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

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

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

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

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

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

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

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

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

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

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

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

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

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

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