Assignment 1: Domain A: Artifact #3 Supporting Reference Review

Yvette Rodriguez

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.D.

 Abstract

The article I chose discusses the way teacher knowledge of subject matter and delivery of

content make an impact on English Learning students in Social Studies content. Understanding

that not every student, especially the students who are trying to learn English, learns the same

way. A teacher needs to be able to mold their daily lessons to all types of students. Specifically,

with social science content, the article dives into how to make it available to our English

learners. With this, the teachers make the subject matter and delivery available to all students

rather than English-only students.

 Literacy content within social studies is complex for all students throughout schooling

and making it available for students throughout ones’ classes is the most challenging part of

teaching. As time has passed, educators now need to include English-Learners in their challenge.

According to Carol Brown (2007) “Social studies texts are more difficult for ELLs than for

native English speakers because ELLs have not fully developed their English skills.” (p. 1) It

will take an ELL student about five years to be grade level, therefore, teaching will need

language barriers that are reduced. Although our content knowledge needs to be high, we also

need to understand the methods of revealing the content will need to be accessible by all. The

methods that Brown touches upon will not only help our ELL students, but our regular English

Speaking students as well.

The strategies that we use for our students such as:

 Content Maps: Prior to the teacher beginning reading the content, providing a

graphic organizer for all students, will fill gaps in with prior knowledge of the

topic. This will not only challenge our higher-level students but also assist the

ELL students by providing them material that they might not have learned

previously and show how parts of the text are related.

 Outlines: Providing all students with an outline of the content being covered will

give ELL students a chance to translate, review, and create questions prior to the

content being read.

 Guided Questions: Providing our ELL students with guiding questions will

provide them an opportunity to focus on what they essentially need to know from

the text rather than the entirety of the event being discussed.
  Reading a Simpler Version: Remembering that ELL might be at a lower grade

level of reading might be a good tool in order for the student to comprehend the

content. What may seem like enabling might actually be helpful for the student to

grasp the content rather than acquiring the content at current grade level. A

teacher could provide this level of information prior to the actual class reading

privately, but nonetheless give the ELL students a chance to learn the content.

With this comprehension, we essentially make content accessible for all students. The

strategies we use for our ELL students are helpful for all students; high and low-level

English Only students. Providing the material in various ways is essential for an effective

teacher, and it’s doesn’t have to single out one group of students. Certain strategies can

carry over into other groups within the classroom. Brown (2007) believes that teaching

social science and making it comprehendible for ELL students does not have to “remain

passive” for those students, but be obtainable and helpful for all students within the

classroom. With this, engagement and comprehension of content will meet everyone’s

intellectual interest.
 Reference

Brown, C. L. (2007). Strategies for making social studies texts more comprehensible for english-

language learners. The Social Studies, 98(5), 185-188. Retrieved from:

https://nuls.idm.oclc.org/login?url=https://search-proquest

.com.nuls.idm.oclc.org/docview/274798442?accountid=25320