#  6. Reading - R. Read Research 

 



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###    Objective  expand\_more  

 

 **Option A:** Find interesting and useful information from reading a text, explain why or how the information will be useful in your practice, and state possible next steps for your learning.

 **Option B:** Compare interesting and useful information from reading a text, explain why or how the information will be useful in your practice, and state possible next steps for your learning.



 

 

 



###    WIDA/SIOP  expand\_more  

 

 **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: AR4

Sort    **Use of Academic Language** 

  **Descriptor** 

  **Level** 

  **Domain** 

    Argue

 

  Developing a stance in favor of or against claims presented within content-related text

 

  5

 

  Reading

 

 



 **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 10

Sort    **SIOP Section** 

  **Descriptor** 

    Comprehensible Input

 

  [Speech Appropriate for Student’s Proficiency Levels](https://www.wida.us/standards/CAN_DOs/#eld) ([Classroom Language Tips for Teachers](http://www.colorincolorado.org/article/supporting-ells-mainstream-classroom-language-tips))

 

 





 

 

 



 

 

 

 

##  Action Steps: 

 



 Step 1: Option A Step 1: Option B Step 2 Step 3 

## Step 1: Option A

 

 

###  Read: Choose one of the following articles:

1. [Meaningful Writing Opportunities: Write-Alouds and Dialogue Journaling With Newcomer and English Learner High Schoolers](https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.932) \[can be accessed through Library Reserves in Canvas\]
2. [Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading](https://meridian.allenpress.com/her/article-abstract/81/4/710/32006/Writing-to-Read-A-Meta-Analysis-of-the-Impact-of?redirectedFrom=fulltext) \[can be accessed through Library Reserves in Canvas\]
3. [Scaffolding Evidence-Based Writing for English Learners in Three Steps](https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.1712) \[can be accessed through Library Reserves in Canvas\]
4. [Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content](https://link.springer.com/article/10.1007/s10648-016-9393-z) \[can be accessed through Library Reserves in Canvas\]



 



 

 

 

## Step 1: Option B

 

 

###  Read: Choose one of the following articles:

1. [Hurdling Over Language Barriers: Building Relationships With Adolescent Newcomers Through Literacy Advancement](https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.927) \[can be accessed through Hollis\]
2. [The intersection of cognitive and sociocultural factors in the development of reading comprehension among immigrant students](https://link.springer.com/article/10.1007/s11145-010-9290-7) \[can be accessed through Hollis\]
3. [Reading Wars, Reading Science, and English Learners](https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/rrq.340) \[can be accessed through Hollis\]
4. [The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes”Measures of High School Students’ Science Achievement](https://drive.google.com/open?id=1ZhYYUdzdoSlGXGVV0FfY9Ku66ID0OCnp)
5. [Assessing the Cognitive Demands of a Century of Reading Curricula: An Analysis of Reading Text and Comprehension Tasks From 1910 to 2000](https://drive.google.com/open?id=1cv_jgrqUO5PEGSGfsvobb49ojRRLCX8f)



 



 

 

 

## Step 2

 

 

###  **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:**

Sort      ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) 

 

 

 





 



 

 

 

## Step 3

 

 

###  Reflection: Answer the following questions about the reading *on a [Capstone](https://dimensions.gse.harvard.edu/capstone) slide*

 Takeaways: You can choose one or all questions, or parts from each question. (200-250 words)

1. What was your most significant take away from the assignment? What did you find interesting and useful?
2. How will you apply your learning to practice?
3. What did you find challenging in the readings/videos? Are there areas where you would push back or critique?
4. To learn more, what might your next steps be?



 



 

 

 

 

 

##  [Option A: ELLs and Writing Literacy](https://docs.google.com/document/d/1c671ehUR9XGBU3CQ4c3rsgrwSsw6AozA9hxj3eaP4cw/edit?usp=sharing)

##  [Option B: Impact of Literacy and ELLs](https://docs.google.com/document/d/1sZCRrmxoPOxtOMAGme5rkh0jW2UOw6zgKjBtPaM5SiM/edit)

 **Why this task?** Language and literacy skills are highly predictive of academic and social outcomes. It is important we understand what factors into these skills and how we can support our students in these areas.

 **Points:** 5



 

Sort**Must Haves**1. Response completes the task.  
2. Accurately reflects WIDA Standards and the principles of SIOP.  
3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics).  
4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course.  
5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting.





Sort**Amazing*** Explain how learning from completing the task can be useful to you.  
* Promotes self and cultural awareness.  
* Describes possible next steps.  
* Relates to developing language skills in specific ways.  
* Share materials or examples that may be useful to others.