Blog Entry #5

My overall implementation of the literature circle is that it was very beneficial. The students had an overall good reaction to it. They liked working in groups and having different job duties. The students responded very well to the literature because it was books that corresponded with our reading units. This technique is very appropriate for ESL learners because the students were able to communicate with each other. I would suggest that other teachers that would like to implement this technique should explain the different student roles to students so that they understand. The teacher should also explain all rules and the expectations for the activity.

Blog Entry #4

What are your overall impressions of this observation?
I liked this lesson because it gave the students a chance to practice their reading skills. They were also able to review the topic of foods which was the reading unit for that week. Students were also able to do some of the work in pairs.

What did you learn as a result of the fieldwork?
The students really liked talking about different kinds of foods. I provided them with many pictures of food and they liked saying the names of the foods as I held them up. The students were able to understand the books pattern and find the sight word the which we have been working on.

What is the value in case study research and analysis in terms of classroom practice?
It helps the teacher to see which practices work best with their group of students. You may not be able to use the same techniques from year to year. They may need to be adapted to fit your current student needs.

What is the value of the ethnographic narrative?
It allows the teacher to find out more background knowledge on the second language learner student. Each student is different and should not be put in a category together but as an individual.

How will this information assist teachers as well as yourself in meeting the needs of this particular second language learner?
I can use informal observation to assess this learner of their knowledge of our reading unit. I can keep a portfolio of the work that this student does to pass on to their next teacher.

Blog #1

The purpose of the lesson was to identify the letter L in its capital and lowercase form. There were many parts to the lesson format. We begin the lesson by making a circle map of all of the words that we know that start will L. I made a ladder for students to see a visual for L. We wrote words on cards that started with L and taped them to the rungs on the ladder I made. We read a big book on the letter L. Some of the skills we work on with the book include parts of the book, identifying spaces, tracking print, counting words, and identifying the author and illustrator. We chant the words of the book with a CD to a beat. Lastly, we practice writing capital and lowercase L’s and draws and writes pictures that begin with L. The second language learners reacted well to the lesson. They were able to hear the beginning sound and sort words that started with L. I observed an area of community in the students when we did the ladder activity. They had to work together to determine which words started with the letter L. In order for students to become a member of this learning community requires for their first language to be a language other than English. The parents of the students must sign to have their students in the ESL program. I feel an observer would see students trying to connect the letter L with the sound it makes in order to begin to read words. It is important that students know that everyone is accepted in our classroom. We follow a NED program which means never give up, encourage others, and try your best.