The American Name

When we name our children we put a lot of thought into it. For this will be their name forever....or not. Some names are biblical and others are given after ancestors. They are special because it means you. 

 What happens when your family picks up and moves all across the world to America?  Do you keep your birth given name or change it to the American version? I would believe that's a tough decision to make because either way it's hard. If you keep your name as it was given to you, you get to still be you. Not to mention, it's probably a nice name, and fits you perfectly because that is the perfectly chosen name for you. But, the truth be told, many people, including your teachers will mispronounce your perfect name on a regular basis, and that is frustrating. 

My Name is Yoon by Helen Recorvits is a great book that many ESL Students can relate to. It's a story of a girl named Yoon who moved to the US and her struggles with her new American name.  It's very touching and gives the reader a new perspective from the eyes of a little girl named Yoon who moves across the world to live in America.

Gestures and Tangible Items

As I sit in a conference on teaching EL's, the discussion of teaching vocabulary became a top discussion. The presenters discussed how looking up definitions alone, are not effective in the fact that words have multiple meanings and may be hard to distinguish the correct meaning in the text.

Instead we discussed the value of teaching definitions by using gestures and tangible items. This helps students make meaning either visually or orally.

Here are some other ways to help with understanding vocabulary.
1. Video clips
2. Previewing text before reading
3. Making Connections
4. Activating prior knowledge
5. Using context clues
6. Picture cards
7. Visuals
8. Translating to native language (bilingual text)

My big "Aha Moment" was when we discussed how the strategies we use for our English Language Learners is good for ALL Learners.  As classroom teachers receive more ELL's in their classrooms, it's reassuring to know that what we do for the ESL student, we can do for the struggling English learner.

As we collaborate to meet the needs of our English Learners, what are some other ways to teach vocabulary to our students? Please share.

Speaking English: The Struggles with Fluency

I've taken plenty of Spanish classes and my biggest struggle was and still is speaking. I can't get the words organized in my head quick enough to say a sentence let alone have a conversation. I remember this when I'm teaching English Learners. It's hard and very frusturating. When I talk to them and ask a question, it sounds like I'm speed talking and it takes time for students to process what it is exactly I'm saying or asking. Responding is an entirely different challenge. 

Over time it gets easier, especially since most students learning English are submerged in an English speaking environment. I have found that speaking fluently tends to come after the student has solid a foundation with listening and reading. 

I've been working with a young boy from Korea. Last year he came late in the school year and over the summer he had some regression in the English language like most English Learners do. His parents and teachers are both concerned. As I brainstormed on ways to help this little guy, it clicked....teach him how to speak. Sounds reluctant, isn't that what I have been doing!?!  

This time we did things a little differently. I found an engaging big book with fun vibrant colors. We discussed the pictures and we introduced new vocabulary by looking at the pictures. Then I said something about the picture and had the boy repeat exactly. We focused on the fluency of repeating what I said. Lastly, it was his turn to come up with a sentence about the picture. Having previously modeled this exercise, made it much easier for him. We will continue these type of modeling exercises to see how well we can gain fluency in speaking. Our next discussion will be the fun illustrations of the work from Dr. Suess! 

MAISA

It's the same struggle each year...what to teach ESL students in the small amount of instructional time provided. What is effective and purposeful?!? So much has changed. The WIDA Access Test, Common Core and our resources available are limited. The good news for ESL Teachers and ALL teachers is MAISA. Log onto Oakland Schools MAISA and filter your search for Elementary ESL.  Oakland Schools  MAISA offer curriculum maps for teachers to follow.  These maps align with Common Core.  I look forward to using this resource throughout the school year to drive my instruction for my level 1 and level 2 English Learners ( EL's).  Check it out!

Fontas and Pinnell PD

Today I'm receiving professional Development on Fontas and Pinnell. The goal of the training is to help ensure all teachers are on the same page and testing is consistent. As you can see from using Soapbox, many of us are torn on when to stop assessing a student.  After further discussion, it's 

important to note that In the Fall and Spring, teachers should test until the student reaches their placement level. Placement level is the level at which teachers have obtained enough information to determine a student's instructional needs. 

My first thought as an ESL Teacher is how fast a student learning English may change levels, which can make a student's instructional needs change rapidly. I encourage classroom teachers to test ESL students again after he/she becomes more fluent with English and has adjusted to his new environment. 

Kicking off the 2014-15 School Year

Well my summer is officially coming to a haunt, which means its time to get back to work.  Each year I enter refreshed and motivated to try new ideas. The down fall to this, is I create an overwhelming "to do" list. This year I would like to try a new approach.  That is...Try new ideas one at a time, instead of creating a large "to do" list that never makes me feel good. I want to feel good this year, not overwhelmed.

I wish all teachers a happy start to the 2014-15 school year.  I hope you are refreshed and ready to tackle one goal at a time. I would love to hear about some of your new school year goals. What do you plan to tackle this year? Please share!

Dropping the "s" Sound at the End of Words

Interesting Observation of the Day!

I like to give my EL Students plenty of opportunities to read out loud.  This helps students with reading fluency, pronunciation and allows me the opportunity to observe how they are doing.  I am noticing more and more that my students (especially my Asian speaking students) are omitting the plural "s" sound at the end of a word.  For an example, as a student is reading and  comes across a word such as "soldiers" they  pronounce it in the singular form and say "soldier". I know this has a lot to do with how their native language uses plural nouns but I find this very interesting.  Does anyone have an interesting way to teach plural nouns to EL Students?