ED 955 Assessing the English Learner
Competency 3: History and Nature of English Vocabulary and of English Dialects; development of vocabulary knowledge
The RAFT writing graphic organizer can be used in many different content areas in order for a students to create a response in an organized manner. They will identify what their role is in the writing, who their audience will be (whom will be reading their writing), the format in which to write within and finally the topic that they will be writing about. The attached website of Reading 101 For English Language Learners allow an educator to inform themselves and others that may work with the English Language Learner as to what each student may need assistance in to better have access to the text. The website of News in Levels gives students access to different leveled news articles, allowing them to better access current events and knowledge that will inform their learning.
Competency 9: Second Language Acquisition and its relationship to literacy learning
The RAFT writing resource is meant to be utilized in a manner to support written responses. Students are given a format and a starting point in which to answer questions that correspond with readings or discussions that have taken place within the classroom. But in order for this graphic organizer to be effective and helpful for students, they must receive direct instruction as to what each piece means and how to correctly use it to assist them in their responses. With the instruction and consistent use, students will have a tool that they can refer back to at any point of their academic learning that will feel familiar and safe to use.
Competency 11: Cognitive Development in adolescence and its relationship to reading instruction
By identifying a student as an English Language Learner (ELL) or being English as Second Language (ESL), educators can level their learning according to their WIDA level and the work that they are capable of doing. I have worked with a number of different ELL and ESL students over the past summers, working through a public school with their extended year services. In this environment, I was able to utilize these resources to better assist students with their literacy learning, especially in regards to their required summer reading. By presenting these tools to the students and pacing their reading, together we were better able to comprehend the content of the book and answer corresponding work that was assigned to them.