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Informal Book Handling & Print Awareness

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Informal Book Handling & Print Awareness

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This method is one of observation by the teacher. Students are provided with many culturally authentic, and multilingual books throughout a day. The classroom teachers observes how students interact with these books. It is very important to expose children to literature that reflects cultures and customs other than their own.

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Letter sorts helps with awareness and identification of letters. Letter sorts are when students identify letters by their name and attributes. In this case, students can be given sets of English and Spanish letters or magnets. In small groups children will sort the letters by color, shape, name, and upper/lower case.

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Multilingual tell me a story method targets oral narrative production. Students are read a story across differing languages. Next students will then be asked to retell the story to another student, but telling it across languages. This helps students learn and use meanings of both languages they are learning.

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Contrastive analysis is a tool that is used for effective teaching and learning of language in school. Contrastive analysis determines the differences and similarities between two languages. A child learning English in school has already been exposed to linguistic elements that may differ than those that they are being taught. With students, it will be helpful to compare meanings of vocabulary words with what that word means to them already. You can dot same thing with all parts of linguistics such as comparing/contrasting sentence structures. vowels, tenses, etc.

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Syntax surgery visually manipulates English grammar. Students are able to see elements of s sentence that can be hard to understand. In syntax surgery, students will write a sentence on a sentence strip and cut the sentence apart and rearrange it. "Because students students actually witness the pieces of the sentence being moved, they are more likely to understand and remember the English syntax rules." (Jesness, 2004)

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Close reading improves reading comprehension by engaging students in the text. Close reading is reading closely to be able to infer and predict in a text. Students can do this by circling specific words, rereading the text and highlighting important information. To teach close reading, it is recommended to use short readings because this allow students to easily reread and ask many questions. For example, if the class is reading Romeo and Juliette, first read summaries of the acts before reading them in full.

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Story reenactment can really make the story come to life. This strategy has students to act out different stories. You can get very creative with this strategy by using props, creating costume, and memorizing your lines. Story reenactment can be taught in many subjects and gives teachers the opportunity to observe student comprehension of the story. Students can recreate a new version of a story or even act out historical stories.

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TPR integrates movement into language acquisition. This is an approach where teachers build on student's natural sequence of language acquisition. Commands will gradually be introduced to students. this will be done by acting them out. Overall the demonstrations will not be done and commands will only be verbally said.

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Graphic organizers can visually represent ideas, text and connections. These are visuals that are created to represent the students thoughts between the text. Some examples I can use in my classroom are Venn diagrams or flow charts. "Using graphic organizers in reading analysis encourages and enables students to examine text from a variety of perspectives." (Bromley et al., 1995)

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Learning centers creates extended learning through hands on practice. Learning centers can be set up around the classroom and this is where students will experience hands on activities to gain new skills and expand their knowledge. For elementary students learning centers such as illustration centers, computer centers and word work centers will be very beneficial. In illustration centers students can create illustrations that replicate illustrators they are discussing in class. Computer centers are used for students to write stories, create graphics or expand on math and science knowledge. Word work centers can be used to help further the progression of high frequency words for students. They an build they words with ,magnets, pip cleaners, stamps etc.

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Modeled talk "is one of the simplest and most powerful strategies to use with English Language Learners." (Echevarria, Vogt, & Short, 2012) This strategy is performed through the demonstration of concepts and directions and through verbal explanation. Modeled talk can be helpful to reduce student anxiety because students are aware of what is expected of them. The steps to implement modeled talk include; identify the lesson and gather materials, practice your modeled talk, design a visual of directions and review the steps to be taken.

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Using manipulatives to help the learning process can support student thinking and understanding. Manipulatives are something that can be touched, held, moved or handled by students. It is an object that can help students conclude to deeper understanding. These can include blocks, counters, beads, beans, etc. Manipulatives proper use must be demonstrated before students can model them. Manipulatives can help with the understanding of science, math and even language skills.

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Vocabulary role-play is a fun and educational strategy that encourages students to connect their prior knowledge with what they are currently learning. After students are introduced to new vocabulary words they are given the chance to discuss these words by role-playing. Students may simply act out the word “play” or create a skit with a team and perform it for the class and explain what the word means.

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Students can participate in cooperative learning by working in groups. To be successful in cooperative learning each student must be assigned a task which they are in charge of and must complete. Each member of a group is given an important role and as a team they can be more effective than as individuals. As a teacher we must make our expectations clear for our students and make ways to encourage our ELL students during group work as well.

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Teachers can create a set pattern or routine in their classroom to help ELL students maintain a comparable day. This can reduce stress an anxiety in students when they are expecting what will happened next and have general knowledge of how their day is planned out. This can include some simple task such as the class sequence in which subjects are taught to students. After routines have been established it is important to model each routine for students to show exactly how it should be done.

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Herrell, A. L., & Jordan, M. (2020). 50 strategies for teaching English language learners. Hoboken: Pearson.
Nash, K. A., Glover, C. P., & Polson, B. (2020). Toward culturally sustaining teaching early childhood educators honor children with practices for equity and change. New York, NY: Routledge.