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Online Component #5 - Struggling Readers

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Online Component #5 - Struggling Readers

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By: Liz and Leah

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“Discusses the literacy challenges that are specific to English language learners and identifies effective teaching strategies for scaffolding oral language, reading, and writing development.”

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Describe 3 challenges and 3 ways to support the challenges

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Describe 3 challenges and 3 ways to support the challenges

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1.English language learners may find it difficult to differentiate phoneme combinations in English.  It can be extra difficult if they are not used to English word rhymes, alterations, and other words plays.

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1.English language learners may find it difficult to differentiate phoneme combinations in English.  It can be extra difficult if they are not used to English word rhymes, alterations, and other words plays.

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To help with this teachers should make sure ELL have basic oral vocabulary of familiar English words.  They could help teach this by using flash cards and making sure they accurately teach the students to match sounds and letters to letters to sounds.  Teachers can also help by having students match letters in both upper and lowercase form.

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2. ELL also have a difficult time understanding the English word meaning.

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2. ELL also have a difficult time understanding the English word meaning.

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“ELLs initially learn word meanings best through explicit instruction in combination with rich opportunities to listen, observe, participate, and interact. Learners link word sounds to meanings through the context provided by predictable routines, concrete objects, pictures, gestures, physical movements, and experiential activities. ELLs also learn word meanings through listening to repeated readings, explicit explanations, and discussions of picture books on a variety of topics in fiction and nonfiction.”

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3. Reading quickly, accurately, and expressively can pose a challenge to ELLs.

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3. Reading quickly, accurately, and expressively can pose a challenge to ELLs.

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“Effective teachers provide ELLs with opportunities to listen and follow along during read-alouds. Teachers prepare ELLs to read a text orally on their own by reading it to them a few times. This will help students understand the story better and to hear the sounds and rhythms of its language. Sometimes teachers move their fingers under the text as they read so that students can match what they hear with what they see. Sometimes students move their own fingers under the text as they listen. Such experiences give ELLs the linguistic information and the confidence they need to practice reading and rereading a book until they can read it fluently by themselves.”

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“Addresses practical applications for the areas of Culturally Responsive Teaching, Sheltered English Instruction, and Language Support for Students in the Home and in School.”

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Describe 3 characteristics of culturally responsive teaching and 3 ways you will support culturally relevant teaching in your classroom

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Describe 3 characteristics of culturally responsive teaching and 3 ways you will support culturally relevant teaching in your classroom

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1. Positive perspectives on parents and families - Finding a good way to communicate with the parents and family members to help keep them involved in their child’s school life.  This includes inviting parents to help out at school and to have families be open about what they expect their students to learn at school.  Also, being open to families and inviting them to share their culture and background with the school.  teachers should also be willing to research their students' families culture background and use their resources to find out more about their cultural activities and beliefs.

2. Learning within the context of culture- Teachers need to become familiar with the different cultures of the students in their classrooms and become familiar with them.  This will help the teacher develop better teaching strategies for each individual student in their classroom.  Based on different cultures,students may learn better when taught a specific way or when provided with a work area more suitable for them.

3. Student-centered instruction - Having students partner work on a research project with another student who would be more familiar with a specific research topic.  For instance, if a student had a specific cultural practice they recited they could help teach their classmate about it and give a presentation to the class.  This will help both students understand each other more and inform the class on different cultures and beliefs.

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                                     Family and Community                                                                       Describe 3 assumptions you had (true or not).  Describe 3 ways you will increase your knowledge

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                                     Family and Community                                                                       Describe 3 assumptions you had (true or not).  Describe 3 ways you will increase your knowledge

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1. The first assumption I had was that English Language Learners needed more time to process.  This is not always true since each individual learner has different ways of processing, some quicker than others. It is important to allow processing  time mixed with LOTS of opportunities to listen, observe, participate, and interact.
2. The second assumption I had was that English Language Learners would want to share information about their culture and their traditions with the class.  This also links back to the individual as a person first, ELL student second. Not all students are comfortable talking and/or sharing about themselves. It is important to know your student and if they are eager and willing to share, GREAT! Being sensitive to the individual and knowing their comfort level is one aspect of a quality teacher.
3. The third assumption I had was that parents of English Language Learners do not speak English.  This is sometimes true, however, not true for all. Some families will purposefully not expose their child to English before school age. This may be in an effort to retain their home language and culture.  Regardless of language, connecting with the parents and caregivers will help the teacher build a relationship and embrace the culture.  It is important to use the students home cultural experiences as a foundation to build on.

1. One way to increase knowledge is this reminder by Kathleen Serverian-Wilmeth. "When a teacher expresses sympathy over failure, lavishes praise for completing a simple task, or offers unsolicited help, the teacher may send unintended messages of low expectations."  All students should receive the message that they are expected to attain high standards in their school work. It helps students develop a healthy self-concept and it provides structure for an environment in which the student can be successful. Simplify language, not content. Communicate clear expectations of what is expected. What should the students know? What should the students be able to do?
2. Another way to increase knowledge is to research the culture.  What are some traditions and practices specific to the ELL students in your classroom? What does the community and neighborhood look like? Find people in the community and use them as a resource, invite them into the classroom. We learn a lot from our students and their families!  Keep in mind that their learning expectations may be different and there could be confusion about roles in school involvement. Try to link the home life to the school life with respect and value for the students culture.
3.Finally, use class time wisely and provide all students with experiences that are engaging and hands-on. Make the topic universal and reinforce the relationship between experiences in class and the standard you are teaching. Experiences like; taking a walk to collect leaves, blowing bubbles, making popcorn, a trip to pick apples, playing with magnets. Students learn in the context of activities and relationships. They also learn through emulation. Modeling your thinking process by verbalizing out loud can be helpful. Also, display visual representation with word webs and graphic organizers. Use authentic literature and find out what prior knowledge your students have about the topic. Let your ELL student use what is familiar and set goals that scaffold the more challenging work so it is achievable.

Resources :
https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/