Because I am a substitute teacher right now for grades Pre-K through 8 and have experience teaching English and Spanish in grades 7 through 11, I haven’t had a grade focus while taking this class. However, I found myself gravitating toward younger grades in my assignments for several reasons. First, I already own a lot of children’s literature because my own children are elementary age. Second, it is enjoyable to make assignments for elementary age children because scaffolds, such as realia for vocabulary practice, are more readily available. Finally, I am a little perplexed about choosing literature for beginner/LEP middle and high school students, especially considering the wide range of language proficiencies present in a class. Is it acceptable to read children’s literature in a middle school class to the LEP students so they are not overwhelmed by the language level of some authors, such as George Orwell or Edgar Allen Poe? I know even at these ages, the poetry of Shell Silverstein is still interesting, since I read one of his poems to an eighth grade class this spring. However, I think too much of the younger material would bore these older students. It seems that it would be necessary to differentiate and separate the materials used for the LEP student at the 7-12 grades.
I have enjoyed the methods and strategies presented in this class, and my only complaint is that, because I am a substitute teacher, I don’t have a regular class with which to practice. Most times the substitute plans are already made with little room for modifications. However, this last spring, I facilitated a K –W – L chart activity called “Walk the Room.” The students enjoy the diversion from seatwork and the ELLs got involved as well. We also did a version of Reader’s Theater using myths and legends, however, the students were not limited to acting out the story. They had the option to make a song, poem, dramatic retelling, etc. The ELLs were in groups with native speakers and were required to be involved and take part in the presentation as well. The students enjoyed the activity and many of them showed some great talent! It was a good chance for interaction and to practice reading and speaking for ELLs. While these interactive lessons, such as Reader’s Theater, Inside-Outside Circle, Cooperative projects, etc., are my favorite type of lesson, close monitoring is necessary because there is more opportunity for off-task behavior. I think providing a mix of structured activities, such as choral reading and the cloze procedure, with these group activities is ideal. Having a mix of activities also holds student’s interest.
Another one of my favorite types of instruction is the thematic unit. I think I enjoy it so much because it fits my learning style as well. For example, I tend to absorb history more readily while learning background information for a historical novel that I am reading, rather than reading about history solely out of a text book. Thematic units, unfortunately, are not used as much in the higher grades because the content areas are separated, however, I think it is a valuable way to engage the ELL's interest, while also promoting literacy.
This class has reinforced what I knew from teaching English: it is important to combine reading, writing, and oral language to develop literacy. Discussions and activities are tied to quality pieces of literature, ELLs experience growth through the writing process, and meaningful academic and interpersonal (BICS and CALPS) interaction between the teacher and students is plentiful. It is my goal to create a classroom rich in all forms of language to ensure ELLs have every opportunity to successfully acquire English in a low stress and fun environment.
