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.
Since a comprehensive literacy program allows for whole group
and individual instruction there would be several opportunities to meet the
needs of these new students. During
reading and writing workshops students have time to collaborate with peers and
the teacher. I think this collaboration
is important for all learners, but I believe ELLs could especially benefit from
seeing how other students work and communicate.
From reading the Weaver text, I’ve been reassured that reading aloud in
the classroom is a very effective way to demonstrate how reading should sound
and a great time to have students interact with the book. This oral demonstration along with the group
interaction and hearing the discussion would greatly benefit ELLs. Then, small guided reading groups would allow
time for direct instruction for these students’ individual needs. I would also partner each ELL with a
classmate who I felt could assist them with their reading and have them work their
way up to silent reading once I was sure they were able to gather meaning while
reading. Also, modeling how to write, though
the use of write-aloud, would be beneficial because they get to see how
sentences are formed and the thought process that goes into creating a
story. Then, through guided writing I could
focus more on their individual needs. Later,
I may suggest a tutor for these students depending on how they progress with these reading and writing strategies mentioned.
I think a comprehensive literacy program is the key to successful readers and writers. I think through the broad exposure, children will soon be confident. The communication between the teacher and their peers really sets the tone for discussions. The discussions are vital to allow them to get involved in making connections and seeing how the reading and writing processes work. Together they can practice skills and work together to be successful readers and writers. The idea of a peer buddy is a great idea. I think that ELL students especially will benefit from this.
ReplyDeleteNicole, I really like the ideas you presented in your posting. Whole group and individual instruction is indeed effective. Using reading and writing workshop as a time for peer collaboration is essential, and the read aloud time is an excellent opportunity for you to model good reading strategies and build rapport. I think your idea of partnering an ELL with a classmate is a great one, especially if they also practice silent reading on their level. I also think peer collaboration would work well during the writing workshop time since there are several students in one classroom.
ReplyDeleteNikole,
ReplyDeleteI too found it essential for these new students to have experience working with their peers on assignments as well as on their own. Allowing ELL learners to work together with their peers allows them to develop language and communication skills. I love how you pointed out the importance of reading aloud to your students. By doing so, the teacher is modeling appropriate fluency and expression. I tried to read to my students everyday during my student teaching and all of my students loved sitting back and listening to the story. I found that even some of my students with behavior issues were on their best behavior during this time. I too feel as though small literature circles would allow the teacher to focus in on individual needs of each of the students. Taking it outside of the classroom with either a tutor or offering additional help before school, after school, or during recess a few times a week would probably help to show improvement in their literacy skills as well.