It's the start of spring and that awesome time of year when my students begin to "blossom". I feel relieved this month; my students are finally showing progress. At the same time, I'm finding that I've left some holes in my teaching OR that my students have not fully grasped a skill OR that they "forgot" OR... all of the above.
My students, English Language Learners, have varying levels of English proficiency. The typical reading or math lesson takes us double (and triple) time; I need to pre-teach vocabulary, develop prior knowledge, and spend lots of time clarifying text. I can't get through any kind of lesson without stopping often to make sure my kids are "getting it". We're often weeks behind the other classes.
So this week, during a mini-lesson on alliteration, and after we looked at (and played with) several examples from authentic text and lots of tongue-twisters and trabalenguas in Spanish, I stopped to review the difference between sounds and letters. I wrote "Cassy catches coffee quickly in a cardboard cup" on the board, and asked the class -
"What do you notice about this sentence?" No reaction. (OK, I'll ask it in a different way.)
"CCCassy cccatches cccoffee qqqquickly in a cccardboard cccup. Do you hear anything interesting?"
Blank stares. (That's OK, I'll do "wait time".) Five seconds, ten... fif-
"I know!" one of my buddies calls out. "They all have the same letters!"
"And those letters are...?" I prompt.
Crickets chirp. Five seconds, ten...
Someone's raising her hand - YES! "Tell me charming lady! What do you see? What do you hear?"
"The alphabet!" with a huge smile on her face.
"The alphabet. Yes, the alphabet." (Well, no, that's not what I was asking, but I'll go with it, see if it gets us where we need to go.) "The alphabet has two kinds of letters, and those letters have different kinds of sounds. Can anyone tell me what kinds of letters are in the alphabet?"
Sssshhhhhh. (Geez kids, now you're quiet?)
A hand shoots up. "Yes sir! What kinds of letters are in the alphabet?"
"Upper ones and lower ones!"
"Well... " (I don't want to discourage him, but - )
"Small ones and big ones!" he tries again.
Oh no. Really? (My face is probably changing now. I. MUST. REMAIN. CALM.)
One of my "top" reading group kids raises his hand. Aww. I bet he was waiting to give his classmates a chance. "Babbles," he says.
"Babbles?" I ask. "Babbles?" I repeat. I don't get it.
Another hand waves. I call on him, silently hoping the fire drill will go off.
"And confidence. Babbles and confidence."
Yep. Babbles and confidence.
Showing posts with label ELLs. Show all posts
Showing posts with label ELLs. Show all posts
Saturday, March 17, 2012
Wednesday, June 29, 2011
Take out your cellphones, please.
Last night, while in bed, I used mobile technology to get a quick answer.
Late Night with Jimmy Fallon was running a repeat of their July 7 show. A band called My Morning Jacket was the last guest. When they started to play Circuital, which I had never heard before, I was captivated by the intriguing way in which the song began. I often get hung up on certain pieces of melody, and I just had to know who these guys were.
Luckily, my Nook Color was at arm's reach. OK, the Nook is supposed to be a reader, and that is how I use it for the most part. However, I wanted to find the name of the song, and I wanted to hear it again, to affirm that I had indeed come across a sound that pleased me. I switched on the browser to my Nook, did a quick Google search, and there they were. A band and a song I had never heard before, and that I would certainly look in to further.
This morning, after reading the article Mobile Tech in Classrooms Boosts English Learners, it occurred to me, the same on-the-spot-let's-find-out could take place in my classroom. If my students were each handed mobile devices at the beginning of the school year - like Nooks, iPads, tablets or netbooks - their worlds would be made larger, and language learning would be enhanced.
Or, what if my students were permitted to use their cellphones in class? This past year, of my 19 fourth-graders, nine of them had their own cellphones. What if I devised activities where my students would be allowed to use their cellphones to access information, submit answers, collaborate and be even more engaged? Until mobile devices are provided to ALL learners, why not let us use what is already in our students' hands?
Late Night with Jimmy Fallon was running a repeat of their July 7 show. A band called My Morning Jacket was the last guest. When they started to play Circuital, which I had never heard before, I was captivated by the intriguing way in which the song began. I often get hung up on certain pieces of melody, and I just had to know who these guys were.
Luckily, my Nook Color was at arm's reach. OK, the Nook is supposed to be a reader, and that is how I use it for the most part. However, I wanted to find the name of the song, and I wanted to hear it again, to affirm that I had indeed come across a sound that pleased me. I switched on the browser to my Nook, did a quick Google search, and there they were. A band and a song I had never heard before, and that I would certainly look in to further.
This morning, after reading the article Mobile Tech in Classrooms Boosts English Learners, it occurred to me, the same on-the-spot-let's-find-out could take place in my classroom. If my students were each handed mobile devices at the beginning of the school year - like Nooks, iPads, tablets or netbooks - their worlds would be made larger, and language learning would be enhanced.
Or, what if my students were permitted to use their cellphones in class? This past year, of my 19 fourth-graders, nine of them had their own cellphones. What if I devised activities where my students would be allowed to use their cellphones to access information, submit answers, collaborate and be even more engaged? Until mobile devices are provided to ALL learners, why not let us use what is already in our students' hands?
Monday, June 27, 2011
We Can Do Better
When I first welcomed him to our classroom back in September, "G" warned me, in all his toughness, "there's nothing you can do to make me like school". I was taken aback by his statement, but instantly took it as a challenge. We struggled the first several weeks as we got to know each other. He had to learn to trust me, while I had to figure out what set him off.
I learned quickly that G had two huge issues: divorced parents and what looked to me like dyslexia or dysgraphia. Which of the two? I'm afraid we never got to that. Although G had been referred to I & RS last year, all he got this school year was two marking periods of tutoring! I had him in my lowest reading group, gave him extra time at writing conferences, and tried different tactics for getting him through his literacy difficulties. (Classroom teachers are not necessarily equipped to address the needs of dyslexia and dysgraphia, unfortunately.) I also had to muster up some serious patience, especially at the beginning of the year, during his outbursts which involved shoving furniture, throwing school supplies, and trying to engage me in arguments. His little face would turn red, he would huff and puff, he would cry. He would tense up and pinch or squeeze his arm. ( I later recognized this as his attempt to control himself.)
I knew, of course, he acted out of frustration. He lived with his mother one week, his father the next. G clearly had a preference for his dad's place. I could easily tell on a Monday morning whose week it was, by the angry look on his face. His family situation, coupled with his learning difficulties, made for a very angry little boy.
As the year progressed, G did get better academically and socially. He did very well in math. He contributed very thoughtfully to classroom discussions. And although his independent reading ability was well below grade level, he developed a desire to read. I often found him engrossed in the Diary of a Wimpy Kid series, which took him way longer than his peers, but held his attention. He eventually overcame some of his distaste for school. His classmates often teased, "See?!! You DO like school!" He learned to curb his emotional outbursts and he practiced self-calming techniques.
I know we should have done more. As much as I advocated for G, my school was not able (or willing?) to address his needs more appropriately. Some forms were filled out, a few questionnaires completed, and ONE meeting held to discuss his case. By the end of the year, his case was left... open? hanging? in limbo?
G left for summer vacation a week earlier than his classmates, while I was still grading benchmark tests. He said "Bye Miss!" as he took off at the end of his last day, and that was that. My eyes later filled up at his response to a persuasive writing prompt, where he was to explain why our school is the best in town:
Also the techors here cold relle chang a person. Like me befor I cam to this school. I hated being in school. However, the techors changed me. I still don't like school but now I can't sae I hate going and being in school. Also the techers are alway fair about stfo.
This is the "stuff" that makes me want to do better.
I learned quickly that G had two huge issues: divorced parents and what looked to me like dyslexia or dysgraphia. Which of the two? I'm afraid we never got to that. Although G had been referred to I & RS last year, all he got this school year was two marking periods of tutoring! I had him in my lowest reading group, gave him extra time at writing conferences, and tried different tactics for getting him through his literacy difficulties. (Classroom teachers are not necessarily equipped to address the needs of dyslexia and dysgraphia, unfortunately.) I also had to muster up some serious patience, especially at the beginning of the year, during his outbursts which involved shoving furniture, throwing school supplies, and trying to engage me in arguments. His little face would turn red, he would huff and puff, he would cry. He would tense up and pinch or squeeze his arm. ( I later recognized this as his attempt to control himself.)
I knew, of course, he acted out of frustration. He lived with his mother one week, his father the next. G clearly had a preference for his dad's place. I could easily tell on a Monday morning whose week it was, by the angry look on his face. His family situation, coupled with his learning difficulties, made for a very angry little boy.
As the year progressed, G did get better academically and socially. He did very well in math. He contributed very thoughtfully to classroom discussions. And although his independent reading ability was well below grade level, he developed a desire to read. I often found him engrossed in the Diary of a Wimpy Kid series, which took him way longer than his peers, but held his attention. He eventually overcame some of his distaste for school. His classmates often teased, "See?!! You DO like school!" He learned to curb his emotional outbursts and he practiced self-calming techniques.
I know we should have done more. As much as I advocated for G, my school was not able (or willing?) to address his needs more appropriately. Some forms were filled out, a few questionnaires completed, and ONE meeting held to discuss his case. By the end of the year, his case was left... open? hanging? in limbo?
G left for summer vacation a week earlier than his classmates, while I was still grading benchmark tests. He said "Bye Miss!" as he took off at the end of his last day, and that was that. My eyes later filled up at his response to a persuasive writing prompt, where he was to explain why our school is the best in town:
Also the techors here cold relle chang a person. Like me befor I cam to this school. I hated being in school. However, the techors changed me. I still don't like school but now I can't sae I hate going and being in school. Also the techers are alway fair about stfo.
This is the "stuff" that makes me want to do better.
Saturday, February 26, 2011
Una visión
Every now and then, I'm absent from school to participate in professional development, workshops, training, or conferences. Recently, I've signed on to work with my state's DOE on a special curriculum writing project. Specifically, we're writing exemplar ESL units that match up language objectives with content objectives. It's both interesting and intense.
What I appreciate most about this experience is the way in which it makes me take a closer, harder look at the way I teach my ELLs. I'm finding that I'm on target most of the time, especially in the way I structure my lessons - providing plenty of scaffolding at the beginning, having a "big idea" in mind throughout, and relinquishing control gradually as my students take on more responsibility for their own learning. At the same time, I recognize a few blind spots in my instruction, and I realize why they occur. The demands and goals of the general curriculum can often obscure the specific language needs of my ELLs.
I've been teaching for almost 21 years now, and while my eyesight has begun to fade ever so slightly, my vision for Bilingual Education has become clearer. I hope that, in spite of the negativity around me, I'll not lose sight of what matters. Good teaching, respect for kids and the way they learn, and ánimo will endure in my classroom.
Tuesday, February 16, 2010
Student to Teacher
I taught one of my favorite lessons today, and was reminded of how exciting it is to take children to the next level. The lesson was part vocabulary, part poetry, part metaphor, part Black History Month, part "this is your teacher telling you she wants you to keep trying".
We read this poem together. I choked up on the first read, as I always do. Hughes does that to me. We then read it in parts, we role-played, we talked about message and meaning, and the poet's use of the vernacular.
No, I don't teach high school English. I teach 4th grade English Language Learners.
"Did you like this poem?" I asked as the bell rang for lunch.
"Oh YES Miss! That's how my mom talks to me!"
"Now THAT's some good advice he gave in the poem."
"I LOVE how you read that Miss!"
"Can I keep the paper Miss? Can I memorize it?"
"Let's do another one tomorrow Miss!"
Mother to Son, by Langston Hughes (1902 - 1967)
Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.
We read this poem together. I choked up on the first read, as I always do. Hughes does that to me. We then read it in parts, we role-played, we talked about message and meaning, and the poet's use of the vernacular.
No, I don't teach high school English. I teach 4th grade English Language Learners.
"Did you like this poem?" I asked as the bell rang for lunch.
"Oh YES Miss! That's how my mom talks to me!"
"Now THAT's some good advice he gave in the poem."
"I LOVE how you read that Miss!"
"Can I keep the paper Miss? Can I memorize it?"
"Let's do another one tomorrow Miss!"
Mother to Son, by Langston Hughes (1902 - 1967)
Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.
Thursday, April 2, 2009
Langston Hughes in the 4th Grade
My students have experienced several different types of poetic forms since September. I use specific poems and certain poem forms (haiku, list poems, auto-biographical) to encourage English language development with my ELLs. Since the beginning of the year, my students have made enormous gains in English proficiency. Even more remarkable, is that they have emerged as thoughtful writers and thinkers.
Yesterday I kicked off National Poetry Month with "Poem" by Langston Hughes. It's one of the most touching and simple poems I know.
Poem
"I loved my friend.
He went away from me.
There's nothing more to say.
The poem ends,
soft as it began-
I loved my friend."
The students discussed the poem in groups; they touched on how "short and simple" the poem was, and how sad, "even though the poet didn't even say sad!" I then asked them to write a five-paragraph essay about a time when they lost someone or something they loved. They got right to it, first planning, then writing their first drafts. I did not have to coax anyone to write. Writing flowed freely, even from the three children who are often reluctant writers.
I was able to conference with half of the class yesterday, and the rest today. I was floored by the quality writing they had produced! My students wrote about lost friends, lost relatives left back home in their countries, lost pets, and a lost necklace. While they read to me, some of them got a bit choked up, and some managed to provoke a tear or two in my eyes. (Of course, I had to look away, or pretend like I was distracted by something on the other side of the room!)
Several students started to publish their work today. The rest will do so tomorrow, I'm sure. And today we read another poem, Life Doesn't Frighten Me, by Maya Angelou. They loved it and want to write their own poems about their fears.
These days... are magic. There's nothing more to say.
Yesterday I kicked off National Poetry Month with "Poem" by Langston Hughes. It's one of the most touching and simple poems I know.
Poem
"I loved my friend.
He went away from me.
There's nothing more to say.
The poem ends,
soft as it began-
I loved my friend."
The students discussed the poem in groups; they touched on how "short and simple" the poem was, and how sad, "even though the poet didn't even say sad!" I then asked them to write a five-paragraph essay about a time when they lost someone or something they loved. They got right to it, first planning, then writing their first drafts. I did not have to coax anyone to write. Writing flowed freely, even from the three children who are often reluctant writers.
I was able to conference with half of the class yesterday, and the rest today. I was floored by the quality writing they had produced! My students wrote about lost friends, lost relatives left back home in their countries, lost pets, and a lost necklace. While they read to me, some of them got a bit choked up, and some managed to provoke a tear or two in my eyes. (Of course, I had to look away, or pretend like I was distracted by something on the other side of the room!)
Several students started to publish their work today. The rest will do so tomorrow, I'm sure. And today we read another poem, Life Doesn't Frighten Me, by Maya Angelou. They loved it and want to write their own poems about their fears.
These days... are magic. There's nothing more to say.
Thursday, March 26, 2009
How to Stay Sane...
During the course of the school year, we teach four types of writing - expository, narrative, persuasive, and descriptive.
The results were fantastic. My students couldn't wait for writing time. With this piece, they moved more quickly than usual from planning, to drafting, to revising, to editing. During writing conferences, I laughed out loud at what they dared to think up!
This time, each and every student published their writing. I made a cut-out of a crazed teacher (looks familiar?) and put everything up on the bulletin board outside our room. This piece of writing, frivolous as it was, showed me what I needed to see. My kids have come a long, long way.
I'm crazy about them.
The "How-To" piece is one we practice often; this type of expository writing forces the students to think of steps in a process, using sequence, transitional words, illustrations and examples. The "How-To" is factual and logical. We often start our students with prompts such as "How to make a sandwich", or "How to wrap a present", or "How to give a baby a bath". Then we move on to more sophisticated topics which stem from reading non-fiction text, such as "How to start a vegetable garden", or "How to build a bird feeder", or "How to make a home-made volcano."
All of these rely, of course, on background knowledge. You can't ask students to write about things they haven't experienced, or don't care about! But what if you asked the kids to think about how to make their teachers crazy? You know they're experts!
I was feeling somewhat frazzled last week with a billion things to do. We were all in need of a little levity. So I invited my students to write "How to make your teacher CRAZY!"
The results were fantastic. My students couldn't wait for writing time. With this piece, they moved more quickly than usual from planning, to drafting, to revising, to editing. During writing conferences, I laughed out loud at what they dared to think up! This time, each and every student published their writing. I made a cut-out of a crazed teacher (looks familiar?) and put everything up on the bulletin board outside our room. This piece of writing, frivolous as it was, showed me what I needed to see. My kids have come a long, long way.
I'm crazy about them.
Monday, March 16, 2009
Mami and the Dancing Tiger
El baile del tigre caught my eye as books with cats on the covers always do. The cover shows a tiger dancing with a little girl. I once tried to “commission” my sister to paint a portrait of me sitting in a cat’s lap, the cat reading me a story. I suppose I always fancied interacting with animals that way, in a fantasy world. At any rate, I borrowed El baile del tigre from the school library and was enamored by the story and the drawings. This book now carries a special memory; I had the pleasure of hearing my own mother read it to my students.
Originally published in English as The Dancing Tiger, Malachy Doyle creates a precious story of a little girl who discovers a tiger dancing in the forest in the moonlight. You can only see him when it’s quiet and the moon is full. One night, the little girl ventures out into the woods and surprises the tiger in mid-dance. He whispers to her not to tell anyone what she has seen. He promises that, if she keeps the secret, she can return to dance with him when the moon is full. And from then on, the little girl visits with the tiger once a month, season after season, to dance as only a little girl and a tiger can.
The illustrations by Steve Johnson and Lou Fancher are truly special, in particular the scene where tiger and little girl waltz in the newly fallen snow, leaving their prints. This book is translated very well. The poetic text is perfect for teaching mood, setting, and descriptive language. One could even integrate the concept of seasons and phases of the moon. Personification also comes to mind, as we’ve recently discussed examples of this in my class.
In the end, the narrator is revealed as an old woman who brings her granddaughter to the forest, to continue enjoying this wonderful fantasy. The woman sits and beholds the magic of the little girl and the dancing tiger in the moonlight.
Last week, our school held a special day-long reading event, with invited guest readers. I seized the opportunity to bring my own parents to school to read to my students. I handed my mother this book to read to my fourth graders. She was wonderful, pausing to show the pictures, holding the book up for all to see. She read to my class as if she were reading to her own grandchildren. While she read to my students, I hoped that for a moment, they would remember their own grandmothers. I know that Mami and I both tucked the moment away in that place of special memories.
Wednesday, February 18, 2009
Latin Baby Book Club
I've been invited by Monica at Latin Baby Book Club to be a contributing blogger. I'm happy to accept the opportunity, and invite you to go there to hear about a book that celebrates the beautiful people who gather the food we enjoy on our tables. Gathering the Sun , by Alma Flor Ada, is a bilingual alphabet book I use as a mentor text in my classroom.
Latin Baby Book Club is a blog that promotes pride in the Latino culture and most importantly in our stories. LBBC is a valuable resource for both parents and educators who wish to nurture a love of reading, bilingualism, and diversity.
I'm honored to be a part of this endeavor.
Latin Baby Book Club is a blog that promotes pride in the Latino culture and most importantly in our stories. LBBC is a valuable resource for both parents and educators who wish to nurture a love of reading, bilingualism, and diversity.
I'm honored to be a part of this endeavor.
Saturday, February 14, 2009
Riding the train
My students and I had a great week of technology-infused learning.
First, I had the pleasure of wheeling the wireless lab (a cart containing laptops) into my classroom. Until now, other teachers had been monopolizing the cart; I would see it being moved from here to there, to the same rooms every time. I always wondered how those teachers were using them. After talking with the computer teacher, I signed out the lab and was pleased to learn I would be able to keep it for two weeks. Awesome!
So this past week, during the literacy block, I had planned to use the interactive website Into the Book to review and practice using specific reading strategies, such as making connections and visualizing. The site allows students to read passages and practice applying these strategies for comprehension. However, once every student had a laptop at his desk, I was reminded of all the little things you have to go over with 13 kids who are using laptops for the first time. And in my case, it's ELLs who have not had the same access and experience with computers to begin with.
"Open it like this."
"Turn it on... press the power button."
"Press Ctrl and Alt and Del...at the same time...where are the keys?...... Here, and here, and here..."
"Enter the log in..... enter the password.... take Caps lock off!.... Didn't work? Try it again....."
"Type this address into your browser.....
And on and on it went.... 13 times. Wow.
When we finally got going, the kids loved Into the Book. There were, of course, some passages and vocabulary they needed my help with. Overall, the site was useful for my ELLs. We also reviewed some keyboarding skills, so they'll be ready for next week, when we'll try using them during Writer's Workshop.
The second highlight of the week was the grand entrance of the Smart Board, brought to us by the Math coach. We had planned for her to do a 45 min. lesson on attributes, but when she saw how excited my kids were, she ended up staying all morning. She showed us how to set it up, how to use the various functions, and she also did several activities involving math and language arts. The Smart Board is amazing! I was so grateful to her. It was like having my own real-world hands-on training. I'm ready to use it every week in some way. I know I will.
If we are to move our students along academically and linguistically, each and every one of us ought to try new things. I for one do not want my students to be held back by language; technology is for everyone. I know there is some reluctance out there, people who are not yet ready to give things a whirl. And I certainly recognize that time is a factor; I always wondered how I would ever "integrate" technology into my teaching.
Now, it's even more clear to me. It's about making some thoughtful changes and keeping the kids engaged. It's reaching out, teaching, and encouraging each other. This kind of teaching is like jumping on a train and going to exciting places with the most enthusiastic, wide-eyed travel companions.
First, I had the pleasure of wheeling the wireless lab (a cart containing laptops) into my classroom. Until now, other teachers had been monopolizing the cart; I would see it being moved from here to there, to the same rooms every time. I always wondered how those teachers were using them. After talking with the computer teacher, I signed out the lab and was pleased to learn I would be able to keep it for two weeks. Awesome!
So this past week, during the literacy block, I had planned to use the interactive website Into the Book to review and practice using specific reading strategies, such as making connections and visualizing. The site allows students to read passages and practice applying these strategies for comprehension. However, once every student had a laptop at his desk, I was reminded of all the little things you have to go over with 13 kids who are using laptops for the first time. And in my case, it's ELLs who have not had the same access and experience with computers to begin with.
"Open it like this."
"Turn it on... press the power button."
"Press Ctrl and Alt and Del...at the same time...where are the keys?...... Here, and here, and here..."
"Enter the log in..... enter the password.... take Caps lock off!.... Didn't work? Try it again....."
"Type this address into your browser.....
And on and on it went.... 13 times. Wow.
When we finally got going, the kids loved Into the Book. There were, of course, some passages and vocabulary they needed my help with. Overall, the site was useful for my ELLs. We also reviewed some keyboarding skills, so they'll be ready for next week, when we'll try using them during Writer's Workshop.
The second highlight of the week was the grand entrance of the Smart Board, brought to us by the Math coach. We had planned for her to do a 45 min. lesson on attributes, but when she saw how excited my kids were, she ended up staying all morning. She showed us how to set it up, how to use the various functions, and she also did several activities involving math and language arts. The Smart Board is amazing! I was so grateful to her. It was like having my own real-world hands-on training. I'm ready to use it every week in some way. I know I will.
If we are to move our students along academically and linguistically, each and every one of us ought to try new things. I for one do not want my students to be held back by language; technology is for everyone. I know there is some reluctance out there, people who are not yet ready to give things a whirl. And I certainly recognize that time is a factor; I always wondered how I would ever "integrate" technology into my teaching.
Now, it's even more clear to me. It's about making some thoughtful changes and keeping the kids engaged. It's reaching out, teaching, and encouraging each other. This kind of teaching is like jumping on a train and going to exciting places with the most enthusiastic, wide-eyed travel companions.
Sunday, February 8, 2009
Diversity Book Review: China Boy
I’ve finished reading China Boy, which I selected for the Diversity Rocks Reading Challenge. This autobiographical novel by Chinese-American Gus Lee caused me to tear up a couple of times. I recognized the experiences of immigrant children in Lee’s story, and made a more real connection now, as one of my students is growing up without a mother’s love.In this novel, Kai-Ting is the prized and only son in a Chinese family, who has arrived to 1950s San Francisco, after an escape from civil war in China. Small and treasured, Kai-Ting enjoys the indulgent love of his doting mother, who succumbs to cancer when the boy is still small. Left with his inattentive father and three older sisters, Kai-Ting is unaware that his mother has died, as it is custom for this news to be kept from small children.
Soon after this loss, Kai-Ting's father takes a new wife. She is cruel and hostile, and she is American. Edna does everything possible to erase all memory of Kai-Ting’s real mother, and physically disposes of all things Chinese that remain in the home. She forbids the children to speak their native language. To make matters worse, she locks Kai-Ting out of his house daily. He is to remain outside until she calls for him. This places him in harm’s way, as the boy gangs in the neighborhood see him as an easy target and beat him daily. Bloodied and vulnerable, Kai-Ting gets no sympathy from Edna, who steadfastly refuses him safe harbor.
Kai-Ting seeks his mother in the faces of several characters in the story, who in their own ways supply what is missing in the boy’s life. Kai-Ting also goes to the YMCA for boxing lessons, with the hope of learning how to defend his puny frame against the bullies in the street.
You can't help but wonder why Kai-Ting's father appears to be so inattentive, unwilling to protect and nurture his only son. The reader feels like reaching in and rescuing poor, pathetic Kai-Ting. In the story, many characters outside the family are concerned for Kai-Ting, but none of them intervene. I suppose it was the way things were back then. I also noticed that Kai-Ting had an incredible time learning English, while at the same time losing his native Songhai, language of Shanghai. His garbled, mixed-up attempts to communicate were often humorous. As a bilingual teacher, I'm pretty sure Kai-Ting did not have access to ESL services.
I enjoyed this book very much, and highly recommend it.
Tuesday, February 3, 2009
The Golden Rule
The Book Fair is being held at school this week."Who has money?" asks the librarian, and like a kid, I raise my hand. Books do that to me. I have a twenty dollar bill in my pocket, and a plan to buy a book for my son, one for my classroom, and one for me. I can't wait to browse. "Don't open a book unless you intend to buy it!" the librarian warns.
"This one sounds interesting!" and "I'd love to read this one" and "Oh! I have to get this one!" are my attempts at getting the kids to feel what I feel when surrounded by books. Some of the books, well - I open them, hold them up to my nose, and smell them. My students are used to this. I love the way new books smell. Fresh, new, clean, hopeful, possible.
There are so many, I want them all. But I hold back. Better to go back later. Then, Mr. B, a fellow teacher and one of the friendliest folks at school, points to this silly-looking book, telling me he owns it. I open it and smile, inside and out.
Do Unto Otters by Laurie Keller is a book about manners. A family of otters moves into the neighborhood, and Mr. Rabbit wonders how they'll get along. The illustrations and captions are both amusing and cute. There are several playful expressions and "ways of saying" things that I find useful for my English language learners.
I love this book. I bought it for my students and myself. We can talk in class about how to treat others, what to expect from others, how to live by example. I might even have my students create their own "How to treat others" books.
I would give a copy of this book to each of my colleagues, if I could. But I wouldn't give one to Mr. B. He already knows how to treat otters.
Sunday, January 25, 2009
Gung Hei Fat Choy!
It's Chinese New Year!!! and the Year of the Ox!
I've prepared a week of exciting lessons that incorporate China. We'll be reading Yeh-Shen - A Cinderella Story from China, retold by Ai-Ling Louie, and The Greatest Treasure, retold by Demi. I'll be able to use both stories for lessons on story elements, character traits, and for a compare/contrast study. There is also plenty of rich vocabulary in these stories for my ELLs to experiment with and add to their word wall.
During writing, we'll use these stories to talk about similes and metaphors, and later to examine descriptive language. I want my students to write a reflective piece about why and how they are like their animal in the Chinese zodiac. We'll also read Chinese Proverbs, collected by Ruthanne Lum McCunn. I'll then invite the students to select their favorite proverb to paraphrase and illustrate.
Since we're already into geometry, we'll use tangrams and work on visual/spatial skills, symmetry, and patterns. We'll review geography skills using maps of China and Asia. I've prepared science lessons on Chinese inventions and phases of the moon. We'll also take a look at the Chinese zodiac; kids (and adults!) like to figure out what animal they are.
I'm also hoping to assign a couple of art activities, which they'll end up having to do at home anyway. One is a fan; the design on the fan tells a story. I'll use this as a follow-up to the stories we read, but I'll also give the option to create an original story. After they look at art depicting dragons, and examine a Chinese Dragon website, they'll also get to design their own dragon, including its name, special features, and qualities.
I know I've over planned, as usual. I know it's wishful thinking that we'll get to all of it, considering interruptions, fire drills, and the reality of having to clarify and facilitate language for my ELLs every step of the way. But I'm hopeful. My kids are enthusiastic, and they're making great strides in so many ways. Besides, I know where they're at and I go with it. I'm helping and pushing them along gently, backing off when I know I must.
As the Chinese proverb says - You cannot help shoots grow by pulling them up.
I've prepared a week of exciting lessons that incorporate China. We'll be reading Yeh-Shen - A Cinderella Story from China, retold by Ai-Ling Louie, and The Greatest Treasure, retold by Demi. I'll be able to use both stories for lessons on story elements, character traits, and for a compare/contrast study. There is also plenty of rich vocabulary in these stories for my ELLs to experiment with and add to their word wall.
During writing, we'll use these stories to talk about similes and metaphors, and later to examine descriptive language. I want my students to write a reflective piece about why and how they are like their animal in the Chinese zodiac. We'll also read Chinese Proverbs, collected by Ruthanne Lum McCunn. I'll then invite the students to select their favorite proverb to paraphrase and illustrate.
Since we're already into geometry, we'll use tangrams and work on visual/spatial skills, symmetry, and patterns. We'll review geography skills using maps of China and Asia. I've prepared science lessons on Chinese inventions and phases of the moon. We'll also take a look at the Chinese zodiac; kids (and adults!) like to figure out what animal they are.
I'm also hoping to assign a couple of art activities, which they'll end up having to do at home anyway. One is a fan; the design on the fan tells a story. I'll use this as a follow-up to the stories we read, but I'll also give the option to create an original story. After they look at art depicting dragons, and examine a Chinese Dragon website, they'll also get to design their own dragon, including its name, special features, and qualities.
I know I've over planned, as usual. I know it's wishful thinking that we'll get to all of it, considering interruptions, fire drills, and the reality of having to clarify and facilitate language for my ELLs every step of the way. But I'm hopeful. My kids are enthusiastic, and they're making great strides in so many ways. Besides, I know where they're at and I go with it. I'm helping and pushing them along gently, backing off when I know I must.
As the Chinese proverb says - You cannot help shoots grow by pulling them up.
Sunday, November 16, 2008
Educating Ourselves About ELLs
This past Thursday, I met with an awesome group of proactive and professional people who work as advocates for English Language Learners. This group, the ELL Educator Cadre, is comprised of 16 educators from across the United States. We meet in Washington DC at the AFT (American Federation of Teachers) headquarters twice a year. Our team discusses issues in the field of English language acquisition, such as testing, equitable access to programs and materials, professional training, research, and best practices. This effort, coordinated by the AFT, is an opportunity for real practitioners to contribute expertise and knowledge to policy-makers, public relations specialists, and elected representatives at the state and national level.
Today, one in five students in this country is Hispanic. This fact is an obvious indicator of the changes our country is experiencing. Whether we look at this fact as an “issue” or an opportunity says a lot about how we approach the education of our children. We certainly have to make many adjustments as we plan for and deliver instruction.
While talking with my colleagues in Washington, it became apparent that great strides are being made in the areas of English language learning, bilingual education, and ESL instruction. However, I also see how a lot of this progress is overshadowed by the impossible demands of NCLB, accompanied by a lingering resentment toward immigrants and a clear resistance to becoming more appreciative of that which is “different”.
I wonder, are all of my brothers and sisters in teaching ready to look at things differently? Are you ready to experience a paradigm shift? As the numbers of English Language Learners grow in your schools, will you stand up for the rights of all children to receive the very BEST that you have to offer?
Today, one in five students in this country is Hispanic. This fact is an obvious indicator of the changes our country is experiencing. Whether we look at this fact as an “issue” or an opportunity says a lot about how we approach the education of our children. We certainly have to make many adjustments as we plan for and deliver instruction.
While talking with my colleagues in Washington, it became apparent that great strides are being made in the areas of English language learning, bilingual education, and ESL instruction. However, I also see how a lot of this progress is overshadowed by the impossible demands of NCLB, accompanied by a lingering resentment toward immigrants and a clear resistance to becoming more appreciative of that which is “different”.
I wonder, are all of my brothers and sisters in teaching ready to look at things differently? Are you ready to experience a paradigm shift? As the numbers of English Language Learners grow in your schools, will you stand up for the rights of all children to receive the very BEST that you have to offer?
Saturday, November 1, 2008
My Autumn Eyes Behold...
golden leaves on the lawn
scarlet apples in a basket
a baby-blue sky above the neighborhood
the black shadows behind the trees
a milky-brown hot cocoa between my hands
a cerulean river through the forest
an orange sun between the clouds
the pink faces at the playground
These are some lines from my students' poems. They paint quite a picture, don't they?
For students who speak Spanish as a first language, this activity provides practice in the adjective-before-noun structure of English. (In Spanish, the adjective follows the noun.) It is also useful in its use of prepositions. This is a natural and relevant way to learn English, rather than the old-fashioned "grammar lesson".
scarlet apples in a basket
a baby-blue sky above the neighborhood
the black shadows behind the trees
a milky-brown hot cocoa between my hands
a cerulean river through the forest
an orange sun between the clouds
the pink faces at the playground
These are some lines from my students' poems. They paint quite a picture, don't they?
For students who speak Spanish as a first language, this activity provides practice in the adjective-before-noun structure of English. (In Spanish, the adjective follows the noun.) It is also useful in its use of prepositions. This is a natural and relevant way to learn English, rather than the old-fashioned "grammar lesson".
Tuesday, October 28, 2008
Beyond the classroom, in the fall
My students come from diverse Hispanic countries and have only been in this country a year or more. Often, some of the lessons that most general program classroom teachers would present are out of reach for my students, as they have not lived the experiences that many native-born American children have enjoyed.
A writing activity that I love to do this time of year takes me a few extra periods than it would in the classrooms of my colleagues. I call the activity “My autumn eyes behold”. It can be done at any time of year, but I like to do it in the fall when the changes outside invite so much discussion and inspiration.
However, I work in an inner city school where most of my students live in apartment buildings or 2- and 3- family homes. Most of the trees near my school are scraggly and skinny, held up by string and stakes. The few leaves that manage to hold on, change colors, and fall to the ground are ignored, I think, and become just part of the litter that blows through the street. So, before I ask my students to “describe what you see on an autumn day,” I invite them to join me for a “walk”.
Imagine my students’ amusement when this morning, as it poured rain and thundered furiously outside our window, I announced we would go for a walk. “But we’ll get wet!” and “It’s too cold!” they complained. “We’re going to pretend” I said, as I turned on the LCD projector and shared a slide show (on Power Point) of the most beautiful fall images I could find on Google. I played Aaron Copland’s Rodeo – Four Dance Episodes while we toured golden mountains, trudged through leafy yellow forests, sailed on a crystalline blue river that wove through a toffee-colored canyon, and picked orange and (surprise!) white pumpkins in a field where a scare-crow stood guard.
Accessing prior knowledge is an important part of good teaching. In my case, I often have to create and simulate experiences so that my students may have a bank from which to retrieve information. I cannot assume that they’ve seen the glorious colors of autumn, that they’ve sipped a cup of hot chocolate after raking leaves, or that they’ve jumped in to a pile of leaves and stared up at the sky.
After our “walk”, I asked the students to make a list of all of the things they saw. After a few minutes, we brainstormed a list of the colors we saw. I expected they would say “red, orange, yellow, etc.” as other color words are not yet part of their vocabulary. Next, I provided a list of color words that would broaden their personal word banks, as well as more closely describe what they saw.
Then, I did one of my famous “mini-lessons”; I read Under, Over, by the Clover by Brian P. Cleary. This fun book is about prepositions, which my fourth grade students need exposure to in order to develop proficiency in English. After a shared reading, we created a list of prepositions, and posted those at the board as well.
Finally, I posted the following pattern:
(color) (object) (where you saw it)
I asked my students to develop several of these phrases, using the lists we created. Tomorrow we'll revise, rewrite, and edit as needed. I'll also conference individually with several of the students, and have them tell me about their writing.
This poetry-writing activity is a painless way to facilitate vocabulary and word-order skills.
A writing activity that I love to do this time of year takes me a few extra periods than it would in the classrooms of my colleagues. I call the activity “My autumn eyes behold”. It can be done at any time of year, but I like to do it in the fall when the changes outside invite so much discussion and inspiration.
However, I work in an inner city school where most of my students live in apartment buildings or 2- and 3- family homes. Most of the trees near my school are scraggly and skinny, held up by string and stakes. The few leaves that manage to hold on, change colors, and fall to the ground are ignored, I think, and become just part of the litter that blows through the street. So, before I ask my students to “describe what you see on an autumn day,” I invite them to join me for a “walk”.
Imagine my students’ amusement when this morning, as it poured rain and thundered furiously outside our window, I announced we would go for a walk. “But we’ll get wet!” and “It’s too cold!” they complained. “We’re going to pretend” I said, as I turned on the LCD projector and shared a slide show (on Power Point) of the most beautiful fall images I could find on Google. I played Aaron Copland’s Rodeo – Four Dance Episodes while we toured golden mountains, trudged through leafy yellow forests, sailed on a crystalline blue river that wove through a toffee-colored canyon, and picked orange and (surprise!) white pumpkins in a field where a scare-crow stood guard.
Accessing prior knowledge is an important part of good teaching. In my case, I often have to create and simulate experiences so that my students may have a bank from which to retrieve information. I cannot assume that they’ve seen the glorious colors of autumn, that they’ve sipped a cup of hot chocolate after raking leaves, or that they’ve jumped in to a pile of leaves and stared up at the sky.
After our “walk”, I asked the students to make a list of all of the things they saw. After a few minutes, we brainstormed a list of the colors we saw. I expected they would say “red, orange, yellow, etc.” as other color words are not yet part of their vocabulary. Next, I provided a list of color words that would broaden their personal word banks, as well as more closely describe what they saw.
Then, I did one of my famous “mini-lessons”; I read Under, Over, by the Clover by Brian P. Cleary. This fun book is about prepositions, which my fourth grade students need exposure to in order to develop proficiency in English. After a shared reading, we created a list of prepositions, and posted those at the board as well.
Finally, I posted the following pattern:
(color) (object) (where you saw it)
I asked my students to develop several of these phrases, using the lists we created. Tomorrow we'll revise, rewrite, and edit as needed. I'll also conference individually with several of the students, and have them tell me about their writing.
This poetry-writing activity is a painless way to facilitate vocabulary and word-order skills.
Monday, October 20, 2008
A funny topping to write about
My fourth graders, who are English Language Learners (ELLs), are accustomed to writing daily in every subject. On most mornings, I post a few journal prompts at the board, from which they may select one to get them started. Every now and then though, between the morning routines and the hundred things that happen simultaneously before first period, I neglect to write a topic at the board.
This morning, one of the boys raised his hand and asked, “Mrs. L? What are the toppings?”
“The toppings?”
“The toppings Miss. What are we supposed to write about today?”
“OH! The toppings! Well let me write them for you right this minute! I’m sorry about that!” I replied, trying to hide my amusement. I approached the board, and wrote the following:
pepperoni
mushrooms
extra cheese
sausage
anchovies
(I couldn’t help myself.)
“That’s for a pizza!” he giggled, as his classmates caught on and laughed.
I then took advantage of that teachable moment to display two words I hadn’t realized might cause some confusion. Toppings and topics sound different to you and me, being native speakers of English. However, for those who are learning this language, these words may be difficult to differentiate.
Once we all got over a case of the giggles, we discussed the different spellings and meanings of these words. For homework, they will write a couple of sentences using each of the words, showing they know the difference between the two.
After 18 years in the classroom, I’m still learning not to take anything for granted, and I’m reminded about how much fun I’m still having
This morning, one of the boys raised his hand and asked, “Mrs. L? What are the toppings?”
“The toppings?”
“The toppings Miss. What are we supposed to write about today?”
“OH! The toppings! Well let me write them for you right this minute! I’m sorry about that!” I replied, trying to hide my amusement. I approached the board, and wrote the following:
pepperoni
mushrooms
extra cheese
sausage
anchovies
(I couldn’t help myself.)
“That’s for a pizza!” he giggled, as his classmates caught on and laughed.
I then took advantage of that teachable moment to display two words I hadn’t realized might cause some confusion. Toppings and topics sound different to you and me, being native speakers of English. However, for those who are learning this language, these words may be difficult to differentiate.
Once we all got over a case of the giggles, we discussed the different spellings and meanings of these words. For homework, they will write a couple of sentences using each of the words, showing they know the difference between the two.
After 18 years in the classroom, I’m still learning not to take anything for granted, and I’m reminded about how much fun I’m still having
Sunday, September 7, 2008
School shoes shined up and ready to go!
Tomorrow will be the start of a full week of school. It will be grueling and intense. The body and mind are still in summer mode; my feet fight the confines of real shoes, begging for flip-flops, and my mind just wants to sit back with an iced coffee and a book.
I did say though, how excited I was to start school again. And I am. I've got a class of 18 beautiful, eager kids from Argentina, Cuba, Dominican Republic, Peru, and Puerto Rico.
They've all been in this country a little over a year, so they have plenty of what we refer to in my field as BICS or Basic Interpersonal Communication Skills. In other words, they have the kind of social and survival English that develops in a couple of years. It will be my job this school year to help them develop their CALP or Cognitive Academic Language Proficiency, which we understand can take from five to seven years.
BICS and CALP are a large part of what bilingual and ESL teachers take into account while developing lessons. To the untrained ear, any of my students may appear to have already acquired enough English to function in a general program class. These students, however, are still developing necessary academic language, the language of the content areas.
It's one thing to be able to say, for example "I went to my friend's house this weekend" and another to have the language to express "Precipitation is the term for the falling, condensed water molecules, which come down as rain, snow, sleet, or hail--depending on conditions in the atmosphere." I know that when I see my students tomorrow morning, they'll be able to tell me in English what they did this past weekend. I also know they don't quite have the English vocabulary to discuss Scientific Method and safety, which I must teach this week.
Luckily, I'm prepared to make it happen. Eighteen years as a bilingual teacher has made me examine constantly what I believe about culture, language, learning, good teaching, and expectations.
I'm still learning. I'm still excited. I'm ready to put my school shoes on.
I did say though, how excited I was to start school again. And I am. I've got a class of 18 beautiful, eager kids from Argentina, Cuba, Dominican Republic, Peru, and Puerto Rico.
They've all been in this country a little over a year, so they have plenty of what we refer to in my field as BICS or Basic Interpersonal Communication Skills. In other words, they have the kind of social and survival English that develops in a couple of years. It will be my job this school year to help them develop their CALP or Cognitive Academic Language Proficiency, which we understand can take from five to seven years.
BICS and CALP are a large part of what bilingual and ESL teachers take into account while developing lessons. To the untrained ear, any of my students may appear to have already acquired enough English to function in a general program class. These students, however, are still developing necessary academic language, the language of the content areas.
It's one thing to be able to say, for example "I went to my friend's house this weekend" and another to have the language to express "Precipitation is the term for the falling, condensed water molecules, which come down as rain, snow, sleet, or hail--depending on conditions in the atmosphere." I know that when I see my students tomorrow morning, they'll be able to tell me in English what they did this past weekend. I also know they don't quite have the English vocabulary to discuss Scientific Method and safety, which I must teach this week.
Luckily, I'm prepared to make it happen. Eighteen years as a bilingual teacher has made me examine constantly what I believe about culture, language, learning, good teaching, and expectations.
I'm still learning. I'm still excited. I'm ready to put my school shoes on.
Saturday, August 30, 2008
If you teach ELLs - you NEED this website!
Across the country, school is about to open, if it hasn't already. Many teachers, both veteran and novice, will meet a new group of bright, hopeful faces in their classrooms. Among these students, there are sure to be ELLs, or English Language Learners. As the face of our nation changes, so too must the strategies and tools we carry to meet the needs of our diverse students.
I invite you to visit the website Colorin Colorado. For the past several years, I have been part of the ELL Educator Cadre of practioners from across the United States. We have worked with the AFT (American Federation of Teachers) and the developers of the website, creating materials on professional development, and advising on special projects, strategies, and best practices for ELLs.
If you work with ELLs or their parents, you will find this website to be most useful. There is a "For Educators" section, as well as a "For Parents" section, which can be accessed in either English or Spanish. There are ready-to-use tip sheets and newsletters you can use with the parents of your students. The site also contains research, articles, podcasts/webcasts, and literally everything you ever needed to know about how to best serve your ELLs.
The site also offers reading tip sheets in 11 other languages, ready to copy and send out to parents.
Be sure to check out Colorin Colorado! Tell your colleagues! Share this resource with the parents of your students!
I invite you to visit the website Colorin Colorado. For the past several years, I have been part of the ELL Educator Cadre of practioners from across the United States. We have worked with the AFT (American Federation of Teachers) and the developers of the website, creating materials on professional development, and advising on special projects, strategies, and best practices for ELLs.
If you work with ELLs or their parents, you will find this website to be most useful. There is a "For Educators" section, as well as a "For Parents" section, which can be accessed in either English or Spanish. There are ready-to-use tip sheets and newsletters you can use with the parents of your students. The site also contains research, articles, podcasts/webcasts, and literally everything you ever needed to know about how to best serve your ELLs.
The site also offers reading tip sheets in 11 other languages, ready to copy and send out to parents.
Be sure to check out Colorin Colorado! Tell your colleagues! Share this resource with the parents of your students!
Monday, June 30, 2008
What do teachers do all summer?
Teachers across the country are on summer break. For many, it is very well-deserved time off. Many teachers, however, must work second jobs through the summer, as these months are often salary-less and can be very stressful. Some of us also take this time to reacquaint ourselves with our own families, who often sit at the sidelines during testing, report cards, parent-teacher conferences, and the numerous other demands of this profession.
Teacher bashers often begrudge us the “free” summer, but what they don’t know is that many teachers are still quite busy during this time. Many go to professional development workshops. Some are planning ahead, examining new materials that will be used in the next school year. Others are catching up on the “latest” in education, via Internet sites and professional publications.
Very often, these summer activities reinvigorate us for the next school year. We look forward to trying new strategies and activities. I know I always use the summer as a time to reflect on my craft, and on how I can improve my practice.
Here is a list of summer reads for teachers of English Language Learners. It's on the website ColorinColorado - a wonderful resource for parents and educators of ELLs. I hope my blogging teacher friends will check it out and share it with their colleagues as well.
This summer, I'll be reading Strategies That Work: Teaching Comprehension to Enhance Understanding by Stephanie Harvey and Anne Goudvis. I also need to come up with a new lesson plan template, where I'll be able to show how I'm differentiating my lessons. I also plan to go to many movies with my son, catch up on doctor's appointments, explore some nature trails, go to Outer Banks NC with the whole family, sleep late, read good books, and enjoy my backyard pool. (Hey, I deserve it.)
Teacher bashers often begrudge us the “free” summer, but what they don’t know is that many teachers are still quite busy during this time. Many go to professional development workshops. Some are planning ahead, examining new materials that will be used in the next school year. Others are catching up on the “latest” in education, via Internet sites and professional publications.
Very often, these summer activities reinvigorate us for the next school year. We look forward to trying new strategies and activities. I know I always use the summer as a time to reflect on my craft, and on how I can improve my practice.
Here is a list of summer reads for teachers of English Language Learners. It's on the website ColorinColorado - a wonderful resource for parents and educators of ELLs. I hope my blogging teacher friends will check it out and share it with their colleagues as well.
This summer, I'll be reading Strategies That Work: Teaching Comprehension to Enhance Understanding by Stephanie Harvey and Anne Goudvis. I also need to come up with a new lesson plan template, where I'll be able to show how I'm differentiating my lessons. I also plan to go to many movies with my son, catch up on doctor's appointments, explore some nature trails, go to Outer Banks NC with the whole family, sleep late, read good books, and enjoy my backyard pool. (Hey, I deserve it.)
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