Final Post. :)

Entry 1 - Literature Circles

For our last assignment, we were to create a literature circle for a group of our students and implement it. Literature circles are a great way to engage students from the beginner level to the advanced level of readers. The students become more involved in their learning and begin to take ownership. Literature circles are also a great way to have students begin to discuss the books they are reading and can dive into a deeper understanding of the book because they begin to see how other perceive the book, text, and pictures. I absolutely love literature circles! They are especially great because they combine reading, writing, speaking, and listening -- all the skills that ESL students need practice with.

Therefore, I was extremely excited about implementing my literature circle lesson plan with the students. I chose the book "John, Paul, George & Ben" by Lane Smith to use with my 4th graders since they were learningabout the Revolutionary War. There are 4 students in this group -- three Hispanic boys and one Sudanese girl. All of the students are intermediate level and the book was right on their reading level. On the first day, the students decided their literature circle roles in the group, which to my surprise went very well. The roles were: discussion director, vocabulary finder, literary luminary, and checker. With the implementation, I quickly realized however that the students needed guidance with what their roles meant and how to effectively complete the role's assignments. The students are high enough where they were able to lead most of the discussion. However, there were a few times where I directed the questions because the students were only skimming the surface of the book and not trying to fully comprehend the book. During these times, I have two beach balls for reading comprehension with questions on them when they were stuck for questions. They would pass the beach ball around and discuss the answers together. They were truly engaged and walked away being able to give me a full summary of the book -- IN DETAIL!!!!! :) I will continue to use literacy circles.

Entry 2 - Personal Reflection on Journey through Fieldwork

Throughout my Master's degree program, the fieldwork class is the one where I feel I learned the most. I was able to take all of the things I learned in all of my previous classes and apply that knowledge in an actual classroom and had the help/advice from a mentor. By being able to work in the classroom and complete an action research and case study, I believe I have gained the most from these assignments because I understand to look at the whole student to best meet their needs. Until the teacher does that, they will only teach to half of the student and not effectively meet their needs.

For all teachers, even those who do not want to be ESL teachers, I would definitely recommend the ESL add-on endorsement because with the number of immigrant students coming into the classrooms, it would greatly benefit them to have some background knowledge in working with them. When taking the ESL add-on endorsement program, I would advise you to soak in everything because it is great information to have! :)

Case Study in theRegular Ed. Classroom

When doing the case study, I chose the same student I had for the neighborhood profile and ethnographic narrative. In doing so, a teacher is able to see all aspects that make up a student. The home life, how the student works in the regular ed. classroom, and the student telling me how they feel about their home life and school. I feel like I truly know the student and am completely able to teach the student in a way that will accommodate everything in their life so they are successful because I have completed all of these projects. By completing the case study and ethnographic narrative, the student's teacher next year will have a lot of data and information on the student that will help them to meet the needs of this student.

For my case study, I decided to observe a 4th grade classroom in my school. The student I observed working is a more timid student when working in pairs because they have low confidence in themselves and the work they produce. Therefore, I was interested to see how the student would work with their table because they were the only ESL student and their partner excels in Math. The activity to practice function tables was the student and their partner had to go to 6 tables that have the students practice what they have been learning about function tables. With their partner, they worked together through discussion to determine the answers. Then, they would go check their answers with the teacher and if correct, they would move on to the next table. At the end of the lesson, I was pleasantly surprised that my student was able to work and when it was their time -- they took the leadership role! That tells me that the student is beginning to feel more confident and comfortable in the classroom.

From the case study, I have learned it is important to do the following when second language learners are working in a group environment. They need to have the following to feel confident and work successfully:

• Allow the students a set of mathematical (or any subject) term dictionary. Therefore, the student will be able to recall the terms they have learned to better explain how they determined their answer with their partner. Also, the student would be provided with more chances to use and remember those key vocabulary terms.
• Since the student struggled with longer word problems, by discussing with the whole class before the activity what each problem was looking for might benefit second language learners.
• Lastly, a great strategy that encourages student's language learning success is through group discussion and with other groups. Therefore, the students have more opportunities to use the key vocabulary terms and builds CALP.

Thoughts on Action Research

Thoughts About Action Research -- A Tool to Improve Practice

Action Research is a great tool to use in order to improve your teaching practice. By creating and completing action researches within your classroom, you continually are evaluating your teaching skills and methods in order to be the most effective for the students. A teacher should constantly try to improve their teaching methods and action research is a efficient and effective way to improve our practice that is best suited for the students.

Ideas Generated from My Action Research Project

In my school, most of the CORE ESL students struggle with being able to demonstrate their knowledge accurately on reading assessments. The students struggle with understanding what the questions are asking based on their limited English proficiency (reading skills and vocabulary). My action research focused on the two research questions:

• When provided with a reading assessment that assesses students' reading skills and comprehension, if the students can read the passage aloud into a "whisper phone", will the students' ability to answer the questions improve?
• When provided a weekly reading assessment over the story, if having the teacher read the questions to the students right before and then having the students read the questions through a "whisper phone" to the teacher afterward, will the grades improve? (The teacher should read the questions and have the students first discuss what the questions are asking.)

The ideas generated from this project were to discover whether the discussion of the questions prior to testing and allowing the students time aside to read aloud the question and passages to a teacher would help improve their testing scores.

Suggestions Based on My Findings

A brief overview of my findings is all of the students read their entire test aloud into the "whisper phone" and every student that was assessed made a significant increase in the grade on the post-test on Friday. Therefore, my suggestion for other ESL teachers based on my findings would be:

• Allow the students a chance to read the test aloud. When the students are read their test aloud, they are able to score better on the assessments because they take the time to read each questions and answer. They also seem to feel more comfortable and not rushed.

Plurals/Observation #2

Teaching Issues

In second grade, my students are beginning to learn about plural endings. They breezed through the concept of nouns with no problem. However, plural nouns are giving them major problems. After interviewing my third grade student last week, I knew that plurals gave all ESL students difficulty. My student had stated that he found reading and writing in English easy and grammar was the hardest -- especially plurals! Teaching grammar to ESL students seems to be a challenge. With students not using and writing in English at home, they do not have the prior knowledge of using plurals and their rules. Therefore, they seemed to struggle with that mini-lesson this week.

The mini-lesson began with a quick "I Have, Who Has?" game with plurals. I wanted to be able to see what my student's prior knowledge with plurals were. The students did well with the activity, however, I was afraid they didn't truly understand the rules. With this in mind, I thought of a way for students to visually see the rules and have something to refer back to if they needed it, so we created a tree map focusing only on adding -s, -es, and -ies to make words plural. Next, they each had a word sort bag with words and had to put them under which ending would correctly make it a plural. They worked in pairs with guidance from me. The students struggled and would not refer back to their tree map. However, once they began to work together and remembered their tree map, they all did just fine. At the end I wanted to test their knowledge on the subject without embarrassing any of the students, so we took out our white boards and practiced. I would write simple words on the board and have the students write the plural form. The students consistently wanted to just add "-s" to everything. We struggled and will definitely revisit the concept more this week.

After the lesson not going so well this week, I am going to create bookmarks for the students to keep with them as a reminder to help with the rules. Unfortunately, plurals is one of the harder parts of grammar for students to remember. Therefore, I think my students would benefit from having a constant reminder. I also think it will be important to provide my students with a number of opportunities to be exposed to the rules so they become automatic.

Second Language Acquisition/Ethnographic Perspective

With my students, allowing them to explore with a partner seemed to work well in promoting second language acquisition. They had to discuss the words and their endings to figure out which rule applied. They also had to defend their answer and revisit the concept if they disagreed. It helped them think about the rules and concept more in-depth. This particular group seems to be able to work best in a group or partnered setting. They are my lower group and sometimes are overlooked because they go with the answer others give. By having them have to work with just one partner and defend their answers, they did very well. They were able to build confidence in themselves by having to defend their answer.

In this group, I have 1 Arabic student, 2 Sudanese students, and 4 Hispanic children. With this group being so diverse, the issue of integrating culture and linguistic diversity emerges. Each student had a different level of understanding of plurals and their rules. Therefore, we worked on hearing just the "s" sound on words like "balls" and the "e" sound when adding "-es" to words like "churches". To better meet the needs of these second language learners, I think it would be good to know the rules of plurals in each student's language (if their are any) or what their knowledge is about plurals in English. Therefore, you can tap into their prior knowledge of plurals and better assist them. Culture specific items were not incorporated into this lesson because it was a brand new concept that we took the time to develop the skill.

Nouns with ESL/ Observation #1

Teaching

With my third graders, I have an hour to spend with them everyday. On this particular day, we focused on Language Arts because the students struggle the most with that particular aspect of English in their classrooms. The purpose of the lesson this week was to review everything they had been discussing about nouns in their classroom. To begin with, we discussed what nouns were (person, place, or thing). I had a few objects or pictures that could be categorized under a person, place, or thing. Each student got a few and had to sort them under person, place, or thing. We then discussed it as an entire group. Secondly, we went on a Scavenger Hunt around the classroom and school to locate all of the nouns. The students all did a great job with this aspect of the lesson because it was just a quick review of what had been discussed in their classrooms.

When we came back to the classroom, the students were given an activity where they had to cut out words and place them under person, place, or thing. This activity was a informal way to assess whether the students needed more time on identifying nouns or if they were ready to move onto proper and common nouns. One of my students in this group is a CORE student, therefore I made modifications for her and worked one-on-one with her so if she needed help sounding out a word, I was there to provide support. Once the students were finished, we checked them as an entire group.

All of the students had a great time with the Scavenger Hunt around the school and did an amazing job! They completely grasped the concept and were ready to move onto proper and common nouns for the next day! :)

Community

The students are all such great friends because they have been in ESL together since 1st grade. Therefore, they have been able to create a sense of community and are very helpful to one another. If someone needed help with a word or the concept, the other students were very respectful and considerate. They did not make fun of the student or laugh. The students in this group are extremely loving and caring students! During this time, my EA works with a Non-English student. Normally they work on different stuff than my group does, but since he is in the same class and is able to identify most nouns in English now, he came along on the Scavenger Hunt. All of my 3rd graders are Hispanic and were so helpful with the Non-English student. They would speak to him in English until he did not understand something and would quickly speak Spanish to him to help him understand. They truly want everyone to be able to learn English.

Most of the students in this particular group, are intermediate which means they had to have scored a 3 on their ELDA the previous year. However, due to time constraints, I have one CORE student. I see all of the students for an hour since I do have the one CORE student.

Ethnographic Perspective

During the lesson, I observed the students working cooperatively with each other. They have been together in ESL for 2 years now and all have developed a strong relationship with one another. By observing, you can tell that they have a strong desire to learn and want the best for the other students around them. All of these students come from families who place a high value on education and therefore so do the children. Informal interactions occurred during my lesson and you can see that students are very considerate of one another and are helpful to each other. From the interview, my student answered the question regarding two of the other students in ESL. He stated they were his friends because "they helped him when he did not know an answer." Therefore, demonstrating the community and interactions the students have with each whether they are formal or informal.

If an outside observer came into the classroom during this lesson, they would have seen different types of learning happening. I try to provide the students with as many opportunities to view the concept as I can to help reach all students. We learned about nouns through visuals, auditory, listening, and kinesthetic learning. Also, I like to introduce the vocabulary the students need to have in the beginning, then guide the students through a very hands-on and engaging activity, and at the end have them work individually or in pairs to complete an independent activity. Therefore, I know where the students need help and can make the appropriate accommodations for the independent practice or review the next day. I like having the students work together during the guided instruction because it helps all of the students take on the tutor role and feel welcomed and accepted. They aren't forced to tell answers they may not be sure of until they have had a chance to work with their partner and discuss it. Therefore, they are actively taking a role in their learning and being able to discuss the concept to revise their original understanding or be able to thoroughly explain the concept they understand. The students then know they are all welcomed and accepted no matter where they are in the English proficiency.

New Beginnings

For the past year, I was a graduate assistant at MTSU. I graduated in May with my Masters and am continuing my ESL add-on endorsement. While I am taking my last class this semester, I am also a first-year ESL teacher! I have close to 30 students I see each day in grades 2 - 5. I work with an amazing and supportive group of teachers who have helped me adjust to being THE teacher. :) A big difference from student teaching and I must admit at first it was very overwhelming. However, when you get 30 hugs and see the "ah-ha" moments from the students, you realize that the stress from paperwork, evaluations, etc. is all worth it! I also am in a school where the ESL population is mainly Hispanic students and am grateful to have a full-time EA who speaks Spanish fluently. The biggest challenge I have so far is being able to communicate with the parents. I am using the little bit of Spanish I know so that way I communicate directly with them, but use the EA for most translations. I am excited to share my journey with you as this year progresses!

Factors that Affect Teachers

As teachers, we all know that there are a plethora of outside factors that affect our students, our schools, and ourselves. This week in our Grammar class we read articles that highlighted some of these factors; such as, teacher’s cost of living, schools going green to help with failing test scores, sesame workshop, educating children that were affected by Katrina, and child farm workers just to name a few.

Since I am not in the classroom yet, I chose to focus on the teacher’s cost of living, since the others were about teachers already in the classroom. The article Teachers’ Cost of Living Matters More compares teacher salaries in different cities or regions against the national average or other U.S. cities. The cities are ranked by the adjusted and unadjusted elementary teacher pay. For example, in Memphis is adjusted pay is $50,797 and the unadjusted pay is $45,108, which is one of the higher when it comes to the difference between the two rates.

When I first enrolled in college, I decided to become a nurse. All I heard about growing up was to have a job that paid well and had great job security and therefore nursing seemed the best option for me. I had thought about teaching, but everyone told me I should become a nurse because it paid quite a lot more. So, for my first two years of college, I was a Nursing Major. However, when I met my husband and was miserable in my classes, we discussed me switching majors. The pay did come up because of how low teachers get paid in Tennessee. However, I decided my happiness was way more important than pay.

After reading the article, I was shocked to see that some pay rates dropped when they were adjusted in consideration of the cost of living. If the cost of living lowers the pay rate, I don’t think that would be fair to teachers. Why lower their pay just because the cost of living is lower? That doesn’t make much sense to me. However, if the cost of living is more, I believe teachers should get paid the adjusted rate. Teachers play an important part in society today and the future society. Some jobs that I feel are less important get paid a lot more. For instance, garbage men in larger cities can make up to $65,000, which is more than all of the teacher’s salary based on the chart in the article!!!! I cannot believe that! Teachers put in so much work than just the "work day". There are more things they work with outside of those 8 hours, such as helping children with their home life, staying after to grade or tutor students, research teaching techniques, etc. Hopefully, they will change teacher's salary because teachers use their personal time and money to help better their teaching techniques for the betterment of the children in their classroom.

Multiculturalism in the Curriuculum

The reflection this is week will be based on the following three articles: Organizers See 'New Civil Rights Movement' in Immigration Protests, Multiculturalism in School Curriculum, and Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School.

From the last post, we learn viewpoints of multiculturalism in general. Now, we take a closer examination of multiculturalism and its role in elementary classrooms. In regards to multiculturalism in the curriculum, there are different viewpoints on what it should look like and how it should be taught in the classrooms. In the article Toward a Centrist Curriculum: Two Kinds of Multiculturalism in Elementary School, Hirsch brings up a lot of good discussion of what a multicultural curriculum would include. Hirsch states that the proposed curriculum by the Core Knowledge Sequence would have the following characteristics: "1) It encourages knowledge of and sympathy towards the diverse cultures of the world. 2) It fosters respect for every child's home culture as well as for the cosmopolitan school-based culture. 3) It gives all children competence in the current system of language and allusion that is dominant in the nation's economic and intellectual discourse". I completely agree that these characteristics need to be incorporated into the curriculum because teachers must facilitate classroom learning as well as social cohesion. Hirsch states "classroom learning cannot go forward effectively unless all students in the class share some common points of reference".

Through teaching multiculturalism in the classroom, a true sense of fairness for all students will be observed. In the article What is Multiculturalism in School Curriculum?, the author brings up a valid point discussing that to teach multiculturalism in the curriculum, a teacher does not have to move away from teaching the traditional curriculum. For instance, I believe in Social Studies if the teacher presents all sides and feelings to events that occurred the students gain a deeper knowledge and respect for all countries or people involved. The article also brings up the fact that some consider multicultural curriculum is demonstrated by teaching African culture solely during Black History Month or about women during Women's History Month. I believe that cultures should be taught throughout the units to integrate the cultures and teach about respect, similarities and differences, and understanding of all cultures. I currently am not teaching in the classroom, however I will incorporate integrating the different cultures and viewpoints to the units in the curriculum. I also believe after presenting the students with the different viewpoints from history events that they discuss them and understand that it is ok to have different opinions as long as you can respectively argue your stance without disrespecting other's views and culture.

After reading the articles, I get a broader understanding of what it means to teach multiculturalism and integrating it in the curriculum. In today schools, I thinks the curriculum, policies, and structure of the schools aren't consciously used as a means of social control. However, in some senses I am very naive. I only know that from here on out the curriculum must change because America is changing. We are growing more diverse and the curriculum should teach to the different diversities and make them feel apart of what they are learning.

Viewpoints on Multiculturalism in America

“We become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” – Jimmy Carter

After reading the Pithissippi Burning, an article in which the author discusses white supremacists who are opposed to a multicultural society, I am speechless at the debate of allowing “non-whites” to live in America. Growing up in Nashville, I was always surrounded by people from all different cultures and loved to learn how we were different and similar. I cannot understand how people could ever have an issue with multiculturalism. The article discusses how “White America” is in danger and those who believe in an “Aryan nation” is fearful of what the future holds. The article also raises the question of what the “other side” is going to do in regards of the idea. What happened to America being an equal opportunity for everyone? After reading the article, I am appalled that people are even having a debate on multiculturalism and claiming it has a negative impact on America. Racism needs to end so America can build a multicultural society that treats all equally and with respect and understanding.Besides, who gets to decide who belongs in America and who doesn't? No one should have the right to deny anyone of the freedoms in America and be respected.

In the article The Challenge of ‘Multiculturalism’ In How American View the Past and the Future, Samuel Taylor discusses the different viewpoints on multiculturalism in America. The main issue discussed was that America is losing its history due to the fact of including different cultural perspectives on topics in history and states “Multicultural" history was therefore to be a broader, more inclusive history that would give every American his rightful share of America's past.” The article states that by doing so future generations will lose their patriotism and pride in being an American citizen. By teaching “multicultural history”, I believe we are not stripping children of being proud of belonging to America. I believe it helps teach patriotism because they can be proud to belong to a nation that respects and welcomes all cultures into the classroom. By learning about each other’s culture, we can only then begin to accept the differences amongst us.

How do I teach grammar?

“Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.” (David Crystal, “In Word and Deed,” TES Teacher, April 30, 2004)

When teaching grammar, the teacher should have a understanding of Standard English, grammar, and the value of studying grammar in order to properly teach grammar in an ESL classroom. Standard English is difficult because people view it as the “correct” way to use English and has been referred to as a “dialect”. However, Standard English depends on where in the world the English is being used because each region has their idea of what is “correct”. Standard English is taught in schools, appears in print, and heard on news broadcasts or documentaries. Growing up, I did not know anyone with a difference accent, or Standard English, until I had a friend from New Zealand move to my school in High School. We thought it was weird the way she pronounced certain words.

The grammar of Standard English is more uniformed than Standard English is itself because of the varieties of English usage. There are fewer questions about what is grammatically correct than what is the “correct” way to pronounce words and proper ways to use English. Initially, I never thought about the Standard English and grammar being different. I thought what was taught in school was the only “correct” way to pronounce words, write, and speak English.

How will I help students learn the grammar they need? How do I teach grammar?

These are two important questions when working in an ESL classroom. Thinking about my ESL classroom, I believe that although the student’s Standard English should be honored and not made to seem inferior, it is important for students to learn to speak grammatically correct because it will aid them in their future with jobs, interviews, become an effective writer, etc. In the classroom, I believe ESL students need to hear prescriptive grammar because they first need to learn the basic structure of English that they will use in formal settings, will read in most print, and hear on some television shows. However, I also find it interesting the way a student then use the language with friends and family in informal settings. Students should be aware that in different situations, different usage of English is used. I am a firm believer that a teacher should become a facilitator of the student’s learning and the students construct their own meanings through activities or inductive reasoning. Therefore, I like the idea of using ht inductive approach to teaching grammar. Lessons may be more helpful if they allow the students to explore the grammar concept through an activity or exercise. The teacher may want to spend a lot of time exposing and engaging students to practice and exposure with the structure or grammar concept. Lastly, teachers may want to use guided practice so the students will feel comfortable enough to produce or verbally use the grammar concept.

Multicultural Education

My definition of multicultural education:

The United States is becoming increasingly diverse. Therefore, multicultural education is crucial in creating understanding and acceptance of all cultures. Before reading Paul Gorski's The Challenge of Defining "Multicultural Education", I thought I already had my definition figured out. However, my definition only covered a small portion of everything multicultural education truly entails. Multicultural education combines curriculum and education in the classroom to teach students how to accept, understand, dismiss prior prejudices and stereotypes, and appreciate cultures that are different than their own. Students will be prepared to work with people from different geographical areas and accept their differences and similarities.

Reflections on the challenge of defining multicultural education:

Multicultural education is difficult to define because it is viewed differently by so many people. Another challenge is that most of the definitions only include one aspect of multicultural education and leaves out the other vital aspects. Teachers and education institutions are among those who seem to not share a similar definition of multicultural education. Gorski states that "some see it as a shift in curriculum, others as a reference to teaching styles and testing practices, while others view it as a method for social transformation". With all of the different definitions, multicultural education is difficult to implement in the classroom across the board.

Challenges facing classroom teachers with implementing multicultural practices in their classrooms:

One challenge that classroom teachers face when implementing multicultural practices in their classroom is wanting to teach and explore cultures from all over the world and finding the time due to preparing the students for standardized testing. With so much time dedicated to teaching material that will be on TCAP, teachers are left with only a small window of time to allow the students to learn about new cultures. Unfortunately, the students then do not get to explore more in depth the differences and similarities of the cultures.

Reflecting on YOED 6020

For teaching any grade or any group of students, a teacher must carry with them effective strategies to help teach content. YOED 6020 has helped with adding effective strategies and methods that I will use when teaching ESL. One of the strategies that I learned is to reflect and what better way than to use technology so I can obtain feedback from others in my profession. At first, I was skeptical about blogging on the internet about reflections I had, however, I believe it has made me more accountable and I put more into it since it will be open to the public. I will continue to blog on the Internet about my experiences when I become an ESL teacher (hopefully next school year!).

Next strategy that is helpful and will work to build a learning atmosphere with my ESL students is to write a “Newcomer Brochure” to send home. The brochure contains helpful community resources for the parents, importance and tips for literacy at home in both languages, and rules and expectations within the school and classroom. I believe that the parents will greatly appreciate that the teacher took a second out of their day to introduce and welcome them to the school and community. We teach their children and therefore must include them in the learning process. I believe it is extremely important to have the parents informed about details of the classroom and have tools to help the student at home. By working together, the student is bound to succeed.

The next strategies will be helpful for the teacher within the classroom to teach literacy development and assess the oral development to ESL students:

• Cloze procedure: the teacher selects an appropriate text for the students and then deletes every fifth word to assess if the reading level of the text is suitable or not.
• SOLOM Instrument & Oral Language Development: two assessments that are used to assess a student’s oral development through grammar, pronunciation, vocabulary, fluency, etc.
• Anticipation Guide & Writing Prompt: Both of the strategies help build writing skills for ESL students through reading a text and answering and/or building on prior knowledge.
• SDAIE Lessons and Strategies: SDAIE is a lesson template that helps “specifically design academic instruction in English”.

All of the strategies discussed above are tools that I will carry with me and I offer those beginning like me to examine if they would work for them as they begin their ESL teaching journey. I also encourage those beginning in the ESL teaching journey:

• To examine ESL in their state and county,
• Look through the resource guide for ESL and the curriculum guide for their state,
• Search for useful strategies and methods and write them down, discover what designer method(s) fits them best and tips for that method(s),
• Search and buy multiethnic literature to build their classroom library,
• Look at different assessments such as: the dolch word lists, fry readability graphs, SOLOM instrument, and Oral Language Development instrument,
• Research Writer’s Workshop, and
• Research the five essential components of reading instruction.

All of these will help them feel more prepared and equipped with strategies and methods that will help aid them in teaching ESL effectively. J I will use the information, methods, and strategies learned in YOED 6020 in the same way! I have started an ESL portfolio filled with all sorts of information and strategies that will better equip me during teaching ESL. I am excited to begin on the ESL teaching journey and feel very prepared in doing so!

Literacy in the ESL Classroom

As teachers, we all know and understand the importance of reading for all of our students, however, it is even more critical for ESL students to acquire the ability to read in the second language. Through reading, ESL students develop English language proficiency and utilize their background experiences. However, the process for each student is different and some can take longer to be able to read well. Therefore, the teacher must look at important factors in regards to selecting and evaluating materials when helping ESL student learn how to read.

When selecting appropriate reading material for their students, they should:

• evaluate different types of materials that are typically needed for ESL instruction,
• examine the level and content, and
• look at the types of pre and post activities that are included.

First, different types include: basal readers, children's literature, and non-fiction text. Most times, I feel that teachers leave out non-fiction, but from evaluating the type I believe it is crucial for student's to grasp new concepts through building vocabulary and visually seeing the "real" picture. Basal readers are also helpful because they provide the teacher with helpful strategies to teach concepts, vocabulary, and build upon background experiences. Children's literature is my favorite! I love the imagination from the authors because they engage the student and take them to new places. From all of the types, I believe the teacher must make sure the content and levels are appropriate for the students and their progression.

Pre-reading activities are also extremely important and usually will include: discussion questions, metacognitive activities, vocabulary introduction and/or development, and illustrations to enhance the reading by making reading comprehensible to ESL students. Pre-reading strategies will help connect the ESL student's background experiences to the new information and build schema. The most important to me is building vocabulary because they will be able to understand what they are reading and then make connections to their experiences. From my experience, the discussion questions are the most beneficial for all students because everyone student learns about other's through their personal experiences. In selecting materials for ESL students, I also believe it is important to select text that will interest the students. Students will then be more inclined to want to know what the book will teach them or where it will take them. Engagement is almost always key in instruction.

Since I am currently not teaching, I know from being in school and student teaching how important literacy is to second language learners. Therefore, I believe that teachers should take into considerations the above statements about evaluating and selecting reading material for their students. Also, I believe they should make reading fun in the classroom and not a punishment. When I have a classroom, I plan on having tons of books throughout the classroom with quotes and decor surrounding it to draw the students in. I also think it is important to have multicultural books distributed within the shelves so student's will have books to begin with that start with stories they can relate to! Thinking about teaching reading to my future ESL students makes me excited! :)

Teaching ESL

Currently, I am not teaching. I graduated with my B.S. in December 2009 and decided to go straight into the Masters program. While looking over the brochure about the add-on endorsements available, I started to picture which I would enjoy teaching the most and then I realized that I had always enjoyed working with the ESL students. My experience with teachers with ESL students in their classrooms have only been during undergraduate classes and student teaching.

In all experiences, the regular education teacher was unsure how to accommodate the students needs and in some cases just gave up. My first experience was with a little Japanese student who was in the "silent period" and did not speak any English. For my class, I was to tutor in any subject the teacher wanted and she chose Reading. From that experience, I can relate to teachers and that initial reaction of "What am I going to do? How do I meet the student's needs if I can't communicate with them?" As with all experiences I have had, the teacher was also just as unsure as I was. She said the student was in the pull-out program and during the rest of the school day just sat and observed.

My next experience with teaching ESL is when I student taught in a Kindergarten class. The teacher, like the first, was unsure of what to do with students who needed the extra help with learning English. However, the difference was that she seemed to not worry about accommodating the students and bringing them into the classroom community. The ESL students participated and knew English, but she continued to discuss the students as if they were never going to be on the same reading level as the others. Every day during reading, she would take different students and read with them. However, with the ESL students, she always made them review letters and numbers even if they could name each one with complete accuracy. One student continued to ask if they could read like the other students, but she would never let them. It broke my heart because the student wanted to read and was ready.

From my experiences, I know that I want to teach ESL. I want to help students I come into contact with to not have to experience what the students I have observed gone through. I would love to setup the classroom where all students feel welcomed and meet all of their needs. I think the students need to hear they are doing well and know they have a teacher who believes in them. Also, my husband and I have also been discussing traveling internationally with D.O.D.e.A. or going overseas to teach English. I believe knowing the methods and strategies to teaching ESL will help equip me to become a better teacher in general! I am excited to learn the methods on how to better teach ESL students and cannot wait to try them in my won classroom, whether it is in a self-contained classroom, pull-out program, or inclusion class!

I know that it will be challenging, but at the end of the day it will be the most rewarding to watch the ESL students progress and learn to communicate, write, and read in English. The little "AHA!" moments are well worth the challenge. I am excited to have my own classroom and teach ESL. I believe that they can bring such a wealth of culture and world knowledge into the classroom. :)

Introduction :)

I am currently working as a Graduate Assistant and am working towards a M.E.d. in Curriculum & Instruction with an add-on endorsement in ESL. I am hoping to begin teaching in Fall 2011 in a Kindergarten classroom! I am excited for the challenges and adventures it will bring into my life.I love reading and believe the Nook is one of the best inventions! I love buying Children's Literature for when I have a classroom of my own.

The blog is used for my courses throughout my college experience and reflecting on language learning.

Enjoy!!