Chapter 5: Learner Strategies and Learner-Focused Teaching

Chapter five is my favorite chapter in the Diaz-Rico text, Strategies for Teaching English Learners.  I enjoyed the detail about many different kinds of learners and ways to approach and understand differences in styles and language acquisition.  The array of graphic organizers was exciting.  I use graphic organizers regularly to support content understanding.

            In researching and reading resources on graphic organizers I found the article, Graphic Organizers and Implications for Universal Design for Learning: Curriculum Enhancement Report.   This article supported the ideas in the text and most importantly, provided additional graphic organizers and outlined the purposes and applications for them.  The authors provide evidence for the support and use of graphic organizers in all content areas. 

            Mike Mahoney wrote about using indirect and direct strategies to support students.  He incorporates different strategies, although he finds that it requires a more creative approach.  This can be true. As I plan lessons, I am always considering what my student’s needs are and searching the Internet for new strategies.  We are lucky to have such resources at our fingertips via the Internet.

            Regina discussed repetition as described in the text.  Repetition is something I also pondered in this reading.  I was able to do some self-reflecting about the extent to which I repeat instructions and in various forms.  I think it is extremely important to remember that if a student didn’t understand the first time, it’s important to present information (whatever type) in a new way or to pre-teach or re-teach for repetition.

strangman, N, Hall, t, & Meyer, A. Graphic organizers and implications for universal design for learning: curriculum enhancement report. The Access Center, Improving Outcomes for all Students k-8,

Chapter 4: Performance-Based Learning

I believe that a clear objective is critical to a well-taught lesson.  A purpose must be identified in order to facilitate academic achievement.  Chapter 4 describes the necessity of a content concept and skill.  Teachers have a responsibility to produce understandable activities that promote and measure mastery.

             When speaking of multiple examples of improvement through standards based education, Shmoker and Marzano said, “…teachers knew exactly what students needed to learn, what to teach to, where to improve, and what to work on with colleagues. Clear, common learning standards—manageable in number—promote better results. They are essential to focus and to coherence.”  To me, this is the heart of teaching; it’s about what students need and how we give it to them.

            Adi Serna cited the text with, “On page 73 of the text it mentions,  ‘Assessment should provide information on what students already do well and pinpoint what they still need to learn.” I looked for this, as I remembered reading it and did not find it until reading Adi’s blog.  This quote supports the ideas from the Marzano article, and to me, what is simply good teaching.

            While reading Maria Tate’s blog, I was interested and thought it was neat that she spoke so openly about treating student fairly and having an open mind.  It’s true and honest that we have different expectations from different students; sometimes even unfairly. 

           

Shmoker, M, & Marzano, R. (1999). Using Standards and assessments realizing the promise of standards-based education . Educational Leadership, 56(6)

Chapter 3: Views of Teaching and Learning

I am an 8^th grade RSP teacher.  My Algebra readiness class consists of 14 English language learners out of 18 students total.  I witness first-hand on a daily basis, the critical role of self-esteem, motivation, and proactive attitudes in language acquisition.  No doubt, strategies should be used in ELD class to establish these emotional factors, however it is possibly even more critical in core classes.  I attempt to argue this, because teachers of core classes often are absorbed with the need to teach their content, rather than the emotional status of an EL student, whereas that is an ELD teacher’s focus.  Regardless, it is critical throughout all content.

            Dr. Candy Lawson, from the Center for Development and Learning, wrote, “Our expectations become our reality and are remembered as such.” in an article, The Connections Between Emotions and Learning. This article is based on all learners and the impact of emotions.  It’s true for everyone.  Self-esteem and motivation are the top two issues I face in the classroom everyday.  When I can get past that, the student and I can reach any goal.

            Fellow student, Steve Campanella described a unit he taught in his classroom on china and wrote this, “The kids were very engaged when drawing their China maps, and were able to understand the similarities between the ancient “silk road” trade routes with other countries and today’s trade with China because they realized that many of the items they wear and enjoy were made in China.”  This is exactly how to reach students and motivate through experiences that engage through interest and personal connection.

            Allen Osborn wrote, “Not only are we charged with the task of teaching the content we have to inculcate within them the desire to learn the content which is often in opposition to the attitudes they encounter at home, making both tasks infinitely more difficult.”  I agree that this is a challenge. I also see it as a privilege.  I too grew up with a family that values education.  I feel blessed to be able to impart this passion to my students…where I can.

           

Lawson, C. The Connections between emotions and learning. Center for Development and Learning

Chapter 2: Critical Roles of Teachers

Teachers have great power to impact the daily lives of English language learners with warmth and acceptance and to support their achievement.  English learners need the support of their instructors when learning a new language and culture.  Teachers should have the best interest of the EL student.  Michael Focault’s language theories are most interesting to me.

            The Stanford Encyclopedia of Philosophy outlines Focault’s ideas about humanistic and social scientific disciplines.  Focault associates language with power.  “Language is related to knowledge in diverse ways…” This reflects the ideas also presented in the text.  I like this idea, because it is simple and true. Students feel this power with knowledge of language. 

            Christina wrote, “It was last year that I realized that I had to acknowledge the student’s worries before we could move on to other core curriculum.”  I love hearing teachers remember that meeting student’s needs is not just through standards or curriculum.  It has become easy to get caught up in all the requirements placed on us as teachers and to forget to look at what our students really need.

            Regina wrote, “I am certain I would attempt speaking those words immediately since my desire to communicate information to parents is incredibly strong and the embarrassment of errors pales in comparison to that desire.”  I connect to this so strongly.  I fear the same embarrassment; despite the fact that I understand Spanish and my parents are both fluent Spanish speakers. I have hung on to this fear for most of my life and it has worsened with my fear in making mistakes in a professional situation.

Chapter 1: Who Are English Learners and Their Teachers

           The English language controls communication, desires, and dreams of those who speak it.  It is the means by which people around the world participate in their families, and in their communities.  Teachers use English to impart knowledge; knowledge provides social, political and economic power.  Understanding Students learning English is critical.  There is controversy surrounding the subject.  Too often English language learners are called the “minority” when this is not the case.  Students and Teachers will face challenges.  My personal opinion; and from first-hand experience, it is crucial for a teacher to have a passion for ELD and promote diversity.  This growing population deserves a compassionate, fair, knowledgeable, and successful.

            The Article: Strategies for teaching English Language Learners, by Andrea J. Spillett identifies four skill areas.  They are function, form, fluency and vocabulary.  I would place vocabulary as number one priority, because a language cannot be understood unless you know what the spoken words mean.  Function is critical to understanding the purpose of the communication.  I would place form and fluency as third and fourth in rank of importance.  Most people can understand what a person is trying to convey without accurate form of sentences.  Fluency is not necessary for the purpose of communicate, although it does play a larger role in some environments.

            Response to peer blogs will be added.  As of 3/16 there, is not an entry for chapter 1.

Spillett, A. Strategies for teaching English language learners. Scholastic, 1.

Assignment # 2: Tutorial Plan for English Language Learner

Sara Egbert 

February 17, 2010

EELB 640

Professor Niehus

Assignment #2

Tutorial Plan for EL: 5 Tutoring Sessions

Session 1: 2/8/2010

Plan

            The Plan for my first tutoring session with Eric was to begin with front-loading vocabulary from a chapter from the book, Freak the Mighty.  I am familiar with Eric’s present levels, and used what I know about him to plan.  I know that Eric struggles with reading comprehension and that vocabulary plays a large part in this.

Description of Teaching

            I chose 5 vocabulary words to explain and connect to prior knowledge from chapter 3 of Freak the Mighty.  Eric’s knowledge of the words was limited.  I taught Eric how to complete Frayer Model Cards.  This is an index card, broken into quadrants by drawing lines.  In the top left quadrant, Eric wrote the word.  In the top right quadrant, Eric wrote the definition.  In the bottom left, he drew a picture to represent the vocabulary word.  In the bottom right, he used the word in a sentence.  Eric completed a card for each vocabulary word.  I gave Eric a practice-spelling test, in which he misspelled 4 words. 

Evaluation and Recommendations

             Upon completing the first session, I knew I would use the cards he had created to study the words.  I also knew that I would like to teach Eric strategies for reading the words that he could use for any new word he needed to decode.

Session 2: 2/9/2010

Plan

            The plan for my second tutoring session was to pick up where we left off with the frayer-model vocabulary cards.  My goal was to assess his comprehension of the word this time; as I had assessed only spelling in the first session.

Description of Teaching

            Eric reviewed the cards.  I modeled how to use them by covering up two sections and calling upon Eric to recall what was covered up.  This strategy is one that Eric was not familiar with, so it did take several practices together for Eric to be comfortable using this strategy for independent studying.  Next, I modeled using a brace map to break each word into parts.  In a brace map, the word goes on one side of a brace and the root word and prefix and/or suffix go on the opposite side.  Eric used the brace map for each word, identifying prefixes, suffixes, and root words to practice decoding and spelling.  I used a cloze passage assessment to determine comprehension of vocabulary.  Eric completed a correct cloze passage for 2 of the 5 words.  I also administered a second practice-spelling test, in which he spelled 3 of the 5 words correctly. 

Evaluation and Recommendation

            Upon completing the second session, I was pleased to see improvement in spelling.  I noticed that I would need to employ further strategies to focus on comprehension of the vocabulary words.  I began brainstorming of kinesthetic ways to practice definitions. 

Session 3: 2/10/2010

Plan

            The plan for my third tutoring session was to use kinesthetic strategies to practice vocabulary.  I reflected on what I know about Eric in my planning.  I know that Eric is active and likes to play soccer.  I knew that movement would be important for attention and mastery. 

Description of Teaching

            I reviewed each vocabulary word, calling upon Eric this time to read each word.  We reviewed the frayer model cards and the brace maps.  I modeled for Eric what pantomiming looks like and what it would look like for a vocabulary word.  Eric pantomimed each word, designating a movement with the definition.  The assessment I used in this session was matching with cards that had words and definitions printed on them.  Eric matched two cards correctly with the written definitions.  In the repeated practice-spelling test, 3 of 5 words were spelled correctly.

Evaluation and Recommendation

            In evaluating the activity, I was pleased with how successful Eric was able to put a movement/pantomime with a word when the word was discussed beforehand.  I knew that the words that Eric had repeatedly spelled correctly and mastered meaning of needed to be switched out for new ones. 

Session 4: 2/11/2010

Plan

            My plan for the fourth session was to keep the two words that Eric had missed on prior spelling tests and add three new words.  I planned on challenging Eric to get the remaining two words correct on both assessments.  I also planned on completing the frayer model cards and brace map for the three new words.

Description of Teaching

            I explained to Eric that we were going to work on three new words and two of the words from the previous days.  I reviewed the two words that he had been studying and introduced the three new words, calling upon prior knowledge and connecting the words to the chapter they had come from.  Eric completed the frayer model cards and brace maps for the three new words.  Once again, I gave Eric a spelling and cloze passage tests.  Eric spelled 3 of the 5 words correctly and completed 3 of the 5 cloze passages correctly.

Evaluation and Recommendation

            Eric demonstrated in this assessment that he had mastered the original 5 words and one additional.  He was confident and showed pride in his demeanor when he realized that he met my challenge to get the original two words correct.  I knew that I wanted to review the missed words for the test in a kinesthetic and competitive way.

Session 5: 2/16/2010

Plan

            I planned to teach Eric how to play a game called, Slap it, Say it, Spell it, Use it; a technique for practicing vocabulary words.  This game is played by writing the vocabulary words on cards, and placing them on the walls in the classroom.  The teacher says the word, and the student has to run to the word, slap it, then turn around and say it, spell it and use it in a sentence.  I also planned to give a final assessment on the total of 8 words he had studied in our tutoring sessions.

Description of Teaching

            I modeled for Eric how to play, slap it, say it, spell it, use it.  He laughed and initially was shy about participating.  He participated willingly.  I assisted him with spelling and using the word in a sentence for all three of the words introduced in session 4. I asked Eric to use each word in a sentence.  Eric used 5 of the 8 words correctly in a complete sentence. 

Evaluation and Recommendation

            Eric mastered the original five vocabulary words in spelling and use of the words.  In working with him again, I would use introduce new decoding strategies that he could use when reading.  I will continue to use the frayer model cards and the brace map for spelling, decoding, and comprehension.  

Introductory Activity

Hi there! My name is Sara Egbert.  My husband Paul and I recently purchased our first home in Sun City.  Although it is a distance from Cal State San Bernardino, it is great to be near family!  I am a middle school RSP intern teacher in the Lake Elsinore Unified School District.  I love my job.  I enjoy spending time reading, cooking, scrapbooking, doing yoga and playing with my malte-poo puppy, Sophie Love.  I look forward to a great winter quarter! 


-My three all time favorite movies are Selena, Mr. Hollands Opus, and Baby Mama.  I MUST add that there are way too many movies that I love to narrow it down, but that these were just the first three that came to mind. :)
-In high school, I was considered a... I don't think there's a term for it.  I was a competitive swimmer, water polo player, show choir singer and pageant girl. 
-Outside of school or work, I am good at yoga.
-My favorite food is pad thai with chicken and shrimp.
- One of my many favorite books is, The Five People you Meet in Heaven. 
-The best part of my job is the positive impact I can have on a child.
-The worst part of my job is that middle school students can be mean, selfish and have bad attitudes.
-A favorite TV show is United States of Tara. 
-A great vacation I took was to Brazil.  Paul and I spent 3 weeks in Sao Paolo, Curitiba and Rio de Janero, Brazil sightseeing and visiting friends last summer.  BEST vacation of our lives!
-What I like best about myself is my ability to see the bottom line (main idea) in most situations.  I'm pretty good at getting to the point. :)
-A strength I bring to this class is constant self reflection.  I am always looking for ways to improve.
- A perfect party would include my family, lots of good food and board games.
-A fantastic day would include relaxing at home with my husband and puppy.