Mod 9 Discussion of my English Language Learners

One of the most effective early literacy strategies for an inclusive classroom is systematic vocabulary instruction. All students benefit from multiple exposures to new words, but for ELLs, it is especially powerful when words are presented thematically. Using read-alouds with explanations of targeted vocabulary, paired with visuals in big books or dramatic play, allows students to see, hear, and practice words in meaningful contexts. This strategy is easily differentiated because vocabulary can be introduced at varying levels of complexity depending on students’ language proficiency. For example, while an ELL might focus on naming and using the word in a sentence, a native speaker could extend the task by applying the word in writing or generating synonyms.

Another strategy is shared and interactive storybook reading, which fosters phonological awareness and concepts about print. By modeling how print works (left-to-right directionality, front/back of a book, etc.) and engaging students in pretend reading, letter identification games, and rhyming songs, teachers create entry points for all learners. For ELLs, teachers can add scaffolds such as prompts (“May I…,” “Can I have…”) and visuals to support participation. Native speakers might respond to open-ended questions to expand comprehension.

I find the LEA  highly adaptable across cultures. When students compose a story together based on a shared experience, their own voices, backgrounds, and cultural knowledge are validated. The teacher models writing the dictated story, and then the class reads it together. ELLs benefit from seeing their ideas valued and connected to English print, while peers engage in deeper reading and editing practice.

These approaches systematic vocabulary instruction, interactive storybook reading, and LEA are inclusive by design, but also lend themselves to differentiation that supports both English learners and native speakers while fostering cross-cultural communication.