Clay Chapter 6
The significant points Clay mentions require three levels of
program training: teacher, tutors,
teacher leaders/trainers, trainers who train tutors, year-long tertiary, 3rd
level (college-level, beyond 12th grade) requires quality
implementation.
Matthew effect complexity of interacting competencies constructing self-extending system
“bootstrapping effect.. (Stanovich, 1986)
A critical question to ponder, if outcomes depend upon earlier learning:
What is the long-term potential of using today’s school improvement program
designed to elevate test scores?
It is important for teachers to teach “code”, reading/writing
in complex and purposeful activities then students will continue to fine tune
their knowledge of how to ‘play the game.’ Use constructive-simple level of
text, interactive cycle of skills expanding their levels of competency,
ultimately, reader finds new ways to solve problems, become aware of new knowledge
of strategies to check on self. What are some strategies to teach “code”
reading / writing and complex and engaging
activities for students? How
will teachers know students have mastered the “code”?
Complex model-reader can draw from his or her current
understanding and all his language competencies, visual information,
phonological information, knowledge of print conventions, extends both
searching and linking process and item repertoires.
Phonological awareness can be learned concurrently especially
when reading and writing are stressed, to minimize developmental lags with
individual instruction. (Askew, Etal.,
1998)
Dougherty Stahl and
Garcia
Chapter 2 Comprehension Considerations For Students From
Diverse Linguistic & Cultural Backgrounds
Pages 11-12 suggests those who use an interactive approach comprehend
better. Use open-ended questions,
cognitive strategies, and metacognitive strategies. Social Cultural context has a major influence
on reading comprehension. Recognize cultural experiences, include specific
literature to allow students to see themselves reflected in curriculum, and
validate and incorporate dialect in reading materials in classroom instruction
activities. Page 13 states, English
Language Learners perform best when they are supported by bilingualism and
biliteracy development are supported at school.
Teachers should avoid stereotypes, they should ask, “What can I change,
How can I build a bridge, what part of instruction needs to be explicitly
taught? How do the current curriculum
standards support metacognition? How can teachers positively impact the current
curriculum standards which address reading comprehension? What does current research suggest for
effective comprehension activities?
Chapter 3 It’s All
About Scaffolding
Reading comprehension is never fully mastered. Page 33 states teachers should teach students
to monitor their own comprehension, overcome meaning-making hurdles, and
analyze, synthesize, evaluate, think critically about text, requires repeated
exposures of explicitly instruction, teacher modeling, deep questioning, and
sensitive prompting. Gradual release
should be used to gradually assume
ownership for engaging in a difficult task.
(p. 53) How can teachers support struggling students build background
knowledge? How can teachers support
English Language Learners with comprehension of difficult and challenging text?
Cynthia,
ReplyDeleteAs mentioned on p. 20 of DS&G, research has found that many low performing readers have found to show low levels of self-esteem and negative attitudes. As the role of the teacher, we need to remember to be respect of all the different dialects of English, like Anglo, AAVE, and Appalachian dialects to name a few. It is also important to refrain from correcting our students too frequently or they may be discouraged to speak to us, like the conversation between a teacher and Bernadette on p. 22.
Along with being respectful and mindful of other cultures, p. 18 has a helpful and detailed list of concepts to consider when developing instruction for comprehension skills. A few that stood out to me where using gestures in read-alouds, providing many illustrations and artifacts for visual learners, along with physical activities and modeling. Not only will these principles benefit my students that are ELL, but the rest of my students as well.
Teresa,
DeleteELL students are encouraged to work together, the more opportunities they have to use English and practice literacy with each other. Page 19, Georgia found that when she allowed ELL students to use their L1 to discuss English text, they demonstrated much more understanding of what they read. My previous ELL students were also encouraged to use their L1 in class.
Theresa, when reading this Ch. 2 of the SS & G book, one of the points the author made that really stuck with me was what you had mentioned about their low reading performance issues being grounded in self-esteem, attitude, and instruction. Reading that statement really stuck with me because their low performances could really be turned around by the teachers. I believe that teachers can help improve student's self-esteem and attitudes by improving on their instruction. Teachers can build students' confidence levels by not devaluing their culture and dialect. I do however, believe that the teacher can do this in such a way that students don't feel devalued but also learn how and when to use academic language in our society.
DeleteCynthia, remember your post is not a summary and you need to ask questions that relate to the readings for the week, not to other texts not part of the readings. Keep thinking about main ideas and what others might pick out as important.
ReplyDeleteIn regards to the Clay chapter:
ReplyDeleteOn page 236, Clay states, "...early intervention teachers can monitor the shifts made by children who are tentatively trying to become constructive in solving literacy tasks". Clay outlines the lessons which help guide this process in figure 3A page 226. I am curious, in this outline, she describes alphabet activities and mentions to "avoid word familes"- curious as to why this suggestion.
Students don't exhibit confidence, yet Clay strongly suggests, "there must be scope for independent learning in every lesson from the beginning, working towards a self-extending system in the long term." (p. 236) I am interested in the outcome of using this classroom practice.
Delete