# data[].attributes.body
I teach 6th and 7th grade Language Arts in a district that serves a high population of Hispanic learners. I am involved in ELL instruction on a daily basis. The readings from this week helped me to solidify some of my practices, and helped me to think of new ways to support all students in their learning.

# data[].attributes.headline
How are we supporting ELL students at my school?

# data[].attributes.subject
How are we supporting ELL students at my school?

# data[].attributes.body
In my school, we have an EL teacher and a bilingual aid who both work diligently to support our ELL students. All student have a general education format for Language Arts. Classes with multiple ELL students will have the EL teacher or bilingual aid join the class. Students who were identified for needing more support due to their home language may be added to a support class with other ELL students, or may receive end of day support from teachers.

In my own classroom, I support ELL students by giving frequent check-ins, opportunities to work with partners or small groups, and modified assignments.

# data[].attributes.body
I would argue that my school does a good job with identifying students who need support due to a language barrier. Once these students are identified, we also do a goo job with monitoring progress, and adjusting instruction as needed.

# data[].attributes.body
In the video by Colorin Colorado, Nancy Cloud speaks on the importance of incorporating native language into lessons, instruction, and independent work. This is not something that is being done at my school. Personally, I only speak English and many of my colleagues are the same. We have two Spanish teachers and one bilingual aid. This is not enough for the members of our student body who do not speak English as a first language. I would argue that this is our biggest weakness with supporting ELL students.

# data[].attributes.headline
Checklist for Effective Reading Instruction

# data[].attributes.subject
Checklist for Effective Reading Instruction

# data[].attributes.body
Do students value themselves as readers, and do they value reading?

-Confidence is key, especially with ELL students. Students have to see themselves as readers to believe that they can read.

Do students have a wide variety of reading materials to choose from and time to read?

-Motivation and personal interest play a huge role in the secondary classrooms. If students are given a wide variety of materials to choose from AND time to read them, they will most likely find something that is engaging for them.

Are students provided with appropriate strategy lessons if they experience difficulties in their reading?

-Teachers must offer strategies that students can use to support them when they are struggling. These strategies can be used individually or in a small group.

Do students have opportunity to talk about what they have read, making connections between the reading and their own experiences?

-Being able to make connections supports comprehension in many ways. These connections should be made in their own lives, in the lives of people they know, and in their other classes.

# data[].attributes.body
Small group instruction is not something that is very common in secondary schooling. However, after teaching elementary for two years and now teaching middle school, I know the value that small group instruction and work has in the classroom.

What tips do you have for incorporating this into the next school year?

# data[].attributes.body
In conclusion, schools can always do more to support ELL students. Reading is the base of all subjects. No matter the classroom that an ELL student goes to in secondary school, they will encounter texts and reading. It is imperative that Language Arts teachers give quality instruction, offer scaffolds, and give feedback to support our ELL populaiton.

# data[].attributes.body
I really felt connected to the topics that were discussed in Teaching Reading in Multilingual Classrooms. Freeman and Freeman do an excellent job with choosing the most important aspects of reading instruction and presenting it in a way that is digestible and applicable.

# data[].attributes.headline
Teaching Academic Literacies in Secondary School

# data[].attributes.subject
Teaching Academic Literacies in Secondary School

# data[].attributes.body
Chapter 6 in Best Practices in ELL Instruction by Allison and Harklau had a standout quote that I will share below.

-"As students navigate the critical transition from elementary to middle and high school, course concepts and school text materials become increasingly complex and cognitively demanding. At this point, in addition to knowledge of academic language, they are expected to learn- or somehow already know- discipline-specific ways of reading for learning," (137).

I see this with my students regularly. When they arrive in 6th grade, they are expected to be able to read and comprehend grade-level texts. However, this is not the case for may students.