EDLI635 Theory and Practice of Literacy Instruction
Wednesday, December 18, 2013
Monday, December 9, 2013
ELL Reader Case Study
ELL Reader Case Study
I did my observation field work at
George R. Staley Upper Elementary School, grades 5-6, which is located in Rome,
New York. The student that I observed was a 5th grade ELL student
named Cristina Lopez. Cristina is a 10-years-old girl who prefers to be called
by her nickname “CeCe.” CeCe was born in Utica, New York. Her parents are both
from Puerto Rico who both speak little English. Her father speaks more English
than her mother does. She has one older sister that is in the 8th
grade and two younger brothers (3rd grade & 2years old). CeCe
speaks Spanish and English fluently. CeCe speaks English very well; she even
says she speaks it better than her older sister. CeCe is in Mrs. Cianfrocco’s 5th
grade class. She is the only ELL student in her class, which is a total of 21
students.
I did my observation hours with the
AIS reading teacher Ms. Lanzi. This year the AIS teachers are pushing into the
classrooms instead of pulling the students out. I think this is a great way for
the students that need extra help from the AIS teachers to be able to get the
extra help they need and not miss the lesson by leaving the room. By working
with Ms. Lanzi it really gave me the opportunity to observe CeCe in the
classroom and to work with her when the class broke up into groups. When we
broke up into groups 4 students including CeCe came to the back table to work with
Mr. Lanzi and I. CeCe spoke English very well, but sometimes struggled with her
reading. CeCe would get discouraged if she didn’t know a word and pout. I told
her to look at the words around it for clues of what the word could be. I also
told her to sound the word out. I noticed this worked very well for her. Most
of the time she ended up figuring out the word with little help, but getting
her to sound it out on her own or telling her to look for clues was the hard
part. CeCe would rather just ask what the word was instead of trying to figure
it out on her own. I did noticed after working with her for awhile, that she
knew I wasn’t going to just give her the word automatically...so she started on
her own looking for context clues or sounding out the word on her own.
The students had to listen and read
some of the passages from the chapter that they were on. Then the teacher would
ask some questions about the chapter that they were reading and the students
had to answer the question and also find the evidence that supports their
answer in the chapter. CeCe raised her hand on almost every question the
teacher asked. CeCe knew the correct answer, but sometimes struggled with what
she wanted to say. Mrs. Cianfrocco understood what CeCe was getting at and
helped her along. I thought this was great! Instead of telling CeCe she was
wrong or not giving her a chance to explain, Mrs. Cianfrocco helped her along, but
didn’t give her the answer. She encouraged her and guided CeCe in saying the
correct answer. I thought this really showed great patient.
I completed the SOLOM Proficiency
Assessment after I observed CeCe for a few weeks. Based on my observation CeCe
scored a 4 in comprehension, fluency, vocabulary, pronunciation, and grammar. I
also scored CeCe on the ELL observation rubric. I scored CeCe at the
Advance-High Level-Listening. She can comprehend many important aspects of oral
language on social and academic topics, such as main points, most details,
speaker’s purpose, attitudes, levels of formality, and inferences. She can
understand sufficient vocabulary, idioms, colloquial expressions, and cultural
references to understand detailed stories of general popular interest. I scored
CeCe at the Advanced-Low Level-Speaking. She can communicate effectively in
most daily social and school situations. She can initiate and participate in
conversations with confidence, speaking on familiar social and academic topics.
Grammar and pronunciation errors still arise but rarely impede communication.
Her speech is reasonably fluent and they are usually easily understood by
native English speakers. I scored CeCe
at the Advanced- Low-Level-Reading. She can understand main ideas, key words,
and important details in lengthier passages in a wider range of personal and
academic texts. She can understand most new words, given a clear context (she
uses context clues to figure out words she cannot read). Lastly I scored CeCe
at the Advanced-Low-Level-Writing as well. She can construct coherent
paragraphs on familiar concrete topics, with clear main ideas and some
supporting details, and with a developing sense of audience (she has a little
more trouble writing independently rather than having a little help writing her
answers with supporting evidence). Her
errors, however, rarely interfere with communication.
One strategy that I found that worked
really well for CeCe was model reading. When Ms. Cianfrocco read a chapter or a
passage out loud first and CeCe heard the correct sounds of each words allowed
CeCe to pronounce that word correctly when she read it. I think this is a great
strategy for CeCe and other ELL students. They first listen and hear fluent
readers read so they can comprehend what a fluent English-speaker/reader should
sound like. Model reading also allows the student to focus on the story and
what is being read. They can comprehend what is going on more easily than
reading the passage themselves. I noticed this worked really well for CeCe…when
Ms. Cianfrocco read a passage out loud and asked questions CeCe easily answered
the question correctly. When CeCe had to read independently she still raised
her hand to answer the question but often struggled with answering it
correctly. I think by model reading CeCe was able to focus more on what was
going on in the chapter rather than focusing on reading the words correctly.
I don’t know if this is a strategy,
but I think it is a great thing that Ms. Cianfrocco did with CeCe. Having great
patience, during one of the lessons I really noticed this. I know being a
teacher requires you to have patience, but I really noticed this worked for
CeCe. Ms. Cianfrocco continually called on CeCe… waited and guided her if she
needed help in answering the questions. I think this is a great strategy to
keep CeCe interested and motivate in learning. Ms. Cianfrocco didn’t just give
CeCe the answer when she struggled, but instead encouraged her to find and say
the correct answer. I thought this was a great way to motivate CeCe.
Overall I had a great experience
working with CeCe and observing Ms. Cianfrocco’s class. I really enjoyed
working with the AIS reading teacher Ms. Lanzi as well. Working with Ms. Lanzi
really gave me another look at teaching all together. Pushing into the
classroom instead of pulling the students out is a great idea I think. Now the
students can work with their peers and follow along with the teacher instead of
being removed from the classroom. I don’t think I would have got to spend as
much time with CeCe if we had to pull her out instead of coming into the
classroom and working with her. I got to work with her and also observe her at
the same time! I think that Ms. Cianfrocco and Ms. Lanzi are both great
educators and have some great strategies for both ELL students and native
English –speaking students. I would have liked to see Ms. Cianfrocco encourage
CeCe to practice her Spanish as well. I think it is an awesome talent to speak
another language. Ms. Cianfrocco doesn’t speak Spanish, but maybe encourage
CeCe to speak both at home or even allow CeCe to teach the class a Spanish word
a week maybe. I think this could be a cool thing to bring to the classroom. This
field work was overall a great experience which taught me many new exciting
things.
Monday, November 25, 2013
Week 11 Reading and Writing in Content Areas
Learning Task and
Assignment#2
- Read the article, Seven Literacy Strategies that Work.
- Choose one from the seven strategies mentioned in the article.
- Explain how this strategy can be employed in the classroom.
- Find a scholarly article to support your rationale. Share a lesson plan (research one online) that use this particular strategy to enhance students' learning in reading.
Read-Alouds
Read-Alouds can be fit into any classroom at anytime and it’s
FREE! Some benefits from read-alouds/shared readings is that it can motivate
students to read more and improve their reading and writing vocabularies.
Teachers can fit read-alouds in any lesson at any grade level. Teachers can
begin the lesson with this strategy to get their students motivated and excited
to learn. Read-alouds/shared reading builds on students understanding and
fluency.
Take a look at this article!
http://www.educationworld.com/a_curr/profdev/profdev083.shtml
Here is an example of a read-aloud lesson
http://www.readwritethink.org/classroom-resources/lesson-plans/catching-reading-through-interactive-241.html
Here is an example of a read-aloud lesson
http://www.readwritethink.org/classroom-resources/lesson-plans/catching-reading-through-interactive-241.html
Thursday, November 21, 2013
Week 7 Building Vocabulary
Learning Task#1
Anticipation Guide
What Do You Do (What does
your cooperating teacher do)?
Fluency (the ability to read accurately, with proper phrasing
and intonation, and to understand what you're reading) and word study (the
ability to decode words and understanding their meaning) are key concepts in
intermediate-grade reading programs. Consider how you teach and provide
opportunities for practice in these areas (if you do not teach currently, draw
upon the observation experience or personal experience). Complete the Fluency and Word Study Chart (PDF), outlining
how your literacy program (or cooperating teacher’s program) advances students'
reading fluency and word development.
Think about these questions before completing the Fluency and
Word Study Chart:
• What texts and
materials do teachers have in their classrooms that support students'
development of fluent reading?
The classrooms that I am observing have many books in
each of them for the students to read and practice their fluency. They also
have vocabulary charts around the room that they add to each week. I think this
is a great strategy to use, because the students can always look at these
charts and refer to the words whenever they need to. Also the AIS reading
teacher pushes into the classrooms for the students who need extra help.
• How do they select
vocabulary to teach in all areas of your curriculum?
The teachers follow along with the modules that are
provided. Also, the teachers introduce new vocabulary that goes hand-in-hand
with the stories that they are reading. The students use their notebooks to add
new and difficult vocabulary to their vocabulary charts (while they are reading
independently).
• How much time do
they allocate to word study?
Each day the students follow a daily routine that
includes this in each lesson. The teachers also have the students define and
make sentences (for homework) using the words they wrote in their vocabulary
charts.
• What
word study routines do they teach and encourage their students to use?
The teachers encourages the students to try and sound out
the words they are struggling with. They also teach the students to break up
the word (first reading the first part of the word…then the second…then putting
it all together). Another routine the teachers do is having the “vocabulary
chart.” The students add vocabulary words that they are struggling with to this
chart. Then for homework they have to define the word and use it into a
sentence. Lastly the teachers always go over new vocabulary words that may be
difficulty in the next chapters before reading them.
• How do they
differentiate instruction and tasks based on their students' needs?
The students who need extra help work in small groups
with the AIS reading teacher. The AIS reading teacher pushes into the
classrooms instead of taking the students who need extra help out of the
classrooms now. I think this is a great technique to use. The students who need
extra help get to stay in the classroom and follow along with the class. If
they are struggling or need help the AIS teacher is right there to help. Also
the teacher is always there to help as well.
Learning Task#2
Watch video clip segment#1 onFluency and Word Study
In
the first segment, Professor Allington discusses practices that improve
fluency: providing students with texts they can easily read, giving students
extended time to read, and teaching students to monitor their own
comprehension. (If you are watching the video in segments, you will find
this image at the beginning of the video.)
Assignments#2
1. How can you ensure that
your struggling readers have access to texts they can easily read?
Teachers can ensure that your struggling readers
have access to texts they can easily read by having books that are ready for
students to read that they are interested in reading and able to read. One example
in the video was a teacher had a collection of different books in her room that
were categorized by genre. Then the students had to choose a book that was “just
right.” This is a very important step. Students who choose books that are too
difficult will get discouraged, and students who pick books that are “too easy,”
will not be practicing and building on their fluency. Students need to practice
reading so they can build their fluency.
2. How can you foster a
learning environment in which students have many opportunities to practice
reading?
One way you can foster a learning environment in
which students have many opportunities to practice reading is creating a
library of books. You can create a library of a combination of different books
for the students to read. You will be spending the same amount of money buying
25 books that are the same and buying 25 different books. This way you will
have a collection of different books that the students can read and become interested
in. Students who are intreseted in reading a book will be more engaged and
willing to practice their reading fluency.
3. Describe ways in which you
can model fluent reading in your classroom throughout the day.
One way you can model fluent
reading in your classroom throughout the day is reading out loud to your class.
This will allow the students to practice while they are following along while
you are reading. Also the students will be able to easily comprehend the story
because they can focus more on that then reading and decoding the words that
they are struggling with.
Tuesday, November 19, 2013
Week 10
Learning Task and
Assignment #1 Watch the video and answer the following questions
Workshop 6. Teaching
English Language Learners
Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jiménez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.
Changing classroom demographics call for a range or teaching strategies. In this session, literacy expert Robert Jiménez discusses strategies teachers can use to create a successful learning environment for all students, while supporting English language learners. Classroom examples illustrate the research.
Segment
1: Where do I start?
1.
How can teachers' expectations of ELLs affect students' learning
and performance?
Some
teachers believe that ELL students are not going to perform well and they are
going to fall behind. Teachers need to be positive and change their view on ELL
students. Teachers have to believe that every child is capable of being successful.
2.
How can you use what you already know about literacy instruction
and your English language learners to enhance their learning?
Teachers
should use their knowledge and experience that they all ready know and enhance
all their students to learn. Teachers should have the same expectations for all
their students no matter what their students backgrounds are. Teachers should
apply the same principals to teach ELL
students as they do to their English-speaking students.
Segment 2: How can I build on what English language learners
bring to the classroom?
1.
Think about your ELLs. What ideas from the video might be useful
in your classroom?
I
would use the group sharing in my classroom. I really liked the idea of the
students having “show-in-tell.” It allowed them to tell stories and share their
lives with the entire class.
2.
How can you ensure that ELLs and their English-speaking peers
have equal access to the curriculum?
To
ensure that ELLS and their English-speaking peers have equal access to the
curriculum is for the teacher to have the same expectations for all students.
The teacher has to apply the same principals to all students equally.
3.
How can you support students in maintaining their first
language?
In
the video the teacher told a student that she is special for knowing two
languages. I think this is a great way to support her student in maintain their
first language. I think that it is very important for teachers to tell their students
that it is great that they know two languages. To teach their students to have pride
for whom they are and where they came from.
Segment
3: How can the classroom context support ELLs?
1.
How can you use multicultural literature to support ELLs in your
curriculum?
Teachers
can build libraries in their classrooms. Fill the libraries with books that
students want to look at and want to read. Make sure they include books that
are bilingual and fill the classroom with many culturally authentic materials
as possible. So the students can make connections with the materials and their
everyday lives.
2.
How does your classroom reflect the nature of the community
itself as well as materials written by the students?
Teachers
should include the community itself into the classroom because these are the
students everyday lives. This allows the students to make connections with
their everyday lives to school and what they are learning.
3.
How can you group students so that they use their native
language to support their language and literacy development?
Students
that are grouped with their peers that share the same background give students
confidence and comfort. They can relate to one another, because they understand
what it is like learning a new language. Working with someone who has shared
the same experiences builds self confidence and comfort.
Segment
4: What
are some strategies for teaching ELLs?
1.
What aspects of reading development are most critical to address
when instructing ELLs?
Some
aspects of reading development are most critical to address when instructing
ELL are reading comprehension, drawing conclusions and interferences. It is
important that students understand how to link and comprehend what they are
reading and how it relates to them. Teachers can choose topics that are easy
for ELL students to relate to.
2.
How can modeling oral reading support ELLs?
Modeling
oral reading can help support ELL students because the pressure is off them.
They can focus more on comprehending than trying to read and comprehend at the
same time. It allows them to practice comprehending by visualizing, and hearing
the new vocabulary words as they follow along.
3.
What strategies can you use to teach students how to figure out
and remember unknown words?
One
strategy that you could teach your students to figure out a word, is to look at
the words around it and use them to figure out the word (context clues). What
information do you all ready have in the text that could help you figure out
that word. Then put the word into a sentence and see how it sounds. Also,
teachers should write down the new vocabulary words that they are introducing
to the students so they can refer back to these words. This will help to remember
the words, because the students can refer back to them and remember them. Spoken
words tend to be forgotten quickly.
4.
What are some strategies you might use to encourage students' to
maintain their native language as they develop literacy in English?
One
thing I would do is constantly tell the students that it is a great thing to
know two languages and have them practice their native language as much as they
can. I could have them compare and translate the new vocabulary (English words)
into their native language weekly. But most importantly I would tell them over
and over that they are unique and special to have the ability to speak two
languages.
Assignment #2
Video
http://screencast.com/t/q7mURjsNcqP
Assignment #2
Video
http://screencast.com/t/q7mURjsNcqP
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