. This process also offers ELs support through motivation, organization, and practice. For instance, visual support and graphic organizers help MLLs organize their thoughts so that they can continue to progress, even if they are at a point where their progress is stalled.

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Agency and autonomy are important concepts in learning for all students because they lead to motivation and self guided learning.  Expanding English language learners can benefit from both taking in active role in determining their path and developing independent learning skills. As ELLs reach the expanding level their rate of growth may slow but students have also had the opportunity to learn about how they learn language and can now use that to further their own language learning. ELLs now have the ability to use their agency to determine how they learn best and to use thier prior knowledge to help them gain more understanding. When students can understand their own language learning and have the vocabulary to use to choose what they want to learn next students can motivate themselves to learn about their interests and learn about all subjects in a way that works best for them.

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Agency and Autonomy are especially important for expanding level MLLs because it allows students to develop independence and respond to challenges as well as take part in choosing a future life plan.  When students develop agency and autonomy it gives them a goal and a strive to learn more.  These strategies promote motivation, engagement, and finally a more successful achievement rate.  To help students become self-directed and independent you could give them more time, raise metacognitive awareness of their learning process, do metalinguistic skill building, and use one on one coaching support.

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While one on one conferencing and coaching is beneficial for all students, it is especially important for English language learners. In this chapter one expanding level English learners one on one coaching helps in this stage of language development because it is added support to increase motivation organization and practice. Working one on one with students will allow the teacher to see specifically what areas of language the students need help with, and prevent them from potentially reaching a plateau in development. In addition to preventing a plateau, one on one coaching will allow the teacher to identify a plateau early, before it gets worse or causes interruption in the language development process.

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One-on-one coaching can be beneficial to students who seem to plateau because it will still support independence while teaching them more skills and clarifying ideas. Students benefit from differentiation and 1:1 coaching can help provide the help needed. And if it's done right then the teacher will support independence and keeping a good attitude. The students will get support from motivation, organization, and more practice.

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Expanding level MLLs are beginning to have much fuller command of the language. With increasing command over the language, there will be more difficult language experiences that they will be presented with. At this level, students will have to learn strategies to solve these difficulties. Agency and autonomy therefore become very important. The goal for this level of learners is to teach them skills and strategies that will help them solve problems independently or with less help. The students should be learning how to be self-reliant and self-directed with their language use. This will help them to face new challenges and will extend far beyond the classroom. Confidence and self-direction are very important for agency and autonomy. Teachers should focus on helping students foster confidence because it is required for independence. Teachers can use growth mindset tools to help students see mistakes as something important to growth and that it should not be anything they are embarrassed of. If a student is able to use this perspective, they will be more willing to participate and take risks in their learning. Creating goals with students will also help them be agents in their own learning. The teacher could  allow student’s agency by letting them pick the texts or the strategies they want to use.
For growing autonomy, teachers need to be scaffolding students As they learn. Thinkalouds are very valuable to promote metacognition and can be used in modeling stages of lessons. Overtime the level of support can be adjusted to work towards independence and autonomy. Modeling several tools for students to use in different situations can also help them to create solutions on their own.
Checklists to self-monitor, collaborative work, jigsaw strategy, and technology are all things teachers can use to promote agency and autonomy in the classroom.

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All students benefit from one-on-one coaching support, especially expanding level MLL students. Teachers plan individualized and personalized lesson plans for their learner during one-on-one coaching. The teacher can accommodate to meet the student where they are. The teacher can provide the right amount of time, scaffolds, and materials for each concept needed to be support the student. Most importantly, the teacher and the student will get to know one another to build a positive and trusting relationship. The student and teacher will be using social language skills to get to know each other and academic language skills during content. The teacher will listen to the student’s ideas and needs and provide them with a no stress learning environment. While working with just the teacher, this will eliminate distractions. The teacher will be able to discover what teaching strategies work best for the student and personalize activities. The teacher will be able to closely monitor and collect data which will help the teacher catch the student before they start to plateau. The teacher can continue to push students to have a growth mindset and set goals to get through the plateau. Lastly, having the student become more metacognition about the learning process to become self-directed allows students to become more motivated about their learning and overcome the plateau.

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Question 1: Agency and autonomy  are important for MLL. MLL becoming independent and feeling confident in their work is so important. When students feel confident they are able to work independently and be self-reliant.Self confidence in students is so important and makes kids love school. This is especially important for ELL students or any new student in the class. New students are the most nervous and self confidence is so important for students to have. Teachers can increase students confidence by asking students to share ideas with the class or be put in groups to collaborate with each other. When students are confidence they are more likely to take risk. It is so important for teachers to believe in their ELL students and challenge them. -Isabella Masciarelli

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Agency and autonomy are particularly important for expanding MLL's independence in and out of the classroom. It is so important to help them grow confidence even when they are struggling. Academic risks are one of the best ways to further and push one's learning. It also will help them figure outt for themselves which ways of learning they learn best with. Teachers can help students become more self-directed and independent learners by checking in on their progress often and using positive enforcement. ELL students should never feel pushed aside by a teacher who is busy focusing on teaching the other students. Also, having ELL students work collaborately with english speaking students helps them practice and pick up on new conversation skills.

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Prompts: My apologies for posting this so late.  Do not feel the need to comment on others this week.  This bulletin helps build an understanding for the value of Group Work for multilingual learners in accessing the content and progressing in their English Language Development.

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Prompts: My apologies for posting this so late.  Do not feel the need to comment on others this week.  This bulletin helps build an understanding for the value of Group Work for multilingual learners in accessing the content and progressing in their English Language Development.

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Prompt 1: How can group work be used to help MLLs strengthen their abilities to communicate and learn academic language?
Prompt 2: What are your major takeaways about best practice for grouping MLLs to support content and language learnings?

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I found that typically the best way to group MLLs is in heterogeneous groups with less-proficient MLLs, more-proficient MLLs, and native speakers. This will allow those with lower proficiencies to learn while those with higher proficiencies can cement what they have learned by teaching their peers. Furthermore, students should be grouped with respect to not only language, but proficiency in the task they are being asked to complete, interests, etc. These heterogeneous groupings will allow students to learn from those who are different from them and form relationships with peers they may not have been initially friends with.

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There are a few major takeaways about the best practice for grouping MLLs to support content and language learning. A very important point the authors make on page 6 is that there is not a single type of grouping of students that can possibly optimize group work for every classroom of students and lesson. This is very important for teachers to understand because ALL students are unique as they all have different languages, prior experience, language and content proficiency, strengths, needs, interests, and more! The authors continue to say that teachers assigning groups is better than student choice or randomization because this student choice and randomization can cause a divide between ELL and non-ELL students, choosing their friends, and an unequal distribution of high and low. I think it is important that the authors state that students learn more from non-friends than their friends. Next, I learned that students should be grouped heterogeneously based on English language strengths and needs or prior academic performance, and teachers should provide individual supports for all students to access content. However, beginner MLL students should be grouped together, so they can use their home language to clarify, recap, and extend meaning with one another. When I read this, it reminded me to my experience teaching in Florence because the students would speak to one another in Italian to clarify the meaning of directions and concepts. Finally, one of my favorite things I learned in this lesson was coaching peer feedback as it is useful for all students. Especially, this will allow the more proficient English language students to be able to engage MLL students in participating and growing their English language development. They will be taught to ask clarification and elaboration, check for comprehension, repeat, rephrase, and summarize main points, handle disagreements, and turn taking to allow ALL students to participate.

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There are a few major takeaways for the best practice when it comes to grouping MLLs to support content and language learning. Foremost it is important for the teachers to group the students rather than having them choose their own groups. It is beneficial for students to work with students who don't usually speak to each other so that they get the opportunity to connect with more people. Having students choose their own groups can also cause a divide between native english speakers and ELLs. The groups should also be made up of a range of proficiency in the task being completed. While heterogeneous grouping is beneficial in most cases. Beginner MLLs should be in a group together so that they can help each other clarify things.

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The Input Hypothesis discusses how ELL students can benefit from group work when their group members are slightly above their level of English proficiency; this is called the “comprehensible input” or “i + 1,” so ELL students can learn from their peers by being exposed to language that is slightly above their proficiency level in order to further develop their own academic language.  With this in mind, the Output Hypothesis suggests that listening to slightly advanced peer language is only the first step of ELL academic language development, for ELLs must then produce language themselves and receive corrective feedback immediately.  Group work also fosters their language development because, as stated within the Sociocultural Theory and Interaction Hypothesis, group discussions allow students to collaborate in order to create meaning.  Also, native speakers adjust their form of communication so their ELL conversational counterpart can build their own understanding and meaning of what they are saying.  When students are faced with communication challenges and learn how to overcome them (through “negotiating for meaning”), students better develop their communication abilities and academic language development.  Peer feedback can help develop an ELL student’s ability to communicate because teachers can foster effective communication through lessons that teach conversational skills such as taking turns, elaborating, clarifying, asking questions, rephrasing, etc.

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My major takeaways about the best practices for grouping MLLs include incorporating open-ended questions, student grouping dynamics, and various group roles during a discussion.  When conducting group work with MLLs, it is critical to involve open-ended questions that allow students to verbally share their perspectives while evaluating and coming to understand their peers' views.  Through open-ended questions, students in a group come together to "refine their ideas and reach shared conclusions" (NGSS, May 2012 draft).  Secondly, the practice of organizing student grouping dynamics for MLLs is essential because MLLs may benefit better in a group where the group peers are on the same developmental language level.  On the other hand, some MLL students may benefit from being in a heterogeneous group with a variety of language developmental levels.  It all depends on the amount of information the teacher has gathered about individual students and their specific needs and strengths.  Finally, assigning roles to peers in a group is an excellent way for MLLs to be creative in expressing their perspective on a matter.  In turn, once a student shares their perspective, they can get feedback from their peers and gain a greater understanding of the conversation's content.

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Collaboration is apart of common core standards in ELA, Math, and science, but it is also great for MLLs. Some of my takeaways from this article include how to group students, using feedback, and the types of questions used. There was a whole page of how students should be grouped. "Grouping students who have different language needs and strengths together or grouping ELLs with native speakers will be advantageous" (page 4). There was more information on grouping because teachers need to consider a lot before creating groups to make sure they will be the most effective for everyone. Another takeaway was having the teacher provide feedback. Feedback is very important in a classroom and it needs to be timely. My last takeaway was the types of questions used because they need to be open-ended. Groups need to talk and communicate and the best way to do that is having open-ended questions that will create discussions.

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My first biggest takeaway was the idea that there is no "right" type of grouping. Every classroom and student is different so it is important to build the groups around the students needs in a way that would be most beneficial for all student's learning. The next big take away was the idea that heterogeneous grouping is usually a good way to separate students. This gives students the opportunity to share their skills with their group, allowing other students to learn from it. It allows for peer to peer coaching which can be very beneficial to student's growth. With that being said it also discussed how grouping very beginning MLLs together is good because they can use their home language to help build a solid base for what they are learning. Lastly, the idea of using open-ended questions. This is very important when working with MLLs because it pushing them a little bit to take that next step.