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1 Reflecting on Literacy Lessons for Academically Diverse Learners Ashley Gehris Master of Science in Education, Walden University READ 6709: Literacy in Academically Diverse Classrooms Lisa Cline August 16, 2020
2 Reflecting on Literacy Lessons for Academically Diverse Learners A classroom consists of a multitude of diverse learners. All learners have different abilities and needs to be successful in the classroom as well as continue to grow. Improving literacy skills requires continual practice and progress monitoring to make growth. Without instruction and practice, improvement will not be as prone amongst students. “Involving instruction to support reading skills, fluency, vocabulary, comprehension, and peer talk promote reading engagement and comprehension” within the classroom ( Kim et al., 2017, p. 357) . Determining the needs of the students in order to involve learning practices is the beginning step to achieve success. “Meet[ing] the student’s needs for learning, for thinking, for problem solving, and for sharing ideas and feelings” is the foundation to providing the appropriate instruction (Reutzel & Cooter, 2016, p. 49). Knowledge of the students is obtained through the use of assessments in the areas of fluency, vocabulary, comprehension, reading attitude, writing, etcetera. Through the information gathered, the teachers can adjust their teaching to address the student’s needs. After completing the assessments with specific students, the area of focus that were needing additional attention were vocabulary and comprehension. Vocabulary plays a critical role in learning the English language, which in turns contributes to the overall comprehension of words. However, it is essential to learn vocabulary through a combination of fully-contextual and de-contextual strategies in order to fully obtain the meanings of words ( Asyiah, 2017) . Designing a lesson around vocabulary acquisition and comprehension required utilizing a text that contained challenging words in which were imperative to understand in order to comprehend the entire passage. Using texts as a source for new vocabulary acquisition allows for students to advance their language skills. Choosing the particular text to use for the vocabulary
3 lesson dealt with considering the time of year. With it still being summer for most students, the topic of study chosen dealt with the environment and the ocean. People are continually traveling in the summer to the ocean and environments, that using a text associated with that topic seemed like all students would be able to relate to the topic and have prior knowledge on it. The text chosen was Tiny Plastic, Big Problem by Alison Pearce Stevens. Through this passage it explains the effects of plastic on the environment and the ocean, sharing alarming information with the reader.

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