Our orders are delivered strictly on time without delay
Paper Formatting
Double or single-spaced
1-inch margin
12 Font Arial or Times New Roman
300 words per page
No Lateness!
Our orders are delivered strictly on time without delay
AEW Guarantees
Free Unlimited revisions
Guaranteed Privacy
Money Return guarantee
Plagiarism Free Writing
Strategy chart evaluating literacy strategies
Diverse learners often require diverse approaches to literacy. Educators can meet their needs by creating a toolbox of strategies for engaging them in literacy.
create a strategy chart evaluating literacy strategies as they relate to the five reading components.
Step 1. Select Select a population of students in your school (elizabeth city middle school in elizabeth city Nc) such as English learners (ELs), inclusion, or male students.
Step 2. Explore Explore 15 different literacy strategies to meet diverse students’ needs.
Step 3. Evaluate Evaluate the 15 strategies by ranking them from most important to least important.
Step 4. Create Create a Strategy Chart using the resources linked on the Learning Objects page. Include the 15 strategies relative to the five reading components: phonemic awareness, phonics, vocabulary, fluency, and comprehension.
Step 5. Write Select the top 5 strategies and write a brief description of each. Be sure to include at least one citation for each strategy.
2-4. Literacy Strategy Evaluation and Component Chart
The following chart outlines 15 high-impact literacy strategies, ranked by their overall importance for meeting the diverse needs of middle school ELs, and evaluates their primary relationship to the five core reading components.
Rank
Literacy Strategy
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
1
Explicit Vocabulary Instruction (Tier 2/3)
X
X
2
Visual Scaffolding (Graphic Organizers/Images)
X
X
3
Think-Alouds (Modeling Metacognition)
X
4
Sentence Stems and Frames
X
X
X
5
Reader's Theater/Choral Reading
X
X
6
Reciprocal Teaching
X
X
7
Shared Reading with Annotations
X
X
X
8
Word Walls with Visuals/Translations
X
X
9
Chunking Text (Segmenting paragraphs)
X
10
Concept Mapping (Semantic Mapping)
X
X
11
Dictogloss (Integrated Skills)
X
X
12
Use of Cognates and Word Families
X
13
High-Frequency Sight Word Games
X
14
Language Experience Approach (LEA)
X
X
X
X
15
Sound Boxes (Elkonin Boxes)
X
X
5. Top 5 Literacy Strategies for ELs
The following five strategies are ranked as most crucial for middle school ELs because they simultaneously address the need for explicit academic language development and comprehension scaffolding.
Description: This strategy involves directly teaching high-utility, cross-curricular words (Tier 2) and content-specific words (Tier 3) using a consistent routine. Instruction moves beyond simple definitions to explore word function, meaning in context, morphology (roots, prefixes, suffixes), and how to use the word in speech and writing. This is critical for ELs to bridge the gap between social English and academic English.
Citation: Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press. (This work emphasizes teaching students strategies for figuring out word meanings and organizing vocabulary instruction into tiers.)
2. Visual Scaffolding (Graphic Organizers and Images)
Description: This involves using non-linguistic cues to support content understanding. Examples include: providing pictures, diagrams, and realia; using graphic organizers (like Venn diagrams, sequence chains, or KWL charts) to structure information before, during, and after reading; and having students draw or sketch concepts. Visuals reduce cognitive load and allow ELs to grasp the concept without struggling through difficult language first.
Citation: Marzano, R. J. (2009). The art and science of teaching: A
Sample Answer
This response focuses on creating a literacy strategy toolbox for English Learners (ELs) in the middle school setting (Elizabeth City Middle School, NC), as this population requires highly scaffolded and explicit instruction across all five components of reading.
1. Selected Population: English Learners (ELs)
The target population is English Learners (ELs) in grades 6-8 at Elizabeth City Middle School. These students possess varying levels of proficiency in English (WIDA levels 1-5) and come from diverse linguistic and cultural backgrounds. Their literacy needs include developing both basic decoding skills (phonics/fluency) and complex academic language (vocabulary and comprehension) necessary to access grade-level content across all subjects.