Response a peer

  

***** Respond in two paragraphs following the established guidelines. The answer must be of a substantial nature and with quotes present in the textbook. Agree or disagree is not appropriate. 

***** Only use this book and specific pages.   Represent the quotes (author, year, and page) when reflecting the content in your paragraphs with concepts fundament or content about the title, ( ELL background and prevalence in the US).
 
English L Learners and Reading. 12.6 Chapter 12 page 362  

Peer 1:

English-language learners (ELL) in the US
Madelen Lopez 

English-language learners (ELL) in the US
There is an increase in the number of English-language learners (ELL) in US schools. ELL students are those whose native language is not English, and their English is not yet proficient. Although there are over 350 languages that ELL students speak, Spanish is the prominent language. Over 77% of ELL students speak Spanish in their homes (Lerner and John, 2014). Most ELL students face challenges learning to read in English. 
The challenges that ELL students face in learning to read English call for different approaches for their instruction. Some of the effective methods for teaching ELL students to read include building reading fluency, keeping a running record of errors, incorporating writing into the lesson, cutting up the written story into sentences, and writing a new story (Lerner and John, 2014). Each of these methods builds on a student’s skills in different ways.
Building reading fluency involves the student rereading two familiar books in English from previous lessons. That helps refresh their memory as well as helping them master what they read. Keeping a running record of errors involves the teacher reading along with the student and marking errors the student makes. A discussion on the errors with the student helps the student correct them and improve his/her reading. The teacher may also incorporate writing into the lesson by asking the student to write the story that he/she has read (Lerner and John, 2014). That helps in building the student’s comprehension. The teacher may also ask the student to write a new story based on the reading. Lastly, the teacher may ask the student to reassemble the sentence into sentences. Cutting up the story into sentences makes it easier for the student to read the sentences separately. Repeating the sentences several times would help the student master his/her reading.
References
Lerner, J.W. and John, B., (2014). Learning Disabilities and Related Disabilities: Strategies for Success. Stamford: Cengage Learning.