Question

A middle school Language Arts teacher is wanting to scaffold the reading of nonfiction texts for her English-language Learners who are at the beginning level of English-language proficiency. The best way to achieve this is for her to provide which of the following scaffolds for the students?

(a) Blank graphic organizers to categorize ideas when reading.
(b) Sentence stems for note-taking and summarizing after reading.
(c) Glossaries that list key terms found in the reading text.
(d) Adapted texts that will reduce the amount of reading.

Answer 1

To best scaffold nonfiction reading for beginning English-language learners, a middle school Language Arts teacher should provide glossaries with key terms, blank graphic organizers, and sentence stems for note-taking and summarizing.

Step-by-step explanation:

To scaffold the reading of nonfiction texts for English-language learners at the beginning level of English-language proficiency, a middle school Language Arts teacher would be best served by providing glossaries that list key terms found in the reading text. This approach directly supports the students' understanding of the content by equipping them with the necessary vocabulary to comprehend the material they are reading. Additionally, the teacher could utilize blank graphic organizers to help students categorize ideas, and provide sentence stems for note-taking and summarizing after reading to further support the students' language development and comprehension.