This is the link to my Prezi presentation- the other one was not working
http://prezi.com/3xpwvw1v7ro2/present/?auth_key=9ettb6i&follow=avb7ouiirf7o
EDLI635 Theory and Practice of Literacy Instructio
Tuesday, May 15, 2012
Monday, May 14, 2012
Prezi- Course Review
Sara Wieder
This is the link to my Prezi presentation
http://prezi.com/3xpwvw1v7ro2/present/?auth_key=a8oh6d3&follow=avb7ouiirf7o
This is the link to my Prezi presentation
http://prezi.com/3xpwvw1v7ro2/present/?auth_key=a8oh6d3&follow=avb7ouiirf7o
Course Review
Sara Wieder
Course Review
As I look
back to the beginning of the semester, I realize how much I gained and learnt
from this course. First, I really enjoyed the video clips that provided a view
of effective literacy instruction and classrooms. These teachers integrated
various strategies and activities to build literacy and help all students learn
how to read and write.
I have
learnt various strategies to help teach English language learners. These are, a
positive outlook, encouraging them to use their native language, connection to
experience and background, multicultural literature, illustration and visuals,
and journals. In addition, classroom libraries are essential in building
literacy by providing a variety of texts available on different levels so that
all students have opportunity to read.
Furthermore,
I have learnt many comprehension strategies that I hope to teach my students in
the future. For example, small group literature discussions, response logs, mini-lessons,
and post-it strategy.
I have
learnt and gained a great deal of knowledge of how to build literacy in all
aspects, reading, comprehension, phonics, fluency, vocabulary, and writing. I
hope that all the knowledge and skills I learnt this semester will help me be
the best teacher in an English language arts classroom. I truly aspire to meet
the needs, abilities, and learning styles of all my students in the classroom
and give them all an equal chance for success in literacy. Thanks for a great
semester!
Tuesday, May 8, 2012
Keystone Unit Plan- taskstream
Sara Wieder
This is the link to my Keystone Unit Plan
https://w.taskstream.com/Unit/View/C9760C1BF14BB3EEC3EB4D9B4BA1B35E
This is the link to my Keystone Unit Plan
https://w.taskstream.com/Unit/View/C9760C1BF14BB3EEC3EB4D9B4BA1B35E
Wednesday, April 25, 2012
ELL Case Study
Sara
Wieder
April 23, 2012
ELL Case Study
The class in
which I completed my field experience is a class in an English- speaking school
in Jerusalem. All the students in this class speak and write English fluently
because all the parents are either English or American. There were no students
in the class that classified as an English language learner since all the
children speak English. On the contrary, these students would be classified as
a Hebrew language leaner because they are learning Hebrew. Therefore, I
observed an English language learner in a different setting.
Simon Hus is
six years old and lives in Jerusalem, Israel. His farther is European and his
mother is American. Simon speaks Hebrew at home and to his peers and teachers
in school. Yet, since Simon’s mother is American she does speak a little
English. Furthermore, Simon overhears conversations that his mother has with
family and friends in English. Simon attends a Hebrew speaking school which
doesn’t teach any English at all. However, at the beginning of this school
year, Simon’s mother decided that she would like her son to know English. She
hired a private and bilingual English tutor/teacher that has many years’
experience teaching English. Simon learns English four times a week after
school for a one hour session.
Simon is an
extremely bright and gifted child. Speaking to his other teachers, I was
notified that he is an almost 100% average student in all subjects. Yet,
Simon’s command for English is really poor and his learning process is slow. He
is way behind his grade level and the teacher had to start from the ABC’s. He
has now completed all the letters and can recognize them and he knows their
sound. After the teacher was sure that Simon was fluent in the ABC’s she moved
on to words. I observed Simon learning words that end with “at” like cat, rat,
hat, and bat. Then, she moved on to sight words. The teacher made the lessons
engaging and interesting by providing a picture with each word. She also designed
a learning plan that motivated Simon by giving rewards for his achievement.
Simon is
extremely motivated and a pleasure to observe. He started learning English from
the beginning and he never got discouraged. Simon confided in me that his dream
is to learn how to read independently. He really enjoys reading and up until
now he was only reading books in Hebrew, but now he wants to read books in
English too.
I gained a
lot of knowledge and insight from watching this teacher. She never pushed Simon
too hard, but encouraged him in his learning . She gave him the feeling that he
can do it, and always complimented him on his accomplishments. The teacher
began the lesson with read aloud which I noticed Simon enjoyed the most from
the lesson. This is because Simon has great difficult reading but, he
comprehended a lot more. So, he was able to understand the story and experience
model fluent reading. I realized that the teacher took great care in selecting
the right materials for Simon without causing confusion or reading something
that is way beyond his reading level. The teacher used “Animals at Night” and
“Bedtime” to teach sight words.
It was
interesting to observe how the teacher always engaged Simon in the lesson by
connecting the story to his personal life or experiences. In particular, after
reading “Bedtime”, the teacher asked Simon, “What are the things you do when
you prepare for bed”? Then, she helped Simon write a list of the process of
“bedtime” in his house. Simon struggles with writing, and currently can write
the ABC’s and is now learning how to write words. Reading is also difficult for
Simon and he many times mixes up “b” and “d”. After read aloud, the teacher
asks Simon questions to ensure that he comprehended what was read. Usually,
Simon answers all the questions correctly since comprehension is his strong
point.
I personally
had the opportunity to read with Simon a story that I selected with permission
from the teacher. He loved the story so much that he asked for more, so I gave
it to him to read independently. It was an amazing experience to read to this
child who was drinking up every word. I learnt from the experience that with
motivation and a love for learning anyone can learn English.
Then, the
teacher moved on to guided reading. She selects a text that is easy enough for
Simon to read. I observed that the teacher chose books that had a picture with
very few words on the page. I believe that these texts were great for Simon’s
and really catered to his needs and abilities. It was helpful in that he looked
at the pictures to make sense of the book and then looked at the words and
tried to decode them. Also, very few words on a page are helpful so that Simon
should not get confused or frustrated. The teacher would then give the book for
Simon to re-read during his free time. The teacher told me that she believed
that giving Simon books to read independently that they have already read is an
excellent tool to build literacy. She explained that Simon wants to read on his
own, but is not ready to read most books independently. Yet, by giving him
books they read during the lessons is great practice with reading and simultaneously
boosts Simon’s confidence in his ability to read. I truly admire this teacher
for her devotion and kindness.
Writing was
usually practicing the ABC’s and writing some sight words. The teacher
explained that Simon is having great difficulty with writing and the learning
process is very slow. Therefore, she doesn’t want to push him too hard too
quickly before he mastered how to write all the ABCs. She said, “ABCs are the
foundation of all reading and writing, I must make sure he can identify them
and write them”.
The teacher
integrates spelling two times a week instead of writing. Since he can write
only some words, she reinforces the spelling of the words. Once a week, the
teacher does introduce a new word and helps Simon write and spell the word
correctly. Simon often skips the vowels, (maybe because in Hebrew many words
are spelled without the vowel, for example Rausman would be spelled in Hebrew
letters as Rasmn), for example, the teacher asked him to spell the word “wink”,
and he spelled it w-n-k. At the end of the lesson, the teacher would give Simon
homework, either a worksheet to complete or review a book they read.
Simon’s
parents are very supportive and try their utmost to help Simon with learning
the language. In particular, his mother
reviews with him and helps him with the homework. Also, Simon told me that
since he started learning English his mother speaks to him in English as often
as possible which really encourages Simon to try harder. In addition, his
parents bought Simon books in Hebrew that has translation in English. This is a
great way to help Simon transfer the knowledge from his native language to
English. The teacher also purchased a Hebrew-English dictionary which is very
helpful when Simon is stuck on a word that he doesn’t know and can look it up
in the dictionary.
Simon is
making slow but steady progress with his reading and writing. Even I realized
the improvement he made since I started observing the lessons. Yet, Simon has
some difficulties and weaknesses. Besides for his difficulty with reading and
writing, Simon has great difficulty with grammar and word usage. He often mixes
up singular and plural and skips words when he speaks. For example, one day
when I was leaving he asked me, “You come again”? Sometimes the errors are so
severe that I cannot even understand what he is saying.
In addition, reading can sometimes be
confusing for Simon and the teacher constantly reminds him were to begin
reading a sentence. This confusion is because when reading Hebrew you read from
right to left and English you read from left to right. The teacher used a great
strategy for helping Simon with this difficulty be placing a paper clip at the
left side of the page to indicate where to begin reading. Also, the Hebrew
language uses a different alphabet then the ABCs so it is also very confusing
and challenging for Simon to master the language.
According to
the Student Oral Language Observation Matrix, Simon scored a 13 which places
him in phase 2. Comprehension, Simon’s strongest point, was a score of five. I
believe that Simon has a five in comprehension because his mother speaks
English often, to him, and in conversation. Simon scored a 3 in fluency because
he often can’t express himself well in everyday conversation and a 2 in
vocabulary because of his limited vocabulary. He scored a 2 in pronunciation
because he often doesn’t pronounce the words properly and usually has to repeat
himself. Grammar scored a 1, which is Simon’s lowest score, because he makes so
many errors in grammar and word usage that is so severe that it is extremely
difficult to understand him.
Simon would
benefit from further intervention in many areas. First, I would design a lesson
plan the builds on grammar and word usage. Simon is so conscious of the way he
talks that he rarely talks in English. I believe that in order for Simon to
master English in all aspects he must be able to speak the language correctly
and confidently. Also, I would build on pronunciation and vocabulary so that
Simon will be able to speak the language while being understood.
Besides for
these weaknesses, Simon has made progress in many areas. He can identify and
write all the ABCs and knows many words and sight words. Also, he understands a
lot more then he can read which is beneficial in read aloud activity. Finally,
Simon can read some books independently though he comprehends much less then
when something is read aloud to him.
The ELL case
study was an amazing and uplifting experience. I gained a lot of knowledge and
insights on teaching ELLs. This experience was really special because I had the
opportunity to observe a student learning English one on one with a private
teacher. This gave me the ability to view and internalize what I observed.
Often, observing in large classroom can deny the observer from getting a close
look of the student and the teacher. Also, in a classroom the teacher is
teaching other children as well and in this experience the teacher was teaching
this one child. I hope that all that I learnt from the experience will help me be
an effective teacher to ELLs and all my students!
Sunday, April 15, 2012
English Language Learners
Sara
Wieder 4/10/12
Assignment
#1: questions on the video:
segment #1
1) How can teachers expectations of ELLs
affect students learning? If teacher’s expectations of ELLs are the same as
English speaking students then this gives ELL a positive outlook and the
confidence to learn better. Higher expectations will encourage students to meet
them and ultimately promote achievement.
2) How can you use what you already know
about literacy instruction and your English language learners to enhance their
learning? All the strategies that I have learnt during this semester can be
adapted to meet the needs of ELLs. In particular, small group instruction,
visual activities, comprehension development and a variety of books that are
interesting and exciting I hope to use to help my ELL learn and achieve better.
Segment
#2:
1) Think about your ELLs, what ideas
from the video might be useful in your classroom? Higher expectations,
encouraging ELLs to use their native language, connecting student’s background,
and cultures to the reading I will use in my classrooms to help my ELLs learn
better.
2) How can you ensure that ELLs and
their English speaking peers have equal access to the curriculum? Classroom libraries that use exciting books
that are bilingual and exciting activities involving ELLs can help ELL have an
equal access to the curriculum.
3) How can you support students in
maintaining their first language? By encouraging students to use their first
language, and offering bilingual texts and bringing their backgrounds and cultures
into the learning.
Segment #3:
1) How can you use multicultural
literature to support ELLs in your curriculum?
By providing a variety of texts and books on different topics that
interests ELLs and providing texts that are bilingual encourages ELLs to read
and supports them in the reading process. In addition, choosing books that are
culturally familiar can give students the opportunity to relate it to their own
lives and experiences.
2) How does your classroom reflect the
nature of the community itself as well as materials written by students? The
classroom should reflect the community by having students write up different
topics regarding the community and hanging it on the wall for all to see.
3) How can you group students so that
they use their native language to support their language and literacy
development? By grouping students with other students that are culturally
familiar with and feel comfortable with- students that understand each other or
went through the similar experiences, support students to use their native
language and literacy development.
Segment #4:
1) What aspects of reading development
are most critical to address when instructing ELLs? Comprehension and
vocabulary are critical to address in ELLs because there are always new words
that come up in reading books or texts that these students may not understand
and have difficulty with.
2) How can modeling oral reading support
ELLs? Oral reading can build reading skills and develop comprehension by
allowing the students to pay attention to the meaning of the words.
3) What strategies can you use to teach
students how to figure out and remember unknown words? Contextual clues-
looking around the word to figure out the meaning of the word. Also, by
creating a word wall and writing new words down can help students remember new
words. Demonstrating the meaning can also help students retain the new word
better.
4) What are some strategies you might
use to encourage students to maintain their native language as they develop
literacy in English? By providing opportunities for ELLs to use their native
language in class and with others while learning English can encourage them to
use their native language. Providing bilingual dictionaries, grouping students
with similar cultures and backgrounds, and showing that you value their native
language and that many languages are valuable today will encourage them to
maintain their native language.
Assignment
#2: Strategies that I learnt that will help teach ELLs
·
Use
a variety of books on the same subjects on different reading levels
·
Discuss
new words prior to lesson – new words can be very difficult for ELLs
·
Journals
– personal narratives
·
Pictures
and illustrations that help clarify the text
·
Limited
text on each page
·
Act
out stories
·
Use
visuals and manipulatives
I can use these
strategies to help my ELL by building on comprehension which pictures and
limited text support comprehension and help ELLs learn. I can also read the
sentences at a slower pace and allow time after each sentence to allow the ELL
to comprehend what we just read. I hope that these strategies will help me be
an effective teacher to ELLs and all students.
Assignment
#3: 3 things I learnt form the website:
1) Recently arrived ELLs may be allowed
to be exempt from one of the English language arts tests
2) ELLs may undergo a “silent or
nonverbal period” at the beginning
3) ELLs should be held in the same
standards and expectations as all students
2 things you
can apply in your teaching:
1) Provide high- quality vocabulary
instruction
2) Encourage and value ELLs native language
in the learning
1 thing I
still need to learn: how to provide equal access to the curriculum for ELLs and
their English speaking counterparts without making the ELLs feel uncomfortable and
drawing too much attention to their difficulty in English.
Running Record Assessment Lesson Plan and Reflection
Running Record
Assessment
Mini
lesson Plan:
According to
the running record assessment this student has an accuracy rate of 92%.
According to the miscue analysis this student relies on the visual and not the
meaning. Therefore, I would design a lesson plan that will implement various
comprehension strategies to build meaning in the words.
Activity #1:
Read Aloud
Teacher
will read aloud a story, and ask questions after a sentence or a paragraph-
what did this mean or what happened in the story? Then, I will ask the student
to predict what will happen and apply it to own personal life and experiences.
In addition, I will cover words in the story and ask student according to the
context and meaning of the sentence what word would fit in?
Activity #2:
small group discussion- that will build comprehension with the use of a web and
each student will write down their own feelings and share it with others
Activity #3:
Journal or Response logs- student will write down their thoughts and respond to
questions that will assess comprehension.
Reflection on
Assessment Experience
This student
has an accuracy rate of 92% and is a good reader. He is most definitely a slow
decoder and therefore has difficulty with the meaning. Yet, he has proven to
read accurately in most cases and hopefully a little help and intervention in
comprehension the student will be a proficient reader.
I enjoyed
administering the assessment. I believe that the running record assessment is a
great way to gauge students’ progress and level of reading. It is an amazing
tool in helping teachers to assess student’s level, strengths, and weakness. In
this way, teachers are given the ability to design lessons according to the
individual needs and abilities of the students.
In
particular, it was wonderful experience learning and actually assessing a
student’s reading level and ability. It gave me the opportunity to assess a
student and learn to plan according to the needs of the student. I learnt a
great deal from the experience and this course on a whole. I appreciate the
knowledge and skill I have gained during this course and hope that this
experience will help me be an effective teacher to all my students.
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