Chapter Seven Literacy Instruction for EL Development

In chapter seven Lynne T. Diaz-Rico follows a similar pattern to cover reading and writing as she utilized in describing the listening and speaking process. 

The process is as follows:

1.      Into—Readers draw on prior knowledge, use K-W-L charts and set goals for their reading.

2.      Through—Students are given cognitive aids—outlines, Venn diagrams, or other graphic organizers to digest the content.

3.      Beyond—Learners analyze the cultural perspectives and content and complete work that exhibits comprehension and analysis (2008, pp. 179-180).

Diaz-Rico covers writing with a different approach than the other elements that compose language development.  She uses a multi-step process explain the writing-workshop journey. The process includes:

1.      Prewriting—Brainstorming and other stimulating interaction

2.      Drafting—Capturing ideas so that their a sense of focus and direction

3.      Self-Correction

and Revision—A process that stems details to grammatical revision

4.      Peer Response—A formal sharing process that involves analyzing strengths and weaknesses

5.      Group Review—Content review and appropriate behavior experience

6.      Writing Conferences—Face to face meeting with the teacher in which students present their paper

7.      Editing—Emphasis is on students taking charge of self-editing

8.      Error Correction—At the early levels fluency is key, but as writers develop accuracy becomes the focus

9.      Publishing—This final step can take many forms—plays or books—formatting is also considered in this phase.

Reading and writing can seem monolithic challenges for English-language learners especially when they find themselves surrounding by native-English speakers. In theory sound instruction will benefit all learners. However, a 2009 study conducted by Jennifer O’Day found that practices that benefited non-EL students had “little discernible benefit” for ELLs (2009, p. 105). With all the more reason teachers need to know their students well and discern which methods and procedures benefit their particular students rather than adopting all encompassing district materials and practices.