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.

Blog #3--Relationship Between Oral Language/Reading Process

This is a particular subject which I am passionate about--the relationship between oral language and the reading process itself. I have had the privilege of working as a "conversation partner" this past fall semester at our local community college with international students here in our country specifically to learn the English language. Not only is the relationship between oral language development and the reading process critical in the primary years, but it is also crucial to learning a new language at any age. For instance, the ESL students at the college ranged from 19 to 41 years of age, and came from a variety of language bases. Some second language learners were Arabic, some were Japanese, and a few were Chinese. All in all, these students attended classes five days a week with intense immersion in the English language as well as three days a week of guided English conversation with a tutor such as myself. Students rotated tutors as to learn to speak with a variety of Americans with differing speaking styles. I am amazed at how much English these international students would learn in a span of only a few months of their 18 month long program. I still keep in email contact with some of my former students. All of this to say, oral language development and the literacy process are deeply intermingled.

It's also been my privilege to have been born and raised in the central valley of California. My hometown of Porterville is now more than 50% Hispanic with my former elementary school being approximately 97% free and reduced lunch at this point in time. Our area is mainly agricultural and much of the farming depends entirely on the work provided by our local Hispanic families. Many of the children of these workers do not speak English in their homes. I've seen it happen time and again that when students do not have the opportunity to practice their newly acquired second language skills at home as well as at school, learning can be slowed; therefore, it is imperative that students receive the added conversational support at school (i.e. cooperative learning groups, one-on-one conversations, etc.) in order to practice their English skills. Moreover, most teachers in the local schools there still do not speak Spanish themselves which makes it important to have bilingual staff employed to translate school newsletters, telephone conversations with family members, parent/teacher conferences, etc. Consequently, the relationship between oral language skills and the encouragement of proficiency in the reading process relies heavily on expanding a student's listening and speaking abilities, too. They go hand-in-hand. Unfortunately, I also perceive that the full acceptance of the Hispanic population, at least in my hometown, hinges somewhat on their command of the English language in addition to Spanish. Many native English speaking residents can be very unaccepting of those who are "different." It is my greatest desire to ultimately teach at my old elementary school in the near future--I love working with ESL students.

Lastly, I had the opportunity to work with ESL students in Fort Morgan here in Colorado a couple years ago. I spent two months teaching first grade reading alongside a friend of mine in a class which only had two native English speakers. The remainder of the 18 students were all second language learners and mostly from low socioeconomic backgrounds. I would work one-on-one conversing and reading aloud to students who were struggling with the English language. This instruction was in addition to their routinely scheduled ESL pull-out program. What an exciting opportunity this was! There was a translator employed for all the first grade classrooms to enable teachers and families to better communicate. Again, oral language and the reading process were directly related to one another. Student success definitely depends on both.

In total, it is my opinion that oral language development and success at the reading process are dependent on one another. Students need the benefit of a comprehensive and balanced ESL program as well as the added opportunity to practice both listening and speaking skills to become proficient at a second language. Most importantly, cooperative group conversations with fellow students enables those new to English to learn more than working alone (Gibbons, 2002). Moreover, verbal skills provide second language learners with the bridge they need to master more difficult academic skills as well. Classroom talk is essential to a successful second language acquisition.

Blog #2--Reflection on Writing Instruction

In considering the types of writing instruction I have received, I believe that the 6 +1 Writing Traits, the Writing Process, and Every Child a Writer are the most current and productive within today's classroom. In reading over our chapters in both Freeman's and Gibbon's books, I would have to conclude that, once again, I feel both ESL and English only students would best learn writing skills within the comprehensive and balanced literacy program. Therefore, the comprehensive method of literacy teaching would include writing, spelling, and vocabulary within its literacy curriculum in a collaborative and cooperative setting. Each of these functions is essential in assuring a flourishing learning experience for each individual student. Let me explain my viewpoint further.

First, all writers progress through several developmental stages: emergent, early, and fluent. These stages broadly overlap; however, learners both develop and maintain each earlier stage as they grow in their writing skills. This would include either ESL or English only learners. In light of the above, I would focus my instruction around further developing and enhancing these growing writing stages through using literature and links to the 6 + 1 Writing Traits. These traits include Ideas/Content, Organization, Word Choice, Voice, Sentence Fluency, Conventions, and Presentation. Remember, provide all students with a broad base of opportunities for practice (both individual, cooperative, and whole group), exposure to various genres, and plenty of positive reinforcement as students' skills increase. In addition, encourage students to make self-to-text connections to ensure the optimum learning experience.

Secondly, it is my opinion that spelling should be taught naturally within the developing writing process, too. For example, I would present familiar, unfamiliar, and leveled sight words within the parameters of current classroom topics, texts, and also by using students' own and classroom spelling lists. Spelling should not be an isolated activity--it should be presented throughout the entirety of classroom activities at every grade level for both ESL and English only learners.

Next, I would like to comment on the Writing Process. This method of writing instruction includes prewriting, writing, editing, and publishing of written text. Students of all ages and levels benefit greatly from plenty of opportunities to practice and present a variety of written works reflecting different genres as well as personal life experiences. This is an excellent method in which students can experience success in creating written pieces to share with the entire class.

Lastly, the curriculum entitled "Every Child a Writer" is a fantastic technique for encouraging writing proficiency at the primary level. This particular instructional package provides learners with rotating centers including vocabulary, guided writing, shared writing, and spelling practice in each one hour writing block. This method is appropriate for both ESL and English only students. Although not a lot of school districts have this program available, it is a great way to make the most of a tight period of time within the busy school day. I love this curriculum!

In closing, it is my philosophy that writing is best taught within a balanced and comprehensive literacy program. Students of every background, language base, and socioeconomic level will benefit from this comprehensive approach to teaching writing in the classroom. Too bad that none of these programs were available when I was in school! Nevertheless, our learners are fortunate to have teachers who have access to the best in literacy teaching practices as well as are aware of their overall success in providing students with proficient writing skills.

Blog #1--Philosophy of Teaching Literacy

In discussing teaching literacy with a first grade in Jeffco Schools this week, we feel the most important aspects of teaching literacy include a comprehensive, balanced, and differentiated program of instruction. This program would include the five critical elements of a comprehensive, research-based literacy curriculum which are phonemic awareness, phonics, fluency, vocabulary, and text-comprehension instruction. Furthermore, the curriculum would be balanced between a whole-language and phonics approach to teaching reading in a differentiated instructional atmosphere intended to recognize students from varying backgrounds, readiness levels, language bases, as well as interest areas. The overall intent of this type of approach to teaching literacy is to meet the differentiating needs of each student in order to maximize student growth and individual sucess in the learning process.

The following is a more detailed explanation for the five critical elements of a comprehensive program as mentioned above:

1. Phonemic awareness instruction consists of teaching students to be able to notice, think about, and work with the sounds of the spoken language;
2. Phonics instruction teaches children to associate and relate certain sounds of our spoken language with certain letters in our written language;
3. Fluency instruction teaches children to be able to read a text accurately and quickly;
4. Vocabulary instruction enables students to enlarge both their reading and listening vocabularies while also increasing their fluency;
5. Text-comprehension instruction provides learners with the foundation for understanding what they are reading (Armbruster, et al, 2001).

The above referenced elements are appropriate for whole group, individual, and/or cooperative group teaching.

Next, I would like to address the concept of a balanced and flexible literacy approach. Students should experience a wide variety of learning techniques (i.e. whole group, cooperative, individual, etc.), various models of instructional methods, as well as a wide range of literature and writing genres. Most importantly, students should learn within a flexible and literature rich environment intended for maximum student achievement. Remember, flexible grouping of students within the literacy program needs to be consistently used.

Lastly, in regards to the differentiation of literacy instruction, the following guidelines are helpful in assisting teachers to meet the needs of all students in the comprehensive reading and writing program:

• Clarify the key concepts to ensure that all learners will gain powerful understandings that serve as a foundation for their future learning;
• Use assessment as a teaching tool to extend versus merely measuring instruction;
• Emphasize critical and creative thinking as a goal in your lesson design;
• Make your instruction engaging as this is essential to student learning;
• And, be certain to provide a balance between teacher-assigned and student-selected tasks.

Differentiation is a topic which I feel passionately about and believe is most crucial to enabling every student in the literacy program to be successful. Excellent readers are productive and on their way to becoming life-long learners both in and out of the classroom.

In closing, my personal philosophy of teaching literacy includes a comprehensive, balanced, and differentiated program. I believe every teacher can achieve this goal by continuing his/her own professional development to include today's best literacy teaching practices. These techniques can be used in various ways within every grade level whether kindergarten, middle school, or high school by tailoring components to meet the needs of students of all ages in any subject. Welcome to success!

Armbruster, B. B., et al (2001). Put Reading First: The Research Building Blocks of Reading Instruction. Retrieved May 6, 2009, from the National Institute of Literacy Web site.