# data[].attributes.headline
Prompts:  •	“What does Equity Really Mean for Multilingual Learners? Nordmeyer, Boals, MacDonald & Westerlund (2021) 

# data[].attributes.subject
Prompts:  •	“What does Equity Really Mean for Multilingual Learners? Nordmeyer, Boals, MacDonald & Westerlund (2021) 

# data[].attributes.body
Prompt 1: The authors state: “English proficiency cannot be seen as a prerequisite to meaningful participation in the curriculum because this limits engagement. Instead, language must be viewed as something that is developed in the process of learning when students are supported and have access to the richest curriculum our schools have to offer (NASEM, 2017).” What are your thoughts regarding incorporating language instruction into the content?

Prompt 2: The authors also state: “We know that integration of language and content learning, along with effective collaboration and in-class support, provides opportunities for all students to engage with challenging, grade-level curricula. There is growing evidence that English language development specialists in schools cannot work in isolation; to provide the most comprehensive support for multilingual learners, all teachers need to collaborate to serve all learners.” (Boals, Hakuta, & Blair, 2015). What models of servicing multilingual learners have you observed in your different placements?  What do you think is the best model for servicing multilingual learners?

Prompt 3:  As teachers-in-training, who will be working with mainstream students and students with special needs, what are your thoughts regarding the difference between equity and equality?  How does this relate to “scaffolding up?”

# data[].attributes.attachment_link.title
What Does Equity Really Mean for Multilingual Learners.pdf

# data[].attributes.body
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 learning?

# data[].attributes.body
Consider the six criteria for choosing words to teach.  Look at this Newsela Article: Dream Jobs: Doctor and researcher.  Choose 3 words from the article that you would teach and explain why you would teach these words based on this week's reading: ●      Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, What Works Clearinghouse, April, 2014 (pp 13 – 30)

# data[].attributes.attachment_link.title
Newsela | Dream Jobs: Doctor and researcher

# data[].attributes.attachment_link.description
After receiving a Ph.D. in molecular oncology in 2018, Ledet set his sights on medical school. He wants to focus on child and adolescent psychiatry in an effort to help those get through "tumultuous stuff" while growing up.

# data[].attributes.headline
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 at least one of your classmates' responses.

# data[].attributes.subject
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 at least one of your classmates' responses.

# data[].attributes.headline
Prompts:  Respond to any of the following questions:  Use the + and indicate your name and the number of the prompt you are responding to.

# data[].attributes.subject
Prompts:  Respond to any of the following questions:  Use the + and indicate your name and the number of the prompt you are responding to.

# data[].attributes.body
#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 wit 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 compliment 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?

# data[].attributes.attachment_link.title
Chimamanda Ngozi Adichie: The danger of a single story | TED Talk

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Incorporating language instruction into the content of classroom learning is essential to enhancing each students’ experience. The authors of this text emphasize the importance of scaffolding for ELL students, English Language Learners. Many students who are ELL face an immediate expectation that because they do not understand a concept in English, they don’t understand it at all. English proficiency is not needed for a student to participate in the curriculum. Understanding English should not be required to be successful in all classrooms. This text describes ​ removing the “barriers we impose, even unintentionally, on learning.” We can incorporate language instruction into the content of the classroom and create a more inclusive learning environment through this. Students should not choose between their general education and learning English. Everything should not be put on pause until an ELL student is proficient in English. Research shows that ELL students develop English “most effectively while also mastering the knowledge, skills, and literacies.” By slowing a students’ knowledge in other areas to accommodate English, the student will only be delayed more academically. When a student knows the content, but not the English, the teachers need to incorporate scaffolding. The student knows the content but just needs it in a way that’s more oriented to their own language. The incorporation of other languages into learning can include inviting students to take notes in any language and work with a home-language partner or translanguaging, where students use multiple languages to integrate and express their learning. Incorporating language instruction into content reinforces the concept that all students deserve access to rich educational opportunities and an equal chance at academic success. Not knowing English does not mean not knowing any other content.

# data[].attributes.body
I think that the authors of this text make a great point regarding the difference between equity and equality. It states, “to achieve equity in culturally and linguistically diverse schools, we need not just new strategies but new roles—for both teachers and students.” This shifts the idea that utilizing new strategies and curricula may not be beneficial in achieving equity. Rather, we need to look at the roles that educators hold, and how they can be altered to provide more equity in culturally and linguistically diverse schools. The idea of equity is much different than equality, because equity can be seen in individualized support to students that address barriers like poverty or limited transportation. Thus, equity provides people with resources that fit their circumstances. Equality differs because it means that the same opportunities are given to all individuals. It is crucial for teachers to meet students in the middle, acknowledging that 'the middle' varies from student to student. Scaffolding gives teachers the opportunity to provide support for students and adjust that support depending on their cultural and linguistic needs. The authors state, “providing equitable opportunities to learn requires us to develop not only new skills such as scaffolding up, but also new, asset-based beliefs about multilingualism.” This goes to show that as we move into the education field, we must learn and adapt quickly to the needs of the students, and discover how we can best support the students that will be in our class, considering the diversity of their backgrounds and academic levels. Differentiation of instruction is crucial to teaching, and scaffolding up is a great tool to use to provide students with a challenge that is attainable in maintaining growth in their learning.

# data[].attributes.body
While I have always thought that students who are learning a new language should no be given a lesser curriculum, this statement opened my eyes to a new idea. Even within their own language, all people lack vocabulary when learning about a new topic. While these levels vary, teacher do not prevent students from learning about something simply because their language is lower. Curriculum is just taught with the students’ language level in mind. For example, a lesson about outer space may look different to a first grader and a third grader even if the content matter is similar. The way that things are discussed and explained with vary. Similarly, language is constantly developed throughout the curriculum of any classroom. This can include vocabulary, spelling, writing, comprehension, and verbal expression. If this is the case for all students being taught in their first language, why should it be any different for students who are learning a language? All children develop language skills through all subjects. English proficiency is not a prerequisite to meaningful participation in curriculum.

# data[].attributes.body
I agree with the author that “English proficiency cannot be seen as a prerequisite to meaningful participation in the curriculum” as it does limit the students' engagement. I love how in the anecdote the father stood up for his daughter to the principal and demanded that her learning not be put on hold until her English was further developed. He stated that his daughter was to take part in the rich curriculum the school had to offer and that “the English will come soon enough if you help her with all of that”. He is correct, the English will come as research has shown that “English learners develop English most effectively while also mastering the knowledge, skills, and literacies needed for college and career readiness”. I think that incorporating language instruction into the content is so important as it will develop English Language Learners English while not making any ELL student subject to falling behind in their schooling process. By providing appropriate support, ELL will make strides in their learning and English development at the same time. I think the National Academy put it wonderfully when talking about language development and recommended that it be “understood as a product of meaningful engagement in instruction, not a prerequisite”. An example given was a student with everyday language who made an observation in class that “it gets hotter when you mix them”, and the students lab partners “introduce[d] specific language while not invalidating the student’s observation”. I believe that incorporating language instruction into the content is necessary as all students should be provided the same schooling experience no matter their English proficiency. I believe that this will create a more welcoming environment and that others in the class will benefit from it as well. It is not right to ask someone to put their education on hold until they further develop their English, especially in a world like today when many resources are so easily accessible to us. As teachers, it is our job to provide support so that our instruction reaches each child in our class and one way to do that is to incorporate language instruction into the content.

# data[].attributes.body
As this article explained, equity and equality are two different things. I see equality as giving all students equal resources, instruction and environments. This may sound ideal, but in the culturally and linguistically diverse environments we teach in now, what is necessary for the success of all students in equity. Equity is when you realize that every learner needs different things and that if everyone is given the same opportunities and supports, they will not all be able to succeed in the same way. In education, equity looks like providing a range of support catered to each student so that they might all succeed regardless of their individual experiences and circumstances. This will help you support all of your students whether they are in general education, special education, or are multilingual learners. One way that teachers can work towards equity in their classroom is through the use of “scaffolding up”. Often times, teachers tend to differentiate material down to the level of their student. This can be dangerous because it furthers a harmful narrative of certain students such as multilingual learners being deficit-based rather than asset-based. It also can actually hinder their progress and push them farther behind by reducing their opportunities for learning and enrichment. Instead, teachers need to create a classroom environment that will allow for all students to engage with rich curriculum and be challenged as much as possible. A common belief related to multilingual learners is that a proficiency in English is a prerequisite to class participation and success. Instead, research shows that English is actually most efficiently acquired when students learn through exploration of other skills. This is because, when “we can engage multilingual learners in the interactions that, over time and with appropriate modeling, enable them to become increasingly

effective in expressing and exploring ideas” (Page 5). Students can learn to express their ideas with the correct supports in the classroom and gain proficiency in English as they go. These participatory structures provide all students with the opportunity to interact with academic content in authentic ways, regardless of their background. This use of scaffolding both before and during instruction allows multilingual learners to access the curriculum as they learn English, to avoid falling behind due to learning in isolation, and can eventually help us to “…cross borders, bridge communities, and help solve the global crises we face…” (Page 1). Therefore, as teachers we need to employ the strategy of “scaffolding up” to push towards equity in our classrooms and allow all of our students to succeed and learn.

# data[].attributes.body
My fifth-grade teacher explained the concept of equity and equality to me in a way I will never forget, but also never truly understood until I was much older. With punishments, accommodations, and treatments of students, she always said, “fair is not always equal,” and that is the exact difference between equity and equality. The author states “equality is not the same as equity, however, and access to curriculum without appropriate support is not enough.” In a classroom, equality would be presenting a native English-speaking student with a reading anthology and assigning homework to read a story, while also giving that same assignment to an MLL student. Equity is providing a translation for the student, or a similar reading assignment with a more appropriate reading level. These students need supports, but also need the chance to flourish in all subject areas so they do not fall behind. This closely relates to scaffolding, as scaffolding allows teachers to adjust their lessons and assignments based on student need. In order to be a successful educator, you must promote equity, but always be prepared to take on new approaches, such as scaffolding up. We must learn about our students, their cultures, and their needs in order to adapt and allow them to properly succeed.

# data[].attributes.body
One model of servicing multilingual learners which I saw more in-depth was when, at the elementary school library I used to volunteer for, one of our second grade classes had a new student who spoke Spanish and very little English. The first few weeks the student was with us, the librarian was focused on teaching the class about finding a book that was just right. Rather than having the new student complete a different activity or just read independently, which I had seen before, the librarian had her complete the same activities in her own language. The lesson involved students looking at picture books on a website where there was an option to have the books appear in Spanish, so the student was completing the same activities, just in a different language. I like that this was the librarian’s approach to the student’s limited English proficiency, as the lesson was on library skills, not English language skills. By simply modifying the website settings, the student was able to more fully participate in the same lesson as her classmates, allowing her not to miss out on what everyone else was learning. We only saw this class for about an hour a week, so I am not sure what kinds of supports she received in her normal classroom. I do know that she was pulled out of the class very minimally, and I noticed her being able to communicate more with her peers as the year went on. Although she was never the most outspoken member of her class, she was certainly becoming more able and more comfortable being engaged in lessons, and I think that the model of having her be more fully integrated into her class certainly contributed to that growth.

# data[].attributes.body
The way I would describe equality versus equity references the famous cartoon where you are at a baseball game with someone who is much taller than you and someone who is much shorter than you. In front of you, is a fence that blocks your view of the game and your shorter friend’s view of the game. However, your tall friend can see just fine. This is equality - all three of you have the same exact means to see, or not see, the game. However, equity gives you and your shorter friend a leg up - or something to stand on, so that now all three of you can see the game. Equality is literally what is equal for all whereas equity gives you the means to achieve the same thing that those around you are already achieving. In relation to education, I think a lot of schools engage in a curriculum that is centered around equality rather than equity. This can be seen in the article because schools often focus on teaching students English rather than having them keep up with the curriculum even though “research confirms that English learners develop English most effectively while also mastering the knowledge, skills, and literacies needed for college and career readiness” (1). To have equity in schools, teachers need to scaffolded learning for students to bridge gaps between what they’ve learned and their new material to help them learn what everyone else is learning whilst also learning English at the same time.

# data[].attributes.body
The difference between equality and equity is one that took me a little while to understand. We touched on this topic in my Urban Education class, and learning about it in this class now, I have a better understanding. Equality is giving everyone the same amount of something. For example, each student receives 5 minutes of individual learning time with the teacher per week. Equity on the other hand, also could be referred to as "scaffolding up," is assessing what each individual needs and giving it to them. Relating to the previous example, some students might spend closer to 10 or 15 minutes individually with the teacher each week, because they need the extra support and help. Scaffolding up and using equity in the classroom, especially in a classroom with ELL students, is vital. These students need extra support and enthusiasm from the teacher in order tot be successful and grow confident in the classroom. We should lift each student up so they can attain their best self, and celebrate their difference. Each student has different needs and that is what makes education and schooling so unique.

# data[].attributes.body
English proficiency being seen as a prerequisite is something that I have observed far too often in my teaching experience. The phrase "Scaffolding up, not watering down" perfectly relates to this topic. English learners are approached by a first-then process where the content in which they are being taught is oversimplified because it is believed that before they can learn the rich content that their peers are learning, they must learn the language. Instead, it has been proven that it should be more of an interdisciplinary process. Students need to have access to curriculum and content that is appropriate for them. This does not mean testing their English. I truly believe that weaving students into classes that are appropriate for them, regardless of their English proficiency, is the best way for them to both receive the education they deserve while also picking up on the language they are learning. This needs to done strategically and purposefully. All educators involved with that English Learner need to work collaboratively to ensure that they are not testing English proficiency, but instead the students expression of their understanding in whatever way they deliver that. The article discusses macro and micro scaffolding techniques that can be used to avoid a student being 'the back of the classroom student' that is not engaged and eventually gets lost in the language. Preparation before the lesson that integrate known and new information can be helpful in this situation. Micro-scaffolding occurs during the lesson. This could include sentence starters and plenty of modeling for the student to use to express their own understanding of that particular lesson. Using these skills results in scaffolding up to the students potential and not watering down because of a language barrier.

# data[].attributes.body
Equality and equity have been a big topic of discussion when it comes to teaching in the schools. Many people believe that schools should provide equal support to every student but that leads to many issues. If all students are given the same learning support then students will begin to fall behind. Students that need the extra support would not be getting it, which is why equity is important to implement in school settings. Equity allows all students to get the level of support needed to achieve the same academic skill. This is so important for schools to implement so that all students can learn the way they learn best. “Scaffolding up” allows teachers to give scaffolded support to students to help them get close to the same level as the rest of their peers., which more closely relates to equity This is so important for multilingual learners.

# data[].attributes.body
In my Introduction to Special Education class during my freshman year, we were given an amazing example of equity. The example was that you as a teacher would not give every student in your class a pair of size 6 flip flops. Some students may live in colder weather and need different shoes, and not every students is going to be a size 6. This example aligns perfectly for how we should treat our class. Every student is coming from a different home, background, or culture, and we must adjust our teaching accordingly. When it comes to multilingual children, it is important we actively scaffold up and provide extra support so that they can keep up with the content of the classroom alongside the other students. It is very important to scaffold up with multilingual students to make sure that students can remain at the same level of education and feel safe in their learning environment.

# data[].attributes.headline
Response to prompt 3:The difference between equality and equity is equality is about everyone getting the same treatment and being provided the same resources. Equity is when everyone gets the support they need to be in the same position as other students. The article gave the example of multilingual students being given the same content and teaching as the other students in their class. However, because they were not at the same level of understanding English, they were not benefiting from that way of teaching. Instead, these students need to be encouraged to use their native language. By feeling comfortable using their home language, students will show they can comprehend the information while working on their English. Instead of only focusing on their English while their comprehension takes a back seat. The article stated that “English will come,” and it was more beneficial for multilingual learners to be practicing English while also “mastering knowledge, skills, and literacies”. The term “scaffolding up” refers to students learning multiple languages while simultaneously learning new content. Students need to be challenged in their course load while also given proper support to complete the work. Teachers can do this by preparing a way of bridging or easing into the new lesson before teaching it (macro-scaffolding), relating the information to something else to ensure students understand the concept of the lesson before teaching the content. Also, by interacting with students during the lesson (micro-scaffolding) to walk them through their thought processes and guide them in the right direction to ensure they are on the right track. 

# data[].attributes.subject
Response to prompt 3:The difference between equality and equity is equality is about everyone getting the same treatment and being provided the same resources. Equity is when everyone gets the support they need to be in the same position as other students. The article gave the example of multilingual students being given the same content and teaching as the other students in their class. However, because they were not at the same level of understanding English, they were not benefiting from that way of teaching. Instead, these students need to be encouraged to use their native language. By feeling comfortable using their home language, students will show they can comprehend the information while working on their English. Instead of only focusing on their English while their comprehension takes a back seat. The article stated that “English will come,” and it was more beneficial for multilingual learners to be practicing English while also “mastering knowledge, skills, and literacies”. The term “scaffolding up” refers to students learning multiple languages while simultaneously learning new content. Students need to be challenged in their course load while also given proper support to complete the work. Teachers can do this by preparing a way of bridging or easing into the new lesson before teaching it (macro-scaffolding), relating the information to something else to ensure students understand the concept of the lesson before teaching the content. Also, by interacting with students during the lesson (micro-scaffolding) to walk them through their thought processes and guide them in the right direction to ensure they are on the right track. 

# data[].attributes.body
When originally provided with this question, I was at a loss. To be truthful, I have used the words interchangeably in the past. But this article has changed that. When looking up the definitions, equality relates to providing the same opportunities/resources to each and every student. Equity, on the other hand, refers to the distribution of those resources so that there is a positive outlook for all. This is a huge distinction, especially for English language learners. The article delineates this and goes even further, as it emphasizes the aspect of scaffolding up. Rather than water-down the curriculum for ELLs, scaffolding up uses the idea of equity (in distributing the resources in the best way) to ensure that students are being enriched. Something in particular that I appreciated about the article is that it inferred that creating equitable environments allows for “multilingual students to become protagonists of their own learning” (4). When a teacher values equity over equality, they are able to challenge their students while still providing a comfortable environment where students feel safe to learn. I am happy to have learned the distinction between the two and will strive towards prioritizing equity within my own classroom one day.

# data[].attributes.body
I think that the terms equality and equity are closely related but not quite the same. Equality is providing the same type of and number of resources to students in the classroom. While this may seem fair that is often not the case; some students may need more than the equal part to what their peers are receiving, and that is where the term equity applies. Equity means you are providing individually what each child needs to thrive. This could be extra instruction, extra attention, or individual help. This allows students to be in par with their peers. Scaffolding allows conditions that are conducive to learning in the classroom; students are getting the resources they need to back up their education from multiple sources and angles. Scaffolding is the backbone to equity and allows for every child to have their needs met.

# data[].attributes.body
The difference between equity and equality is an important  one for teachers to know. Growing up, all we heard is the we need equality and everything should be  equal. Times have changed and people's views are different. Children do not need equality, they need equity. Equality is where everyone receives the same treatment, the same learning. Equity is where students are given individually based help so that they can accomplish their goals. Instead of giving everyone the same treatment, treatment is specialized to fit every child's needs. Scaffolding up relates to equity. The students, especially students with special needs and ELL, need scaffolding in order for them to succeed.

# data[].attributes.body
#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.

Please add your postings below the prompts! Thanks!

# data[].attributes.body
The information from chapter one that I would want to share with a teacher who has an entering-level student in their class would focus on scaffolding. Starting level students’ native languages are important resources. By scaffolding the students’ home language into the curriculum, the bridge to learning English is stronger. Some ways teachers can support their entry-level students are using cognates, giving explanations in the home language prior to instruction in English, and using home language for previewing and reviewing. Entry-level students need learning activities where they can listen to others. Familiarity will make the student feel welcomed. Teachers can learn the student’s name pronunciation, learn some basic phrases in their home language, and use images and visual cues in teaching. Word walls are also valuable to multilingual students because it highlights keywords in multiple languages. Strategies teachers can easily implement to benefit these ELL students include visual supports, learning by doing, oral language development, and reading and writing support. Learning by doing is the aspect I would most want to share with a teacher who has an entering-level student in his or her class. Learning by doing is vital because hands-on exploration attaches language to actions and objects. Teachers should add real-life manipulatives that require students to describe, sequence, measure, compare, or draw. The student may struggle to only hear or only read something, but to actually do it allows the student to see it in action. During recess, incorporating music or games and activities that represent the students’ home life and culture is also important. Establishing a peer support system is also an aspect that would be most valuable for a teacher to know. Building relationships is helpful to the entering-level student and this can be achieved easier with specific roles. Roles such as a classroom helper, a literacy partner, math or social studies associate, or a homework tracker are beneficial to the entering-level student.

# data[].attributes.body
I found each of the five basic premises to be individually very important. Each plays to a child's needs on the wide scale as a student. I think that two of them stood out to me specifically: Premise Number Four and Premise Number Five. The fourth premise dives into the importance of being culturally and linguistically sustaining practices. One quote from this section that I love is "The goal is to help student become successful in U.S. schools and society but not at the expense of sacrificing their existing cultural and linguistic competences" (Honigsfeld, xvii). I really like this point, because there should not be an effort to replace the student's primary language or culture but to add onto them and build upon that. We should see bilingual students and ELLs as an asset to our classroom and not a hinderance. The fifth premise involves purposeful interaction in the classroom. I think this is important to keep in mind when teaching because every interaction should have a purpose that pushes forward a student's learning. This has to do with both teacher-student interactions and peer interactions.

# data[].attributes.body
A particular passage in this chapter that really struck me was that of writing support. This section opened up by stating, “Fluency in English is not a prerequisite to writing…you cannot wait until ELs develop full language proficiency to begin to write” (pg. 29). This reminded me of what we have been discussing previously in regards to how it is unfair to wait for ELs to be proficient before other instruction is implemented. Explicit instruction in writing should be done from the first day on. As listed in the chart in figure 1.28, there are many ways to teach writing to starting level ELs so there is no need to wait for proficiency to occur first. I liked the idea presented in this section which stated “encourage your Starting level ELs to express themselves in writing using their native languages or respond in developmentally appropriate ways using multiple modalities and languages and media” (pg. 29). This made me think of the Write Reader app that was presented in class yesterday as Write Reader or something similar could be used to accomplish this. Incorporating drawing was a really good idea as well. One way to do so which I found interesting was the self-portrait freewrite that encouraged the use of home language in figure 1.30.

# data[].attributes.body
I really enjoyed the way that Page 31 outlines the different ways to engage entering level students in writing. It describes several different purposes that students can partake in, including all about me books, photo projects, and personal dictionaries. I like the variety among these kinds of writing, because it gives students several different ways to demonstrate their writing, without having to write a traditional essay. Specifically, EL students may think that writing prompts and journals are daunting, and providing different kinds of writing that are nontraditional can be incredibly uplifting for their self-esteem and may provide more room for them to grow. I liked the tip section of this page, where it gives educators different ways and accommodations that they can provide for EL students throughout the writing process. Beside the patterned writing section the tip states, “Read books with patterned language or introduce a sentence frame and use a word wall to scaffold student writing.” In class we have talked a lot about scaffolding and that it can be incredibly helpful to students, specifically when they are given assistance with language and vocabulary. Having a word wall allows students to look up without drawing attention to themselves, and use words to strengthen and individualize their writing. Often, students may feel ashamed or embarrassed to ask a teacher about vocabulary words that their peers may already be comfortable using. Word walls also can be organized in several different ways, whether it be by adjective, noun, or in alphabetical order. I really enjoy the way that the author describes these writing projects and provides many different manners in which students can write. The tip section is my personal favorite because it gives direct advice to educators that can help support them as they carry out this assignment.

# data[].attributes.body
“Although there are common patterns and predictable stages of language acquisition, ELs are unique individuals who move along the continuum of language learning at different rates.” (Pg xvi). This is the quote that stood out the most to me in this reading. When thinking about ELs within a classroom, they often become their own group. They share that strong educational characteristic and therefore are grouped together as the same. Despite this, these children still have all the individual differences that every other student has. While ELs are similar in their learning of English, that is just one tiny similarity out of a lot of potential differences. Teachers should be aware of this and be sure to not teach all ELs in the same exact way or at the same pace. This is something I had never really thought about before. Instead of always grouping ELs together, they should be taught as individuals just as any other students would be. In addition, this section discussed how different ELs can vary regarding their strengths, weaknesses, and overall levels in English learning. Some may be better at speaking English, but struggle in writing or comprehending. This shows even more how important it is for teachers to see each student as an individual.

# data[].attributes.body
While completing this week’s reading assignment, one sentence in particular really stuck me. Honigsfeld begins the chapter with stories of two hypothetical multilingual learners, and references them throughout her discussion of how a teacher might support starting level English learners in the classroom. In the section “What Can Starting Level English Learners Do?” she states that if she had the hypothetical student Tamir in her class, “Although he may not be able to use English at the seventh-grade level,” she would, “need to give him every chance to think at grade level” (Honigsfeld 11). I really like this description, as it explains that even though multilingual learners may not be able to communicate at the same level as their peers, this does not mean that they are not as smart or as capable. This connects to our previous discussion about the importance of scaffolding up rather than simplifying the work being given to multilingual learners. Multilingual learners still need to be challenged in the classroom, and although this may be more difficult for students at Tamir’s age due to the typically slower acquisition of language in older children, and to the complexity of content being taught, as Honigsfeld states it is still important for these students to be given the opportunity to “think at grade level” through scaffolded assignments, even if they can’t quite communicate that thinking just yet.

# data[].attributes.body
Page 31 outlines different ways for teachers to engage their students in writing. Examples of the activities are all about me books, photo projects, personal dictionary, etc. Something I noticed about these projects is that they all offer the student the opportunity to use their native language and culture. In fact, most of the directions encourage the student to use their culture in these projects. For instance, the photo projects give the idea of having the student create collages or photo essays with or without captions/explanations in either English or their native language. I think the emphasis and awareness displayed in these projects, to give acknowledgement to a student's native language and culture is very important. If a student does not feel like their identity is accepted and welcomed in the classroom, their acquisition of English will not excel, and they will be left feeling sad and alone. Teachers need to establish inclusivity in their class environment.

# data[].attributes.body
Page 31 documents the different ways and opportunities teachers can implement writing for ELs at the starting levels. All of these projects are very engaging for the students and are in some way related to an aspect of their identity, which I really liked. For example, students can either write about themselves in “all about me books”, very similar to the identity texts that we read for the culturally responsive teaching assignment. But students can also connect their writing to their own language and keep a bilingual dictionary or journal. I think these are really powerful methods for ELs, especially at the starting level, because it allows them to show their teachers what they know, in their own way. This is an important step in building a relationship between the students and teachers. Additionally, I think giving ELs these options gives them more autonomy over their writing which usually creates better work because they are writing about their interests. That is important because it will instill a sense of confidence in those students’ writing capabilities because they will want to be proud of the work they are producing.

# data[].attributes.body
I thought that each of these premises about working with multilingual learners are all equally important to consider. These raise awareness to the wide range of individuals that are multilingual learners and addressed how to manage the classroom in an accommodating matter. A particular line that stood out to me was under premise #4. It said "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 thought this quote brought the big picture into consideration about how important it is to embrace every individuals culture and to incorporate each into a culturally responsive classroom environment. This really showed how it is important to teach students in the best manner for them to be successful in the long run, while still maintaining their cultural backgrounds and raising appreciation to this diversity.

# data[].attributes.body
The first of the five basic premises is assets-based philosophy. This emphasizes that ELL students’ cultures and background are beneficial to the intellectual growth of everyone in the classroom community. The second is individual variations, meaning each child has a unique experience and culture. The third premise is integrated content, language, and literacy instruction, which is relatively self-explanatory, but this premise contains a quote that stood out to me. “Language must be seen as a path to and an integral part of whatever content we teach.” This emphasizes the need of language in the classroom, whether that be verbal or nonverbal. Our literacy and language bring us together as a classroom community and this quote worded it perfectly! The fourth premise is culturally and linguistically sustaining instructional and assessment practices, referring to the need to validate all students’ through embracing all learning opportunities. The fifth premise is purposeful interaction and collaboration, which emphasizes the need for social interaction among peers, students, and teachers.

# data[].attributes.headline
Prompt #3: Writing Opportunities ELs at the Starting Level 

# data[].attributes.subject
Prompt #3: Writing Opportunities ELs at the Starting Level 

# data[].attributes.body
There is a lot to take away from these writing activities. A lot of them incorporate the Universal Design for Learning. The activities allow students to express themselves through both drawing and writing. For example, in the "Artistic Expression" activity, it invites students to create a visual expression of themselves. One of the tips says that students can label parts of their drawing, incorporating both writing and drawing. If a student is more comfortable in drawing, but is able to write, this would be a good option for them. Another pattern I noticed is the openness to using native languages. When students are beginning to write, educators should steer clear of instilling fear and stress into the process. This may mean that students are more comfortable approaching a writing activity in their native language. The last, and probably more important, theme that I noticed in these activities is the call on foundations of knowledge. All of these writing activities ask students to talk about and express themselves. Not only does talking about their lives excite students, but it also calls on experiences that they have had. Teachers can use the pieces produced by these activities to learn more about their students, families, ethnicities, cultures, and lives outside of the classroom. They are able to build on the language that they are learning while simultaneously learning how to write. The teacher can also use these pieces to  incorporate the students personally into content to come.

# data[].attributes.body
I felt connected to this text from the very beginning. One big idea that stood out to me in these introductory pages was the importance of having a flexible and growth-oriented mindset. So Premise 1 really stood out to me when it said “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” (Honigsfeld, xvi). This reminded me of the first day of class when we focused on how we label students either using asset-based or deficit-based terms. This seems so basic and yet many teachers are not even aware of the language they use to describe their students which can result in them internalizing negativity and harming their self-esteem and identity. This premise to me really relates to the important focus that teachers need to have on what their students can do rather what they cannot. This is how we build our student’s confidence and knowledge, through those skills and funds of knowledge that they already have. This will help our students to feel comfortable and empowered to learn not only English, but all the content that we teach them. This all starts with acknowledging our students’ strengths and backgrounds, and teaching to them as an individual.

# data[].attributes.body
Of the five premises, I have a particular interest in #5: Purposeful Interaction and Collaboration. I gravitated towards this premise because it emphasizes the importance of socialization and interaction in the classroom in fostering a comforting learning environment. I specifically admired

the quote, “In the social-constructivist tradition, I recognize that language does not thrive without ample opportunity to participate in meaningful learning activities that require collaboration.” Through engagement and collaboration with other students, students  are provided with an opportunity to further develop their language. This concept goes hand-in-hand with the aspect of interactive supports and how they encourage learning collaboratively, which we have been discussing in class. I find the constant mention of collaboration/interaction to be extremely important in portraying the true importance of it within the classroom. To which I hope to implement these aspects within my own classroom one day!

# data[].attributes.body
“Teachers who engage in these practices (culturally and linguistically sustaining instruction and assessment) not only recognize and respond to student’ languages, literacies, and cultural practices but also validate them through multimodal and multilingual learning opportunities.” This quote stuck out to me because it is up to teachers to provide our students with these practices. We as teachers need to empower our students by validating their opinions and their perspectives because of their language and cultural practices not, despite it. In understanding the opportunity they have as multilingual students and students from different backgrounds, they need to understand that they can provide their class with a perspective they may never have otherwise. By empowering each other in the classroom, we are going to be able to have more interesting discussions have a more comfortable environment and, we are going to be able to learn more. I liked that this quote because it reminded teachers they have the power to provide that for all of their students.

# data[].attributes.body
I find this text incredibly interesting because not only does it show the amount of evidence to support each of the recommendations, but it goes into great detail to describe how the levels of evidence are classified and the characteristics that support them. The author goes into great depth to describe the first recommendation, which states, “Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.” I think this is a topic that many of us have seen first hand in the classroom, and thus can appreciate the advice and recommendations given in the text. I specifically like that the authors suggest choosing a few vocabulary words and going into greater depth, rather than choosing a long list of vocabulary. I learned this earlier in my education at PC and have even carried out a lesson that includes a short list of vocabulary, which does seem to be more effective. When students are given a long list of something that they need to learn, it may be more appealing for them to not try at all. Further, the article gives advice for choosing specific vocabulary words: words central to understanding the text, words frequently used in the text, words that might appear in other content areas, words with multiple meanings, words with affixes, cross-language potential. I think that these characteristics are incredibly important, specifically to EL students. Words with cross-language potential may be considered cognates, which make them easier for ELL students to understand. It also allows them to relate the word in English, to the word in their native tongue. I am a Spanish minor and I would get very excited any time I found a Spanish word that was written or pronounced similar to the exact word in English. Generally, I believe that vocabulary is an important part of education and crucial to all content areas, hence why a lot of consideration must be given to it when teaching ELLs. Three words I would teach to children are performed, maintain, and fortunate. All three of these words are tier two words, meaning that they are academic words that appear frequently across content areas. This will be part of students expressive and receptive vocabulary because they can be conversational or used in an academic setting.

# data[].attributes.body
The Newsela article and this week’s reading gave really beneficial insight into teaching vocabulary. The first recommended criteria include teaching a set of academic vocabulary words intensively across several days using a variety of instructional activities. I think the most important aspect of this criteria is teaching it over several days. Especially for ELL students, vocabulary cannot be taught once and known. Students need exposure and experience with the word in context to fully understand it. To continue to progress vocabulary, teachers must integrate oral and written English language instruction into content-area teaching. Students need to see, hear, and write the vocabulary within the content of the material. Students need opportunities to write to develop written language skills that push them. Teachers should provide writing assignments that are rooted in content and focused on developing academic language. small-group instructional opportunities are beneficial to students struggling in areas of literacy and English language development. When choosing vocabulary for students, the article suggests words central to understanding the text, words frequently used in the text, words that might appear in other content areas, words with affixes, words with multiple meanings, and cross-language potential.  Based on the article, I would teach the word ‘science’ because it appears frequently in this text, but not always in the same manner. I would also teach the word ‘college’ because it appears frequently in the text and might be an unfamiliar word to English Language Learners as it is not said every day. Another word that would be beneficial for students to learn is ‘research.’ The word appears frequently in the article and can be used in different ways. It can be a noun, to describe someone’s job. It can also be used in the context stating ‘researching’ or ‘researcher.’ These words could be taught and used in the classroom in various ways. Small groups could investigate these words within the article; these words could be read; these words could be used in writing and language.

# data[].attributes.body
This reading discussed teaching a set of academic words in depth over a few days using multiple techniques. It suggested selecting five to eight words to teach over the course of multiple lessons. The types of words that it recommends teachers to use are those that: are crucial to understanding the text, used frequently, used in other context areas, have multiple meanings, have affixes and those that have cognate relationships with different languages. I loved the idea of a word map where the word being taught goes in the center and five boxes are placed surrounding it. These five boxes are labeled: definition, antonyms, synonyms, examples, and non-examples. I think that doing this sort of word map would greatly improve ones understanding of the word and how it can be used. Looking at the Newsela article, three words that I would teach would be: research, adolescent, and relocate. I would teach research as it appears frequently throughout the text and is seen as both “research” and researcher”. I would teach adolescent as it appears twice, once in the beginning and once in the end, and it has a cognate relationship with Spanish and Italian. Adolescent in Spanish and Italian is adolescente. Lastly, I would teach relocate as it has a prefix of re meaning again.

# data[].attributes.body
The most striking part of Chapter 1 for me was the discussion of scaffolding, simply because of the importance it has to learning with MLLs. Scaffolding up is used in our every day practice as teachers, so it should be implemented heavily into our teachings with MLLs. Take math for example: a student who may not be as good at math would get extra support from their teacher. This teacher may provide differentiated instruction, meet with the student after school, or give them extra help in class. Teachers should take this same approach with MLLs. For example, if an MLL is struggling with fluency, we may keep them after school once a week to work on fluency one on one, so that they can catch up to their peers in class. It is important for MLLs to feel as though they are supported in their learning so that they can keep up with content. Scaffolding helps us provide that support and make sure that MLLs are caught up and on an "equal playing field" to their peers.

# data[].attributes.body
I really liked the reasoning behind each of the criteria. It was nice to be able to be explicitly shown what makes a good choice for a vocabulary word to teach and what does not. For the three words I would choose to teach, I would do relocated, applied, and experiments. Relocated uses a word students may have prior knowledge of, locate, and adds a prefix and an ending; student will be able to see how these change the meaning of a common word they may already know. This will be helpful for them to see how it changes and why the meaning of the word changes. Applied is a good word because it will become a frequent word in students’ vocabulary. It also will be found in many contexts in students day to day activities. It is good for these reasons to teach students the exact meaning of this word when it first appears. Lastly, experiments is a great science vocabulary word to incorporate. Not only will this be a vital word in their science curriculum moving forward, but it will appear in their daily life as well.

# data[].attributes.body
From "Dream Job: Doctor and Researcher", I think the three most important words to teach are degree, tumultuous, and transmitting. The reading outlines the criteria for choosing words to teach. The first criteria is, "Words central to understanding the text". I chose degree to teach because it is very central to understanding the text. The article follows Ledet and the path through his career to get his degree. I think that if a student did not know the word degree, they would have a hard time understand the message of the text, as the text follow's Ledet's career journey. The next word I would teach would be tumultuous. The criteria I would follow to teach this would be, "Words frequently used in the text". Tumultuous appears twice in the text to describe the difficult parts of Ledet's journey. I think an MLL would want to know this word because it is not a frequent word used in the English language, but is imperative to understanding the text. Finally, I would teach the word transmitting. Transmitting follows the the criteria, "Words that might appear in other content area". Transmitting is a word that could be found in science or math alongside literature. Therefore, educating a MLL on this word would be beneficial because it would aid in understanding of the text, as well as understanding of the word in multiple content areas. This would further increase their content knowledge and understanding in the English Language.

# data[].attributes.body
I liked how in the reading for this week it stated that there was minimal evidence for teaching vocabulary through providing regular, structured opportunities to develop written language skills versus the other recommendations. This was the way I feel like a lot of us grew up learning vocabulary and just taking vocabulary tests and spelling tests without ever fully grasping the definitions so I like that there is a larger emphasis on the recommendations such as talking about the words and using visual supports such as graphic organizers giving the students time to see, hear, and understand vocabulary. In the newsela article, I would choose to teach the words “research,” “community,” and “career.” I think these words are important for students to know because they appear in everyday language and in academic language. Secondly, I think that discussing “community” with students is a great way to connect and build trust inside the classroom.

# data[].attributes.body
This week’s reading discussed ways in which teachers should offer ELLs opportunities to learn and practice with academic language. As we’ve talked about in class, this is incredibly important because ELLs might not get the chance to learn this type of language in their day to day lives, and as teachers we don’t want to disadvantage those students by limiting their ability to engage in more academic discourse.

Something from this chapter which I liked in particular was the word map activity on page 19. This strategy for teaching new vocabulary would be beneficial to all learners, not just ELLs, as it provides a visual and uses several categories of definition which help to more clearly demonstrate the meaning of a word. It could be adapted to include different categories depending on the grade level or content area (for example to include pictures or cognates) making it a very versatile strategy. It also offers more opportunity for engagement with students as they can help the teacher come up with synonyms, antonyms, examples, and nonexamples. Having students work together in this way also allows a teacher to check for understanding of new words, and to clarify any points of confusion from the beginning.

Based on the suggestions in this chapter, if I were to teach vocabulary from this newsela article, three words which I would include would be, “research,” “communication,” and “experiments.” The word “research” is central to the understanding of the article, appears multiple times, and is also used in the form of “researcher.” This allows for discussion of root words and affixes, and of how the addition of “-er” changes the word’s meaning in the text. The word “communication” appears in many different content areas, and students will definitely see it used again in multiple contexts. It also includes the affix “-tion,” and has cognates in languages like Spanish and French. The word “experiments” is also important to the meaning of this text, and will be used in any science based domain. Students will also use the word throughout their science instruction in school, and it has cognates in other languages.

# data[].attributes.body
This week’s reading focused on teaching a set of academic vocabulary words intensively and continuously for seven days using different instructional activities. I thought this was a very important thing to consider and learn about because a lot of ELL’s do not get the full opportunity to build their vocabulary enough to support them while reading and writing. Using the criteria presented in the reading regarding choosing words to teach, the three words I would choose to teach from the Newsela article would be science, research, and medicine. I chose science because it appears frequently in the text, so it is important for students to understand its meaning clearly and have the ability to comprehend its meaning in a specific context. I chose research because it also appears many times throughout the article, making it a fundamental word to understand when reading through the text. It is also a word that students may come across in other content areas which will point them towards understanding its meaning in varying content. I chose medicine because I believe it is a central word to understanding the text. It also appears in a different form in the text(medical), so it is essential for students to become aware of the meaning of the word and how its meaning changes when its form is presented differently.

# data[].attributes.body
I found this article very relevant to the teaching of MLL students. We have defined academic vocabulary as words that are used “…much more frequently…in discussions, essays, and articles…” as opposed to “…in informal conversations and social settings..”(14). This is important for our students because this is the language of school. Without knowledge of this, they are unable to access the content we are teaching not because they cannot learn the concepts, but because they do not have the academic vocabulary to know what is even being said. The way to address this is to implement intensive word and vocabulary instruction over the course of multiple classes. This will provide them with a basic understanding of both general academic vocabulary and domain-specific vocabulary so that they are able to access abstract content through reading, writing, and discussion. The six guidelines for choosing such words to teach are choosing words that are central to understanding the text, frequently used in the text, might appear in other content areas, have multiple meanings, have affixes, or have cognate relationships across languages (cross-language potential). The three words in this Newsela article that I think I would teach my students were researcher, medical, and community. My first pick was researcher. This appeared in the article as “researcher” and also without the affix as “research”. This fit the affix criteria but also I found that it was central to the text’s meaning. If you do not know what research is, you miss out on the whole job and activity of the person the article is about. Also it appears frequently enough that it would be really confusing to read without knowing the meaning of this word. Another word that I picked was “medical”. This word to me is important because first it has cross-language potential in Spanish “médica” and it also seems central to understanding the text. I think most students would know science, but may not know the medical field. This could be really confusing because if they do not know this term they are going to have a hard term thinking about other words used within the sentences like disorders, diagnosed, or cancer. This describes his job and thus what this passage is all about. The last word that I thought would be important to teach was “community”. This term is frequently used at the end of this text and also is one that might occur in other content areas. I could see this showing up in social studies, English, and even just in social learning at school. This is so important for students to understand and also will help them to access the material of this text, as this is the “why” of his job, to help his community. This is an academic term, but can also help them in conversational language which is what I think makes this last word so special and important for my students to learn.

# data[].attributes.body
Based on the six criteria for choosing words to teach, the first word I would teach is adolescent. This word is frequently used in the text. This can result in it contributing to the overall message of the article. Teaching this word to an MLL can aid in teaching their understanding of the overall article as there are multiple opportunities to engage with this word in the text. Adolescent is also interdisciplinary. It can be found in many different content areas including history, science, and psychology. "Adolescent" also has "cross-language potential" as the Spanish word for is adolescente. Students would be able to draw from their native language to help interpret the meaning of the word. The next word I would teach is "Internship". Internship is a domain-specific word that may be challenging for MLLs. Being domain specific may also mean that it is central to the meaning of the text. Teaching it would enhance the overall comprehension of the text. The last word I would teach is "Research". The word "Research" has the potential to have affixes such as "Researched" or "Researcher". These affixes change the meaning of the word because the tense changes or the meaning of the noun changes from a thing to a person. There is also multiple opportunities for students to explore and engage with this word in the text. It is important to the overall context of this text. It is also important to keep in mind that keeping the quantity of vocabulary words being taught is effective. This way students get a more in-depth understanding of the words being taught compared to trying to tackle too many words, deeming ineffective.

# data[].attributes.body
The six criteria for choosing words to teach, as stated in the reading are: choosing words central to the text, words frequently used in text, words that might appear in other content areas, words with multiple meanings, words with affixes, and words with cross-language potential. The Newsela article definitely contains words that are appropriate for a teaching to a class, but especially a class with ELL students. An important thing to remember as a teacher is that a student is not gaining anything from a reading if they do not know the meaning of key words, therefore it is so important to check in with the students for understanding. One of the words I would choose to teach in this article would be "research." This word is mentioned frequently in this text, and it is also seen with the suffix, "researcher." Since the entire article is focused on Ledet and his research, this would be important to teach. Another important word to teach would be "experience." This word is used to explain how Ledet could relate to other black scientists, because they had similar experiences. The word "experience" definitely appears in other content areas, and is a word that should be known. The third word I would teach from this article would be "community." This word is repeated several times in the article, and could have cross-language potential, as the Spanish word is "communidad."

# data[].attributes.body
Both articles that I read for this week I found to be very interesting. It gave me a lot of insight into teaching vocabulary to students. One thing that stuck out to me were the word maps. Currently at my student teaching placement, the teacher is introducing vocabulary to the students. One way she does this is through word maps, which shows that this is one method that is very beneficial to students. Another part of the reading that I agreed with was when it mentioned choosing just a few vocab words to focus on rather than many. Looking back to my elementary school years, I would have a spelling/vocab test every week on about 25 words. It was a lot harder to memorize 25 definitions, so if a teacher only picked (for example) 5 words to go in depth, it would resonate with the students more. Based on the Newsela article, I would choose the words, researcher, science, and psychiatry. I chose researcher and science because they appear in the title of the article and are such an important piece to the main idea of the article. Another word that I chose was the word psychiatry because later on in the article, the author talks about how he studied this. This word is important for readers to know because it helps explain what the author does as a job. Overall these readings were so insightful and interesting to read.

# data[].attributes.body
Of the six criteria from the reading, recommendation 1 stood out most to me in my presentation and in regard to this response. It states, “teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.” This statement relates to the word wall presentation I have, but also through choosing a small set of academic vocabulary for instruction, it allows students to develop a deeper understanding of academic vocabulary that can be built on in the future. The three words I would choose to define with the class from the article would be, “passion”, “science,” and “college.” All three of these words appear across many content areas but can also be interpreted uniquely by each student. The word passion can evolve into passionate and can be used about something you are fascinated with or another word for drive. Science is a school subject, simply, but it is the basis of the article, so an in-depth definition of this word is key. Also, many students regardless of native language, SES, or culture all interpret college differently, and some may have never even heard of it. The article about the criteria is super helpful for the everyday teaching curriculum, as it provides recommendations, exhibits, and experiments to further students language development.

# data[].attributes.body
Based on the information I learned from the What Works Clearinghouse article, there are six criteria to assist teachers in choosing vocabulary to teach: words central to understanding the text, words frequently used in the text, words that might appear in other content, words with multiple meanings, words with affixes, and cross-language potential. The Newsela Article had challenging vocabulary in the article. However, they were defined in the sentence after they were used. And, they weren’t useful words for the story or common words. Two of the words I chose are research and experiment. I thought these words were important because they might appear in other content they could be reading currently or in the future. Both research and experiment are central to understanding the content of the article because they explain the dream job Ledet has and what he did before he became a doctor. The third word I chose was community. Community is an important word for students to understand because it is used frequently in life and in the article. There are different ways of using the word community. A community is a group of people living in the same town, city, or neighborhood. , But a community is also a group of people who share the same interests, race, or religion. Students need to be able to distinguish the context of the term to understand its meaning. Although it seemed more obvious to choose more challenging words, or words I knew students would not be familiar with, the article encouraged me to choose words that will benefit the student to know for the long term. These words can also easily be used when they begin writing pieces or if I decide to start a discussion. It will also benefit students to understand these words in life because they are so common.

# data[].attributes.body
Growing up, vocabulary was something we had to memorize. We got a list of words at the beginning of the week and were tested on them at the end. Obviously, this strategy would not work for most MLLs. Putting words into context and explicitly teaching a structured vocabulary lesson is how they would benefit. From "Dream Job: Doctor and Researcher", I think there a lot of important words that could be taught. Three words I would teach from this article is "research", "passion", and "career". I feel these words are important because they are seen in everyday and academic language. They are also three vital words to understand Russell Ledet's story. He used his passion to conduct research and made a career out of it.

# data[].attributes.body
In my elementary education, vocabulary was a focus as its own lesson. Random words were chosen to spell, define, and use in a sentence weekly. These words almost never had anything to do with any content matter within the classroom. I really enjoyed how this article discussed not only focusing on words from the text, but also words that can be used across all subject areas. Based on this article, I would first choose research. This is a word that can be seen across many different subject such as science, social studies, or writing. "Research" is also seen in many student project directions and informational texts. I would also choose the word "University". This is seen multiple times in the text and could also help a student relate to it as a university is a type of school. "Science" is used throughout this entire article and is also very crucial for an elementary student to understand as it is seen often throughout their education. Another word I would have as a vocab word for the students is "studying". This is a high frequency word in schools and students should know what a teacher is asking of them when they say studying is needed. This can also teach what proper study habits are for school. Although it does not appear often in the text, "culture" is a very important word to teach students. This can also be meaningful for many English Language Learners. "Curiosity" is another word that is very common across all subjects as well as everyday life.

# data[].attributes.body
Prompt #1: Honigsfeld describes the research about scaffolding for Multilingual 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?

Prompt #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 from Carlota Holder.  What elements are essential for strategies, games and activities that support vocabulary development?

Prompt #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?

# data[].attributes.body
Prompt #1: Although this film is a bit outdated, Catherine Snow (Harvard) and Lily Wong Fillmore (UC Berkeley) are still two of the most respected experts on literacy for multilingual learners.  In this video, where they discuss “Why Reading is Hard,” what is your major takeaway?

Prompt #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?

# data[].attributes.body
On page 83, Holder describes the way that certain tactics benefit ELs specifically, regarding vocabulary. Beck, McKeown, and Kucan describe their approach as “a thoughtful introduction to a set of words, interesting interactions with the words, and assessments of students’ knowledge of the words” (364). From here, this definition is divided into three clear steps. The second step, describes essential elements for strategies, games, and activities that support vocabulary development. The first word that Holder uses to describe these activities is “meaningful.” It is absolutely vital for activities to have a purpose in the students’ learning because without that, it is merely a waste of time. The text further states that the activity must allow students to see, hear, and use the words in a variety of contexts and ways. This allows ELs to have options and different ways of expressing and receiving the vocabulary, to support the differentiation of instruction. This is important because EL students learn words when they have multiple, meaningful interactions with the words. This relates to what we talked about in class because students need repetition with their vocabulary in order to understand, as well as vocabulary that transcends other content areas. After more repetition, students begin to understand the words and feel confident enough to express them in their own language. The effectiveness of these activities relies on the amount of thoughtfulness and meaning that went into the production of the vocabulary words. It is the job of the educator to choose vocabulary words that students will encounter outside of the small scope of a subject area. I believe that games and activities make learning more engaging for students, but that they must serve a purpose in their learning, specifically for EL students who are working on their language development.

# data[].attributes.body
I think when teaching new vocabulary it is important to remember that the goal is that the students will have enough of an understanding of the new words that they will be able to assimilate them to their language. I think an important way to do this is by repetition. The word should continuously show up in the classroom and in their learning so they have the chance to see the word frequently; this will make students be able to recognize the word and notice how the word can be used in context. Definitions should be short and concise when first teaching the word, but context should help the students build their understanding overtime. I think repetition is also extremely important for ELLs because they make need to see the word a couple more times to fully grasp the understanding and make connections with that word. I think charts in the classroom can be a good tool for students to have; an example of this could be a colorful word wall in the classroom. Children can connect words to meanings through these word walls. I also think games in the classroom can be fun ways in which students may not necessarily know they are learning; this can take the pressure off students in the classroom.

# data[].attributes.body
Project-based learning opportunities work as a “complex vehicle for academic language and literacy development alongside discovery learning tied to content goals.” (p. 92). With this, project-based learning is extremely valuable because it gives students an opportunity to work with content in a multitude of ways. Some benefits of project-based learning are collaborative workgroups that allow students to engage and participate, allow ELs to work in heterogeneous groups, and expand the four key language uses. The key language uses include discussing the project, explaining the purpose, argue a perspective taken as a result of the project, and recount key steps taken or essential aspects of the project. Project-based learning opportunities connect to the domains of reading, writing, speaking and listening because students actively work with others and individually to read, write, speak, and listen. The project becomes more interactive when students present and share, which requires speaking. Students can also develop their own questions in project-based learning, requiring reading and writing to develop these. Project-based learning specifically requires these aspects, reading, writing, speaking, and listening, and gives students a chance to engage with each part separately and together. Project-based learning is also hands-on by collaborating, researching, thinking, and doing. Students who are MLLs can gain knowledge and experience from working with others in their class, and MLLs can share their own knowledge and insight in the collaboration. From my perspective, project-based learning is an essential aspect of a successful classroom. When you reflect on your time in elementary school, you typically remember interactive projects much more than reading a textbook or writing a paper. Projects with collaboration are typically more enjoyable for students as well, which in turn makes them more engaged and excited for the content.

# data[].attributes.body
Project-based learning opportunities are very beneficial and can be “supplemental to your teaching or may be central to instruction in your classroom” (pg. 90). Not only is it a fun opportunity for students to actually create something, but it provides a way to incorporate reading, writing, speaking and listening. It connects the four domains of reading, writing, speaking and listening in a way that a research paper or something of that sort doesn’t. It goes beyond just the reading and writing associated with typical school work by bringing in the speaking and listening aspect of group work and presenting. Presenting/sharing projects with a real audience adds to the experience so it is important to include it as part of the project. Project-based learning serves as “a complex vehicle for academic language and literacy development alongside discovery learning tied to content goals” (pg. 92). I always loved projects in elementary school and felt like I connected to the material much more often when presented in the form of a project. It is more exciting for the students as well as more memorable. I love the example in figure 3.15 of the Oregon Trail Board Game. Students will take pride in the work that they create which is another benefit to this type of learning. Lastly, with project-based learning another benefit is “that [it] ensures active participation by all learners” (pg. 93). This is especially beneficial to ELs as long as the proper support is provided. With the correct support, this can be a very positive experience.

# data[].attributes.body
Honigsfeld discusses project-based learning opportunities on pages 90-94.There are many benefits to students using project based learning because it can be used as a “complex vehicle for academic language and literacy development alongside discovery learning tied to content goals” (92). Project-based learning allows all students, especially EL’s with the opportunity to engage in their learning, firsthand, by having your students develop their own questions and working collaboratively. It is a great way to get EL’s talking, and not just regurgitation information or vocabulary. In project-based learning, students have so many opportunities to be engaged in language. They’re discussing the project, assigning roles, explaining and justifying information they’ve gathered and are arguing their perspectives. Additionally, I was able to see the benefits of project-based learning in action last semester, in 331. One of our social studies lessons was project-based and it provided my fifth graders with a lot of academic freedom and autonomy, and they loved it. The choices they had in their questions and research allowed them to be a lot more engaged in the subject matter and participated a lot more than I had seen in previous lessons.

# data[].attributes.body
Honigsfeld spends this chapter discussing the different ways teachers can support their MLLs. Two levels of support she describes include macro-scaffolding, which is when teachers take a, “larger, more comprehensive approach to integrating content and language instruction,” and micro-scaffolding, when teachers provide “immediate, readily available support for learners,” (Honigsfeld 75). Both of these strategies are important, as MLLs should be receiving appropriate help in a variety of ways.

An example of macro-scaffold described in this chapter which I really liked was the illustrated word wall on page 83. Word walls like this one are a great resource to have up in the classroom over the course of a themed unit, as it includes vocabulary which will come up frequently and will be central to student understanding of that unit. The images included are also very helpful, and depending on the topic and students’ proficiency level, more or less images and examples could be included. Having the words up on the wall somewhere central will also help students to see and think about them more often, further helping them to acquire this new vocabulary.

An example of a micro-scaffold Honigsfeld discusses on page 86 is giving students sentence starters. I liked this scaffold because of its simplicity, and because of how easy it would be to differentiate support. Students could be given simpler or more complete sentence starters (or sentence forms) depending on their particular skill level, or depending on what types of sentences they may struggle with in particular. The chapter does note that while this type of scaffold can be very helpful, it can also be restrictive of students who might not want to write in that one specific form. Therefore, sentence starters should be given as an optional support, there if a student needs some additional structure, but not limiting to their writing expression.

# data[].attributes.body
Project-based learning opportunities can have a lot of benefits for all students, but especially for MLLs. Referencing the example on page 91, these types of projects help students to outline everything, and breaking information down into smaller categories is especially helpful. This allows MLL students to know what idea is central to what category. Additionally, these projects allow the students to actually practice their language in a variety of ways. This type of learning is going to have a much greater effect on an English language learner as opposed to just listening to a teacher lecture in English all day long. Also, for the teacher, it allows for them to see whether or not the student is actually understanding the material and developing more language relative to the lesson. I like the fact that this is a student led project, and that they can rely on the teacher for help when needed. This puts more emphasis on the student doing the work and playing with the language themselves. It might be a learning process and these students might get confused from time to time, but it will be very helpful in the long run! Finally, the presentation aspect is also highly beneficial. This allows the student to practice speaking the language instead of just reading or writing it. Project-based learning opportunities involve reading, writing, and speaking the language. Having an activity that incorporates all of these things is impressive, and therefore would be super beneficial to the student!

# data[].attributes.body
We all agree that building background is essential to teaching new content. One huge part of this is vocabulary development, which is an essential skill for all learners in your classroom. This particular strategy that Beck, McKeown, and Kucan (2013) suggest however, specifically targets Multilingual Learners. This strategy consists of three steps, which all correlate to the student’s developmental level. This is an essential element because it emphasizes the importance of meeting students where they are rather than expecting too much or too little of them. This practice of teaching vocabulary will also help them with their comprehension, thus building their language and reading skills. Another essential part of this strategy is that the explanations of words take the students’ prior knowledge and background into account. This is essential when teaching vocabulary because if you explain it in words they cannot understand, they do not understand the word or the concept and will only confuse them further. Another important thing this passage emphasized was the use of visuals such as videos, sketches, real-life objects, or diagrams. This is shown through Carlota Holder’s method which bridges the gap between conversational and academic language, an essential scaffold for MLs. The last and arguable most essential element is making the activity context-embedded. This will help the students to not only learn one meaning of the word, but to apply it in multiple contexts across disciplines thus successfully working it into their personal vocabulary.

# data[].attributes.body
Honingsfield emphasizes that in project-based learning opportunities, “think of the project or experiential activity as a complex vehicle for academic language and literacy development alongside discovery learning tied to content goals.” ( p. 92). The three conditions for a successful project based learning opportunities, analyzing the content and linguistic demands of the project, create collaborative work groups that encourage participation, and to scaffold MLLs language. These were paraphrased briefly, but most importantly, the third condition can be simplified to discuss, explain, argue, and recount. Some benefits of these opportunities are that students who are they encourage participation through accessing prior knowledge. Also, through creating heterogeneous groups with students who are comfortable with each other and possibly speak the same language will unlock so much knowledge and engagement. Scaffolding of course promotes inclusion, engagement, and participation. These connect to the domains of reading and writing as vocabulary is a key focus, as is planning, which both require linguistic aspects. Also, through presentation speaking and listening are required; therefore, students can encourage and listen to their peers.

# data[].attributes.body
Some strategies of useful vocabulary are adding pictures to the vocabulary we use. Pictures are a great way for students of all backgrounds to be able to recognize and put more meaning to a word. Using a definition of a word that is understandable for all students, especially MLLs, is very important. Using videos, photos, and graphics for words are very helpful for all students. Games and activities are also really important for vocabulary. Games allow students to actively use the words in real life and in sentences that help understand the meaning. One activity is making a table and having two sides on it. One side should have tier 2 vocabulary, like easier words. Tier 3 may have similar meanings but more specified meanings. An example from the text about US History is having “The North” as a tier 2 word, and “The union” as the tier 3 word. I think activities like this are so important to help students connect words and put more meaning to words, rather than just the given definition.

# data[].attributes.body
I found this chapter of the reading very informational and interesting. Scaffolding is something that I had learned about ever since my very first education class in college, but this was the first time that I had heard of the term macro-scaffolding. Macro and micro scaffolding are different types of scaffolding that can occur in the classroom to give students an extra level of support to help them with the lesson. An example of micro scaffolding could be verbal, through questions and comments. An example of macro scaffolding could be how the teacher sequences the lesson. Scaffolding, both micro and macro, are so important for teachers to implement in their classrooms, especially for multilingual learners.

# data[].attributes.body
When looking at concept of scaffolding, it can be explained as either macro-scaffolding or micro-scaffolding. As is explained, macro-scaffolding operates at the level of the unit of teaching/learning (i.e. planning instruction. Micro-scaffolding on the other hand, occurs within the macro-scaffold and operates at the level of interaction. While I feel as though it is easy to come up with different ideas of micro-scaffolding, I had a more difficult time thinking of macro-scaffolds. After doing some research, I found that developing your students’ metacognition through setting, sharing, and assessing explicit learning goals is considered to be macro-scaffolding and is very important to do within the classroom. As for micro-scaffolds, a prime example is providing visual support to students, whether they be charts, graphs, etc.

# data[].attributes.body
There are many ways for teachers to support vocabulary development. One way is by providing students an opportunity to discuss their prior knowledge and experience with the subject. Then, giving students explanations or definitions of words that are easy to understand. Teachers can provide student-friendly explanations of vocabulary words by using terminology they know students are familiar with already. Another way to support students’ vocabulary development is by using pictures, drawings, diagrams, hands-on materials, and short videos to help students feel acquainted with the material. Another way students can become more engaged with vocabulary material is by giving students activities that require them to use words in multiple different contexts and by having them interact with the material in a meaningful way. I thought the activity on page 83 was clever because students could make connections with the words they were learning. By having the two separate columns, students can make sense of the synonyms for the vocabulary, like “emancipation” on one side, with “freeing slaves, escaped slaves (who fought for North). By making connections to their previous knowledge, they could find another way of remembering the words. Assessments are also a necessary part of vocabulary development. In the book, they gave the example of giving a three-column word sort where the students would pout the vocabulary into the categories of “words I have heard before, words I have seen in print, and words I can use on my own.” By having this setup, teachers can know how comfortable students feel with certain words, and which words need more explanation. I also liked that the author mentioned students should only be exposed to five to six words. Students will be overwhelmed by too many new words at once, and they will be able to grasp the words more efficiently if they have fewer words to learn at once. Another important tip that the author gave was to have students focus on phrases instead of individual words so that students will always have the context of the word and they can see the word’s purpose in everyday use.

# data[].attributes.body
Project based learning opportunities can be extremely beneficial for all students, especially MLs. When doing project learning, it is important to give students different opportunities to present the same information. For example, students may be offered to show their knowledge about a topic through a written paper, video, drawing, slideshow, ect. This can help those students who are learning English communicate in the best way possible for them. Another important aspect for MLs is time. Project based learning projects should allow students plenty of time to work through their ideas and how they wish to convey them. Students should not be rushed and should be given plenty of think time. As the reading discussed, collaboration is a large aspect of these projects. Students should work together to share and explore their ideas before creating their project. This can provide a low risk environment for ML students to communicate with their classmates. Lastly, scaffolding is extremely important. A “Partially Completed Summary Chart”, as seen on page 91, is a great example of scaffolding. Having some information filled in can provide students with clues and context in order to help them write the correct answers. It also provides them with some opportunities to answer questions completely on their own.

# data[].attributes.body
Vocabulary can be very scary for most if not all ELL students. It is important we support our ELL students and show them that vocabulary does not have to be so scary. One way to build everyday vocabulary is  labeling the things around the classroom. I remember my Spanish teacher used to do this for us too build our Spanish vocabulary. This can help students remember words that are used everyday in the classroom. Using pictures and closed captions are a an efficient way of building ELL student's vocabulary as well. Giving students a visual of the words helps them remember them better. Definitions should be short and easy to understand. There is nothing worse than defining a big vocabulary word with another big vocabulary word. By keeping the definitions short and simple, it is less intimidating to the students.

# data[].attributes.body
Prompt #1: Although this film is a bit outdated, Catherine Snow (Harvard) and Lily Wong Fillmore (UC Berkeley) are still two of the most respected experts on literacy for multilingual learners.  In this video, where they discuss “Why Reading is Hard,” what is your major takeaway?

Prompt #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?

# data[].attributes.body
Catherine Snow of Harvard and Lily Wong Fillmore of UC Berkeley are still two of the most respected experts on literacy for multilingual learners because of their extensive study of learning to read. Snow describes how she tried to learn Arabic and how different the alphabet is to students,  the direction it is read in (right to left), and the way it looks so different than English. Snow said “without a lot of emergent literacy” she felt as many kindergartens and entering students feel who enter English schools feel. She explained how, while learning letters and sounds for the alphabetic principle is vital to students, “meaning is what makes it all work.” Students need to make sense of words for the vocabulary to be applied. Fillmore made an important point that related to a student’s native language. We, as educators, cannot assume that bilingual students have all the knowledge necessary to interpret texts. Bilingual students still may need support in their native language. Just being in a school where the language is used does not guarantee students’ understanding. Teachers must draw attention to how the language is used in the text. In any text on any subject, there are little clusters of words that go together in a particular schema. Talking about what these words mean and how they connect makes the words more memorable for students. Snow stated “Teachers need more help to address teaching reading” because reading practice is essential to develop reading skills in a new language.

# data[].attributes.body
I really enjoy the inside-outside writing assignment. I think that this is an expressive writing assignment that allows students to write how they appear on the surface, but then to dive deeper into how they feel on the inside. For example, Alexandra states that some people find her “beautiful, adorable..” and other great qualities because she completes her homework on time and gets good grades on all of her assignments. But, on the inside, Alexandra expresses the grief she is feeling after the loss of her grandmother. I think that it is admirable for this student to acknowledge the way that others perceive her, and how that differs from how she really feels inside. This activity can be beneficial because it gives students a safe space to write about how they feel, which turns this into a great social emotional learning activity. This activity supports an asset-based view of multilingual learners because it allows them to describe their great qualities, while also incorporating some of their struggles. But, it highlights that people see them for their strengths, rather than things that they may struggle with. It is very important that we instill students with outlets to help them with their emotional regulation at a young age. Allowing them to write about their feelings and identify the differences between how they feel and how other people feel about them can be a great outlet for students. In my experience, creative writing and artistic activities encourage students to write about their lives, thus giving educators an insight on their background. I know several students at my placement that have drawn images of their past trauma, and educators have been able to listen to them describe their feelings, and offer them support. It is vital that we, as educators, give students a safe space to discuss their feelings about themselves, if they feel comfortable.

# data[].attributes.body
I think one takeaway that I took away from the video is that one needs to think about the difference between audible distinctions in a language in contrast to written differences. Honigsfeld described her challenge with connecting the two in the Arabic language; no one had ever say her down and taught her these distinctions, and they were not a typical part of her daily life when learning the language. It can be hard for ELL students to connect letters and their sounds and how they translate into words. Honigsfeld also used the example of the words "then" and "than" in the English language. They are spoken the same, so when writing the word they want to an EL might struggle with the spelling or translation of the word. These small differences are really hard to get a hang out when they are not explicitly taught; that is why it is important to point these differences out in the classroom so a student does not get into a habit. These distinctions are hard to know without being explicitly taught, and it is important that students do not feel insecure in the language they are learning at all but especially because of these distinctions.

# data[].attributes.body
I really enjoyed watching this film with Catherine Snow and Lily Wong Filmore who are two of the most respected experts on literacy for multilingual learners. I loved the example provided by Catherine Snow in the beginning with us learning Arabic as it served as a way to put us in a language minority child’s shoes. I like how she phrased it as it all looks like “so much spaghetti” if we do not have enough experience. Also, showing the videos of the students being asked questions about what they had just read was impactful too. This stressed to me how important it is to understand the meaning of words as Catherine states, “meaning is what makes it all work”. Two major things that stood out to me as takeaways from this video were first of all that as teachers we must not presume that students are transferring background knowledge of their native language to English cognates. For example with glacier, it is a 100% Spanish cognate yet the Spanish/English speaker did not transfer that background Spanish knowledge to English. This could be because that the child does not have that native language knowledge that we are assuming they do, or the child may just not have made the connection and as teachers we can show how those connections can be made. Another big takeaway for me was that written down texts can actually be harder to understand than longer texts. These written down texts for English learners and other students as well, leave out important information and provide basically a summary. This makes it harder for the student to understand as there are holes that must be filled in. A longer piece with the holes filled in would be easier to comprehend. So, it is important to remember that just because the text is shorter does not mean that it is easier.

# data[].attributes.body
Although outdated, I felt that this video featuring Catherine Snow and Lily Wong Fillmore portrayed important ideas about literacy that still ring true to the issues we have teaching today. My major takeaway from this video was that when teaching literacy we need to first anticipate the problems that children may encounter in reading due to their lack of background knowledge and understand that “meaning is what makes it all work”. This means systematically educating students on the meanings of words and also building up their background knowledge and experience. I especially liked how in the beginning Snow mentioned that fish are the last to discover water. This metaphor was really helpful for me to see that it is really hard for us to put ourselves in the shoes of our struggling readers because we are already skilled, making it hard for us to see what they will struggle with and what kind of problems will arise for them in the text. I also like how this video emphasized that these problems mostly arise from a lack of experience and background knowledge. We can understand these texts because we have these experiences as native speakers with emergent literacy and environmental print, but to a MLL, they just pull out phrases to craft an answer without fully comprehending what they are reading. That is why building vocabulary in a context-embedded way and through multiple scenarios will be so helpful because then they can transfer this knowledge across subjects. Lastly, I loved when Fillmore talked about the problems with these texts that were given to the MLLs. It reminded me of when we talked about scaffolding up rather than teaching down because often times this takes out key details and creates a shortened summary, but this actually makes it harder for MLLs because they have to rely more on background knowledge and understand less than they would if given the longer, more informative text.

# data[].attributes.body
Looking at these examples of the inside/outside activity, I really like how it encourages students to think and reflect on who they are. This strategy would definitely support an asset-based view of multilingual learners, as it encourages students to talk about their strengths and individualities, and the open-ended nature of the prompt lets students use whatever level of language they are comfortable with. The activity could also be scaffolded with something like sentence starters or graphic organizers, and the artistic aspect leaves lots of room for students to include pictures and be creative with their representation. I could definitely see myself using this activity in the classroom, and if I were to, I think I would encourage my students to use lots of visuals and would put their finished projects up around the room.

# data[].attributes.body
The major takeaway I found from “Why Reading is Hard” was the empathy from Catherine Snow. It was not directly said, but it is extremely true that Catherine Snow led with empathy. She decided to learn a language on her own to “place herself in the shoes of second language learners”. In doing so, she learned Arabic. She wanted to experience the reality of being a student of a second language and working to understand the difficulties. She started the video by acknowledging that people who are teaching reading and writing are usually good readers and writers. If it comes so easy to them, are they going to be able to teach it to someone who does not have the same abilities as them?  Catherine Snow shows the viewer the difficulty of learning a new language. She teaches the audience some Arabic to help the audience understand that another language may look like “spaghetti” to an ELL. In trying to teach herself a language, she came to understand the difficulties of many children in the United States schools. I think it shows that as a teacher of ELLs, we have to be patient and help the students. We have to lead with empathy to be understanding and be patient with students. I think Catherine Snow did a great job of showing that no matter how smart or educated you are, it is important to understand the struggles of students and place ourselves in their shoes.

# data[].attributes.body
I loved this activity depicted on page 69 of the textbook. I think this activity could be beneficial to students of any age, as it s a strong way to explore the idea of mental health with students. This is a great way of incorporating SEL into classrooms, and I definitely see myself using an activity like this one in my own class someday. Although it is important to teach our students the right math facts, or the history of specific events, it is vitally important to teach them about their own being, and how to articulate their emotions. This activity is an example of one of those ways that ideology can be expressed. I think this applies to asset-based learning for MLLs because it allows the students to work with the language for something personal. There are no right or wrong answers for this assignment; the student just has to be creative and use what they know to find something out about themselves. It also helps MLL students to be expressive and allow other students to understand them more. For example, Alexandra, in the example, might appear as the happiest girl who loves to play soccer. Her classmates probably do not know she gets sad about her grandmother once in a while, and Alexandra might not know how to explain this to her peers. This is where these activities are so important. The students can learn from one another and be creative with their words and expressions.

# data[].attributes.body
This writing assignment was very unique, I had never seen anything like it! I feel as if it really helps students to connect within themselves and examine their thoughts and feelings. Most writing assignments in elementary school are relatively surface level, and students only share these types of ideas unexpectedly or in a one-on-one verbal conversation. The student discusses on one end how she loves soccer, but also about her inner emotions dealing with missing her grandmother. She also discusses how she is a great friend, gets her homework done, and is both beautiful and adorable. At only 15, this student has a great perception of how others see her, but also is very aware of her own emotions. This is a great SEL activity as well as for MLL because these students are still interpreting their own feelings but keeping others in mind as well. This provides an asset-based view as it highlights their triumphs and struggles emotionally. This promotes awareness, through a fun creative way!

# data[].attributes.body
The Inside-Outside Writing activity on page 69 stands out to me as beneficial for not only multilingual learners, but for all learners. First, the visual and colorful aspect of this activity can keep the students engaged as well as encourage them to express themselves and be creative. This can especially be encouraging for those students who may not like to write as much. It adds some fun aspects to a maybe tedious assignment. Another positive aspect of this activity is the organization it provides. The visual clearly outlines how to organize the internal thoughts and the outer elements that all people see. I also think that writing about a personal topic can help students feel more comfortable and confident. This is obviously a topic that the students know more about so the content of the writing piece may be a bit less stressful. Lastly, this is a great way for students to examine their internal thoughts about how they perceive themselves and how other perceive them. It gives them a safe place to express these personal ideas and feelings.

# data[].attributes.body
I found the information that Catherine Snow and Lily Wong Fillmore expressed throughout the video to be very valuable, although outdated. My biggest takeaway from the video revolves around MLL's and the assumption that students recognize and know cognates when seeing them in English.  Students will not always recognize cognates; they do not automatically make those connections each time, and sometimes haven’t even been exposed to it in their native language. As teachers, we often presuppose our students’s background knowledge, especially in regards to their native languages. To combat this, teachers must help point connections out - that they could use the information. It is important for intervention efforts to instruct children about the value of cross-language transfer. Ultimately, this is definitely an assumption that I have made in the past and am happy to now be aware of this accidental hinderance.

# data[].attributes.body
Even though this film was a little outdated, I found this video to be very fascinating and informative. Both Catherine and Lily talk about why reading is hard for students and some ways that educators can help. Both of their stories really brought some insight, showing me that it's so important for teachers to teach how letters and sounds are related. At the end of the day, we are trying to teach students the meaning through reading. The major takeaway I took from this video is that teachers need to plan ahead when teaching reading and think of things that students may have trouble with. If teachers can predict some problem areas, they can add support to help students understand a little better. This support could either be added before a lesson (for example, building up vocabulary), or it can be done in the middle of a lesson. If teachers are prepared with solutions for problems that students may face, students will be getting the extra support that they need.

# data[].attributes.body
The inside outside writing strategy explained in the textbook is a wonderful strategy for all students, but especially beneficial to multilingual learners. The strategy provides students with scaffolded support as they move from one sub-topic to another which allows students to learn how to organize their ideas and form clear sentences. Additionally, the inside outside strategy is a great tool for social emotional learning. Through this strategy, students are able to explore their thoughts and feelings freely -  this teaches good coping mechanisms and can be very cathartic for kids. And, also gives them the sense of autonomy that kids often crave, especially in school. This activity is also very personal, which is especially essential for multilingual learners because it provides students opportunities to talk about what matters to them, something that will foster enthusiasm for learning and growth.

# data[].attributes.body
Catherine Snow and Lily Wong Fillmore provided valuable and necessary information to bridge the gap between teachers and their students. There were many pieces of information I took away from the video. One of the comments Snow made that stuck out to me was about professions in English struggling to understand the difficulty of their language. It can be challenging for teachers to change their way of thinking or remembering when they were learning the material for the first time. I thought Snow’s activity with teaching Arabic was perfect for the situation because it provided necessary opportunities for teachers to be in the shoes of their ELs. Snow and Fillmore also reminded me of the importance of providing context and background information before the students read. All of the examples they provided in the video were children who knew how to read but were not familiar with the actual content enough to draw importance out of what was in front of them. By providing definitions, having discussions about the meaning of a phrase previous to the reading, teachers will make a difference in the students’ learning. Language is ingrained in everything in school. Students could be empowered by how much they learned in reading or exhausted by the amount of effort it takes to make sense of the information. By scaffolding their knowledge, students are prepared to tackle the challenge the teacher will give them. Teachers must gain the perspective of their students because they could move on, and students would be left behind, and they would have missed out on an opportunity to learn.

# data[].attributes.body
I really like the inside/outside activity and the examples shown. I think it supports MLLs by having the students self-reflect on their assets. I feel like it helps students build themselves up by talking about their strengths. It gives us, the educators, the opportunity to see how our students perceive themselves. The open-ended nature of the activity allows students to write in whatever structure they are comfortable with. I could definitely see myself using this activity in my classroom. I would possibly add sentence starters depending on how structured I want the students responses.

# data[].attributes.body
You are responding to the reading: Honigsfeld (2019) Chapter 4: pp 107-139

Prompt #1: Why are agency and autonomy particularly important for expanding level MLLs?  What could you do to support students in becoming self-directed and independent learners?

Prompt #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?

# data[].attributes.body
There was some really interesting information in this Chapter regarding the strengths of MLL students and I really appreciate the author’s desire to use asset-based language. ML students have great listening skills and comprehension, as they are able to understand main ideas and respond to everyday and academic conversation. Students have many strengths in reading, writing, and speaking. The book stated so many strengths of MLL students and it is so important to describe students using asset-based language, rather than describing them by their struggles. I think that people tend to make many assumptions about MLLs, specifically because of the amount of strengths that are listed in these pages. I believe that because expanding MLL students have so many strengths, people may assume that they do not need any language support at all, and that they have mastered everything they need to know to join the general education classroom without any support. But, it is essential that instruction continues and that more support is there for students to continue on their learning, and to ensure that they are still progressing. Some research has found that “language learners at higher levels of English language proficiency require more time to master linguistic features than lower level language learners” (111).  This means that students will need this ongoing support and can also benefit from cooperative learning. As expanding level MLL students participate in cooperative learning, they have acquired “sufficient skills to be involved in discussion and learning with peers” (111). Although accommodations and support for an expanding learner may differ from a student that is still emerging, it does not mean that all support should be stripped from the student.

# data[].attributes.body
Expanding level MLLs face different misconceptions about what they can or cannot do in terms of language support. The chapter emphasized allowing ELs to be challenged and take risks to express themselves in writing and speaking, which is so important to expand ELs abilities. As teachers, we have to ‘scaffold up’ for our ELs to allow growth. Three practices that support expanding level students are raising metacognitive awareness of their learning process through strategy instruction, metalinguistic skill-building, and one-on-one support. The chapter placed emphasis on asset-based rather than deficiency-oriented, which is an important aspect of teaching ELs. When working on listening, students are able to understand the main ideas, understand directions but benefit from visual supports and repetition, understand and respond to everyday conversations, process digital recordings, and comprehend oral presentations. There are many misconceptions about expanding level MLLs understanding, however, they understand speaking skills like participating in formal and informal conversations, speaking about familiar topics, and make phonological, syntactic, or semantic errors without interfering with the overall meaning of communication. Expanding level MLLs can also read and write to a certain level, with comprehension and communication of ideas and sentences. Students at the expanding level demonstrate more independence in listening, speaking, reading, and writing. This is a misconception that can limit them. When properly supported, their continued growth helps them handle more complex linguistic demands in various academic settings. However, these skills are not all equal. Students may show more understanding in speaking than writing. Language acquisition is constantly changing, so expanding level students will demonstrate different levels in listening, speaking, reading, and writing.

# data[].attributes.body
The book does a good job of defying the key terms agency and autonomy and sharing why they are important. The text shares that “Agency is defined as a person’s ability to take in an active role in determining what his or her life path would be; on the other hand, autonomy refers to one’s ability to develop independence and respond to challenges by applying the knowledge and skills he or she has in new situations” (111). I think the term agency really applies to MLLs because it requires a student to reflect on their goals and decide what they want to achieve in the English language. This helps motivate students and makes their goals clear to themselves; this also helps students become self-aware of their learning, how they learn, and what they want to learn. Agency teaches students how to be in charge of their learning. Autonomy helps students adapt to learning. MLL students will be given so much information in short periods of time, it is important that they know how to adapt this new information to their already existing knowledge. On top of this, autonomy helps students develop independence in their learning. Much of the learning a new language will be done outside the classroom; it is up to the students to push themselves and also, use what they already know to adapt to the learning of a new language.

As future teachers, it is important for us to push students to be proud of and independent in their learning. Students must have the drive to learn; we can instill this in them by making learning fun, showing the benefits of learning, and not putting too much pressure on the students. Students will develop these key skills if they are being taught to dose in a positive environment; however, a negative environment, or an unsupportive environment, will only stunt the development of these skills. It is our duty as teachers to prevent that.

# data[].attributes.body
Our text describes agency as “a person’s ability to take an active role in determining what his or her life path would be” (pg. 111) and autonomy as “one’s ability to develop independence and respond to challenges by applying the knowledge and skills he or she has to new situations” (pg. 111). Both agency and autonomy are particularly important for expanding level MLLs as both will “contribute to their success in and outside [the] classroom” (pg. 111) as they become more self-directed and self-reliant. To support students becoming self-directed and self-reliant, or independent learners, teachers can provide students with “opportunities to develop metacognitive awareness” (pg. 111). We can do this by instructing practices that make students think about their own thinking. An example that came to mind, was the practice we talked about in class after watching the video describing our “reading voice” and our “thinking voice”. That is a metacognitive practice as it teaches students to think about their own thinking. We also must instruct students on how they can use the skills they have developed and apply them in other areas, or “how they can transfer those skills to address new challenges they face” (pg. 111). Together, this will allow students to become more self-directed and independent learners.

# data[].attributes.body
Prompt #1: Why are agency and autonomy particularly important for expanding level MLLs?  What could you do to support students in becoming self-directed and independent learners?
This chapter highlights how agency and autonomy are crucial factors for expanding level MLLs. The text states. that "students at the expanding level demonstrate increased independence in all four language skills as well as with literacy skills(p.114). The two examples of students showed their abilities to use resources in order to comprehend texts, and the eagerness to do independent projects. Educators can incorporate these three practice the text discusses: raising metacognitive awareness of their learning process, metalinguistic skill building, and one-on-one coaching support. These practices incorporate the modeling learning strategy which I think is a great way to demonstrate students how to become self-directed and independent learners.

# data[].attributes.body
MLLs at the expanding level are at a point in their language proficiency where they are now able to understand and communicate more complex ideas. This is a stage where students’ confidence in their reading, listening, speaking, and writing skills is growing, and with that they may feel more comfortable experimenting with more complex verbal and written expression. It is important for all students to feel a certain level of agency and autonomy, but this is especially true for MLLs at this level because taking more risks and pushing themselves is the best way for them to continue to develop their skills. Excessive scaffolding and support, which are still needed to a certain degree, can be restrictive of students using more creativity and personality in their school work. This can in turn limit a student’s progress, and slow their language development.
In order to support students to become more independent learners, Honigsfeld offers several suggestions for what teachers can do for their MLL students. One idea I especially liked was having students create their own learning resources. A specific example she gives are foldables, which I liked for their versatility. They can be used for any subject, and can be scaffolded in a variety of ways depending on a student’s specific skill level. If a child still needs more structured language support, each section could include something like a sentence starter or sentence frame. If a child can mostly complete the foldable on their own, each section might just have a heading, or a question the student can answer open-endedly. Leaving room for the student to record information in their own words, in a structure that makes sense for them, without excessive support allows them to be appropriately challenged, increases their independence, and leaves room for taking risks as their confidence in their language skills grows.

# data[].attributes.body
After reading this chapter and learning about what skills expanding level MLLs possess, I think that some potential misconceptions regarding their language development and supports are a sudden belief teachers may have that their MLLs have fully grasped English when in reality, they are still learning. Although they may appear to have a greater understanding of English, it does not necessarily mean that their growing academic language is suddenly on par compared to primary English speakers. Additionally, expanding level MLLs demonstrate many different levels of skills in listening, speaking, reading, and writing, so it is important to keep in mind that all students are different and that you cannot just lump students all into the same category because one of your students has a greater grasp of content and language. I think to combat these misconceptions, it is important to have continued supports such as visuals and to scaffold their learning so MLLs have the support there, when they need it, but can also keep reaching. This is evident in the chapter when it describes asset-based learning, which is so important for students because teachers can set high expectations and instill confidence by acknowledging what they do know and supporting them for the things they do not.

# data[].attributes.body
After reading pages 111-114, one of the misconceptions regarding expanding level MLLs is that they do not need cooperative learning, since the students need to foster independence and acquire the knowledge of the English language themselves. While this may be true, cooperative learning is "most powerful after the students have acquired sufficient knowledge and skills to be involved in discussion and learning with peers" (111). If we can think back to our own elementary education, working in groups was such a fun time and promoted an awesome learning environment. This is important for MLL to be involved in because they will also be engaged and develop a level of confidence when working in a small group. Working with a smaller number of people will also be beneficial for an MLL student because they will be more comfortable talking in front of the entire class, if they can first ease their way into it by speaking to/with just a couple peers at first. These interactions are powerful and necessary for classroom environments. Also, this type of learning is a two way street. The native English speaking students might be a model for a MLL student, but the native English student will also learn from this experience. Powerful learning can manifest in so many different ways, and cooperative learning is one example.

# data[].attributes.body
Upon reading about expanding level MLLs abilities, I can sense growing independence and autonomy. I think something that teachers do is stop scaffolding and supporting students who are at a proficient or independent level or reading, writing, or math. Here, I think a misconception that could grow about expanding MLLs is that they are getting to be independent and work on their own. Expanding MLLs have a variety of levels of reading, writing, speaking, and listening. There is always room for improvement and individual work. Therefore, I think just as a normal student in math would be, we must continue to scaffold up with expanding MLLs. Another misconcpetion is that listening will fall the most behind out of the four groups.  Reading and writing a language can be easier than listening and speaking it. There is a logical method to reading and writing in which we can take our time, but speaking and listening fall into a different category. Listening presents the least amount of abilities compared to the other four, but that does not define ability. Some expanding MLLs may be extremely great listeners at English, but not as great reading and writing. It is important for every teacher of an MLL to recognize their strengths and weaknesses in each level.

# data[].attributes.body
In Chapter 4, we discussed the abilities  of Expanding level learners  as well as some key terms, agency and autonomy. The goal of helping students to develop agency and autonomy  is to help them become independent learners in which they actively work towards their goals,  develop new skills, and respond to new challenges using this new knowledge and skills. This is important for all students to develop, but especially  Expanding level MLLs. One really important thing about the Expanding level is the speaking skills. At this time, these learners will be involved in formal and informal discussions with more fluency  and improved grammar and communication skills. They also seem to be more confident and comfortable with both familiar and academic concepts across multiple social settings. At  this time, agency and autonomy are essential to our student’s success. We know that we want our students to be independent and take control of their own learning. But, the verbal portion is also so important because language acquisition is fluid and dynamic and it also requires interactions. We want to support this by allowing our students to work  both independently and collaboratively. Incorporating both will help our students to be more independent learners but also reap the benefits of working with others. With an increased complexity of these skills during the Expanding stage, students will be able to use metacognitive thinking strategies, work independently, but also balance interpersonal interactions to further develop their language and learning simultaneously.

# data[].attributes.body
As stated in the text, "agency is defined as a person's ability to take in an active role in determining what his or her life path would be; on the other hand, autonomy refers to one's ability to develop independence and respond to challenges by applying the knowledge and skills he or she has in new situations," (111). These terms are crucial in expanding levels of multi-lingual students. In regard to agency, students need to be able to recognize that their life is in their hands and educators are there to help them to succeed in all aspects of life. For autonomy, students need to be able to stand and thrive on their own. MLLs have supports all around them to push and help them get to where they need to be to have that sense of independence. I would support students through exercises for students that allow them to internalize their thinking and reflect within themselves. For example, the reading activity from last week in which the girl spoke about how others perceive her, then dove deep into her internal thoughts. Through improving metacognition and emphasizing its importance in the classroom, students will be able to instill that sense of independence in themselves and grow as students, as well as individuals.

# data[].attributes.body
I found this chapter to be very intriguing and informative. This chapter goes well in depth with agency and autonomy. They define agency as “a person’s ability to take an active role in determining what his or her life path would be.” They define autonomy as “one’s ability to develop independence and respond to challenges by applying the knowledge and skills he or she has to new situations.” The chapter later goes on to talk about the importance of both of these terms. Agency and autonomy are so important in expanding level MLLs because it allows them to develop metacognitive awareness as well as become more self-reliant. Overall it promotes student engagement. Something that teachers could do to support students in becoming more independent is providing appropriate scaffolding and then slowly taking it away over time. Another way teachers can support this is through  encouragement. If teachers push their students to be independent, students will gain more confidence in their work.

# data[].attributes.body
One misconception with expanding level ELLs could be that they would be as fast or faster than lower-level students at mastering linguistic features. However, this is not the case. ELLs master their linguistic features more slowly than language learners who are in the lower level. Instead, it is necessary to provide ELLs with the support they need to feel confident and have a growing sense of independence in and out of the classroom. Teachers can assist EL students by encouraging them to goals for themselves for the upcoming year. By raising metacognitive awareness to learn more about their learning style, metalinguistic skill-building, and more time spent with one-on-one coaching. Teachers can raise their student’s metacognitive awareness of their learning process by introducing more self-monitoring and self-evaluation practices like think alouds and comprehend alouds. Metalinguistic skills can be practiced using a metacognitive checklist for reading and having collaborative, inquiry-based conversations with their peers. Additionally, one-on-one coaching can be used by allowing them to feel comfortable asking lots of questions and learning more about their progress and way of thinking. ELLs may hit a plateau and need more encouragement to push them to keep trying and taking charge of their learning.