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.

Entry # 4

First I read a German Poetry book. I looked for words that looks similar to English, a language I already know. So, I used cognates to make meaning. I found some words that made sense, but I was really not sure. I began to get a headache by just trying to read something that was really not making sense. Then, I decided to look at the English translation beside it. I was quite pleased to read and make meaning in English. Then, I went back to the German poem and tried to read it again to see if it was easier to make meaning. I felt it was a little easier to make meaning.
As a lower text, I chose a picture book in Japanese. The title was Hansel and Gretal. The book had the English title and the Japanese title. I could understand this whole book by just looking at the pictures. How awesome! I couldn't read anything because I don't know any of the Japanese characters or their sounds.
It would have been easier to have a character sound chart with an English Japanese dictionary to read and make meaning.

Entry # 3

When a baby is born he/she starts hearing sounds and they usually get attached to familiar voices. When children grow up and start listening and mimicking adults they make meaning through their speech. One way in which parents and teachers can help students to acquire language is through modeling and scaffolding. Scaffolding is the process where one builds on prior knowledge and creates building blocks for learning. When students are encouraged to use their words and talk they acquire language. This process is known as "language acquisition".
        Students acquire the skills necessary for reading by first learning the letter sound relationship and then decoding and blending simple words. This is learned through direct and indirect instruction. They also benefit from modeling and scaffolding. Students are then introduced to vocabulary and comprehension through various modes of instruction. Adults and teachers play a vital role in a child's learning process!

Entry 1

The teacher I interviewed believes that a strong sense of community must be established to create comfort and support for all beginning readers and writers. She also says that creating access to strategies and skills, and making sure that each student is appropriately challenged and supported by proper English Language instruction should be a priority. I agree with this philosophy because students should be comforted and accepted in the learning environment to be successful learners. I also agree that teachers should practice research based instruction in the classroom to reach every child as a learner.