Blog #10- Homework Philosophy and Structure

Melinda's Homework Philosophy and Structure

The following is a detailed summary of my personal philosophy regarding the role of homework in the advancement of student academic skills and success in the classroom for both native and second language English speakers.

Homework Rationale/Purpose:

· Homework Objectives--My personal homework objectives include providing students with the opportunities to practice, review, and apply the knowledge they have learned in the classroom (Hill, 2006). In addition, it is critical to include parents/families in the homework process. This means providing adults with an understanding of the concepts, goals, and purposes of their student completing assigned homework (Bailey, 2004);

· What Constitutes Meaningful Homework--As I mentioned above, meaningful homework includes providing students with multiple opportunities to practice, review, and apply the knowledge they have begun in the classroom (Bailey, 2004). For instance, asking elementary students to read 20 to 30 minutes each night to extend their guided reading group instruction at home. Also, the extent of homework assigned should be appropriately leveled with the age/grade of the student. For example, time spent on homework should be less for a first grader than for a fifth grader (Hill, 2006). It is important as well to keep parental involvement in homework at a minimum to ensure students are doing the work instead of parents (Hill, 2006). I have seen this mistake made numerous times in the lower elementary grades when teachers assign huge projects which adults themselves end up completing. An example of this would be detailed native American dioramas assigned in the first grade. Children whose parents may both work full-time may not have the time and energy to devote to doing a project for their children. Enough said!;

· Meaningful Feedback--As a teacher, I would keep a clipboard with students' names listed as well as daily homework assignments. At the beginning of class, I would call up five students at a time to turn in their homework. As each student presents their assignments to me, I would then do a quick overview of their work, make a brief comment, and check off his/her work as completed. Those students who do not have their homework completed would be given a "blue slip" indicating such to their parents and asked to complete the assignment for the next day. This may sound a bit time consuming, but it can go fast with routine practice and students each would receive instant feedback from me. I have done this in only one other teacher's classroom that I substitute in and it is fantastic! I would, of course, provide more detailed feedback to students after having the opportunity to review student work in greater detail. I feel it is very important to provide feedback in a timely manner; so, I would like to provide students with my assessment of their work the following morning. If not that, no more than two days later. Now, in regards to feedback from parents/adults, I would also like to develop a short half-length form to provide adults/parents with the opportunity to give me feedback as to their observations of the effectiveness of assigned homework, the length of time it is taking their student to finish homework assignments, etc. Lastly, I believe that peer feedback is important, too. This can be done in the classroom as a group by exchanging papers, meeting in cooperative groups, etc. (Hill, 2006). This type of feedback would be especially helpful to

ELL's in developing both their verbal conversational as well as academic

language skills;

· Use of Technology in the Homework Process--It is my experience that most students are avid about technology; however, there are always a few that will avoid it--but, only a few. To use technology effectively, you must be very specific about your expectations as a teacher (i.e. "This paper must be word processed," or "Your assigned readings are available online at our school web page," etc.). Always take a few minutes to inform your class about homework expectations and any special instructions required involving technology to be certain there are no misunderstandings. This technology "training" may take a couple years; but, students will get the hang of incorporating it into their homework assignments. Now that we have the basics down, the following are some suggestions for encouraging students to use technology keeping in my the age/level of students when using any one of them in your classroom: require students to use email, use email to send students individual assignments, require students to get assignments online, use electronic devices/web pages for students to read, require students to research the Internet, require that some/all papers be written using word processing software, require that students use presentation software (i.e. PowerPoint, etc.), require students to create their own Web pages, assign students homework which includes finding associated articles/research materials, and require students to join an Internet mailing list (Harris, 1997). These are just a few ways to enhance students classroom learning experience.

Homework Structure:

Attached is one of my favorite form of structured homework assignment entitled the "By the Minute Reading Log--Shake, Rattle, and Read." I like the fact that it provides students with a clear indication on a daily, weekly, and monthly basis of just how they are doing in regards to their overall reading requirement. Also, this is a structure that can be used along with any subject based on daily homework assignments, it is also a structure which is clear and supports both homework and

grading, the structure provides crystal clear feedback to students, and it is also has a clearly defined timeline and students/adults understand the benefits

of completing the reading assignments in order to improve literacy proficiency and academic skills.

In closing, I believe that in order for homework to truly benefit our students as well as our current/future instruction within the classroom, it must have clearly stated objectives, be meaningful in its content, provide meaningful feedback for teachers/students, as well as encourage students to enhance their use of technology in the academic realm, too. Homework must also be diversified to meet the needs of both ELL's and native English speakers. And, don't forget, it is OK to repeat and review classroom learning to ensure student understanding and academic success. After all, student achievement is our ultimate goal.

References

Bailey, L. B. (2004). Designing Family-Friendly Interactive Homework. Retrieved on February 22, 2010,

from the Questia Website: http://www.questia.com

Harris, R. (1997). Encouraging Students to Use Technology. Retrieved on February 23, 2010, from

the Virtual Salt Website: http://www.virtualsalt.com

Hill, J. D. and Flynn, K. M. (2006). Classroom Instruction That Works With English Language

Learners. Alexandria, VA: ASCD.

Blog #9--Fiction or Non-Fiction for ELL's

Below is a graphic organizer to illustrate the salient differences between using fiction and non-fiction texts for ELL's in the first grade:

Fiction/Non-Fiction for ELL's

Fiction: The Mitten by Jan Brett

Tells a Story

Funny

Fantasy--Talking Animals

Illustrations Not Photographs

Talks About Sharing

Tells Actual Facts in Story

/

Non-Fiction: The Just-Right House

Table of Contents

Glossary of Word Meanings

Index/Diagrams

Facts

Real Photographs of Real People/Things

Tells Actual Facts

/

The features above that I believe will best support students' learning to speak English include aspects of both genres. On the one hand, The Mitten is an intriguing and captivating fiction story for all ages; however, the non-fiction story, The Just-Right House, also provides students with plenty of opportunities to make real-life self-to-text connections. For instance, The Mitten can be used along with a graphic organizer for story recall which exemplifies what goes on "in the cottage" or "in the woods." I used this with first grade ELL's earlier this year. I had students work in small cooperative groups at the listening center while each wearing headphones listening to an audio tape of Jan Brett's wonderful story. Afterwards, they individually fill out a graphic organizer and listed various items from The Mitten under the headings "in the cottage" or "in the woods." Students each had a hard-copy of the actual text to refer back to while completing this activity. However, the non-fiction text, The Just-Right House, is a perfect book to use with a T-chart exemplifying "My House" and "The Just-Right House." After listing the various aspects of each underneath the appropriate heading, students then draw/color an illustration of "My Just-Right House" together with labels for each different component of their house (i.e. bed, table, chairs, etc.). Once again, students use their copy of the text itself to refer to for proper spellings, house ideas, etc.

/

/

After considering both genres, I do not believe that one is more challenging over the other as long as the appropriate leveled texts are chosen along with a proper explanation of unfamiliar vocabulary or situations. As along as the text is engaging and well-written, students will benefit from either accordingly.

Blog #8-Sheltered Literacy Lesson

This week's review of a sheltered literacy lesson video for ELL's provided the following information to help teach second language learners vital literacy skills during the phases of pre-reading, actual reading, and post-reading:

• Pre-reading: Students review reading strategies in order to encourage making personal connections with text, to encourage visualizing as reading, to stimulate developing questions (i.e. I wonder...?) while reading, and to summarize in the process of reading. The ELL teacher points out unusual/unfamiliar words contained within the text to prepare students for the actual reading process;
• Actual reading: Students are asked by the teacher to provide their own personal input during the actual reading of the text (i.e. What is the song "Las Mananitas"? How does it go? Will you both sing it together for us?). Students explain what the text is about and provide the teacher with their own cultural perspective on the "Happy Birthday" song. Students/teacher also point out specific vocabulary words during reading to provide further interaction and engagement with the text. The teacher also projects a page of the reading using an overhead projector to give students a visual aid while discussing phrases/vocabulary for better understanding;
• Post-reading: The ELL teacher has students make 3 post-it notes with questions, inferences, background knowledge, etc., for the post-it board. Students continue developing their personal connections to the text in this manner.

Another aspect of our teacher's strategies include having students prepare any "I'm confused..." questions at home the previous night while doing a preview of the coming material. For example, a student who hasn't experienced an earthquake might write a question asking what an earthquake is, or what it feels like. Another technique used by the teacher includes modeling how to read a book, verbally stating how to visualize text, as well as how to make self-to-text connections while reading. This is extremely helpful and students are well engaged in the classroom conversation.

Blog #7-Running Records Summary

This activity involved conducting a running records/miscue analysis on two second language learners analyzing miscues for M-meaning, S-syntax, and V-visual cues. Are there some features of the errors that reflect the first language? Are there miscues that are universal to all readers?

Every Tuesday and Thursday afternoon, I have the privilege of tutoring international students from around the world at our local community college in learning English as a second language. Unfortunately, I didn't have access to the opportunity to perform my running records until Thursday; so, I apologize for posting this blog a day late. Nevertheless, each of the students which I worked with have only been in our country for between six and seven months. I actually performed four running records this afternoon using a text which was more appropriate for young adult (18-21 years) learners. The book was nonfiction and was based on health related concepts. Conversation is still halting for one student, Muhammad, in particular.
Another student, Juliam, must translate many of the key words in the text's sentences. For example, "Different people like different things. Pablo loves to swim, but his friend Jeff is afraid of water" was difficult for my Arabic students to decipher--just what is a "Pablo?" This was a miscue which I feel reflects their first language base which is, of course, Arabic. I found that the Arabic students had much more difficulty in reading orally than Spanish students. I note that they both looked at the pictures for visual aid; however, our culture differs so greatly from theirs in everything from manner of dress to approaches to learning literacy in Saudi Arabian classrooms. Furthermore, I became aware that each Arabic student needed additional grammar and phonics instruction. I would definitely focus on these two areas as well as additional read alouds. Currently, all four of these students are in an intensive English learning program which includes daily blocks of grammar, writing, reading, listening/speaking, and conversation with native English speakers. Both Arabic students commented they did not like to write. They only want to read or speak--writing is very taxing at this point in time.

In total, I recognized that there were numerous self-corrections (i.e. angry for anger, etc.), an extensive amount of very halting reading of words as well as sentences, and a definite lack of comprehension of text. It was all my readers could do to decode the words to get through the text. I do believe that many of the errors students made during reading were the same types of errors I see in primary aged students just learning to read and write in their native tongue. In order to support/scaffold these students toward reading proficiency, I would work with them on their phonics, constructing meaning, and developing fluency. Moreover, I would model excellent writing skills to these students, too. Additional reading/writing in English which connects to their current Arabic/Spanish cultural understandings would be tremendously helpful. Overall, this was an excellent experience which causes me to believe that whether native or second language learner, there is an amazing similarity in phases of developing literacy skills.

Blog #6--Learning vs. Acquisition for ELL Instruction

Hello, Everyone--

Below is a complete listing of various activities associated with chapter 2 of Freeman's and Freeman's Written and Second Language Acquisition as found at the end of the readings. Keep in mind, the primary questions related to this particular section of text are the following:

• Is written language acquired naturally or learned consciously?
• Can people acquire a second language?

I have labeled the following activities with either a (L) for learning/word recognition view or an (A) for acquisition/sociopsycholinguistic view or both (LA). We'll begin with "the students" view:

• (L) The students look up words in the dictionary to write definitions;
• (A) The students make a Venn diagram to compare two stories;
• (L) The students practice sounding out words;
• (L) The students read in round-robin fashion;
• (L) The students correct peers when they make a mistake during reading;
• (A) The students identify words on a big book page that start with the same sound;
• (A) The students group cards with classmates' names by a criterion on such as first or last letter;
• (A) The students write rhyming poetry and then discuss different spellings for the same sound;
• (L) The students ask the teacher how to spell any word they don't know;
• (A) The students read a language experience story they have created with the teacher;
• (A) The students work in pairs to arrange words from a familiar chant into sentences;
• (L) The students divide words into syllables;
• (LA) The students on a worksheet, draw a line from each word to the picture that starts with the same sound;
• (A) The students make alphabet books on different topics.

In regards to the above, the (L) activities all adhere to the Traditional Learning View which Freeman and Freeman describe on p. 33 of our book. In contrast, the (A) activities adhere to the Current Acquisition View referenced on the same page of our text. The obvious goal of the (L) activities is to provide classroom instruction to students directly so that students are able to reproduce correct language forms; whereas, the (A) activities provide teaching that is making language comprehensible so that learners can use language for a variety of different purposes. The former is definitely the instructional style used by my teachers when I was in school many, many years ago. I see my own personal literacy instructional style as being a more current combination of both the (L) and (A) viewpoints.

Next, I will label the following activities either (L), (A), or both (LA) from "the teacher's" view:

• (L) The teacher preteaches vocabulary;
• (A) The teacher does a shared reading with a big book;
• (L) The teacher makes sure that students read only books that fit their level;
• (L) The teacher has students segment words into phonemes;
• (A) The teacher writes words the students dictate for a story and has students help with the spelling of difficult words;
• (L) The teacher asks students to look around the room and find words starting with a certain letter;
• (L) The teacher uses decodable texts;
• (A) The teacher sets aside time for SSR (sustained silent reading) each day;
• (L) The teacher teaches Latin and Greek roots;
• (A) The teacher has students meet in literature circles;
• (L) The teacher conducts phonics drills;
• (A) The teacher chooses predictable texts;
• (A) The teacher teaches students different comprehension strategies;
• (A) The teacher does a picture walk of a new book;
• (L) The teacher uses a variety of worksheets to teach different skills.

Once again, I see a distinct theme of what I would term the "old" and the "new" in teaching practices. I paraphrase what Freeman and Freeman state on p. 46 of our text that learning viewpoint focuses on correct language form and pays less attention to the content; whereas, the acquisition viewpoint focuses on always making meaning of our reading/writing. In addition, I see a predictable pattern between how I was taught to read/write (L) and how we as educators teach reading/writing today (LA). I believe a balance of the two viewpoints is the best possible approach to teaching ELL's a second language as well as English speaking students literacy by today's standards. As I've said before, I feel that what's good practices for ELL's is good practices for all students.

Blog #5--Children's Books Review/Adaptation

For my two children's books for review, I chose "The Three Little Pigs" and "Corduroy" to adapt for ESL learners. Children love these two classics and so do I. Below is a list of the four components of each book which may affect comprehension due to cultural aspects. Listed below these components is a synopsis of how I would introduce these children's texts to the early production ESL student within the regular classroom. I will base my determinations on using the texts with second language learners from Uganda. I correspond with three middle school aged girls from this country and have experience supporting their understanding of our cultural differences.

The Three Little Pigs

Components which may affect comprehension:

1. Just what is a pig?;
2. Living on a farm vs. the city, the suburbs, a village, etc.;
3. The concept of a fable/fairy tale (i.e. animals that talk?);
4. Complex English sentence structure.

Corduroy

Components which may affect comprehension:

1. Just what is a toy store?;
2. Teddy bears which come alive and walk around??;
3. Mattresses used to sleep on;
4. Once again, complex English sentence structure.

Scaffolding Understanding

First of all, supporting ELL's from Uganda in their understanding of the above texts would entail explaining a variety of components from both stories. For example, What is a pig?, What is a toy store?, and You sleep on mattresses? Just what is a mattress? Not one of the three girls I sponsor has ever been in a toy store or slept on a mattress. Just what is a fairy tale/fable, anyway? Moreover, they all live in villages and are not familiar with the term "farm." Consequently, I would introduce new vocabulary from each story to my ELL's along with a picture of the same to help students better retain information. I would do this together with a picture walk of the corresponding book prior to reading. Also, I would develop, along with the students, a word wall poster (Hill, p. 21) for the main characters, items, etc., for future reference in relationship to each text. Afterwards, I would then scaffold students by encouraging their reading attempts and assisting them in tapping out words during reading, as well as helping them with their word selection during responses after reading. Making text-to-self connections would be another technique I would employ. Most importantly, however, I would model for ELL's just what good reader's do to enhance their language development by reading the story aloud for them myself while they follow along (i.e. look at the pictures to help decode text, tap out words, read ahead to help figure out an unfamiliar word's meaning, etc.). Lastly, for my writing extension activity, I would have each student create his/her own simple sentence version of each separate text to be published for future rereadings and practice. This would include drawing, coloring, writing of simple sentences to summarize the important aspects of the story, as well as a title page, author (self), etc. These self published books would then be used to reread at the beginning of guided reading groups, during free time, SSI, etc. Children love to read their own work!

I'm sure I've left something out as it's tough to think of everything I would do in a vacuum. Please let me know if you have any suggestions. I look forward to hearing your thoughts.

Blog #4--Decoding Strategies for Difficult Text

In considering which difficult text I would use to develop my decoding strategies, I chose a poem called "The Pretensions of Poverty" written by the English poet, Thomas Carew (1595-1640). The poem is actually contained within Henry David Thoreau's book entitled "Walden" on pg. 87. (My husband likes to read Thoreau.) Now, I've never been a passionate poetry lover; however, I do enjoy reading poems which are easier for me to understand, such as, Poe's "The Raven." I have a tough time, though, with deciphering the level of writing difficulty contained within Carew's work. The first four lines aren't too bad; but, once I got past "...Nurses some lazy or pedantic virtue..." things started to get a little hairy--so here's what I do to unravel difficult text:

• Choose a small amount of text to focus on at a time;
• Read the text first to see what I do understand;
• Check for a summary at the end of the text (obviously, poems will not have this);
• Try to summarize what I've read repeatedly as I move along while closing my eyes;
• This one is HUGE--look up unfamiliar words in the dictionary if I have to;
• Read all the way to the end of the section or piece--don't quit!;
• Take notes or make a graphic organizer;
• Read the section/piece over and over again until I get it;
• If the above just doesn't clear things up, then I'll ask someone else (i.e. friend, instructor, etc.);
• Don't panic!!

The only way I can make meaning out of Carew's "Pretensions..." is by reading, rereading, and looking up words (i.e. benumbeth, pedantic, etc.) in order to insert the more familiar forms of the English words within the existing text which I already do understand. Furthermore, it's not only some of Carew's language I don't understand, it's also how he combines his sentences. Consequently, I must rearrange the order of the stanzas so that I can scale back the difficulty of the text in addition to looking up words, reading and rereading, as well as consulting "experts" on the internet (i.e. commentary from "poetry folks"). Even at that, I'm hard pressed to make what I would call an appropriate interpretation of Carew's poem.

In regards to the implications of decoding text for the classroom teacher, it drives home how important it is to understand our students' current stages of second language acquisition (Hill, p. 15) as well as each individual stages' characteristics. Another vital implication is the need for level appropriate scaffolding to encourage a student's growth from one stage to the next. I can see how the scaffolding sequence provided in Gibbons, chapter 3, would benefit me greatly in understanding unfamiliar text, such as, Carew's "Pretensions..." poem. For instance, doing some kind of intial activity related to the poem for stage 1, introducing key vocabulary for stage 2, teacher-guided reporting for stage 3, and journaling for stage 4. If led by an experienced instructor, my capacity to understand and retain difficult works would be greatly improved.