An ESL teacher who works with a group of second-grade expanding-level English language learners wants to use a particular book with students because of its engaging content and useful vocabulary. However, the book is written above most students' instructional reading level. Which of the following strategies for using the book would be most appropriate in this situation?
  1. Organizing a jigsaw reading in which students read different parts of the book and discuss each part of the book in small groups.
  2. Adapting the book by condensing the content and simplifying the language and then having students read the book independently.
  3. Conducting an interactive read-aloud of the book in which students listen to the book and participate in discussions related to the content of the book.
  4. Presenting a book walk of the book and then making the book available in the classroom library for students to check out.
Explanation
Correct Response: C. Interactive read-alouds provide opportunities for students to access texts above their instructional reading level because the teacher scaffolds students' development of new vocabulary, language structures, and content through guided discussion. Students are responsible for actively listening as they are expected to participate in discussions related to the content of the text. A is incorrect because a jigsaw reading involves students independently reading assigned portions of a text and then sharing their understanding with peers who are assigned a different portion. This strategy would be ineffective for the students in this class because the teacher plans to use a book that is too challenging for most students to read even with teacher support, let alone independently. B is incorrect because adapting complex texts by simplifying the language and watering down the content limits students' engagement with complex text, which is a critical component of developing English language learners' academic language development. D is incorrect because a book walk may spark students' interest in the book but would not provide students with the scaffolding they need to be able to comprehend the text on their own.
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