Now What?

Since the Common Core State Standards have been established among public schools
across the state, there has been an ample amount of research on literacy and English
learners. Both the use of literacy in the content areas and the amount of English learners
among New York State public schools are increasing every year. The Common Core State
Standards revolve around the ability to incorporate literacy into the content areas. As an
aspiring Social Studies teacher with a focus in TESOL, the articles within this website
have provided insight on how to approach literally, specifically informational texts, with
English learners.
There were many common themes throughout the articles posted on this website.
Teachers dealing with English learners need to approach informational texts in a very
tedious manner. The way teachers can make a strong impact on their students in a simple
way is by utilizing literacy strategies every time students are working with an
informational text. Some strategies shown throughout many articles on informational
texts include:

Word Walls
Graphic Organizers
Active Reading
Group Work (Turn & Talk, Pause-Retell-Read On)
Anticipation Guide
Activating Prior Knowledge
Cultural Connections
Reading with Inquiry

These are key strategies mentioned by many professionals, but teachers are in no way
limited to only these strategies. English learners are held to the same literacy standards as
every other student within the building. It is important when analyzing texts with these
students that they are not only reading the material, but also comprehending it at an
appropriate level.
However, many of the articles I have recently explored lacked theoretical
connections. ESOL teachers have learned specific ways that work well with English
learners, and they should not abandon these methodologies to meet the Common Core
State Standards. Instead, teachers should use their theoretical knowledge and preferred
methodologies to help strengthen their students literacy abilities. For example, utilizing a
sociocultural approach with English learners can keep lessons engaging and relevant to
the students. Finding informational texts that are relevant to the lives and culture of the
given students is an easy way to weave general ways to teach English with the CCSS.

Overall, it is pleasing to ESOL teachers around the country that there is a much
more impactful effort to research strategies on how to meet the needs of English learners.
This website provides ways for not only ESOL teachers to help English learners with
informational texts, but content area teachers as well. A history teacher is no longer
simply a history teacher. Social studies teachers must incorporate literacy within their
lessons, and teach to diverse students who may have special needs or are English
learners. This lies true not only for ELA and social studies, but math and science alike.
Informational texts are engaging resources for all subject areas, and knowing how to use
them with English learners will help them reach their optimal learning capacity.