Entry #7
In collaboration with the ELL teacher, I analyzed reading miscues for a Spanish speaking and Cantonese speaking students. When it comes to M-meaning, Spanish speakers substitute words when they know the context of the passage, rather than using visual cues. For instance, instead of reading the word detergent they might say soap instead. If they are good decoders, they will self correct, if not, they will leave the substitute their to fill in meaning. The Cantonese language does not use word parts to construct new words. A student uses more main words (root/base) to build background knowledge. In relating S-syntax to these two students, they must consistently practice grammar patters, verb tense, prepositional phrases, and clauses. Spanish speaking students add plurals-'s easily: gato(cat)---> gatos. A Cantonese students omits "'s" for plurals; instead it translates to one cat, two cat. In Spanish, possessions uses prepositional phrases instead; instead of my sisters' dog, it is spoken as the "dog of my sister." Also it is the syntax of the Spanish language to have double negatives; for instance, "I no see nobody," compared to, "I don't see anybody." A Cantonese student leaves out articles because it is not parallel in their language. "He has toy," must be practiced as, "a toy, a cat, a dog." Regarding V-visual cues for application for sound/letter association, a Spanish speaker must learn 30 symbols, 4 more than our English language. A Cantonese student must be taught our alphabet completely because the symbols don't transfer, however sometimes it is easily acquired because it has much fewer symbols than their native Cantonese.
I was very much enlightened by this miscue information to help support and guide my instruction for reading and writing. It gave me the insight into why there are barriers for reading fluency in second language learners.
Monday, March 26, 2012
Monday, March 19, 2012
Entry #5
When introducing a story to students, it is very critical for understanding to occur, is by checking what students know and don't know. Activating prior knowledge and building background, is preparation for quality reading. I reviewed two Children's Books, one fiction, and the other non-fiction, to determine what components of the book may affect comprehension impacted by cultural aspects.
The first book I chose was a fiction selection titled, "In the Desert" by Penny Lee Forest. A child who inhabits a climate that is in a cold, icy, and snowy environment would have difficulty imagining the opposite. It would be an eye opening experience. Pictures of the desert, videos, environmental elements (mostly sand, very little rain fall, and animals), creates a scheme. Explaining everyday living, such as putting clothes on to stay cool, houses made of mud or tents with a hole at the top to let the air in, the student would gain a better meaning of the word "desert."
The second book is fiction and called "Snow Suprise," by Lisa Campbell. It is about two children building a snow man. The snowman falls on its side because Sport, their faithful dog, unsuccessfully tried to scare off the forest animals from eating edibles off the snowman. The end results in the snowman lying on the ground appearing like a snow mouse from falling face down. A student who lives in the desert or a country with hot temperatures year round, will find it difficult to fathom an environment of snow, freezing weather, and ice. This student would need visuals, a discussion on clothing and artifacts, even some ice or an opportunity to feel frost in the freezer. How people adapt to life in snowy places would be an involved discussion on weather formation, housing, transportation, and cultural activities, such as building a snowman.
Presenting background information to fill in the gaps, will enhance student's comprehension and learning much more quickly for an ELL learner.
When introducing a story to students, it is very critical for understanding to occur, is by checking what students know and don't know. Activating prior knowledge and building background, is preparation for quality reading. I reviewed two Children's Books, one fiction, and the other non-fiction, to determine what components of the book may affect comprehension impacted by cultural aspects.
The first book I chose was a fiction selection titled, "In the Desert" by Penny Lee Forest. A child who inhabits a climate that is in a cold, icy, and snowy environment would have difficulty imagining the opposite. It would be an eye opening experience. Pictures of the desert, videos, environmental elements (mostly sand, very little rain fall, and animals), creates a scheme. Explaining everyday living, such as putting clothes on to stay cool, houses made of mud or tents with a hole at the top to let the air in, the student would gain a better meaning of the word "desert."
The second book is fiction and called "Snow Suprise," by Lisa Campbell. It is about two children building a snow man. The snowman falls on its side because Sport, their faithful dog, unsuccessfully tried to scare off the forest animals from eating edibles off the snowman. The end results in the snowman lying on the ground appearing like a snow mouse from falling face down. A student who lives in the desert or a country with hot temperatures year round, will find it difficult to fathom an environment of snow, freezing weather, and ice. This student would need visuals, a discussion on clothing and artifacts, even some ice or an opportunity to feel frost in the freezer. How people adapt to life in snowy places would be an involved discussion on weather formation, housing, transportation, and cultural activities, such as building a snowman.
Presenting background information to fill in the gaps, will enhance student's comprehension and learning much more quickly for an ELL learner.
Entry #4
The text I chose was a People Magazine, written in Spanish about Hispanic people in the news. The strategy I used first was previewing the magazine cover to cover. The illustrations on the cover were several famous people! (Jenifer Lopez, Shakira, and Salma Hayek) I encountered pictures, similar to a picture walk, to get a general idea of the magazine. The format was like a "woman's magazine" advertising makeup, clothes, and articles. For more context clues, I skimmed the table of contents, headings, and captions. Though most of the words were in Spanish, there was quite of few English words interspersed throughout the magazine, such as Jenifer Lopez, Divas, MaryKay, and Kellogs, added to prior knowledge. I also recognized words that I was familiar with in English called cognates. For example, the word actividades derived from the word activity, as celebrar is to celebrate. After I did the groundwork, I consulted my team mate from New Mexico who speaks Spanish fluently. We discussed the major article on the magazine cover. She consulted her Velazquez Spanish and English Dictionary because of the dialect. We both came to the conclusion that the article was about an event on May 19, 2011 honoring movie stars and notable persons of Hispanic descent. It was held in a section of one of the Disney Parks. Now I have grasped a better insight of learning a second language, and what "diverse and struggling readers" may be encountering. Learning vocabulary to support comprehension and reading fluency doesn't always come naturally as I have experienced.
EDIT- 3/19/12
I would like to thank our ELL teacher for not only sharing her expertise and experience,but also her Spanish text People Magazine and a resource link: spanishtranslate.com.
The text I chose was a People Magazine, written in Spanish about Hispanic people in the news. The strategy I used first was previewing the magazine cover to cover. The illustrations on the cover were several famous people! (Jenifer Lopez, Shakira, and Salma Hayek) I encountered pictures, similar to a picture walk, to get a general idea of the magazine. The format was like a "woman's magazine" advertising makeup, clothes, and articles. For more context clues, I skimmed the table of contents, headings, and captions. Though most of the words were in Spanish, there was quite of few English words interspersed throughout the magazine, such as Jenifer Lopez, Divas, MaryKay, and Kellogs, added to prior knowledge. I also recognized words that I was familiar with in English called cognates. For example, the word actividades derived from the word activity, as celebrar is to celebrate. After I did the groundwork, I consulted my team mate from New Mexico who speaks Spanish fluently. We discussed the major article on the magazine cover. She consulted her Velazquez Spanish and English Dictionary because of the dialect. We both came to the conclusion that the article was about an event on May 19, 2011 honoring movie stars and notable persons of Hispanic descent. It was held in a section of one of the Disney Parks. Now I have grasped a better insight of learning a second language, and what "diverse and struggling readers" may be encountering. Learning vocabulary to support comprehension and reading fluency doesn't always come naturally as I have experienced.
EDIT- 3/19/12
I would like to thank our ELL teacher for not only sharing her expertise and experience,but also her Spanish text People Magazine and a resource link: spanishtranslate.com.
Monday, March 12, 2012
Entry #3
The relationship between oral language and the reading process is high importance to become a proficient reader. Emergent readers must have oral language in place before they are able to read. Oral language translates to the learning of sounds to letters(phonics), words to phrases, then to sentences to compose meaning. Just in the reading process itself there is a multitude of oral interactions to gain knowledge from reading. In pre-reading, talks about background knowledge, purpose and predictions are first at hand. Next, reading the text involves reading out loud with the teacher first, partners, and then choral reading. Responding includes asking questions, monitoring of understanding and critical thinking. Extending the reading can be having grand conversations and rereading for deeper meaning and discussing how vocabulary words. It is exciting to see my first graders talking and writing about new texts, and reading their writing Oral language is spoken words that is written to be read.
The relationship between oral language and the reading process is high importance to become a proficient reader. Emergent readers must have oral language in place before they are able to read. Oral language translates to the learning of sounds to letters(phonics), words to phrases, then to sentences to compose meaning. Just in the reading process itself there is a multitude of oral interactions to gain knowledge from reading. In pre-reading, talks about background knowledge, purpose and predictions are first at hand. Next, reading the text involves reading out loud with the teacher first, partners, and then choral reading. Responding includes asking questions, monitoring of understanding and critical thinking. Extending the reading can be having grand conversations and rereading for deeper meaning and discussing how vocabulary words. It is exciting to see my first graders talking and writing about new texts, and reading their writing Oral language is spoken words that is written to be read.
Entry #2
Reflecting on the past writing experiences I fall definitely into the learning view: Traditional Writing Classroom. From the acquisitional view standpoint, if I had have known the writing process today, I knew I would have made me a more comfortable and confident writer. I remember in junior high and high school you were expected to write a composition without much guidance or skills. When you add 98% of writing being thinking, it was an enormous task. No wonder motivation and end product was not my personal best. During the adult ears, I learned that writing is recursive. You have permission to move about freely, shifting gears within the writing process: Growing up, it appeared a writing piece was expected to be correct from the get go. I view myself as an acquisitional writer. Today, I welcome, the input from others and responses to my drafts rather than only my own response. I realize that the content of my composition is improved and the message is clearer.
Reflecting on the past writing experiences I fall definitely into the learning view: Traditional Writing Classroom. From the acquisitional view standpoint, if I had have known the writing process today, I knew I would have made me a more comfortable and confident writer. I remember in junior high and high school you were expected to write a composition without much guidance or skills. When you add 98% of writing being thinking, it was an enormous task. No wonder motivation and end product was not my personal best. During the adult ears, I learned that writing is recursive. You have permission to move about freely, shifting gears within the writing process: Growing up, it appeared a writing piece was expected to be correct from the get go. I view myself as an acquisitional writer. Today, I welcome, the input from others and responses to my drafts rather than only my own response. I realize that the content of my composition is improved and the message is clearer.
Entry #1
I enjoyed discussing and sharing our philosophies about teaching literacy with one of my first grade team mates. We both agree without a doubt that all students are capable of learning to the best of their ability if we provide access to the appropriate tools. Teachers need to ensure content addresses all ability levels through differentiation and learning styles. Utilizing the data from informal and formal assessments guides teachers to construct lesson plans to close the achievement gaps: assess, monitor, change, and reassess. I felt good instruction should include active engagement strategies, pacing, and smooth transitions. A point I shared was, we often don't think about, is a safe environment. It also contributes to nature, joy, and the motivation of learning. I once read somewhere that a great classroom is one that the teacher is respectful of the students and in turn the students are respectful of the teacher. It is apparent that learning is taking place. Each child is valued and challenged.
I enjoyed discussing and sharing our philosophies about teaching literacy with one of my first grade team mates. We both agree without a doubt that all students are capable of learning to the best of their ability if we provide access to the appropriate tools. Teachers need to ensure content addresses all ability levels through differentiation and learning styles. Utilizing the data from informal and formal assessments guides teachers to construct lesson plans to close the achievement gaps: assess, monitor, change, and reassess. I felt good instruction should include active engagement strategies, pacing, and smooth transitions. A point I shared was, we often don't think about, is a safe environment. It also contributes to nature, joy, and the motivation of learning. I once read somewhere that a great classroom is one that the teacher is respectful of the students and in turn the students are respectful of the teacher. It is apparent that learning is taking place. Each child is valued and challenged.
Sunday, March 11, 2012
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