Kids love scary stories, suspenseful stories, and above all, humor! A book for children 5 to 8 years old can have mildly naughty jokes (mentioning "underwear" and getting a pie in the face). Once the child is in the middle grades, of course the humor is more cerebral and "subversive" (Backes, 2012)
Calling out a child for not knowing a word or a context in front of the whole class is a hideously rude thing to do, so no teacher worth her or his salt would do that. The child that is stalled requires the commitment of a very patient, "forward-looking professional teacher over the long haul" (Balajthy, et al
Immediately after finishing reading the book out loud, the teacher announces that the class will present that story in a play (children love this and will cheer!). Children are chosen to take the parts of the characters in the story, and act it out (Freeman, 2007)
Portions of the book that truly interests a stalled reader should be read aloud (dramatic portions of the book) and the context of the story should be explained. HOW II: A story map is a fun exercise for stalled readers: a) students all read a specific passage in their books; b) once finished with the passage, they stop reading and create maps, showing where the characters go, where the plot is located, making the maps colorful and creative; c) readers exchange maps and explain their maps; d) classmates ask questions and make comments about each other's maps; e) a class discussion ensues about the story and the insights students demonstrated through their maps (Rasinski, et al
Revision of the original plan; and, 7. Implementation of the new plan (Batagiannis, 2011)
g., English language learners or students from poverty) may not have the vocabulary knowledge needed to be successful in content area classes Therefore, if struggling students (students with reading disabilities and low achievers) who are from low socioeconomic backgrounds are going to learn from text, general education and special education teachers in inclusive classes must focus on content area reading by integrating the teaching of reading strategies into instruction (Bryant, Linan-Thompson, Ugel, Hamff & Hougen, 2001)
For example, if a student reads, "They sees the book," instead of, "They see the book," the teacher can plan a shared reading session with a language objective focused on subject-verb agreement (Mora, 2006). Conduct running records at least every other month and more frequently with struggling students (Chen and Mora-Flores 2006)
Prepackaged reading programs, designed to improve test performance, may be replacing thoughtful conversations between students and teachers. Thought-provoking and language rich social studies content, which has the potential to enhance literacy while building citizenship and social justice in classrooms, is often missing from the curricula (Colombo & Fontaine, 2009, p
Repetition, using gestures, exhibiting pictures or objects are just a few modifications teachers us with ELL students. For the process to be a success, the customers and students must understand the seller, the educator (Echevarria, Vogt, MaryEllen & Short, 2004)
Indeed, in far too many cases, ELL students are not only failing to achieve academic proficiency, many ELL students fail to achieve sufficient progress at all to maintain parity with their native-English-speaking counterparts (Mohr, 2004) Indeed, the stakes are truly high and there are no resources available to be wasted in the effort to help these young learners realize their full potential, but there are a number of challenges that are involved that must be addressed in order to do so. The No Child Left Behind (NCLB) Act, signed into law January 2002, placed renewed emphasis, urgency, and expectations on all states and school districts to ensure, for the first time, that every child, including those with limited English proficiency, meet the same state academic achievement standards as native English speakers at the same grade level (Freeman & Crawford, 2008)
In the students with high levels of English language acquisition and students that have moved into intermediate and advanced fluency states, feedback begins to be similar to that provided to the native English speakers. These students are in need of greater exposure at the level to sophisticated English language (Hill & Flynn, 2006)
An effective teacher will study the content of a student's response. Feedback is a definitive demonstration of comprehension, regardless of the feedback being verbal or non-verbal (Holly, Arhar & Kasten, 2009)
In spite of a growing body of evidence that indicates English language learner (ELL) students should be provided with ongoing support in their native languages and allowed at least 4 to 7 years to achieve academic proficiency in English, few ELL students currently enjoy this level of support. Defined as the ability not only to use language for reading and writing as well as to acquire new information in content areas (Lee, Butler & Tippins, 2007), academic proficiency requires significant time and effort on the part of students and teachers alike
The teachers promote learning and interaction through grouping ELL students with non-ELL giving student's opportunity to develop skills of the student speaking the English language. By avoiding grouping ELL students together, they will be forced to rely on the developing skills in their learning the English language (Lessow-Hurley, 2003)
In support of this overarching purpose, the study highlights various components of instructional strategies for ELL classrooms to evaluate how a well-balanced ESL curriculum can help both students and teachers overcome preconceived notions about different cultures to create a learning environment where all students are valued for their unique heritages and individuality. Rationale for the Project The ability of English language learners to succeed depends in large part on regular classroom teachers instead of those educators specifically trained for the purpose and some teachers may find themselves with just a few or even a single ELL student who will require the same curricular offerings as an entire class of such students, making the need for effective learning strategies for these students all the more acute (Lewis-Moreno, 2007)
Defined as the ability not only to use language for reading and writing as well as to acquire new information in content areas (Lee, Butler & Tippins, 2007), academic proficiency requires significant time and effort on the part of students and teachers alike. Unfortunately, though, English-language learners (ELLs) are commonly expected to become academically proficient and sufficiently fluent in English to take standardized and state-mandated tests in just a few years (Mohr, 2004)
Analyzing miscues helps teachers determine if the miscues are based on a lack of language structure that might interfere with meaning. For example, if a student reads, "They sees the book," instead of, "They see the book," the teacher can plan a shared reading session with a language objective focused on subject-verb agreement (Mora, 2006)
, English language learners or students from poverty) may not have the vocabulary knowledge needed to be successful in content area classes Therefore, if struggling students (students with reading disabilities and low achievers) who are from low socioeconomic backgrounds are going to learn from text, general education and special education teachers in inclusive classes must focus on content area reading by integrating the teaching of reading strategies into instruction (Bryant, Linan-Thompson, Ugel, Hamff & Hougen, 2001). English language learners require very specific instruction while in the classroom to be successful (Murphy, 2009)
The second phase of the data collection will consist of summarizing and analyzing the qualitative results of the semi-structured interviews and synthesizing these findings with the information collected in the first phase. Plan for Increasing Validity Trustworthiness and credibility were achieved by triangulation of data collection methods including the use of interview, survey and classroom observations (Owen & Demb, 2004)
Researchers have been aware for several decades that those who achieve a high level of second language proficiency are, by necessity, active strategy users. The importance of using reading strategies is especially critical for English language learners, since high levels of English language literacy -- which are essential for even minimal academic achievement at any level (elementary, secondary, university, and tertiary) -- have been found to correlate with frequent and complex strategy use (Poole, 2005)