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designed for them as well.

Another component of a balanced literacy program states that the standards and curriculum should be delivered by knowledgeable professionals. Teachers need to be experts, have a linguistic background, understand the culture of the students, and have a positive attitude (Walqui, 2001) when working with the ELL population.

Once the structure is in place, and there is a knowledgeable professional teaching, the next step in a balanced literacy program is to have what Cunningham (1995) and many others refer to as 'The Fifth Reading Block.' Within any reading block, there should be the: guided reading, independent reading, and writing, but with an ELL population, there should also be a time to work on just English language development. It is during this time, the teacher should pull small groups of students and work on specific skills the teacher feels the students need. These lessons need to be scaffold, with an observable goal and they need to have lots of interaction between teacher and fellow students. Lesson should be brief and include repetition, hands-on activities, poems, and songsa€| anything that will get the child to develop and understand the English language.

The article concludes by stating in order to meet the needs of the ELL student, everyone must work together in and out of the classroom if the student is to be successful in English acquisition.

平衡读写：教导阅读的技巧和兴奋——Balanced Literacy: Teaching the Skills AND Thrills of Reading

Dorothy Strickland, author of Balanced Literacy: Teaching the Skills AND Thrills of Reading
States that as educators we need to change how we teach to accommodate the types of students we have in our classrooms today. She goes on to say, we need to maintain good practices of the past while teaching how today's students learn, especially if they are ELL student. Teachers need to establish a balanced literacy program while accommodating the ELL student but maintaining best practices. A balanced literacy program can be established by simply following a few suggestions.

To begin, teachers must teach the basics and use differentiated learning in order for a child to feel successful. Teachers can begin by having a daily schedule posted so students can see which groups they are in and what they should be doing at any given time, especially during their reading block. Within that block, students should see which activities (the need to be differentiated, so student can work on their own) they should be working, when they should be working with partners, or the teacher.

Even after a schedule has been posted and students know the routine, now they need to be taught the content. As a teacher of ELL students, teachers must choose activities that will develop literacy skills, yet cover the standard. The author states that whenever you teach content and literacy together, you are building skills that will become a foundation for success in all academic areas.

In conclusion, Strickland states that if teachers follow these Five Rules of Thumb for maintaining balance, teach skills, have guided instruction, build on a student's knowledge, use appropriate materials and technology, and use standardized scores as a basis for setting up instruction. If a teacher can follow these 5 easy steps to teach an ELL student in a b