Abstract
Abstract
Across the United States, teachers are met with stringent time requirements that may not align with the needs of the students inside the classroom. This paper explores the efforts of condensing and prioritizing in a diverse classroom. Through a reflective narrative of teaching comprehension to emerging bilingual students, this paper presents a structure that leverages morning meetings and discussion as prongs for maximizing the benefit of students within limited instructional minutes. Tasks that build competence, confidence, and connection cycle to foster the environment that students need to thrive. Additionally, this paper investigates the role of building background knowledge in supporting a sense of confidence and belonging in the classroom.
Recommended Citation
Lee Webster, B. (2026). Pennies in the Bank: Building Background Knowledge. Journal of English Learner Education. (19)1.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss1/6
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
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