Module #2

      Common language, understanding of vocabulary, and good grammar use are all intrical parts of reading; yet, it has been my experience within my district that many students lack the foundation needed to be a "master" of the English language. I found it extremely interesting in the podcast I viewed that language and vocabulary building are so important. As I say this, what  I am trying to say that it is something that has always come very easily for me. I was the child of teachers, and reading was a common practice in my home and everyone read. I read books,magazines, and the subjects were varying. As a book became more complex so did the urgency to complete the book and understand what I read. Given this, each day I take for granted the ability to read well, that is until I hear some students stumble over words on a third grade level, students that will not even attempt to sound a word out, and subject-verb agreeing is no where to be found. 

    

      The podcast and readings point out many ideas that we as teachers forget. As a high school teacher I assume students can read, yet everyday I am amazed at the response I get to reading. I believe in letting students figure some things on their own, and search and discovery teaches good critical-thinking skills. I find that I have become the reading/writing teacher beyond being the Civics/ World History/ US History teacher. I was able to take away from the readings that I still have the opportunity to make a difference for students that are not the best readers by simply reading with them. I must find resources that are interesting to the students, plus something that they can connect to in the read world and in everyday activities. My students have been talking about Crime this week in Civics, and I have found it facinating that the students are so interested in crime, crime rates, and effects of crime. I see their eyes light up as they read through scenarios in Think-Pair-Share groups, and I see and hear their comprehension through the questions they ask one another. The light bulb is on, and it's getting brighter!

      Back to foundations- what about the second-language learners? I know the immediate need with  primary English learners, but what about Ozvaldo that is from Mexico? He has little background in Spanish, and he is thrown into a classroom with students that don't speak English well. How does he grow and learn? How do you pull that student out to work on basics and throw new vocabulary at them that is even more foreign? I loved the podcast I watched at the point of new vocabulary for students. Even though it was slightly elementary, flashcards with pictures and an explanation of what the words may be extremely meaningful. As an example, a picture of a liberty bell and also sharing the meaning of "liberty." I loved it!! I try often to pair stronger students with weaker students, and also not make it seem like they are being stuck with the job of teaching. It seems certainly less intimidating when children are able to speak one-on-one about a subject, and it makes sense.  In the past, I have had a Spanish teacher read the test in Spanish to see if conceptually it makes more sense , and that has been a great help as well.

      I believe that something that really helps ALL students focus is a standard, which sets the learning goal for the day. Students that seem to not do as well can refer to the basic standard on the board and see the "I CAN" statements to help focus. The standard shows a student exactly what is expected by stating short statements about that particular subject. It narrows the point of reference into manageable parts. I also use a Word Wall to reinforce language of the standard and try to refer back to that Word Wall often during the lesson and review. It is my hope that the Word Wall, just in placement around the room, will help students to remember important sections of the standards we cover. Moreover, when the Wall is taken down, students can imagine it being their and can possibly review information in their mind once focussed. 

      Learning has not changed much over the years, but teaching style has! It is my hope that lieteracy improves simply because teachers are willing to learn as well. We, as teachers, need to show the importance of reading, that their teacher reads, and we are NEVER too old to learn. Even as adults our experiences and background helps to determine how we deal with others. Am I as a teacher willing to make changes within myself to make literacy a priority? Do I have what it takes through knowledge, patience, and perspective to embrace a variety of techniques to make subject matters more clear to ALL students? I truly want "All Children to Read!"