Problem:
Research supports the notion that differentiated dialogic instruction provides benefits for students along the range of proficiency spectrums (el Majidi et al., 2024). Validity of Assessment WIDA assessments may not capture the specific vocabulary from Writers Workshop content. Developing criterion-referenced assessments that measure exact vocabulary taught during the intervention, alongside supplementation of WIDA standardized measures, addresses this limitation and truly demonstrates application in student writing. Implementation Fidelity Conscious monitoring is necessary to consistently sustain high quality in dialogic questioning. Based on Chow et al.'s (2021) framework of open-ended questions, elaboration prompts, and connecting student ideas, a teaching checklist for dialogic teaching ensures that, with weekly self-reflection through audio-recorded instruction, fidelity is achieved. I collaborate with my co-teacher on peer observation for added accountability. Predicted Consequences Based on Chow et al.'s (2021) findings, measurable vocabulary gains across all proficiency levels are expected, with possibly larger growth in EAL students due to rich oral language practice. This research would therefore offer data-driven evidence to expand dialogic teaching beyond Writers Workshop into other content areas as support for our trans-disciplinary IB PYP approach and address vocabulary instruction needs for an increasingly multilingual community. Need Assignment Help?