Literature Circle Entry
What are your overall impressions of implementation?
Literature Circles is another wonderful tool that can be used to teach language learners. I am working with first graders that are beginner intermediates, so I was a little apprehensive of trying Literature Circles. Nevertheless, the implementation went well. I had to modify it to fit my situation. I had to be more than facilitator because of the age group, but the students were receptive and excited.
How did students react to the literature?
I was pleasantly surprised with the students’ reactions to reading from a library book as opposed to reading from the different texts I normally use with them. The book we used was The Berenstain Bears’ New Pup. The children were quite engaged and at times quite anxious to move on to the next page to see how the story proceeded. Several of the children have pets, so the story was connected to real life for them. I couldn’t help but smile at how much they were enjoying the book.
How did students react to discussing the selected texts?
Because this story was so real to them they had many things to share. The children in this group are not afraid to express themselves even if they struggle some to communicate. Normally discussions in reading are between myself and a student, but in this setting the children did not hesitate to ask each other questions and talk about their experiences.
How appropriate is the Literature Circle Technique for second language learners?
I think the Literature Circle Technique is quite useful for second language learners and an excellent way to incorporate speaking, writing, reading, and listening into a unified set of lessons. It provides an excellent way to use cooperative learning in the classroom where students can support each other for exploring and understanding literature and language.
What changes would you make if you were to repeat this?
If I were to repeat this with first graders I would like to make each activity a learning center.
What suggestions do you have for other ESL professionals considering implementing literature circles?
Finding books that will naturally engage your students provides for a more successful literature circle. Also, it will take time to prepare the students for what you want them to do.
Personal Reflection
I hope I can put into practice many of the things that I have learned from the classes that I have taken. The coursework has not only strengthen my ability to do the job, but also helped me to better understand the plight that some ESL’s face and to be sensitive to the needs of these special students. The research that I have done has also exposed me to many valuable resources I will be able to use in the future. Among those resources is the Wiki that we designed. I have been able to recommend my Wiki to several teachers who have used it and I will continue using it with my students as well.
At this point I am still working on finishing my coursework before I begin the processes for obtaining a license. That will come next semester.
I have worked with ESL students from the first moment I stepped into a classroom in Miami, Florida in 1990. Because I was an ESL student once, I have always been sympathetic towards the challenges faced by language learners. In my experiences I have found that children of families that have immigrated to America are eager to learn and grateful for what they are getting. It has been a tremendous pleasure and extremely fulfilling to work with ESL students. Through the years there have been times when I worked only with ESL students even though I was not certified. It has been this kind of contact that finally pushed me to do something about getting a license so that I could work with ESL students full time.
There are several things I would advise others wanting to pursue an add-on and hope to work with second language learners. First of all make sure you understand that working with people of other cultures takes patience and understanding. You are inviting them into your world while they are still a part of another. Also, familiarity with the culture of those you are teaching gives insight to where those students are. Finally, and I’m being real philosophical here, I would recommend signing up for classes on the first day they were open for registration because they fill up in a flash.
MTSU Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed (submitting this statement to Teaching Faculty with student's name typed below constitutes signing):
Gema Sieh
December 1, 2010
Wednesday, December 1, 2010
Wednesday, October 27, 2010
Fieldnotes Blog Entry #4
My overall impressions are that case studies and ethnographic narratives are useful tools in looking specifically at a student in educational and social environments. There are insights that can be gained by observation and interview. These insights can help a teacher decide what works best for a student in terms of instruction.
As a result of this fieldwork I got a little better understanding of what is happening with this particular student during instruction. This child is a kinesthetic learner, and sitting still is difficult for him especially when not engaged in instruction. He does better in small groups. Each child is different and a teacher must be aware of what is successful and what is not successful in the classroom if she wants to improve practice.
An ethnographic narrative can give a teacher a look into the life of a student outside of school. It’s helpful in providing a way for a teacher to get to know the student better. Many times what is happening away from school deeply influences what is happening in school. This knowledge can give a teacher an understanding of behavior.
It will be useful for future teachers, as well as myself, to understand that this student has difficulty just sitting and listening. By including small group instruction and hands-on activities this student’s needs will be better served.
As a result of this fieldwork I got a little better understanding of what is happening with this particular student during instruction. This child is a kinesthetic learner, and sitting still is difficult for him especially when not engaged in instruction. He does better in small groups. Each child is different and a teacher must be aware of what is successful and what is not successful in the classroom if she wants to improve practice.
An ethnographic narrative can give a teacher a look into the life of a student outside of school. It’s helpful in providing a way for a teacher to get to know the student better. Many times what is happening away from school deeply influences what is happening in school. This knowledge can give a teacher an understanding of behavior.
It will be useful for future teachers, as well as myself, to understand that this student has difficulty just sitting and listening. By including small group instruction and hands-on activities this student’s needs will be better served.
Wednesday, October 13, 2010
Reflective Blog Entry #3
Thoughts about action research as a tool to improve practice
I think action research in a wonderful tool for the classroom teacher. In trying to improve practice it brings research into the classroom and out of the realm of big research projects. It helps a teacher pinpoint a need in her classroom and search out a solution for that need. It provides a way for a teacher to take a problem, analyze it, devise a solution, test the solution and collect data. Then the data can be analyzed to either prove the solution acceptable or revise the solution and try again.
As I prepared to do my action research plan, I spoke to and drew from the experience of several teachers. I did not have to depend on my experience alone. Their knowledge increased the background information I needed. Action research can also provide a way for collaboration to occur not only between teachers, but also with students. It can provide ways for input from invested parties.
Ideas generated as a result of the project
There were numerous ideas generated as a result of the project. First of all in researching solutions to the problem of increasing the vocabulary of ESL students, I came across different ideas that didn’t fit in with my project but would improve my practice none the less. I will be soliciting the parents to help increase time spent reading at home. I am also devising an after school tutoring program where older students can help the ESL students with homework during the time they are all waiting on the bus.
Another idea generated is that the ESL students will benefit form increased exposure to vocabulary words. This is especially true if that exposure comes before the rest of the class begins a new reading lesson. This exposure gives the ESL students knowledge they can draw from when they work with the native speakers in the class and increases knowledge. I can provide that increased exposure for my students. Also, I can work with them in a small group where there is the opportunity to explore words in a way that cannot be done in the regular reading group.
Because I am working with first graders, I had not considered using writing to help build vocabulary. At the suggestion of an experienced teacher, that became a part of my plan. My findings show that with the experience of writing these new words in an explicit situation, the students began using the words in their journals. They were able to use these new words in their writing.
Suggestions to other ESL professionals based on the findings
One suggestion I would give to other ESL professionals is that time spent on building vocabulary and especially in a pre-teaching situation is time well spent. My findings showed the students demonstrated an increase in fluency and were more willing to interact during the reading lesson. It was also easier for them to stay on task as the discussions made better sense to them.
Also, collaboration with the classroom teacher can help to map out differentiated instruction for ESL students. The needs of the students can be better addressed if both teachers work in concert.
MTSU Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed (submitting this statement to Teaching Faculty with student's name typed below constitutes signing):
Gema Sieh, October 13, 2010
I think action research in a wonderful tool for the classroom teacher. In trying to improve practice it brings research into the classroom and out of the realm of big research projects. It helps a teacher pinpoint a need in her classroom and search out a solution for that need. It provides a way for a teacher to take a problem, analyze it, devise a solution, test the solution and collect data. Then the data can be analyzed to either prove the solution acceptable or revise the solution and try again.
As I prepared to do my action research plan, I spoke to and drew from the experience of several teachers. I did not have to depend on my experience alone. Their knowledge increased the background information I needed. Action research can also provide a way for collaboration to occur not only between teachers, but also with students. It can provide ways for input from invested parties.
Ideas generated as a result of the project
There were numerous ideas generated as a result of the project. First of all in researching solutions to the problem of increasing the vocabulary of ESL students, I came across different ideas that didn’t fit in with my project but would improve my practice none the less. I will be soliciting the parents to help increase time spent reading at home. I am also devising an after school tutoring program where older students can help the ESL students with homework during the time they are all waiting on the bus.
Another idea generated is that the ESL students will benefit form increased exposure to vocabulary words. This is especially true if that exposure comes before the rest of the class begins a new reading lesson. This exposure gives the ESL students knowledge they can draw from when they work with the native speakers in the class and increases knowledge. I can provide that increased exposure for my students. Also, I can work with them in a small group where there is the opportunity to explore words in a way that cannot be done in the regular reading group.
Because I am working with first graders, I had not considered using writing to help build vocabulary. At the suggestion of an experienced teacher, that became a part of my plan. My findings show that with the experience of writing these new words in an explicit situation, the students began using the words in their journals. They were able to use these new words in their writing.
Suggestions to other ESL professionals based on the findings
One suggestion I would give to other ESL professionals is that time spent on building vocabulary and especially in a pre-teaching situation is time well spent. My findings showed the students demonstrated an increase in fluency and were more willing to interact during the reading lesson. It was also easier for them to stay on task as the discussions made better sense to them.
Also, collaboration with the classroom teacher can help to map out differentiated instruction for ESL students. The needs of the students can be better addressed if both teachers work in concert.
MTSU Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed (submitting this statement to Teaching Faculty with student's name typed below constitutes signing):
Gema Sieh, October 13, 2010
Wednesday, September 22, 2010
Fieldnote Blog Entry #2
Fieldnote Blog Entry #2
Section #1/ Teaching Issues
One of the problems observed which related to teaching was the limited amount of resources available with the reading program for ESL students. The reading series has an ESL workbook that provides one worksheet per lesson to supplement the story for the week. This is not enough to provide the practice and exposure necessary for vocabulary and comprehension.
Another problem that I see emerging is that the first group I work with (low intermediate first graders) is coming to me as they are finishing lunch. My time is limited with them, and I have to settle them down so they can focus. Then, when the rest of the class finally makes it into the room where we are working, they are distracted again. The two boys in this group can be easily distracted. I may have to find a hole somewhere.
Section #2/ Second Language Acquisition
Observed activities that worked well in promoting second language acquisition included the use of realia, role playing, and pictures for teaching vocabulary from the reading lesson. The children really enjoy taking part in acting out new vocabulary. In the reading, the baby fox “nips and tags” the mother fox. For this I was the baby, Diego played the mother. (The children were quite amused at Diego playing mother.) The children understood the “tag” part quickly because they play tag at recess. For “nip” I unexpectedly grabbed the bottom of Diego’s T-shirt with my teeth and quickly let go. After doing this a second time, and then settling them down, we discussed what was happening in our role playing and in the picture in the book. One of the children brought up the word “bite.” We then acted that out to note the difference. (Nobody was actually bitten.) Also as a part of vocabulary building, words were broken down into morphemes and word groups.
Section #3/ Ethnographic Perspective
To better meet the needs of my ESL students, it would be useful to know how much help and what kind of help each child receives at home. I know that in one family the parent is illiterate in both Spanish and English. I would like to know what resources all of my children have at home.
Because we were reading about a fox and its kit, I did ask the children what we call a fox and kit in Spanish. They could not think of the words. I told them, and one of the children recognized the words. Other than that, cultural relevance did not lend itself to this lesson. When it is applicable I do bring in the children’s prior knowledge or try to relate Spanish culture into what we are learning.
A concern I have about the reading material is that much of it is strongly related to American culture. This adds to the comprehension problem. For instance, in the Decodable Readers, all of the children have unfamiliar American names like Nat and Sal. Also there is no diversity in the people or situations in the text.
Section #1/ Teaching Issues
One of the problems observed which related to teaching was the limited amount of resources available with the reading program for ESL students. The reading series has an ESL workbook that provides one worksheet per lesson to supplement the story for the week. This is not enough to provide the practice and exposure necessary for vocabulary and comprehension.
Another problem that I see emerging is that the first group I work with (low intermediate first graders) is coming to me as they are finishing lunch. My time is limited with them, and I have to settle them down so they can focus. Then, when the rest of the class finally makes it into the room where we are working, they are distracted again. The two boys in this group can be easily distracted. I may have to find a hole somewhere.
Section #2/ Second Language Acquisition
Observed activities that worked well in promoting second language acquisition included the use of realia, role playing, and pictures for teaching vocabulary from the reading lesson. The children really enjoy taking part in acting out new vocabulary. In the reading, the baby fox “nips and tags” the mother fox. For this I was the baby, Diego played the mother. (The children were quite amused at Diego playing mother.) The children understood the “tag” part quickly because they play tag at recess. For “nip” I unexpectedly grabbed the bottom of Diego’s T-shirt with my teeth and quickly let go. After doing this a second time, and then settling them down, we discussed what was happening in our role playing and in the picture in the book. One of the children brought up the word “bite.” We then acted that out to note the difference. (Nobody was actually bitten.) Also as a part of vocabulary building, words were broken down into morphemes and word groups.
Section #3/ Ethnographic Perspective
To better meet the needs of my ESL students, it would be useful to know how much help and what kind of help each child receives at home. I know that in one family the parent is illiterate in both Spanish and English. I would like to know what resources all of my children have at home.
Because we were reading about a fox and its kit, I did ask the children what we call a fox and kit in Spanish. They could not think of the words. I told them, and one of the children recognized the words. Other than that, cultural relevance did not lend itself to this lesson. When it is applicable I do bring in the children’s prior knowledge or try to relate Spanish culture into what we are learning.
A concern I have about the reading material is that much of it is strongly related to American culture. This adds to the comprehension problem. For instance, in the Decodable Readers, all of the children have unfamiliar American names like Nat and Sal. Also there is no diversity in the people or situations in the text.
Wednesday, September 15, 2010
Fieldnote Entry #1
I am observing my pull out time with ELL’s that are in Mrs. Johnson’s first grade class. I work in Mrs. Johnson’s classroom. The children are Hispanic between the ages of six and seven. For this observation I worked with two males and one female.
Teaching
The purpose of the lesson was to practice short i, o, and a words as well as to work on comprehension through vocabulary building and retelling.
The space used was the carpet at one end of the room. The students sit on the carpet “criss-cross applesauce” with the Decodable Readers 1-12 Grade 1.1 on the floor. The book is a beginning reading book that encourages the use of phonics with some high frequency words. They will be reading story six.
We read each page of the story in unison sounding out words with the short sounds. I then ask individual students to retell what is happening on each page. When I see there is difficulty with comprehension, or there are words that I know the children will not understand, we stop and draw a picture, act it out, or find an example of the word. Then I ask one of the children to retell what was happening on that page. We also read from their reading book “The Big Blue Ox” following this same structure. Mrs. Johnson will be giving a test on comprehension for this story.
Although these books are great for decoding practice, there are words that are rarely used in English (“Pop” for dad, “tap” for dancing, “mat” for rug, “tan” for a color) and some phrasing is difficult to understand (“Hop on top” for getting on the ox), so special attention needs to be given for comprehension.
It is difficult to get them to read as a chorus or with much fluency, but they love acting out. I see that these students are beginning to understand the idea of decoding. When they get to a word they can’t sight read, I hear them sounding out the words under their breath. There are many smiles and a willingness to show me what they do know. They also help each other without my asking. When I asked one student to “hop on top” of my back, like in the story, there was much excitement. They did not understand how Mom and Pop had gotten on the ox. I have their full attention because they never know what I am going to ask them to do.
Community
In terms of “community” these children have been working together since last year. I pulled them out of class together when they were in kindergarten. They work well together and help each other out when necessary. If we are short on materials, someone volunteers to share. They also want to help me or get me the materials I need.
To become a member of the classroom you have to be a first grader. Language is not a requirement because there are Hispanics and Americans in the classroom. To become a member of the group that I taught there had to be a language and reading difficulty.
Ethnographic Perspective
During the observation the formal interactions included questions from the teacher, answers from students, acting out, reading together and separately, and retelling. Informal interactions included comments between students about being on the right page or helping to sound out a word, or the teacher to a student about sitting correctly or coming back to the circle.
An observer entering the classroom at this particular time would see students working at their seats or at a center. They would also see a group with Mrs. Johnson at the reading table and a group on the carpet with Mrs. Sieh. At set times the groups change, and the students go to different centers or to another group with Mrs. Johnson or Mrs. Sieh. This is all done in an orderly manner, and the children stay on task because of how behavior is managed.
A second language learner would see acceptance and welcome in this classroom because the teacher is very understanding of the needs of a language learner and is willing to work with and help them in any way she can. The children in this class play together and interact with each other in groups and centers. It is a safe environment where a child can make a mistake and not feel singled out.
MTSU Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed (submitting this statement to Teaching Faculty with student's name typed below constitutes signing):
Gema Sieh,
September 14, 2010
Teaching
The purpose of the lesson was to practice short i, o, and a words as well as to work on comprehension through vocabulary building and retelling.
The space used was the carpet at one end of the room. The students sit on the carpet “criss-cross applesauce” with the Decodable Readers 1-12 Grade 1.1 on the floor. The book is a beginning reading book that encourages the use of phonics with some high frequency words. They will be reading story six.
We read each page of the story in unison sounding out words with the short sounds. I then ask individual students to retell what is happening on each page. When I see there is difficulty with comprehension, or there are words that I know the children will not understand, we stop and draw a picture, act it out, or find an example of the word. Then I ask one of the children to retell what was happening on that page. We also read from their reading book “The Big Blue Ox” following this same structure. Mrs. Johnson will be giving a test on comprehension for this story.
Although these books are great for decoding practice, there are words that are rarely used in English (“Pop” for dad, “tap” for dancing, “mat” for rug, “tan” for a color) and some phrasing is difficult to understand (“Hop on top” for getting on the ox), so special attention needs to be given for comprehension.
It is difficult to get them to read as a chorus or with much fluency, but they love acting out. I see that these students are beginning to understand the idea of decoding. When they get to a word they can’t sight read, I hear them sounding out the words under their breath. There are many smiles and a willingness to show me what they do know. They also help each other without my asking. When I asked one student to “hop on top” of my back, like in the story, there was much excitement. They did not understand how Mom and Pop had gotten on the ox. I have their full attention because they never know what I am going to ask them to do.
Community
In terms of “community” these children have been working together since last year. I pulled them out of class together when they were in kindergarten. They work well together and help each other out when necessary. If we are short on materials, someone volunteers to share. They also want to help me or get me the materials I need.
To become a member of the classroom you have to be a first grader. Language is not a requirement because there are Hispanics and Americans in the classroom. To become a member of the group that I taught there had to be a language and reading difficulty.
Ethnographic Perspective
During the observation the formal interactions included questions from the teacher, answers from students, acting out, reading together and separately, and retelling. Informal interactions included comments between students about being on the right page or helping to sound out a word, or the teacher to a student about sitting correctly or coming back to the circle.
An observer entering the classroom at this particular time would see students working at their seats or at a center. They would also see a group with Mrs. Johnson at the reading table and a group on the carpet with Mrs. Sieh. At set times the groups change, and the students go to different centers or to another group with Mrs. Johnson or Mrs. Sieh. This is all done in an orderly manner, and the children stay on task because of how behavior is managed.
A second language learner would see acceptance and welcome in this classroom because the teacher is very understanding of the needs of a language learner and is willing to work with and help them in any way she can. The children in this class play together and interact with each other in groups and centers. It is a safe environment where a child can make a mistake and not feel singled out.
MTSU Honor Statement:
This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed (submitting this statement to Teaching Faculty with student's name typed below constitutes signing):
Gema Sieh,
September 14, 2010
Saturday, September 11, 2010
Fieldwork Introduction
My name is Gema. I presently teach math at the middle school level and ESL in primary grades. Years ago I fell in love with teaching children that had recently immigrated to America. I am finally pursuing a master’s degree with an ESL endorsement so that I can teach in this capacity full time.
Subscribe to:
Posts (Atom)