The videos presented many similarities in the instruction of literacy to bilingual students. The teachers in both videos both served as English speaking models for the students. They spoke slowly and clearly in order to model appropriate grammar and pronunciation in the classroom. Another important strategy that was present in both videos is the focus on increasing student motivation through activities that build self-confidence. In the first video, the school increased student motivation by offering students choices. Students were allowed to choose the activities they wanted to join (e.g dancing or soccer). The video shows that even though students initially struggled with the skills in some of these activities (e.g dance moves), when they were able to master it at the end, this made them feel happy and good about themselves because they were able to succeed. It is important to provide students with choices because it increases their chances to succeed. When they succeed, it improves their confidence. This confidence is brought into the classroom and influences their ability to learn.
In the second video, student motivation was achieved by incorporating their culture into the curriculum. We saw how students became much more engaged when they were relating the new material with their culture. Students were able to make connections and share their prior experiences with the class. It was clear that the lesson was interesting and meaningful to the students. When teachers acknowledge the students' cultures, it sends the message to these students that they are valued and respected. As a result, this increases students' self confidence, engagement and motivation.
Another similarity found in both videos, is the use of visual aids in the classroom and during instruction. In both classrooms, there were posters, word walls, and illustrations for the students to refer to. In the first video, the teacher uses pictures and a letter mat with a talking gadget to teach letter sounds. In the second video, the teacher uses a Venn diagram to compare two different communities. A graphic organizer is an effective tool to use when teaching ELLs new material. It serves a visual aid and enhances their comprehension of the new material.
I also observed the use of cooperative learning activities in both videos. For example, in the first video the teacher paired up the students to read. In the second video, the students worked in small groups to complete a Venn diagram. I think cooperative learning activities are important for ELLs because it allows them to rely on their peers for support. It also provides them with the opportunity to practice speaking the new language. For ELLs it is more safe and comfortable to speak the new language in small groups, rather than in front of the whole class.
Assessment was also carried out in both videos. Both teachers assessed students using questioning. Technology was used by the teacher in the first video to assess students and provide individualized assessments. In the second video, the teacher displays a student's portfolio and explains the different types of assessments used in her class. The portfolio includes students scores on a range of assessments: phonemic awareness, phonemes, rhymes, word works, running records etc.)
Sunday, October 22, 2017
WEEK 6: APPROACHES WITH FOCUS ON ORAL DISCOURSE
Approaches with Focus on Oral Discourse pg 130
Our text "Literacy and Bilingualism", addresses several different approaches that will aid bilingual students with oral discourse.
Dictogloss, Vocabulary Connections, Language Experience Approach, Show Not Tell
Which approaches would you choose to you use in your classroom with students.
Explain why these methods would be purposeful.
I think all the strategies in this chapter (dictogloss, vocabulary connections, language experience, and show and tell) are effective ways to improve language development. I especially like the vocabulary connection approach. I think it helps to build vocabulary and increase comprehension in content areas. Building vocabulary is especially important to English language learners because these students know a few words in English compared to their monolingual peers. Hence, teachers should focus on developing vocabulary because it is important to their success in the content areas.
I think it is easier for ELLs to learn social English than it is for them to learn academic English. Academic English needs to be taught by focusing on vocabulary development. Hence, I think using the vocabulary connection strategy is beneficial to ELLs. I would use this strategy before having the students read a text. I would incorporate it in the following way...
1. I would pre-teach the vocabulary by selecting crucial words to the understanding of the text and teaching these before the reading.
2. I would teach students how to use prefixes and suffixes and focus on cognates to determine the meaning of these words.
3. I would have students work in small groups to look up the definition of these words using dictionaries. Students would be asked to explain the meaning of each vocabulary in their own words. They would also have to provide examples to assess their understanding of each word.
4. I would ask students to draw pictures of each vocabulary word. This is a great way to help students make the connection between oral and written words.
5. I would ask students to repeat each vocabulary a few times in order to practice pronunciation of each word.
6. Then I would have students read the text and summarize the text using the new vocabulary words they learned.
After the lesson, I would post these words on the word wall in the classroom.
Our text "Literacy and Bilingualism", addresses several different approaches that will aid bilingual students with oral discourse.
Dictogloss, Vocabulary Connections, Language Experience Approach, Show Not Tell
Which approaches would you choose to you use in your classroom with students.
Explain why these methods would be purposeful.
I think all the strategies in this chapter (dictogloss, vocabulary connections, language experience, and show and tell) are effective ways to improve language development. I especially like the vocabulary connection approach. I think it helps to build vocabulary and increase comprehension in content areas. Building vocabulary is especially important to English language learners because these students know a few words in English compared to their monolingual peers. Hence, teachers should focus on developing vocabulary because it is important to their success in the content areas.
I think it is easier for ELLs to learn social English than it is for them to learn academic English. Academic English needs to be taught by focusing on vocabulary development. Hence, I think using the vocabulary connection strategy is beneficial to ELLs. I would use this strategy before having the students read a text. I would incorporate it in the following way...
1. I would pre-teach the vocabulary by selecting crucial words to the understanding of the text and teaching these before the reading.
2. I would teach students how to use prefixes and suffixes and focus on cognates to determine the meaning of these words.
3. I would have students work in small groups to look up the definition of these words using dictionaries. Students would be asked to explain the meaning of each vocabulary in their own words. They would also have to provide examples to assess their understanding of each word.
4. I would ask students to draw pictures of each vocabulary word. This is a great way to help students make the connection between oral and written words.
5. I would ask students to repeat each vocabulary a few times in order to practice pronunciation of each word.
6. Then I would have students read the text and summarize the text using the new vocabulary words they learned.
After the lesson, I would post these words on the word wall in the classroom.
WEEK 5: APPROACHES WITH FOCUS ON READING
Literacy and Bilingualism: Chapter 5: "Approaches with Focus on Reading" pg. 82
Several strategies are provided to help build your students focus on reading. Pick a strategy and explain how and why you would use it in your lesson.
I
would incorporate the reader-generated questions as a strategy to use to
improve reading. ELLs have a hard time understanding what they read.
This strategy forces them to activate their thinking and assess their
own understanding as they read. In my classroom, I would first explain
the strategy and then model it with a short text on the smartboard. I
would model by reading the title and using think aloud to discuss what I
know about the topic, make prediction and inferences about the text.
Next, I would preview the text and using think aloud discuss how I gain
meaning through text pictures, heading and bold text. After
previewing the text, I would generate questions about the text. Then, I
would read the text out loud. As I read, I would look for answers to
my question by underlining important or relevant information that will
help answer my questions. Then, I would provide an opportunity for
guided practice by offering another short text. If I feel the students
have learned the skill, then I would have them work independently with a
partner to read a third text using the skills I already taught. I
really like the reader generated strategy because it allows students to
read with a purpose and monitor their understanding throughout the
reading. Hence, improving their reading comprehension.
Several strategies are provided to help build your students focus on reading. Pick a strategy and explain how and why you would use it in your lesson.
WEEK 5: TEACHING ELLs HOW TO READ
What do you think are the main differences between learning to read in a first language and a second/subsequent language?
How would you approach teaching of reading to young ELLs and adult ELLs? Would it be the same or different?
How would you approach teaching of reading to young ELLs and adult ELLs? Would it be the same or different?
I
think that the main difference between learning to read in the first and
second language is the phonological awareness. It is not the same for
both languages. For example, some phonemes may not be present in the
student's native language. This can make it difficult for the student
to pronounce the words and figure out its meaning. For ELLs it can be
very challenging to manipulate the sounds of words they are not familiar
with. It is also challenging for the student when the letters look the
same (as is the case for Spanish and English), but have different
sounds. For example, the vowels in Spanish and English are the same,
but have different sounds. I think that even when the student is
literate in his/her language, these factors make it difficult for the
student to decode or spell words in the new language. Another difference
about learning to read in the first and second language is vocabulary.
When people learn to read in their native language, they already know a
substantial amount of vocabulary simply from being around people that
speak their native language. This makes it easier for them when they
learn to read in their first language. They already speak the language
fluently, while someone who is learning to read a new language can
barely speak it or knows very few words.
I think that I would use different resources to teach young and adult ELLs. However, I would teach groups of students the same skills. For someone who is learning to read phonological awareness is very important. I would use narratives, songs, poems, read alouds and chants to build phonemic awareness in young ELLs. I would use pictures, games and context clues to teach them vocabulary. For my adult ELLs, I would have them read interest text that they can relate to, so that they can become more motivated to learn. I would use audiobooks to help build vocabulary. By hearing and seeing the words in context at the same time, they will be able to pick up its meaning and gain fluency. For both groups, I would pre-teach vocabulary,provide many opportunities for guided oral reading and create phonemic and phonics activities. I would focus on words that have the same root word in English and in the student's native language, like family and familia. I would also teach students how to use prefixes and suffixes to figure out the meaning of words. These things are necessary for students who are learning to read, regardless of age.
I think that I would use different resources to teach young and adult ELLs. However, I would teach groups of students the same skills. For someone who is learning to read phonological awareness is very important. I would use narratives, songs, poems, read alouds and chants to build phonemic awareness in young ELLs. I would use pictures, games and context clues to teach them vocabulary. For my adult ELLs, I would have them read interest text that they can relate to, so that they can become more motivated to learn. I would use audiobooks to help build vocabulary. By hearing and seeing the words in context at the same time, they will be able to pick up its meaning and gain fluency. For both groups, I would pre-teach vocabulary,provide many opportunities for guided oral reading and create phonemic and phonics activities. I would focus on words that have the same root word in English and in the student's native language, like family and familia. I would also teach students how to use prefixes and suffixes to figure out the meaning of words. These things are necessary for students who are learning to read, regardless of age.
Sunday, October 1, 2017
WEEK 4: WRITING STRATEGIES FOR ESL STUDENTS
Link to video: https://www.youtube.com/watch?v=Gd3ezbUBbLo
The video offers many writing strategies that are effective in assisting ESL students during the writing process. I actually use these writing strategies in my classroom. In my classroom, I have a word wall that students refer to during reading and writing activities. This benefits the students because it builds their vocabulary, which in turn, improves their writing and reading comprehension.
Another writing strategy that I incorporate into my lessons is the use of graphic organizers. Graphic organizers are especially beneficial to ESL students because this group of students are visual learners. These templates allow the students to use a visual representation to brainstorm ideas and structure their writing. I have my students use a graphic organizer during the pre-writing. This is a great way to help students plan their writing.
Also, it is important to provide opportunities for ESL students to partner up and interact with their peers during the writing process. For example, I use think-pair-share to prepare my students for a writing activity. This facilitates their writing by allowing them to think about the topic, brainstorm ideas, and formulate their thoughts with the help of a partner. In addition, it helps ESL students build vocabulary and practice their oral skills.
The video offers many writing strategies that are effective in assisting ESL students during the writing process. I actually use these writing strategies in my classroom. In my classroom, I have a word wall that students refer to during reading and writing activities. This benefits the students because it builds their vocabulary, which in turn, improves their writing and reading comprehension.
Another writing strategy that I incorporate into my lessons is the use of graphic organizers. Graphic organizers are especially beneficial to ESL students because this group of students are visual learners. These templates allow the students to use a visual representation to brainstorm ideas and structure their writing. I have my students use a graphic organizer during the pre-writing. This is a great way to help students plan their writing.
Also, it is important to provide opportunities for ESL students to partner up and interact with their peers during the writing process. For example, I use think-pair-share to prepare my students for a writing activity. This facilitates their writing by allowing them to think about the topic, brainstorm ideas, and formulate their thoughts with the help of a partner. In addition, it helps ESL students build vocabulary and practice their oral skills.
| think-pair-share |
 | ||||
| word wall |
 |
| graphic organizer |
WELCOME!
Hello Everyone!
Welcome to my blog. Here, you will learn about literacy instruction for bilingual and ESL students. I will be posting my thoughts and sharing everything I learn in my EDLI634 class. Hope you enjoy reading my blog and feel free to leave your comments!
Welcome to my blog. Here, you will learn about literacy instruction for bilingual and ESL students. I will be posting my thoughts and sharing everything I learn in my EDLI634 class. Hope you enjoy reading my blog and feel free to leave your comments!
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