Sunday, February 9, 2014
Just Wondering 2014: Remember that moment...
Just Wondering 2014: Remember that moment...: Remember that moment sitting near a loved one, listening to a story. The story may have been new or retold or remembered. Again remember ...
Remember that moment...
Remember that moment sitting near a loved one, listening to a story. The story may have been new or retold or remembered. Again remember the feeling of closeness, the feeling of anticipation as you waited for the story to unfold, even if you knew the ending.
This is our goal for reading, as teachers and parents. Families at home working together to make reading a connection. We seek to build connections to loved ones, to boAoks, to learning through reading. Reading can be listening to others and feeling the anticipation of known and unknown stories.
We each reach out to the children; we tell them they are important. When we listen to children, we tell them their story matters. When we keep children near and read a story, tell them a story or listen to their story it is a new shared experience.
As we experience things with children we can always encourage thinking and talking by asking these questions;
• What was your favorite part?
• Why was it your favorite part?
• What didn’t you like about this experience?
• Can you tell me more about that?
• Does this remind you of anything else?
Tuesday, January 21, 2014
I wonder about the best ways to support English Language Learners
I have been struggling with some ideas around language acquisition.
As a Reading Specialist, I regularly think about the complicated process of learning to read. I often think about the reading sub-skills students have control over. In balance I consider the specific area of need a child may have. Most of the time I feel skilled at identifying a student's needs and suggesting an intervention. After years of practice and observations learning to read seems like a fairly linear process, that is uniquely paced for each child.
Many of my students have come here directly from Mexico.
As a Reading Specialist, I regularly think about the complicated process of learning to read. I often think about the reading sub-skills students have control over. In balance I consider the specific area of need a child may have. Most of the time I feel skilled at identifying a student's needs and suggesting an intervention. After years of practice and observations learning to read seems like a fairly linear process, that is uniquely paced for each child.
Many of my students have come here directly from Mexico.
- I wonder where my students are on a language acquisition continuum. There is the ACCESS score, but it seems subjective.
- I wonder when the appropriate time is to begin English reading instruction. Should I wait for students to finish the silent period? Should I wait for only three months or an entire year?
- When I think about this student, should I consider the amount of time they have been in this country?
- How heavily should I weigh a student's ability to read in Spanish and how should it impact English reading instruction?
- Once it is determined a student will benefit from a reading intervention what are some choices that professional have found effective?
These are my questions to you. Please offer suggestions, comment or wonder with me.
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