As your school year starts, you realize that you have three ELLs who are newcomers to the United States. Discuss how a comprehensive literacy program addresses their needs, drawing attention to specific components of the framework that are particularly relevant. Then discuss any additional scaffolding you would offer to support these children's needs.
The comprehensive literacy program is meant to expose students in various different forms to literacy. Through the reading workshop I can help my ELLs become familiar with English texts through beginning with read-alouds to allow them to hear what the sounds are without straining them to follow along word for word with their eyes. The students can listen. I would then have students paired up with a proficient reader while I do the shared reading. They will listen as the class along with me discussed the selected text. Now the student will be able to follow the words as we read to see what the language looks like. Then to follow the shared reading I would group my ELLs together in the same guided reading group. I would scaffold their learning by starting with much lower-level text. Through the shared reading and guided reading I would work with these students on developing sight word knowledge. I would start small to build success before moving on to more difficult text. Students need to feel successful in reading and writing in order to enjoy it and want to work more at literacy. Through guided reading I would "make use of various skills, including-but not limited to-phonological and phonemic awareness, phonics, and decoding" (Weaver, 286). Not only would I work with these three students together but I would conference with each student individually to gain persepective on their interests and what they feel as though they are struggling with. This will allow me to build a trusting relationship with my students.
Using what I have done with my students in our reading block, I would transfer the same strategies into the writing workshop model. I would start with modeling my writing process, shared writing with the whole class, then allow them to work in pairs with proficient writers. I wouldn't set these three students to independent writing until I felt they felt comfortable with the process. I think working with their peers during this time is more important than working with me. I would conference with these students and use guided writing sessions to work on some skills but I think allowing them to try to express themselves on their own will provide them with more success. Literacy is something you have to work hard at but if you are given the right resources any student can be successful!
Lisa,
ReplyDeleteI agree that reading and writing workshop both allow for the necessary differentiation that these ELLs may need. The workshop model also provides opportunities for individual conferencing. During conferences the teacher can help the students with their specific needs. I also think the last statement that you made about students being successful in acquiring literacy through working hard and being provided necessary resources is very true. We should expect success from all of our students and make every effort possible to provide them with the support, motivation, and resources that they need. These are the key ingredients to helping any learner
Lisa,
ReplyDeleteI loved that you not only recognized the importance of reading and writing workshops in the success of the ELL students, but also stated step by step what you would do to help these students learn the English Language. I did not even think to put my strategies in order, but I completely agree with how you ordered the activities. Allowing the students to simply hear the language multiple times will start the orally recognition of words which will then be followed by the visual aspect. It is important to allow the students to read along with the teacher so that she can point to the words as she reads them. You had a great idea of working with the students in this succession.
Lisa, I agree that different read aloud during large group instruction or shared reading are two great methods of helping the ELL readers. I had an experience in a field placement with an ELL student where I paired her with a higher reading student during partner reads. This not only help the ELL student tremendously, but the two girls created a strong bond which I almost think is more valuable then her reading growth. I also like how you mentioned having the students write with their peers! This is great because it gives them help, ideas or just a larger confidence to learn how to work with someone while also improving their abilities.
ReplyDeleteLisa, I agreed with many of your ideas in your post. I also think reading aloud would be an excellent way for students to be introduced to literacy. Scaffolding your instruction during shared reading by exploring sight words and building on small successes really seems like it would be effective. Students do need to feel successful in anything they do. That is why I also discussed individual conferencing in my instructional challenge response. I can understand the benefits of transferring skills from the reading to writing workshop, and I think sometimes students benefit more by learning from others rather than the teacher all the time.
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