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!!