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TSL4100 Guided Reading Questions: ELL and Material Resources in the Classroom

M2A1 – Zachary Maes

Respond to the following questions:

1. Identify three (3) different materials or resources that a teacher can use to develop
language and content-area skills and then explain each one. When you think about
materials and resources – don’t be narrow focused and think only textbook. What are
other items, maybe L1, that you can use that will assist you.
a) Language Objectives: A language objective is like a daily learning objective, but it
has more to do with the language involved in the content standard as opposed
to the knowledge of the content. Where an ELA content objective may have
students create a conclusion paragraph, the language objective will only require
students to use transitional phrases in their writing, allowing them to focus on
one element of the English language.
b) Translated music term/symbol graphic organizer: Music uses a well-defined set
of vocabulary terms and symbols stemming from the Italian language. ELL
students could be provided with a graphic organizer that translate the Italian
word to English and their native language while matching it to the appropriate
c) Non-English Music: A music teacher could teach their students a song that is not
English, but from the ELL student’s native culture. This could be accompanied by
a lesson on the cultural background of the song. This would even the playing
field as the other students do not know how to speak this language.

2. The use of multicultural literature can facilitate an ELLs’ transition into the classroom. It helps
make him/her culture and language valued. Select and investigate one of the trade books listed
in Chapter 1 of your Brantley text, and then share the following information. No one may use
Pacific Crossing by Gary Soto since it is the example in the book on p. 8.
a) Provide all of the information listed in the textbook on pp. 9-10.
 Title: Hairs/Pelitos.
 Author/Publication year: Cisneros, S. (1994)
 Publisher/ Age Level: Knopf Publishers, Ages: 5-8
 Culture: Latino
b) Provide a summary of the trade book. You do not need to read the entire book,
but may. Do NOT cut and paste the back of the book – that is called plagiarism. I
want your own words. If you are familiar with another trade book that will meet
expectations, feel free to use it, but make sure all of the same information is
included. (This should be brief 3-8 sentences.)
 The narrator describes how everyone in their family has different hair. The book
ends with a longer description of the narrator’s mother’s hair. The book features
elaborate colorful paintings of the various scenes. The book also has English on the
top of the page and Spanish on the bottom of the page.
c) Explain how you can connect or adapt the use of this trade book to cultural
similarities and differences or historical events. (This should be brief 3-8
 This trade book is a great tool for starting a discussion about cultural similarities and
differences among younger students. The teacher could read the story in both
English and Spanish to fully immerse the students in the Latino culture, while
including any Latino students. The colorful paintings and scenes spark the students’
imaginations, and help engage all students to the story. The students can then share
in conversation what their family members’ hair looks and feels like, or talk about
various aspect of their cultures.
3. Think about what you read and identify three (3) ways to create a supportive and
accepting classroom environment. This list can be a bulleted list – but explain what it is
that the bullet means or how it creates this environment if it is not self-explanatory.
 Make students feel welcomed by being knowledgeable of their culture and
accepting of its differences. Stress the importance of becoming culturally accepting
to other students in the classroom as well. This is done to encourage enculturation.
 Promote intercultural orientation by creating culture questionnaire activity for the
classroom. This activity gives students an opportunity to explore their own culture
and the cultures of other students while sharing this information with the class and
the teacher.
 Become a cultural mediator in your classroom. Research and practice culturally
responsive teaching practices. These can include student groupings, response rate
strategies, participation structures, and classroom management systems.