The students:
1. L looking up words in the dictionary to write definitions is learning/word recognition. It is isolated and conscious.
2. A making a Venn diagram to compare two stories builds meaning.
3. L practicing sounding out words is a drill .
4. L reading in round-robin fashion is teacher-directed.
5. L correcting peers when they make a mistake during reading is conscious and a habit.
6. L & A identifying words on a big book page that start the same way is a combination of L & A. There is phonemic awareness and letter recognition that is isolated and conscious, while reading a big book promotes meaning.
7. L grouping cards with classmates names by criterion is a clearly stated objective and skill.
8. A writing rhyming poetry and then discussing different spellings for the same sound is authentic, and skills are embedded.
9. L asking a teacher how to spell a word is explicit and isolated.
10. A reading a language experience story they have created with the teacher is student-directed and authentic.
11. A working in pairs to arrange words from a familiar chant into sentences is student-directed and integrating known work to new.
12. L dividing words into syllables is an isolated skill.
13. L completing a worksheet by drawing a line from each word to the picture that starts with the same sound is explicit, conscious and skill work.
14. A making alphabet books on different topics is authentic, skills embedded, and student-directed.
The teacher:
1. L preteaching vocabulary is explicit, teacher directed, and conscious.
2. A doing a shared reading with a big book promotes meaning.
3. L making sure that students read only books that are their level is teacher-directed.
4. L having students segment words into phonemes is teaching a skill, and isolated.
5. A writing words the students dictate for a story and having students help with the spelling of difficult words is authentic, student-directed and skills are embedded.
6. L asking students to look around the room and find words starting with a certain letter is teacher-directed, explicit, and isolated.
7. L using decodable texts is practicing decoding skills, conscious and lacks student choice.
8. A setting aside time for SRR each day is authentic, student-directed, and meaningful.
9. L teaching Greek and latin roots is explicit, reinforcing conscious understanding of words.
10. A having students meet in literature circles provides exposure to a variety of books, and uses meaning to promote learning. Skills are embedded in the reading.
11. L conducting phonics drills is teacher-directed, conscious and isolated.
12. L choosing predictable texts takes away opportunities for deeper comprehension and student-choice.
13. L teaching students different comprehension strategies is direct-teaching of a skill.
14. L & A doing a picture walk of a new book helps students gain meaning and also is an opportunity for the teacher to teach vocabulary prior to the first reading.
15. L using a variety of worksheets to teach different skills is explicit, isolated, and conscious. Errors are corrected.
Information retrieved from Freeman & Freeman, Essential Linguistics,Chapter 2 and classwork on 9/16/10.
Sunday, September 26, 2010
#5 Two Books That Support ELL Comprehension
To Be a Kid by Maya Ajmera & John D. Ivanko is a beautiful and highly supportive book for ELLS. It was published in 1999 by SHAKTI for Children, a program of the Global Fund For Children.There are photos of children from all over the world, illustrating activities that they have in common. This selection is appropriate for children of all ages to hear, read and discuss. Our classroom discussion on 9/9/10 and Gibbon's recommendations (pp. 97 - 100) support this selection with the following:
1. Bright, large photographs of real world experiences
2. Simple language in large print
3. People from all over the world, and topic promote high interest
4. The content and language extend childrens' knowledge
This book can be used throughout the year, but I recommend reading it at the beginning of the year, or when starting new intervention groups, to promote group dynamics. The foreward focuses on how special it is to be a kid, that kids should have big dreams, and explore the world. At the end of the book, each topic is developed a bit more, to foster vocabulary, deeper understanding, and discussion.
Before reading this book, and during the reading, it would be beneficial to ask the group if they understand some of the key concept words: kids, family, taking care, and goofing off. The photos support the vocabulary very well.
A chart can be used before or after the reading that asks the group the following questions: Are you a kid? Do you have a family? Do you like to play? and What country are you from? The chart would allow the children to see the similarities between each other, even though they are from different countries.
The next book is called The Snowy Day by Ezra Jack Keats. It is a Caldecott Award winner that was published in 1962. A boy named Peter wakes up and sees lots and lots of snow outside. He plays in the snow all day long. If a student has lived in Colorado for a winter, he has experienced snow, but if a student is new to our state, snow is something very new. Peter shows kids of all ages how much fun snow can be. Keat's book is a good selection for ELLS for the following reasons:
1. The content is interesting and enjoyable to hear and see. The book has one main character ( a character of color), and follows him through a day in the snow. It is not repetitive, but it isn't too much information for a student to take in.
2. Illustrations are simple, colorful and large. They support the meaning of the text.
3. The language flows smoothly. It is descriptive, but not wordy.
4. The book shows what children can do in the snow. Children have the opportunity to share winter traditions, within their culture.
The Snowy Day is a wonderful selection during winter, especially after it has snowed. The children can play in the snow prior to the book, and afterwards too. Several vocabulary opportunities can be developed, such as winter clothing, the five senses, and snow activities. Realia and pictures can support the reading of this book, as well as, personal experience. The students can predict what Peter will do in the snow, sort and graph snow activities that are their favorites, and illustrate/write their own snow stories. The teacher may need to support the students' understanding when Peter is in the bathtub, remembering what he did that day, and help them understand why Peter put all of that snow in his pocket. The teacher can take pictures of the children in the snow and have a follow-up interactive writing activity. The Snowy Day is a classic that supports ELL learning.
Ajmera, M., Ivanko, J. To Be A Kid. Charlesbridge: SHAKTI for Children, 1999.
This book celebrates children from all around the world. Photographs and simple text help children realize that kids are the same, doing many common activities, even if they look different and live in a different country.
Keat, E. J. The Snowy Day. New York: Puffin Books, 1962
A boy named Peter wakes up to a winter wonderland. He plays all day in the snow, doing many fun activities. Children can learn what to do in the snow, or connect with what Peter does. A great book to introduce and celebrate snow.
1. Bright, large photographs of real world experiences
2. Simple language in large print
3. People from all over the world, and topic promote high interest
4. The content and language extend childrens' knowledge
This book can be used throughout the year, but I recommend reading it at the beginning of the year, or when starting new intervention groups, to promote group dynamics. The foreward focuses on how special it is to be a kid, that kids should have big dreams, and explore the world. At the end of the book, each topic is developed a bit more, to foster vocabulary, deeper understanding, and discussion.
Before reading this book, and during the reading, it would be beneficial to ask the group if they understand some of the key concept words: kids, family, taking care, and goofing off. The photos support the vocabulary very well.
A chart can be used before or after the reading that asks the group the following questions: Are you a kid? Do you have a family? Do you like to play? and What country are you from? The chart would allow the children to see the similarities between each other, even though they are from different countries.
The next book is called The Snowy Day by Ezra Jack Keats. It is a Caldecott Award winner that was published in 1962. A boy named Peter wakes up and sees lots and lots of snow outside. He plays in the snow all day long. If a student has lived in Colorado for a winter, he has experienced snow, but if a student is new to our state, snow is something very new. Peter shows kids of all ages how much fun snow can be. Keat's book is a good selection for ELLS for the following reasons:
1. The content is interesting and enjoyable to hear and see. The book has one main character ( a character of color), and follows him through a day in the snow. It is not repetitive, but it isn't too much information for a student to take in.
2. Illustrations are simple, colorful and large. They support the meaning of the text.
3. The language flows smoothly. It is descriptive, but not wordy.
4. The book shows what children can do in the snow. Children have the opportunity to share winter traditions, within their culture.
The Snowy Day is a wonderful selection during winter, especially after it has snowed. The children can play in the snow prior to the book, and afterwards too. Several vocabulary opportunities can be developed, such as winter clothing, the five senses, and snow activities. Realia and pictures can support the reading of this book, as well as, personal experience. The students can predict what Peter will do in the snow, sort and graph snow activities that are their favorites, and illustrate/write their own snow stories. The teacher may need to support the students' understanding when Peter is in the bathtub, remembering what he did that day, and help them understand why Peter put all of that snow in his pocket. The teacher can take pictures of the children in the snow and have a follow-up interactive writing activity. The Snowy Day is a classic that supports ELL learning.
Ajmera, M., Ivanko, J. To Be A Kid. Charlesbridge: SHAKTI for Children, 1999.
This book celebrates children from all around the world. Photographs and simple text help children realize that kids are the same, doing many common activities, even if they look different and live in a different country.
Keat, E. J. The Snowy Day. New York: Puffin Books, 1962
A boy named Peter wakes up to a winter wonderland. He plays all day in the snow, doing many fun activities. Children can learn what to do in the snow, or connect with what Peter does. A great book to introduce and celebrate snow.
Thursday, September 9, 2010
Entry #4 A text in a different language
I selected a book written in Spanish called Que monton de Tamales. It is written by Gary Soto. My daughter read some of it to me, because there are pictures. I recognized the word "tamales", "Maria" , "cocina" and "grande", and about two or three words off of all the other pages. I didn't understand what was going on at all, but I knew that tamales were being made in the kitchen, and Maria was one of the characters.
I got frustrated, laughed and took the book from my daughter, so that I could see the pictures as she read the words. Even then I guessed at what was happening on each page. I could tell there was a problem on one of the pages by the girl's expression, and then the way she looked at the tamales, I had a feeling she would have to eat them to solve the problem. All of the children helped, but they couldn't find what they were looking for, so the girl had to tell her mother what she did wrong. Then they all helped make more tamales. My daughter had to tell me that the girl, Maria, had lost her mother's ring, and thought that it was in one of the tamales.
I listened to my daughter read the story, and use some expression. Her voice helped me a little bit. If I had been trying to read the words, I wouldn't have known where to add expression. The illustrations were the biggest help. I could go back, and look at the pictures to piece together the story. If I had tried this exercise on my own, I would have drowned in the unknown! I needed someone to help me gain meaning, along with the illustrations. If I had to be alone for this, I would have shut down, which I imagine many students do when they are trying to listen to their teachers, without pictures or a friend who could translate for them.
In Gibbon's book, Chapter 8, Reading in a Second Language, before, during and after reading strategies are discussed that show how to support 2nd language learners comprehension of texts. The checklist we created on September 9th, gave examples of supports and challenges in selecting appropriate texts, and how to make them more meaningful for ELLS.
I got frustrated, laughed and took the book from my daughter, so that I could see the pictures as she read the words. Even then I guessed at what was happening on each page. I could tell there was a problem on one of the pages by the girl's expression, and then the way she looked at the tamales, I had a feeling she would have to eat them to solve the problem. All of the children helped, but they couldn't find what they were looking for, so the girl had to tell her mother what she did wrong. Then they all helped make more tamales. My daughter had to tell me that the girl, Maria, had lost her mother's ring, and thought that it was in one of the tamales.
I listened to my daughter read the story, and use some expression. Her voice helped me a little bit. If I had been trying to read the words, I wouldn't have known where to add expression. The illustrations were the biggest help. I could go back, and look at the pictures to piece together the story. If I had tried this exercise on my own, I would have drowned in the unknown! I needed someone to help me gain meaning, along with the illustrations. If I had to be alone for this, I would have shut down, which I imagine many students do when they are trying to listen to their teachers, without pictures or a friend who could translate for them.
In Gibbon's book, Chapter 8, Reading in a Second Language, before, during and after reading strategies are discussed that show how to support 2nd language learners comprehension of texts. The checklist we created on September 9th, gave examples of supports and challenges in selecting appropriate texts, and how to make them more meaningful for ELLS.
Entry #3 Oral language and the reading process
I found this quote in Marie Clay's Literacy Lessons Part 1 (2005) :
"Some children will transition into school from homes or preschools that emphasize speaking and oral language. While that is a great preparation for literacy learning, it may be that an emphasis on oral traditions in some cultures have severely reduced the exposure to printed language. If this is the case, the school needs to deliver extra opportunities for engaging with print, approaching this with due cultural sensitivity."(p.6)
I think this statement is true for many of our students today. Many cultures value family outings and fieldtrips, using and promoting language development through experiences. The school needs to be the bridge for students to connect their oral language skills to printed langauge. High exposure to quality literature and opportunities for students to share their thoughts and ideas is crucial for the possible lack of print experience in the home. If a child comes to school as a preproduction, early production or speech emergent ELL the teacher needs to point and label images or objects, use simple sentence structures, and provide many opportunities for the child to hear and practice language at school. Simple sentence structures gradually progress to more complex language structures. This oral language growth can develop quickly, or take up to 5 years to become more fluent. Initially, ELLS input of language will be stronger than their output, verbally and in print, but eventually in a secure environment, the students will transfer what they hear into what they say and write. Skills that will help students transfer oral language to print are phonemic awareness, phonics, vocabulary, comprehension and fluency (National Reading Panel). These skills can be taught in isolation at times, but prove to be acquired more deeply within meaningful context.
Information gathered from Marie Clay's book, Literacy Lessons Part 1, Hill and Flynn's Classroom Instruction That Works With English Language Learners, and Freeman and Freeman's Essential Linguistics.
"Some children will transition into school from homes or preschools that emphasize speaking and oral language. While that is a great preparation for literacy learning, it may be that an emphasis on oral traditions in some cultures have severely reduced the exposure to printed language. If this is the case, the school needs to deliver extra opportunities for engaging with print, approaching this with due cultural sensitivity."(p.6)
I think this statement is true for many of our students today. Many cultures value family outings and fieldtrips, using and promoting language development through experiences. The school needs to be the bridge for students to connect their oral language skills to printed langauge. High exposure to quality literature and opportunities for students to share their thoughts and ideas is crucial for the possible lack of print experience in the home. If a child comes to school as a preproduction, early production or speech emergent ELL the teacher needs to point and label images or objects, use simple sentence structures, and provide many opportunities for the child to hear and practice language at school. Simple sentence structures gradually progress to more complex language structures. This oral language growth can develop quickly, or take up to 5 years to become more fluent. Initially, ELLS input of language will be stronger than their output, verbally and in print, but eventually in a secure environment, the students will transfer what they hear into what they say and write. Skills that will help students transfer oral language to print are phonemic awareness, phonics, vocabulary, comprehension and fluency (National Reading Panel). These skills can be taught in isolation at times, but prove to be acquired more deeply within meaningful context.
Information gathered from Marie Clay's book, Literacy Lessons Part 1, Hill and Flynn's Classroom Instruction That Works With English Language Learners, and Freeman and Freeman's Essential Linguistics.
Entry #2 My writing instruction experiences
As a child, I remember a 3rd grade teacher that encouraged free writing.This was in the 60's. I embraced this by writing silly poetry, plays, and childhood experiences. Another teacher in 4th grade loved to get letters from students throughout the summer, so again, I did a lot of pen pal letters to Mrs. Ritchie. Then I remember a lot of workbook and breaking down words, identifying them and using the words correctly within sentences. Not much freedom or creativity there. My junior English teacher open the door to creative writing again: narrative, pursuasive, etc. and made writing fun. I think I had a mixture of learning/word recognition, and acquisition/sociopyscholinguistic experiences; more of the learning view. I wish I remembered more writing for meaning. I probably would have developed more voice and creative writing skills. I remember finding my college entrance essay and cringing at the lack of energy or personality. I just wrote gramatically correct sentences that barely "scraped" my surface. I remember getting a list of spelling words to learn how to spell and write in sentences. Lots of dictionary work. The teacher showed you a writing format, and you wrote using that format. Every piece was completed and graded. Most topics were selected by the teacher or from the basal series we were reading. I remember liking to write as a child, but lost interest gradually as I began to read extensively. Taking the writing classes at Regis has awakened my skills and interest again; writing is necessary, and helps me organize my thinking.
Essay created through personal experiences and Chapter 2 of Essential Linguistics.
Essay created through personal experiences and Chapter 2 of Essential Linguistics.
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