x Seasons and Weather: Supplemental Guide | Preface
Instructional Activities support students’ learning of Tier 2 words, and
deepen their knowledge of academic words and the connections of
these words to other words and concepts. The vocabulary knowledge
students possess is intricately connected to reading comprehension,
as well as the ability to access background knowledge, express ideas,
communicate effectively, and learn about new concepts.English Language Learners and Students with Disabilities
The Supplemental Guide assists education professionals who serve
students with limited English language skills or students with limited
home-literacy experience, which may include English Language Learners
(ELLs) and students with special needs. Although the use of this guide
is not limited to teachers of ELLs and/or students with special needs,
the following provides a brief explanation of these learners and the
challenges they may face in the classroom. Further, it outlines teaching
strategies that address those challenges.English Language Learners
The Supplemental Guide is designed to facilitate the academic oral
language development necessary for English Language Learners (ELLs)
to fully participate in the read-alouds and activities in the Te ll It Ag a in!
Read-Aloud Anthology, and to strengthen ELLs’ understanding of the
core content presented in the Anthologies.
When teaching ELLs, it is important to keep in mind that they are a
heterogeneous group from a variety of social backgrounds and at
different stages in their language development. There may be some
ELLs who do not speak any English and have little experience in a
formal education setting. There may be some ELLs who seem fluent
in conversational English but do not have the academic language
proficiency to participate in classroom discussions about academic
content. The following is a chart showing the basic stages of second
language acquisition; proper expectations for student behavior and
performance; and accommodations and support strategies for each
stage. Please note that ELLs may have extensive language skills in their
first language, and that they advance to the next stage at various rates
depending on their acculturation, motivation, and prior experiences in an
educational setting.