What instructional strategies are used to increase the English language skills of ELLs (or ELs) in your school/class?

Please use attached readings in the answers and cite, 135 words min per question.

Guided reading is a component of a balancedliteracy program providing differentiated,small-group reading instruction to four to six students with similar strengths and instructional needs (Fountas & Pinnell, 1996) or to heterogeneously grouped students (Cunningham, Hall, & Sigmon, 2000). It is recommended that these groups meet at least three to five times per week for 20 to 30 minutes each session in order for students to make consistent reading gains (Fountas & Pinnell, 1996). This ap- proach to reading instruction provides teachers the opportunity to explicitly teach children the skills and comprehension strategies students need, thus facili- tating the acquisition of reading proficiency. Multiple copies of graded leveled books are carefully selected and used by the teacher based on the childrens in- structional needs and interests. According to Reutzel and Cooter (2005), graded leveled books are typically categorized to include four levels of childrens reading development: early emergent, emergent, early fluency, and fluency. The language of these leveled texts devel- opmentally matches the syntax and organization of most young childrens speech. It is important that texts chosen for the guided-reading groups provide children with a reasonable challenge but also present an oppor- tunity for potential success.

What instructional strategies are used to increase the English language skills of ELLs (or ELs) in your school/class?
How does Modified Guided Reading offer support for ELLs in literacy development?
What is the role of oral language proficiency in teaching ELLs?
What is Response to Intervention? Describe the three tiers of intervention.
What are some ways to find time to provide the appropriate tier of intervention for struggling readers?
what are 3 questions this weeks text raised for you?

https://csmp.ucop.edu/resources/materials/pl_feb12_goldenberg.pdf

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