Integrating Literacy and Inquiry for English Learners

Authors


e-mail lindsey.guccione@unco.edu.

Abstract

Over the course of one year in a first-grade classroom, English learners (ELs) used several literacy practices to construct meaning from expository text. The teacher modeling, guided practice, and independent use of the five most frequent practices are explained in detail, with accompanying photographs of student work. The author describes how students integrated the literacy practices within an inquiry-based classroom learning community.

Ancillary