Chapter 5 - Sabrina

"Just because they can't speak English proficiently doesn't mean they can't think." I liked that summary at the end of the chapter, because it's true. Just as the statement before that one; "Just because the students can't red well doesn't mean they can't think." Comparing that from Kindergarten up to the higher grades. My students might not be able to perfectly read or write, "We're going on a picnic, and this is what I'll bring," but as a whole group, they contribute fully and are creative, and correct, in their responses. I agree with the statement that lessons should include higher-order questions that promote critical thinking, because just because they are developing their English proficiency, students shouldn't be denied higher level of thinking.

As teachers, we must scaffold lessons to best assist our students in their learning. Just like I do with my students in the beginning of the year. They come in knowing little or nothing about the behavioral and academic expectations asked of them. It's my job to teach them, in a way that will be effective and in a way that they will understand. Each year I am learning something new to do in the following years to make Kindergarten an easier transition for new students. My hopes are to make instructional and procedural scaffolding more concrete approaches in the future. That means I must be certain of my plan and lay it out for my students without any room for error. For example, I am implementing more structured center time into the day after lunch for about an hour and a half. The students will go from academic work to structured play, to reading with me, and then academic file folder games. This is something that I am finally getting a handle on, and at this point in the year my students are much more independent, and able to handle more independent tasks. When I tried this in the beginning of the year, I was mistaken in the amount of independent work the students could handle, so we didn't have such lenient centers as we do now. With this system, so far, the students are enjoying it. They also know that if they do not complete their academic work (their Reading workbook page) they will not move on to participate in the games or in the structured playtime (we have a small "town" that Kris gave me, and they LOVE it, so it's a big deal when they're not allowed to use it).