Blog # 9
Learning Vs Acquisition

Directions:

Label each activity (L) for learning/word recognition or (A)

for acquisiton/ sociopsycholinguistic view. Some activities

can have both labels. Be prepared to explain your choices.

The students:

_L__ look up words in the dictionary to write

          definitions

_A__ make a Venn diagram to compare two stories

_L__ practice sounding out words

_L__ read in round-robin fashion

_L__ correct peers when they make a mistake during reading

_A__ identify words on a big book page that start with the same sound

_L__ group cards with classmates' names by a criterion on such as first or last letter

_A, L__ write rhyming poetry and then discuss different spellings for the same sound

_L__ ask the teacher how to spell any word they don't know

__A_ read a language experience story they have created with the teacher

_A,L__ work in pairs to arrange words from a familiar chant into sentences

_L, A__ divide words into syllables

_L__ on a worksheet, draw a line from each word to the picture that starts with the same sound

_L__ make alphabet books on different topics

The teacher:

_L__ pre-teaches vocabulary

__L, A_ does a shared reading with a big book

_L__ makes sure that students read only books that fit their level

_L__ has students segment words into phonemes

_A__ writes words the students dictate for a story and has students help with the spelling of difficult words

_L__ asks students to look around the room and find words starting with certain a letter

_A__ uses decodable texts

_A__ sets aside time for SSR (sustained silent reading) each day

_L, A_ teaches Latin and Greek roots

_A__ has students meet in literature circles

__L_ conducts phonics drills

__L_ chooses predictable texts

_A__ teaches students different comprehension strategies

_L__ does a picture walk of a new book

_L__ uses a variety of worksheets to teach different skills

Teachers that believe that language is acquired teach students

methods to use during independent reading and writing. They

model the skill the students should demonstrate. Then the students

do the majority of the reading and writing silently then in

shared classroom discussion discuss comprehension of skills. They

are more concerned about the thought behind what is

written and not necessarily concerned with grammatical

correctness. The thought that authentic learning is done by doing

and then anything that needs to be corrected is done afterwards.

Teachers that subscribe to the learned language approach teach

skills prior to reading or writing. They pre-teach vocabulary,

phonetics and correct students immediately as they read and write

orally. The thought process is that skills learned incorrectly are

harder to correct.

  
Blog # 10 Homework

The information read this week serves to enforce my theology of the purpose of homework and its importance. It also highlights the home issues that cause the homework process to occasionally break and not be as effective as one would hope.

During the Ice Cream Social and throughout the year I find myself explaining to the parents and my students what my expectations of homework are. The third grade team also sends home this information in our parent letter. I painstakingly ensure that I only send home practice of what was taught during the day. I explain that we learn this information and practice it in class, the homework assess the fact that they can retain the information once they have been separated from the information for a few hours. When they turn the assignment in I review it faithfully during my first PD and determine if the subject is to be revisited by the entire class or if I need to pull small groups to reteach the skill. I ask the parents to ensure that their children do the homework but to refrain from doing the homework for them. I explain that I cannot effectively assess what a student retains or  may need more intensive teaching in. I need a complete picture of classwork combined with homework. I do limit the amount of homework and only send home the minimal amount of items that need to be practiced. Reading homework consists of the skill of reading and math the skill we just learned. I give only the smallest number of problems to give me that data required.

     I have a pretty firm homework policy and within the first month of class I normally have 100% compliance. The first missed assignment results in lost recess which is used to have the student complete the missed assignment. The next missed assignment results in losing recess and they call home and explain it to their parents. The third missed assignment (I almost never have anyone go to this point) results in loss of recess, phone call home, and having to stay after school to complete the new assignment. This may seem a little strict, but as long as I'm consistent in the policy, my students and parents comply. At first, I sure my students just don't want to lose recess, after a while they realize just how much they are learning and the benefit of homework.

           The biggest element that is sometimes challenging is to be able to get all the homework graded prior to lunch. That way I have enough information to use the data I've gathered to drive my instruction. I do occasionally have to remind parents to support but not do their children's homework. Good parent /teacher communication is essential to the success of this conversation. I try to call every parent at least once a month to let them know how their student is doing in class. I break up my class list into 4 groups and usually call a group on Sunday evening. I find that when we talk about all the success their child is having it makes it easier to discuss area that may need to be worked on.

I agree that just giving homework as busy work or not reviewing and returning the homework in a timely manner is a waste of time and paper. The use of homework is ineffective unless the information can be used to gather data that guides instruction. In my case the data not only drives instruction for the whole class but I find it invaluable when creating a plan for each individual student.

 
    

Blog #5 - Guiding Questions



King Tut: Lost ...And Found                                  Time Warp Trio - TUT TUT
by Judy Donnelly                                                    by Jon Sciezka

_______NON-FICTION________________l________________FICTION____________

            Lack of background knowledge                        Lack of background knowledge

                    Facts                                                 may have issues with facts vs fiction                          

                        Vocabulary                              l                          Vocabulary_______________

                     Academic Vocabulary                              Vocabulary with pictures

                        Comprehension                      l                            Comprehension___________
         
              motivation may dictate                           Figurative language may complicate


1.  With both of these books a lack of background knowledge may interfere with students comprehension, interest on topic, and motivation.  A KWL chart, a gallery walk, or a video discussing Egypt during the time of King Tut could be used as a prereading activity as well as an activity on Hieroglyphics to increase background knowledge as well as motivation and excitement about exploring more in the book. Time for indept discussion would enhance background knowledge and encourage oral language for the diverse learner.

2.  Vocabulary presents a challenge for both non-fiction and fiction.  I believe that non-fiction presents a greater issue to diverse learners because finding picture representation, context clues, drawing pictures, and using in  meaningful sentences may not be possible with academic language so you are limited to exact definitions.

3.  Comprehension may be easier with the non-fiction book if all the prereading activities are done well because the text is sequential and fact based.  Where the fiction book is full of figurative language which may be hard for the diverse reader to understand (Cat got your tongue?).  The story line mixes modern day events and past events at the same time further complicating comprehension.  This story also mixes actual facts with imaginary ones.  It complicates discussion when you have to go back and forth.

Entry #8 - Sheltered Literacy Lesson

     During this lesson the teacher began explicit explaining the lesson, reviewing the vocabulary, and reviewing the objectives so students were focused and well aware of the expectations.  She had the students make background connections.  As she asked questions about a time when they where left waiting, she allowed the students to discuss their experiences among each other and had a few students share.  These were all the scaffold strategies that were discussed on pg 85 section tittled Before- Reading Activities in Scaffolding Language, Scaffolding Learning (Gibbons, 2002)
     During the reading activity she had the students read out loud while she instructed strategies and continuously repeated vocabulary when ever they came across the word,  Having them make connections to the meaning of the word in direct relationship with clarification and comprehension of what was happening in the story. The request of the students to share their knowledge of the birthday song was a little awkward but effective in pulling the students into what was happening in the story.  Students were allowed to make clarifications in the students first language prior to explaining the song in English. Their was wait time extended to allow for students input.  ELL learners need the extra time to translate what their are hearing in English to their native language in their brains and then to process the answer in English in order to verbalize it.
    During Post Reading she left time to review vocabulary, text and objectives.  I don't recall noticing hand on activities as recommended on page 91 of our reading in Scaffolding Language, Scaffolding Learning (Gibbons, 2002),
    I felt that with this particular class the selection of the book  was very effective in providing the students numerous opportunities to use their background knowledge in every step of the reading process.   It provided the students with plenty of  times to practice their oral language skills in a safe envirorment where they were the subject matter experts. It was also effective in providing motivation in reading which is always the number one strategy a teacher wants to help students develop.  All of these strategies of using and allowing the students to express themselves orally provides time for their brains to envelop the details in the story and providing retention of what is read. 

 

Entry #7 - Running Record/miscue Analysis

    At Roosevelt we have an unlimited amount of Spanish ELL students to choose from but we currently only have three ELL from a different language background.  I selected a boy from Jordan.  He arrived in  the United States last year as a Level 2 ELL but the ELL teacher states that he is currently a  Level 4. My running record confirmed that he is a very fluent reader as far as pronunciation of the words were concerned.  For a second grader is accuracy rate was 102 words per minute with only 2 errors both visual.  One visual error was the lack of enunciating the final letter (s) in the word which is a common error with any ELL learner and the other was mispronouncing an unfamiliar word.  The biggest issue he had was in his retell.  He basically retold the main idea and then stopped.  He did not retell any of the details and did not get the subtle nuances of the text.
    To get the closet comparison, I chose a level 4 Hispanic ELL student to administer the 2nd running record to.  She is a third grader who has been at Roosevelt since 1st grade but has missed a tremendous amount of school due to a previous heart condition.  As with the 2nd grader she began the year very low but has made great gains this year.  She did not read as many words per minute, she read 95 words per minute and also had 2 errors.  One was the same word as the 2nd grader, mispronouncing an unfamiliar word and the next was adding a word to the sentence that was not there.  She did self-correct she read man old then corrected it to old man. All her errors were in the first paragraph.  I believe this was due to her rushing.  Once she slowed down, she didn't make any more errors. Though her words per minutes were lower than the 2nd grader, her retell was more through. 
    It was obvious that the biggest difference between the two students was vocabulary knowledge.  The 2nd grader read better but he did not have the background knowledge needed to help him comprehend the text.  The 3rd grader needs to slow down when reading until she becomes a more fluent reader.  Both students definitely need more instruction in reading with prosody. They can both benefit from specific vocabulary training.  They both need  be introduced to vocabulary with pictures and charades.  The 2nd grader needs opportunities to use his newly acquired vocabulary on a daily basis adding oral language to his visual language.  I would place him in a group with very fluent speakers and readers.  I would encourage discussion within the group probably using the book club format.  During small group discussion I would bring in as many actual examples as I could i.e. pomegranates, egg rolls, egg beater or any other item that may be hard to describe or picture.  Both students could improve their words per minutes by reading out load every day at school and for at least 20 minutes at home.

Entry # 5 - Review Children's Books

Amber Brown is Not a Crayon By Paula Danzinger

This text is full of figurative language which not only would be difficult for ELL learners but also students with minimal background knowledge.

1.  They ate in China not on china.  - Bring in a piece of china and also a world map (highlight the country China) - Have a discussion - could be a compare contrast graphic - first have student read a  small paragraph on how porcelain plates became known as china and another short paragraph on the history of the country china. 

2. The vocabulary word "fortune" - bring in fortune cookies for each student, have a discussion on different types of good luck charms and superstitions i.e.. find a penny,good luck rabbits foot, step on a crack break your mother's back etc...- list them on the board, then have students select one and write a short paragraph on whether or not they believe in any of the good luck charms and why.

3.passport - Discuss passports and the need for them as documentation when they enter or leave a country.  Make pretend passports with the class, get pictures from homeroom teachers and stamp them everyday during the reading of this book as students enter and depart the classroom.when the students complete the reading questions.

4.  The vocabulary word realtor - After discussion of what job the realtor does have students role play being the seller, the buyer and the realtor - If you can purchase a suit coat from goodwill to have the realtor  wear this will add to their understanding that this is a job and that the realtor is a profession. Play money can also be used. 

Tut Tut, Lost...and Found  By-Judy Donnely

1.  Hieroglyphics - On line find the figures and the letters - students turn their own names into the figures and make a cartouche to wear during the reading of the book.

2.  To get the students to realize that the book takes place during a different time - purchase inexpensive yards of material and have students make headdress , allow them to wear them during reading- you can add motivation by handing out jewels (plastic) that they can attach to their headdress when they correctly answer the discussion questions.

3.  To help students understand the belief of  "The Land of the Dead" find a short video clip from National Geographic and play for students, follow up with a discussion again could be a compare and contrast with what we do and believe now and what they believed and did in the past.

4.  Use National Geographic magazines help students to understand the type the process of mummification. 

Entry #4 - Translation Voici comment obtenir un devis sans engagement pour la traduction d'un article de magazines ou d'une brochure

Veuillez tout d’abord sélectionner la combinaison 1. Frist thing I did was try to find any words that were similar to english and I translated those words.  Realizing that my translation may be wrong. Voici - voice, obtenir- obtain, Engagement - engagement, article - ArticleMagazine - magazine, demande- demand receverez - receive, selectioneer - selection Brochure - brouchure,Simplement - simplycombinaison- combination, selectioneer - selection, competents - components, formulaire - formula 2. Then I translated words I thought I knew the meaning of from background knowledge  ( I can read spanish) un-one, pour - for, de-of, des- of, en -in, la- the 3. Putting it all together I figure out that this article is about translating french.  But I don't understand it completely. I know from translating english into spanish that doing it word by word does not provide an accurate traslation because of the languages idomatic properties.  Whether or not an ELL learner could make heads or tale from reading in another language depends a great deal on whether or not they have a sufficient knowledge of their own language.  The only reason I could even sightly figure this out was because I have vocabulary background to connect the unknown word to a known word in my own language.  If the studnet does not have an academic background it would be next to impossible to make the connection unless it was read to then and then they might be able to connect the sounds.  It would be much simpler if some type of chardes were done while the text is read.  Picture representation would also go a long way to assist in translation.   Another thought became obvious to me while atempting this exercise.  I was very motivated to attempt this translation but the ELL students aren't always.  Motivation of the student to want to try to understand is paramount in the learning process.