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Comment on Reading Instruction for English Language Learners by Abdulkadir

Abdulkadir — Wed, 21 Mar 2012 15:42:08 +0000

As a whole, our school is nvoimg toward more common understanding and goal setting in the literacy area. Our Communities of Practice time has been focused on literacy all year. We are at the point now where we have heard the speakers, discussed what it looks like in our classrooms, implemented instructional timelines and now we are plugging in additional assessments. All of this is using the Fountas and Pinnell program as the guide.On Friday, Kindergarten along with 1 or 2 PreK teachers met for our focused session. We were asked to bring some activities we use that work on Phonemic Awareness. First we did a think pair share on each of the 5 Components. The question came up Is phonemic awareness really the most important part of K literacy. None of us was comfortable with that. We teach all components albeit they may look a bit different from upper grades. We can comfortably give a nod to PA as the strongest because we have to get the most basic skills out to them in order for students can meaningfully navigate text. We do teach the other components and rattled off lists of ways we do this each and every single day. Our basic skill and drill work is in phonics and phonemic awareness. A huge early childhood activity is Read Aloud/Interactive Reading. The teacher models fluency. The students imitate this while reading pocket charts etc. We directly teach vocabulary in all areas of the curriculum with special attention to the vocabulary of our books. We know that content vocabulary is a big piece as well. As for comprehension, Interactive Read Aloud is our strongest ally. We pull out carefully selected pieces of a story and illustrations in order to go deeper in our understanding of the author’s message. These books can be revisited over and over again with new and precious bits of text and illustrations highlighted. We also teach plenty of phonics while developing an ear for the sounds in words.We finally met as a K-2 group and shared our discussions. Everyone agreed that the 5 Components work together. It was interesting that Gr 1 was focusing on Phonics as they teach the students more about decoding words by using what they already know about letters, sounds, and how they work. That piece is really emphasized in Gr 1, but again, everything is taught. Gr 2 brought the whole discussion back to developing a rich vocabulary, and a stronger look at fluency. Every group recognized that comprehension of all text, whether read by themselves or by others, was the most important goal. One of our Gr 2 teachers (who happens to teach math and science in the morning and coordinates math work for the school in the PM) voiced the question of what the lower grades are teaching. It is clear that we need to have across grade level PD to better understand how students were prepared before they came to us. As an example, a Gr 1 teacher once voiced surprise that K students had been taught how to write lower case letters. They don’t do a very good job at it, especially since preschool experience has them only using upper case for the first 5 years tough to break bad habits.

Comment on English Learners Improve Their Essays About Theme by Giovanna

Giovanna — Wed, 21 Mar 2012 05:24:04 +0000

I think that one of the biggest isuses for English language learners is trying to accurately communicate with those who do not speak their native language. I have never been to another country, so I do not know what it would be like to be surrounded by people who did not speak the same language that I did, but I imagine that it would be really frustrating. Sometimes it is frustrating on my end of the conversation, trying to understand exactly what a foreign person is asking when a question arises, so I can only imagine how they feel. Another issue for them may be trying to figure out how to hold onto their native culture and still adopt some of the ways of the English culture so that they can better adapt to their surroundings. This can be a very confusing and frustrating experience, especially when they are constantly surrounded by the second culture on a day to day basis. It could also be that the English language learners are forced to forget their native culture altogether. Some schools may not be open to other cultures and may try to force students to forget about their native culture and adopt the mainstream culture’s views. This can be very hard for children and can also impede their ability to learn English.There are many ways that one can address these isuses. It is important to be understanding of other cultures and not become frustrated as they try to communicate with you. It is probably a lot harder for them to try to come up with the words to say than it is for you to try and comprehend what they are saying. It is also important to be open to other cultures and want to learn about them. We cannot just force the English language on them. If we allow them to retain some of their native culture, then they will be able to adopt the English language more quickly. It is easy to look down on others when we are not the ones struggling to learn something new, but what everyone needs to remember is that if the situation were reversed, you could be in the same situation as the English language learners, just in another country learning a different language.

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