Literacy Observations:
During my observations/teachings from last week's ELL classes, I viewed several examples of literacy. Now, we can all define and see literacy through an unlimited scope as we were taught in our C&I 214 course.
One example of literacy I saw was "popcorn reading." This activity is where the students and teacher read aloud together, and when they are ready to switch readers, the reader will yell "Popcorn," then say whom they would like to read next. This form of literacy allowed everyone to be active particpants in the learning process. This also really got the students excited while taking part of the activity.
Another literacy activity I observed was our daily "Read Aloud." Most days, I read a chapter from our classroom novel that we are currently reading, Middle School is the Worst. During this, I read to the students, in which I show them pictures as we go through the pages, and also I try to connect the content with them. For example, one of the characters likes to break the school's rules, so I ask the class if they know anyone like this character. It opens a dialogue where students feel free to share and better understand the story.
One last literacy technique I saw was a charades activity to practice our new vocabulary words. First, we (the teachers) would act out a vocabulary word, and the students would have to guess the word, spell it, and give us a sentence using the word. Then the students each came up and acted out a word so their classmates could take a guess.
Literacy has many forms, and I feel my CT does a nice job of displaying several forms of it. She really likes to make the class active in their literacy, having each student read at least a few times a day in front of the class, whether it be from a passage, the homework, or even just reading directions. I agree with this mode of getting participation so that each student is taking responsibility of learning the target language and understanding what is going on in the classroom.
Ch. 7:
The chapter spoke a lot of cultural ignorance that existed in the school district. For example, the girl who was celebrating Ramadan and her PE teacher was trying to make her run while she is fasting. Students in the school feel they are often caught between two worlds. Some LEP learners don't know the cultural norms of the classroom, like participating or the informality that exists between students and teachers. Ideally, the students would be in full-content programs that bridge the Newcomer School and Madison High School. However, it does not occur, not all students' needs are addressed nor are offered all subject areas at all grade levels.
The big problem of this all is that with the growing immigrant student population in the school, that there are not enough prepared teachers in the school, which leaves a "60% unserved LEP students," (p. 170) according to Olsen. Since many school districts are struggling fiscally, there have been general budget cuts that affect all students, a reduction of courses designed to meet the need of LEP students, a high turnover rate of nontenured/low-seniority teachers, and the abolishment of district-level support positions. (pg. 171) This affects everyone in that students are not receiving the need in order to succeed. Students' needs are left to the day to day decisions of the teachers. Basically, what the teacher wants to do. Nice.. isn't that?
#frustration
Happy Colombus Day!!
Tommy T.
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