Entry # 10

Rationale:
                I believe that in order for homework to truly benefit our students 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 be not too lengthy and time consuming. Students should be able to work independently on HW without getting frustrated. Homework must also be diversified to meet the needs of each student. It is important to repeat and review classroom learning to ensure student understanding and academic success. After all, student achievement is our ultimate goal.

Meaningful HW:

• provide students with multiple opportunities to practice, review, and apply knowledge that hey have already learned. EX: practicing math problems that have already been introduced in class.
• Time spent on HW should be appropriate with the age or grade of the students. I don't give more that 10 min of HW for my kindergartners.
• Parents should be told that projects and HW should be done by the student only- and that the parent is just a guide to see that the student actually applies himself.

Objectives:

• to give opportunities to practice, review, and apply the knowledge that they have learned in the classroom 
• To encourage good study habits.
• To include parents in the learning process or their child's education.

Feedback:

• I collect HW on Fridays and correct them all over the weekend. If a student forgets to turn in his/her HW, I just write a note in his/her folder.
• While correcting HW, I write meaningful comments. If it's a sentence where the students forgot some of the ending sounds, I would write- "great sentence! Please pay attention to the ending sounds. Most of my HW is usually sight words and reading.

Technology role:

• I send my HW calendar electronically through email.
• I assign some 'Starfall" games to play
• Older elementary students can use word to type their assignments and use PPT for some projects.
• Word builders and  sentence builders are good options for HW.

Entry # 9

 differences:-
Non-fiction

• Table of contents
• actual facts
• real photographs
• glossary
• word meaning

Fiction

• some have chapters
• illustrations
• tells a story
• emotions-funny, fantasy
• different generas
• dedication page
•  
•  Easier for ELLs?
•  I think nonfiction texts with pictures are easier for ELL students because the pictures speak for itself. The students are able to build on prior knowledge and add new information. Teachers can front load students with new vocabulary that may come during a nonfiction reading. Teachers can also get the same concept in students native language and let them read it BEFORE the classroom text reading.
• However, I also feel that fiction texts with predictable phonics sentences are easy for ELL. I have many of these in my class and all the kids benefit from the predictable sentences
•  
• Challenging for ELLs?
• reading without pictures or illustrations.
• without having any prior knowledge on the reading
• Too many new vocabulary
•  

Entry #8

Promote Comprehension-

• vocabulary
• picture connections
• adjectives
• speaking in their language
• translates
• questions
• actions and gestures
• connections with the text
• listening comprehension

Teacher do?

• fast paced lesson
• Keep the students engaged
• Helps ELL discover their voice
• Structure and Flexibility
• High expectations
• Creates a community
• connections to self and text
• teachable moments with origami spinners- something interesting

Students do?

• engaged
• working
• responding
• part of a group
•  responsible
• ownership
• follow rules
• proud of their achievements

Essential Components-

• community
• connections
• structure
• vocabulary
• finding a teachable moment
• catering to students interest
• engaged
• turn taking
• games
• directions

Readings-

• K-W-L
• note taking
• summary
• pictures
• graphic organizers

Entry # 7

When I perform a Running Record, I monitor the student's reading while he/she reads a passage aloud.  As the student reads, I mark the errors and miscues being made by student.  This is a great way to assess a student’s decoding strategies and fluency.   
Student A and Student B read the following Passage. Please note that each page had one sentence with a picture.

Sam and Jan went to the house.
There is a cat on the couch.
The cat ran and jumped on Sam.
Jan opened the door to let the cat out.

M, S, and V:
Student A and B had many substitutions. Student A substituted the word 'house' for 'home' and 'sofa' for 'couch. Student B struggled with the word 'couch'. He knew it wasn't a 'sofa' and he tried to sound it out but could not get it. Student B also struggled with the word 'out'. He did not say anything. Student A got 'out' correct by said 'hugged' for the word 'jumped'. Both students said 'open' instead of 'opened'.


Analysis and instruction
They both tried to substitute words to make meaning. They looked at the pictures to form a word that would make sense. Teaching them to look at the beginning and ending sound and the structure and pattern of the words would help them read fluently.
They had trouble with syntax and need instruction on some grammar rules. Essential Linguistics, Freeman provides a section entitled “Syntax and the Second Language Learner.”  Two methods that teachers are encouraged to use with ELLs are ALM and Content-Based Language Teaching (pg 244).

Teachers are often encouraged to use the audiolingual method (ALM) for teaching a second language.  Since many languages have different grammatical and sentence patterns, this method encourages teachers to use “dialogues and drills” that are designed to help students learn the patterns in the English Language.  

Entry # 2

In our chapter we read about traditional writing (Learning) and process writing (acquisition). As a student in a 3rd world country (Sri-Lanka) I received very little instruction in writing. As I recall, it was very formulaic in nature. I remember learning to form letters, words and then complete sentences. It was very structured like the traditional writing process. I always had to show the teacher my writing so that she could put her red ink all over it. I don't think she believed in peer editing. My teacher often spoke about writing a good story or a report.
I wish my teacher had balanced her instruction and had some process writing in our classroom. I wouldn't have disliked the subject so much.

Entry # 6

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.  We as educator use both L and A in our classroom. I believe we should have a balance of both.
Making Venn Diagrams was "A" because it involves higher level thinking. The discussion in class towards "L" suggested that the teacher was giving the stories and telling the kids what to do. Identifying words on a big book page that start withe the same sound was both L & A. The teacher directs instruction by giving the book and page but the student chooses the words. This activity was interesting because many of us had different views.

Entry # 5

3 Little Pigs:

1. Animals that talk
2. Children moving out of the house to live by themselves when they are young
3. Boiling water to kill/hurt the wolf
4. Mother not checking up on the kids.

Goldilocks and the 3 Bears:

1. What is Porridge?
2. Child wondering alone
3. What are chairs, tables, bowls, and beds?
4. Baby bear crying over something so small?

Students from different countries and cultures have never been exposed to talking animals. Children in other cultures usually live with their parents until they find a partner. So the pigs moving away and trying life a lone will be quite confusing for the ELL students. Some students also do not like to kill or hurt anything. They don't even step on ants because it is again their religion. So telling them about killing the wolf is not an appropriate thing. Students form other cultures are used to having their moms check up on them all the time. In the 1st story the mother pig didn't even check on any of her children.
        In the 2nd story the students will be clueless about the porridge. They won't know what that is. They are used to eating different kids of cultural food and porridge will sound like a disease to them. In some cultures girls don't walk alone, they always have a male chaperone to guard them. They are not exposed to chairs, tables, beds etc. They sleep on mats or the floor. Poor children from other cultures don't cry over eaten food or broken chairs. They are thankful for what they have.

   A good way to teach some these things is to talk about the differences. EX: sleeping patterns in US vs other countries. Teachers could discuss the types of food that are eaten in some cultures. Showing pictures of these differences will help the ELL student understand the story better.