ABSTRACT This article explores how a second-grade teacher challenged and supported students of varying language and literacy abilities to engage with complex material during a 14-week read-aloud unit focused on historical change-makers, and how engagement and comprehension through talk and writing changed for five purposefully selected students. Collaborative coding of whole-class and small-group discussions and student writing samples suggest students with higher English Language Development (ELD) levels used exploratory talk and cited textual evidence from the start of the unit. Students with lower ELD levels grew in these abilities during the unit, particularly when small-group discussions were included. All students’ ability to cite textual evidence in writing increased. Results indicate English learners can and should be engaging with and learning from complex texts and content.

中文翻译：

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让二年级英语学习者参与复杂的文本、主题和任务

摘要 本文探讨了二年级教师如何在为期 14 周的以历史变革者为重点的朗读单元中挑战和支持不同语言和识字能力的学生参与复杂的材料，以及如何通过谈话和写作来参与和理解改变了五名特意选择的学生。全班和小组讨论以及学生写作样本的协作编码表明，英语语言发展 (ELD) 水平较高的学生从单元开始就使用探索性谈话和引用文本证据。ELD 水平较低的学生在单元期间这些能力得到了提高，特别是在包括小组讨论的情况下。所有学生在写作中引用文本证据的能力都有所提高。