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Write an essay that assesses how Heda Kovaly depicts popular opinion under Communist dictatorship. Compare the information from her memoir on this subject to Kevin McDermott’s scholarly article listed below. Use the secondary source to probe the strengths and weaknesses of the Kovaly book as a primary source.

Two examples of instructional differentiation for students with emerging English skills are presenting ideas through both auditory and visual means. By supplying the students with visual images of the words being taught alongside hearing the words creates a concrete representation of the word in the mind of the student. A second example would be providing multiple learning opportunities to reinforce key concepts and vocabulary. By allowing opportunities for the students to practice their skills they develop new skills and understandings. A couple of examples of instructional differentiation for students with expanding English skills are using reading buddies and supplying multiple-meaning words. When you allow a student to practice their skills with a partner you give them the opportunity to advance their knowledge and build upon what they already know. For students with advanced English skills, working in small groups and reteaching skills allows students to extend their thinking. Another helpful differentiation for advanced ELLs is to provide cross-content applications of concepts (Tomlinson 2000). These skills will help make learning concepts more concrete and improve their comprehension of the topic. The power of differentiation is priceless. By differing, the tasks and concepts of learning to fit the need or skills of each student are empowering and provide the student with a strong sense of determination. These new skills will develop and provide the students with a solid foundation.
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Students have to comprehend what they are reading in order to understand the new ideas and concepts presented in textbooks. When they don’t understand the material, it’s easy for them to lose interest in the subject and that has a negative impact on their learning. Two strategies that can be implemented to help students comprehend the material in the textbooks are:
1) Do a mini-lesson or pre-teach academic vocabulary found in the text. Understanding how phrases connect to each other is crucial for understanding the main points of texts; understanding the meaning of common transitions will help ELLs comprehend texts in all their subjects, not just one particular subject.
2) Provide an outline of the most important or main ideas before reading the text. This will help ELLs focus on what is important for them to know in the text; a teacher can leave space for students to fill in details about each section on the outline.
Frequent check-ins will spot students who don’t understand the material or are confused about it and will prevent them from getting completely lost with the text; by checking often, misunderstandings can be addressed sooner and more easily than by waiting until the end of a chapter or unit, at which point much more time might be needed to unravel the lack of understanding or confusion.
Jana Echevarría and Anne Graves. (2014). Sheltered Content Instruction: Teaching English Learners with Diverse Abilities. Published by Pearson Learning Solutions. Retrieved from https://viewer.gcu.edu/FQJCVM
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