Be sure to describe why each of these are appropriateAfter reading chapters 10 and 14, please respond to the prompts on the discussion board. In this module we will examine approaches to scaffolding students comprehension of texts. Chapter 10 begins with a discussion of the roles of the reader, purpose, and selection in reading. It discusses the four frameworks for scaffolding students reading: The directed reading activity (DRA), The directed reading-thinking activity (DR-TA), The scaffold reading experience (SRE), and Guided reading In this chapter, individual procedures are identified that are appropriate for narrative texts, expository or informational texts, and procedures appropriate across texts. Chapter 14 gives us an insight as to the level of diversity we can anticipate in our future classrooms. The chapter describes the state of English language learners and learning in the United States. We can reflect on the importance of first language literacy and some of the cultural and linguistic differences that may affect school experiences. We can also reflect on Delpits principles for working with children from lower socio-economic status. Take some time to watch the video about the ESOL class reading lesson; it is a good connection to the text in Chap 14. https://www.youtube.com/watch?v=7_jXuw_Knc0
Text: TEACHING READING in the 21st Century, 5th Edition
Reading Nonfiction by Kylene Beers & Rbert ProbstRead Chapter 10 on Scaffolding as well as Chapter 14 on ESOL students plus Beers, p.201-220. View Power Points on Chapter 10 and 14.
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