becoming one community: reading & writing with english language learners susan woods, brenda...
TRANSCRIPT
Becoming One Community: Reading & Writing with
English Language Learners
Susan Woods, Brenda Woods and Jennifer MeyerESL Teachers
East Side Elementary School©2014
«The better you know something, the more risk there is of acting egocentrically in relation to your knowledge. Thus, the greater the gap between teacher and learner, the harder teaching becomes.»
Margaret Donaldson quoted in Fay and Whaley, p. 106.
Pejorian InsurrectionAfter the end of the Mekon and Western War (1637), Beduria required Pejorians to pay new taxes (see Cultivator Tax and Lumber Act). Trade restrictions added to the growing anger of the Pejorians, who also disagreed with their lack of representation in the Bedurian Government. The Pejorians formed the Petronial Army to secure their place in finding independence. They intended to challenge Beduria’s large organized militia. The war began when Beduria sent troops to destroy Perjorian stores at the Tassai Peninsula. Fighting broke out on May 23, 1655 (see Battles of Caronites and Theredu) that inspired Pejorian forces to attack Myklan. Perjoria’s military forces, headed by Benjamin Penderbrook, forced out Bedurian troops under Nathan Oliver on April 17, 1655 (see Battle of Pacini Knoll).
Fay and Whaley, p. 106
At the end of the French and Indian War (1763), Britain requried the colonies to pay taxes (see Stamp Act, Sugar Act). Trade restrictions added to the growing ander of the colonists, hwo also disagreed with their lack of representation in the British parliament. The colonists formed the Continental Army to secure their place in finding independence. They intended to challenge Britain’s large organized militia. The war began when Britain sent troops to destroy colonial stores at concord, Massachusettes. Fighting broke out on April 19, 1775 (see Battles of Lexington and Concord) that inspired American forces to attack Boston. The colonists’ military forced, headed by Henry Knox, forced out British troops under William Howe on March 17, 1776 (see Battle of Bunker Hill).
Fay and Whaley, pp. 106-7.
American Revolution
At the end of the French and Indian War (1763), Britain requried the colonies to pay taxes (see Stamp Act, Sugar Act). Trade restrictions added to the growing ander of the colonists, hwo also disagreed with their lack of representation in the British parliament. The colonists formed the Continental Army to secure their place in finding independence. They intended to challenge Britain’s large organized militia. The war began when Britain sent troops to destroy colonial stores at concord, Massachusettes. Fighting broke out on April 19, 1775 (see Battles of Lexington and Concord) that inspired American forces to attack Boston. The colonists’ military forced, headed by Henry Knox, forced out British troops under William Howe on March 17, 1776 (see Battle of Bunker Hill).
Fay and Whaley, pp. 106-7.
• p. 23 “Teachers who make communities with their students are cultural engineers of sorts.”
• p. 23 “. . . creating rituals of belonging and understanding is important.”
• p. 24 “Your name is important. . . . I want everyone to feel pride in his or her name.”
• p. 29 “Sometimes students speak their first language freely in the classroom. This is something we encourage teachers to allow to happen.”
p. 34 “We believe strongly that all students should remain with the whole group during read-aloud . . . together as a group.”
p. 34 During read alouds, ELLs “are hearing English read fluently.”
p. 34 “Bit by bit they’ll understand more and they will know how to participate when they are ready.”
p. 54 “First, all students, no matter their age, English-speaking ability, or reading level, need to read books at their instructional level every day for a certain amount of time. Second, all students . . . need to be given the opportunity to read books that they choose.”
p. 90 “We do not have to wait for their oral language proficiency to reach a certain level before teaching reading.”
p. 73 Monitoring is when . . . “They may not know how to fix the error, but they know they made one.”
p. 96 . . . “we name a reading strategy a child is using, so that he or she can become aware of it and can use it deliberately, more easily, and more automatically.”
p. 98 “When children become more aware of how they think, they will be better able to dip into their reservoir of strategies and pull out whichever will best help them understand.”
p. 74 “English language learners have become accustomed to living with ambiguity for a large part of their day. It is important for teachers to accept approximations.”
SourcesRetrieved September 14, 2014
Fay, K., & Whaley, S. (2004). Becoming one community reading & writing with English language learners. Portland, Me.: Stenhouse.
Kenfield, K. (2009). Strategies for . (February, 2009). Murfreesboro. http://www.theguardian.com/world/2014/aug/03/anti-immigration-convoy-cancels-texas-event-death-threatshttp://www.vox.com/2014/6/16/5813482/the-child-migrant-crisishttp://thepenandinkblog.blogspot.com/2013/01/how-are-schools-instilling-love-of.htmlhttp://area3.catalystexhibit.com/2010/08/troubled-readers-ace-state-exams/http://www.huffingtonpost.com/laila-alawa/reading-into-acceptance_b_4183196.htmlhttp://www.connectallschools.org/book/export/html/132292http://www.synergycounselling.bacp.co.uk/http://www.clipartbest.com/hands-holding-worldhttp://stancarey.wordpress.com/2011/07/07/do-dogs-get-a-ruff-deal-linguistically-speaking/http://funny-pictures.picphotos.net/found-on-their-site-at-http-www-snopes-com-photos-
animals-yarmouth-asp/yarmouth.org*magazine*shark*recordshark.jpg/