Piggy-backing on Voni's statement...Perfect Practice Makes Perfect. I disagree that we should correct only errors that impede communication. I think we should gently, and in a non-threatening way, correct all mistakes in speaking. "My parents sends congratulations to you," can be corrected simply by saying, "Oh! Your parents send greetings to me?" "Mr. Magoo, I have came to get my stuffs," would be, "I see you have come to get your stuff."
-I want to thank you all for your audience
Monday, April 19, 2010
Friday, April 16, 2010
Chapter 7
SIOP Chapter 7
Material learned must be practiced over and over to stick in a student’s mind. Practices should be kept short and meaningful. When we were kids we played a game called “London Bridge” in which we sang a short little song and passed under our friends’ uplifted hands. It was a very short little song and we sang it over and over again. Even 40 or 50 years later, we remember the song as well as the movements. Students’ learning works exactly the same way. They need short, frequent practices and specific feedback. It is much better if they can use manipulatives as well. One teacher said her elementary students practice making letters by writing the letters with glue, then sprinkling salt on them. You could also use sand, glitter, or any very small interesting items. The students then put their letters on the wall and later added to them to spell simple words. They read their letters and words aloud every day.
Language skills practice needs to be integrated. When students interact by reading, writing, listening and speaking, they naturally reinforce language skills.
Material learned must be practiced over and over to stick in a student’s mind. Practices should be kept short and meaningful. When we were kids we played a game called “London Bridge” in which we sang a short little song and passed under our friends’ uplifted hands. It was a very short little song and we sang it over and over again. Even 40 or 50 years later, we remember the song as well as the movements. Students’ learning works exactly the same way. They need short, frequent practices and specific feedback. It is much better if they can use manipulatives as well. One teacher said her elementary students practice making letters by writing the letters with glue, then sprinkling salt on them. You could also use sand, glitter, or any very small interesting items. The students then put their letters on the wall and later added to them to spell simple words. They read their letters and words aloud every day.
Language skills practice needs to be integrated. When students interact by reading, writing, listening and speaking, they naturally reinforce language skills.
Wednesday, April 14, 2010
Chapter 7 - Voni
As the old saying goes, "Practice makes perfect" and to our students that means ample opportunities to practice new skills or concepts in a variety of ways. Looking back at a science unit that I taught my students, I saw hands on activities, an action song, writing and reading. Through these means, the students learned and expressed what they learned about the body parts of an insect.
I read "insect" books aloud to them and I also checked out books about insects from the library so the students had access to insect books in the classroom for independent or paired reading. We learned an "action" song that taught the vocabulary of the body parts of an insect. Last time I checked, some still remember the parts! Students also made a paper sculpture of a butterfly in which they could identify the body features of the insect. As a class we wrote a report, each student wrote his own copy, sentence by sentence. This gave them the opportunity to hear and write in complete sentences what they had learned.
Throughout the unit the students were able to practice what they learned by means of speaking, writing, and demonstration. The end.
I read "insect" books aloud to them and I also checked out books about insects from the library so the students had access to insect books in the classroom for independent or paired reading. We learned an "action" song that taught the vocabulary of the body parts of an insect. Last time I checked, some still remember the parts! Students also made a paper sculpture of a butterfly in which they could identify the body features of the insect. As a class we wrote a report, each student wrote his own copy, sentence by sentence. This gave them the opportunity to hear and write in complete sentences what they had learned.
Throughout the unit the students were able to practice what they learned by means of speaking, writing, and demonstration. The end.
Wednesday, March 31, 2010
Chapter 7 - Sabrina
I enjoyed reading about classroom practice concerning new content knowledge. With new knowledge, it's necessary to have lots of practice with the students. In my classroom, after completing our reading instruction, the students need to complete a page in their workbook to practice the skills they just learned. The workbooks also revisit skills from older lessons. To make it real for my students, when discussing "halves" I used our snacks (cherry tomatoes and apples) to demonstrate what constitutes a "whole" and a "half". Not only were they engaged because it was food and interactive, but they were able to hold HALF of an apple as opposed to a WHOLE one - further cementing in their minds that if you cut something "in half" the two pieces are exactly the same size. This was a great hands-on activity to use within the unit.
I try to keep in mind that students must be given various opportunities to practice their language skills. With the "Language for Learning" program, the high structured program allows students to become more confident in their language abilities. Those lessons, and corrections, continue throughout the day - allowing them to achieve the "academic language" necessary for a school setting.
I do have a question. On page 143 it states, "EL's do not need to be proficient speakers before they start to read and write." Maybe I am misreading that, but when students enter my classroom, before they can read and write they need to be able to say the sounds they intend to write. I would like more explanation on the book's statement. Are they saying that just because an ELL they can learn to read and write before they are proficient speakers? I have had a couple experiences, this year and last year, where a student was basically mute, and others that were not strong speakers. Those students are not strong readers or writers. Any further explanation will help! Thanks!
Monday, March 29, 2010
Chapter 6
I like the part where it says in this chapter that we need to provide structured opportunities to practice using the language. It also says, students learning English need to opportunities to practice using the academic language. When doing so, it has to be meaningful to the English learners. We are learning, to me it was going to be a very simple lesson on clock. Only to the hour and half hour. The students had to learn what it is when it's 1:00 and then when it's 1:30. In order for them to show 1:30, they had to learn the word in between 1 and 2. They had learned that when we were learning what number is before, after and in between. Of course they got it, all they needed was a little review on the vocabulary words.
Friday, March 26, 2010
Chapter 6, Interaction
Component 5, Interaction is my favorite component of SIOP. This is the aspect of SIOP teaching which is the most exciting! The 4 features in this component are:
Feature 16) frequent opportunities for interaction and discussion.
Feature 17) grouping and configurations support language and content objectives of the lesson.
Feature 18) sufficient wait time for student responses consistently provided.
Feature 19) Opportunity for students to clarify key concepts in L1.
Many ESL programs focus on Krashen’s ideas about Comprehensible Input, he wrote about in his book, Input Hypothesis (1985). But now many second language teachers are realizing there has been a lack of emphasis on output. Linguists and other language acquisition researchers have found many limitations with Krashen´s comprehensible input theory and are conducting more research on student "output" which is the focus of this chapter 6, in Making Meaning Comprehensible.
The beginning of chapter 6 compares the traditional "mainstream" classroom where teacher talk dominates and the classroom that promotes student interaction.
• Why do you think this is? Why is it especially important for ELLs to be involved in more interactive opportunities throughout the day?
• Notice the student responses on pages 116 to 118. What is the length of the student responses? What is the difference between the mainstream lesson and the SIOP model? What would you have done differently?
Feature 16 talks about “frequent opportunities for interaction and discussion,” and begins with a discussion on Oral language Development on page 119.
• What is your understanding on oral language development?
• What new things did you learn in this section that can help you with your students?
• What techniques do you use to get students to elaborate on their responses, if they provide answers that are too short (p. 120)
• On page 121, it says, “Through meaningful interaction, students can practice speaking and making themselves understood,” and explains that students can interact in pair, triads, and small groups. Brainstorm activities that you can do in your classroom that would promote student interaction.
Feature 18 talks about sufficient wait time for student responses consistently provided. Do you notice some of your students need more wait time than others.
In Western Alaska, Feature 19, Opportunity for students to clarify key concepts in L1, is very important. In one lesson, I asked Maxine to give an explanation in Yup’ik. Since the topic was on traditional storytelling, I wanted her to explain it in Yup’ik as well. What are some ways that students can clarify concepts in their home language? Do you know which students speak Yup’ik in the home?
What are some of the things you learned from the teaching scenarios, which begin on page 129?
I hope you all enjoy reading and discussing this chapter!
Feature 16) frequent opportunities for interaction and discussion.
Feature 17) grouping and configurations support language and content objectives of the lesson.
Feature 18) sufficient wait time for student responses consistently provided.
Feature 19) Opportunity for students to clarify key concepts in L1.
Many ESL programs focus on Krashen’s ideas about Comprehensible Input, he wrote about in his book, Input Hypothesis (1985). But now many second language teachers are realizing there has been a lack of emphasis on output. Linguists and other language acquisition researchers have found many limitations with Krashen´s comprehensible input theory and are conducting more research on student "output" which is the focus of this chapter 6, in Making Meaning Comprehensible.
The beginning of chapter 6 compares the traditional "mainstream" classroom where teacher talk dominates and the classroom that promotes student interaction.
• Why do you think this is? Why is it especially important for ELLs to be involved in more interactive opportunities throughout the day?
• Notice the student responses on pages 116 to 118. What is the length of the student responses? What is the difference between the mainstream lesson and the SIOP model? What would you have done differently?
Feature 16 talks about “frequent opportunities for interaction and discussion,” and begins with a discussion on Oral language Development on page 119.
• What is your understanding on oral language development?
• What new things did you learn in this section that can help you with your students?
• What techniques do you use to get students to elaborate on their responses, if they provide answers that are too short (p. 120)
• On page 121, it says, “Through meaningful interaction, students can practice speaking and making themselves understood,” and explains that students can interact in pair, triads, and small groups. Brainstorm activities that you can do in your classroom that would promote student interaction.
Feature 18 talks about sufficient wait time for student responses consistently provided. Do you notice some of your students need more wait time than others.
In Western Alaska, Feature 19, Opportunity for students to clarify key concepts in L1, is very important. In one lesson, I asked Maxine to give an explanation in Yup’ik. Since the topic was on traditional storytelling, I wanted her to explain it in Yup’ik as well. What are some ways that students can clarify concepts in their home language? Do you know which students speak Yup’ik in the home?
What are some of the things you learned from the teaching scenarios, which begin on page 129?
I hope you all enjoy reading and discussing this chapter!
I am impressed with your great book study!
I loved the book study in Kipnuk. It was fantastic! Great facilitation and participation on everybody’s’ part. I loved the discussion on strategies, which was intertwined with insights from the classroom. This type of discussion can really help you improve your teaching practice. Many of you brought up relevant topics, like wait time and oral language development.
I appreciated the comment about how you felt about following a scripted program, without deviating from the script. I know some programs put this message out so that they have fidelity with the implementation of the program. Language acquisition does not happen in isolation. Language acquisition has to take into account the learner, the teacher, the community, the culture and the influences of other languages in the community, as well as socioeconomic and political factors. Every language program should emphasize the influence these factors; thus it is only the teacher who can put these pieces together and teach in a way that is most effective for his or her particular students. That is why research says the greatest factor in approving student achievement is the teacher! There is no one program that will work the best for all students; so the best answer is that teachers should be highly trained so they can become skillful practitioners.
I like the comment someone said about “Why do experts come from the lower-forty-eight and tell us what is best for our students?” I could not agree more. Many teachers across the state have also said this. When you count the hours you have spent with your kids in your classroom, this make you one of the experts for teaching those kids (along with insights from the parents). It is important to increase the skills in your teaching toolbox and continue to find what works best for your students. What we do need here in Western Alaska is more research on linguistics, which studies the influence of language, culture, socioeconomic and political that affect language acquisition in this region. We need to have our own experts, and not only rely on outside experts. What they have to offer is great, but we also need our own experts for this region, because this region is very unique compared to Washington DC, New York, California or wherever the research is done.
Your discussion reminded me of critical pedagogy. Critical pedagogy focuses on knowledge, reflection and action as a basis for systemic change. Critical pedagogy use the word “critical,” which in this context does not mean “ to criticize,” but rather it refers to a “turning point” or “transformation.” Critical pedagogy encompasses three steps: 1) Information; 2) Reflection; and 3) Action. What do you think of critical pedagogy? Do you see your teaching practices as a process of learning new knowledge, then reflecting on it in terms of your students, which then leads to action? I see the book study in terms of critical pedagogy because of the new information that you are learning from the book and the opportunity for reflection that you have.
I hope I was not too long-winded, but I kept thinking of what you said reflected on your comments as you discussed the chapter and your students, and I kept mulling these ideas over in my head. Keep up the great work on your book study! I am looking forward to your discussion on interaction.
I appreciated the comment about how you felt about following a scripted program, without deviating from the script. I know some programs put this message out so that they have fidelity with the implementation of the program. Language acquisition does not happen in isolation. Language acquisition has to take into account the learner, the teacher, the community, the culture and the influences of other languages in the community, as well as socioeconomic and political factors. Every language program should emphasize the influence these factors; thus it is only the teacher who can put these pieces together and teach in a way that is most effective for his or her particular students. That is why research says the greatest factor in approving student achievement is the teacher! There is no one program that will work the best for all students; so the best answer is that teachers should be highly trained so they can become skillful practitioners.
I like the comment someone said about “Why do experts come from the lower-forty-eight and tell us what is best for our students?” I could not agree more. Many teachers across the state have also said this. When you count the hours you have spent with your kids in your classroom, this make you one of the experts for teaching those kids (along with insights from the parents). It is important to increase the skills in your teaching toolbox and continue to find what works best for your students. What we do need here in Western Alaska is more research on linguistics, which studies the influence of language, culture, socioeconomic and political that affect language acquisition in this region. We need to have our own experts, and not only rely on outside experts. What they have to offer is great, but we also need our own experts for this region, because this region is very unique compared to Washington DC, New York, California or wherever the research is done.
Your discussion reminded me of critical pedagogy. Critical pedagogy focuses on knowledge, reflection and action as a basis for systemic change. Critical pedagogy use the word “critical,” which in this context does not mean “ to criticize,” but rather it refers to a “turning point” or “transformation.” Critical pedagogy encompasses three steps: 1) Information; 2) Reflection; and 3) Action. What do you think of critical pedagogy? Do you see your teaching practices as a process of learning new knowledge, then reflecting on it in terms of your students, which then leads to action? I see the book study in terms of critical pedagogy because of the new information that you are learning from the book and the opportunity for reflection that you have.
I hope I was not too long-winded, but I kept thinking of what you said reflected on your comments as you discussed the chapter and your students, and I kept mulling these ideas over in my head. Keep up the great work on your book study! I am looking forward to your discussion on interaction.
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