The New Island Video was over the Marshall Island population here in Arkansas. Many people reside in Springdale, AR.
-The Marshall Islands are over a thousand of small islands grouped together in the Pacific Ocean.
-Her children born in AR, and she tells them stories about living in the islands.
-A lot work with the Tyson chicken company in the factories. The job doesn't require the ability to speak english. Of the 240 working in that day, 70% were mashallese.
-The women also work shifts at Tyson Foods.
-Over the years the Marshallese population has been increasing dramatically.
-Diabetes is much more common among them compared to the american population (3-4x more common among the marshallese), and it's becoming a common issue with them. Possibly because of radiation exposure or nuclear testing that occurred in the islands.
-for the teenagers, some have began their education in the islands and are finishing it in AR, so it can be a difficult transition. Many group together at lunch.
-the parents take a stance that they are very focused on coming here to give their children a good education. Generally they will get involved in activities and come to events and they are very proud of their children.
-It's a struggle for them to learn english
-basketball, volleyball and softball competitions among them
-worried because only a few go on to college after high school, because it is easier to get a job instead of going back to school.
-many do work very hard in school, some are able to get scholarships. Many come here with almost nothing.
Tuesday, November 24, 2009
Chicken Pox Video
Arthur books are really common and most kids enjoy them. I also think it's fun that they used a french song to add to the lesson. Stories as well as music/singing are very effective tools for teaching students! Not to mention when you add physical movements into the mix. Children love to move around, and in my opinion there should be more hands-on activities in the classrooms. When you add physical responses to lessons, the children will pick it up quickly and it will engage them in the lesson.
I think this is especially a good idea for learning the parts of the body. This is knowledge every kid can relate too because they all have the body parts, it only makes sense to add a physical response so that they children can quickly learn the vocabulary. They also used visual tools, very important for language. They used the vocab words to label parts of the body on a large drawing that everyone could see. Great lesson!
SIOP Videos
Building Background
Q. Describe the various activities the teacher uses to develop background knowledge of the new chapter’s content in this social studies lesson.
-links to students' backgrounds/experiences
-links to past learning
-key vocabulary- (pays close attention to vocab)
-uses visuals
-picks out main idea/concept and figures out how to tie it into students' lives
-has everyone contribute
-prompts with questions
-promotes creative/critical thinking
-has children share aloud
-work in groups
Comprehensible Input
Q. In what concrete ways does the teacher help students to comprehend this science
lesson?
-appropriate speech for students' level
-clear explanation of tasks
-variety of techniques to make the concepts clear (modeling, demonstration, hands-on activities, etc.)
-Any words in the objectives that you do not understand? "extract"- (meaning will be demonstrated in the science activity)
-Take the word apart, students contribute what they think it means or what words they could substitute.
-they do very little reading, tries to present the content in a way the children can understand.
-hands-on activities
-allows students to come up and demonstrate things they've done, or how to identify things.
-Gives specific steps for the children to undergo, making the directions clear.
-Modeling
-presents new vocab words during lesson
Strategies
Q. Describe the ways in which students interact with this social studies lesson. What techniques are employed?
-predictions
-summaries
-scaffolding/modeling
-critical thinking questions
-how to make connections with information being learned
-visual aids
-sharing aloud
-reading/writing/speaking/listening
-has them arrange things on board, everyone getting to contribute
-work in groups
-put new vocabulary to use
-at end of day, asked a critical question about what they have learned overall, to give them a chance to summarize and connect everything.
Interaction
Q. Describe the ways in which the teacher gets these kindergarten students to interact with both language and content in this math lesson.
-gives them frequent opportunities for interaction
-supportive group configurations
-use native language to clarify information
-sufficient wait time
-talk one on one, and then puts them into groups
-visual aids
-partners
-simplifies directions for students
-has class input with tasks
-asks them to think about how they will tell someone something or explain something.
-has them tell each other stories using the key words being taught
-clarifies instructions
-given the chance to share with class
-allows other students model for others.
Q. Describe the various activities the teacher uses to develop background knowledge of the new chapter’s content in this social studies lesson.
-links to students' backgrounds/experiences
-links to past learning
-key vocabulary- (pays close attention to vocab)
-uses visuals
-picks out main idea/concept and figures out how to tie it into students' lives
-has everyone contribute
-prompts with questions
-promotes creative/critical thinking
-has children share aloud
-work in groups
Comprehensible Input
Q. In what concrete ways does the teacher help students to comprehend this science
lesson?
-appropriate speech for students' level
-clear explanation of tasks
-variety of techniques to make the concepts clear (modeling, demonstration, hands-on activities, etc.)
-Any words in the objectives that you do not understand? "extract"- (meaning will be demonstrated in the science activity)
-Take the word apart, students contribute what they think it means or what words they could substitute.
-they do very little reading, tries to present the content in a way the children can understand.
-hands-on activities
-allows students to come up and demonstrate things they've done, or how to identify things.
-Gives specific steps for the children to undergo, making the directions clear.
-Modeling
-presents new vocab words during lesson
Strategies
Q. Describe the ways in which students interact with this social studies lesson. What techniques are employed?
-predictions
-summaries
-scaffolding/modeling
-critical thinking questions
-how to make connections with information being learned
-visual aids
-sharing aloud
-reading/writing/speaking/listening
-has them arrange things on board, everyone getting to contribute
-work in groups
-put new vocabulary to use
-at end of day, asked a critical question about what they have learned overall, to give them a chance to summarize and connect everything.
Interaction
Q. Describe the ways in which the teacher gets these kindergarten students to interact with both language and content in this math lesson.
-gives them frequent opportunities for interaction
-supportive group configurations
-use native language to clarify information
-sufficient wait time
-talk one on one, and then puts them into groups
-visual aids
-partners
-simplifies directions for students
-has class input with tasks
-asks them to think about how they will tell someone something or explain something.
-has them tell each other stories using the key words being taught
-clarifies instructions
-given the chance to share with class
-allows other students model for others.
Ch. 5 Reflection
Chapter 5: Content-Area Instruction
In this chapter I learned was SDAIE is and how teachers of this can help teach english learners the language through teaching them lessons in different content areas. For example, the teacher may be teaching the class a certain concept in the area of social studies. They make the lesson in a way that the students are able to understand what they are supposed to do and communicate with others, therefore learning the english language while they are being taught something in a specific subject.
I hate that some teachers think students cannot learn because they do not speak their language. It is important to realize that all students can learn and that a first language is important to a child's identity and the child deserves to be respected. The child should use their first language to build off of to learn the second language. It drives me crazy that some teachers won't allow the children to speak in their own language or that a child is stupid because they speak a different language.
It's important to make connections for students in lessons, "bridges" for learning. I also agree with the importance of reviewing lessons. I think it is crucial to summarize lessons are activities and brushing over the concepts and vocabulary that were key to that lesson. (I myself am extremely apt to forgetting things quickly. Having a quick overview of what was just learned helps me understand it better and it sticks in my head a lot more. Sometimes it is not until this happens that I even make the appropriate connections of how things tie in together).
It was fun to read the section on mathematics. A quick conclusion to draw would be that it's numbers and children will be able to recognize that quick and easy. However, once you think about the language we use when it comes to mathematics...well, it would make me scared. Even subtraction sounds like a scary word even though is a very basic concept.
In this chapter I learned was SDAIE is and how teachers of this can help teach english learners the language through teaching them lessons in different content areas. For example, the teacher may be teaching the class a certain concept in the area of social studies. They make the lesson in a way that the students are able to understand what they are supposed to do and communicate with others, therefore learning the english language while they are being taught something in a specific subject.
I hate that some teachers think students cannot learn because they do not speak their language. It is important to realize that all students can learn and that a first language is important to a child's identity and the child deserves to be respected. The child should use their first language to build off of to learn the second language. It drives me crazy that some teachers won't allow the children to speak in their own language or that a child is stupid because they speak a different language.
It's important to make connections for students in lessons, "bridges" for learning. I also agree with the importance of reviewing lessons. I think it is crucial to summarize lessons are activities and brushing over the concepts and vocabulary that were key to that lesson. (I myself am extremely apt to forgetting things quickly. Having a quick overview of what was just learned helps me understand it better and it sticks in my head a lot more. Sometimes it is not until this happens that I even make the appropriate connections of how things tie in together).
It was fun to read the section on mathematics. A quick conclusion to draw would be that it's numbers and children will be able to recognize that quick and easy. However, once you think about the language we use when it comes to mathematics...well, it would make me scared. Even subtraction sounds like a scary word even though is a very basic concept.
Wednesday, November 4, 2009
Reflection on Class 11/4/09
Presentations Continued:
Laos- landlocked, china is to the N, Cambodia to the S, capitol is Vientiane (also largest city), climate rainy and tropical, rivers are key to transportation, main food source is rice 80% of land area is for growing rice (eat raw meat, chicken and ducks, etc). main religion is Buddhism, select few women are chosen to become buddhist nuns, very poor and crowded schools-open schools, (Laos was controlled by the french up until vietnam) most bombed country ever in the world.
(http://www.everynation.org/assets/images/churches/restricted%20nations/laos.jpg)
Russia- country in northern "Eurasia", capitol is Moscow, (potatoes, bread, eggs, meat and butter are 5 top components of meals), greek orthodoxy and judaism
Thailand- buddhism main religion- speak different dialects of thai, respect, courtesy and politeness, family is very important, are taught english at their schools, free 12 year education, teacher is always right and very well respected, greet with wai, often late, do not make eye contact, remove shoes when entering certain places, will go to great lengths to avoid embarassment, very non-confrontational. geckos are everywhere in thailand.
Hmong- sewed history onto clothing, Hmong are NOT Mongolians!, history passed on orally from generations, Laos has majority of Hmong people, vietnam war threatened their lives, many fled to refugee camps in Thai which were like prisons, Hmong are divided into 18 clans, "Hmong Thai, Hmong Stripe, White Hmong(most), Green/Blue Hmong, etc", tonal language, no written language until the 50s, new year celebrations a big deal for kids from Hmong, red and white yarns are worn for good luck and new year so maybe be absent 3-5 days, shy, more quiet, wont look in the eye because these are signs of respect, lots of Hmong is US are in minnesota, wisconsin and california, a lot of refugees transferred here are still traumatized from war and may be shy, but given time will begin to learn english and adapt.
Pakistan- islam religion 96%, cuisine is known for richness and flavor (dont eat pork or consume alcohol), teachers should note that students may participate in Ramadan, eat with only right hand, education divided into 5 levels (primary 1-5) (middle grades 6-8) etc. , 56% literacy rate as of 2008, official languages of pakistan are Urdu and English.
Jordan- Islam- 5 pillars of Islam, prayer 5 times a day, Ramadan, Family is very important and family honor is put above life, have a young King (was educated in Britain) his wife was educated in US, don't have oil, education has become really important in Jordan.
Vietnam- capital city Hanoi, vietnamese with diff. dialects and english is a preferred language, 85%buddhism, may partake in ancestral worship, father is "ultimate authority" of the home, mothers take care of home, parents make all decisions for the children including marriage, kids are encouraged to become educated, education is free and mandatory up to age 11, five levels of education like in US, avoid eye contact with elders and people of opposite sex
Similarities
-religion is important
-respecting elders
-eye contact
-education available
-often man is head of household (excepting Marshallese)
-respect for teachers
-often linked to US because of War
-most have more than one language (except US)
Differences
-islam, hinduism, christianity, buddhism
-family life/values
-number of years of education, costs, how much of population attends school, no transportation
-poverty at different levels/ways in diff.places
-school times of the year
-foods
-literacy rates
Laos- landlocked, china is to the N, Cambodia to the S, capitol is Vientiane (also largest city), climate rainy and tropical, rivers are key to transportation, main food source is rice 80% of land area is for growing rice (eat raw meat, chicken and ducks, etc). main religion is Buddhism, select few women are chosen to become buddhist nuns, very poor and crowded schools-open schools, (Laos was controlled by the french up until vietnam) most bombed country ever in the world.
(http://www.everynation.org/assets/images/churches/restricted%20nations/laos.jpg)
Russia- country in northern "Eurasia", capitol is Moscow, (potatoes, bread, eggs, meat and butter are 5 top components of meals), greek orthodoxy and judaism
Thailand- buddhism main religion- speak different dialects of thai, respect, courtesy and politeness, family is very important, are taught english at their schools, free 12 year education, teacher is always right and very well respected, greet with wai, often late, do not make eye contact, remove shoes when entering certain places, will go to great lengths to avoid embarassment, very non-confrontational. geckos are everywhere in thailand.
Hmong- sewed history onto clothing, Hmong are NOT Mongolians!, history passed on orally from generations, Laos has majority of Hmong people, vietnam war threatened their lives, many fled to refugee camps in Thai which were like prisons, Hmong are divided into 18 clans, "Hmong Thai, Hmong Stripe, White Hmong(most), Green/Blue Hmong, etc", tonal language, no written language until the 50s, new year celebrations a big deal for kids from Hmong, red and white yarns are worn for good luck and new year so maybe be absent 3-5 days, shy, more quiet, wont look in the eye because these are signs of respect, lots of Hmong is US are in minnesota, wisconsin and california, a lot of refugees transferred here are still traumatized from war and may be shy, but given time will begin to learn english and adapt.
Pakistan- islam religion 96%, cuisine is known for richness and flavor (dont eat pork or consume alcohol), teachers should note that students may participate in Ramadan, eat with only right hand, education divided into 5 levels (primary 1-5) (middle grades 6-8) etc. , 56% literacy rate as of 2008, official languages of pakistan are Urdu and English.
Jordan- Islam- 5 pillars of Islam, prayer 5 times a day, Ramadan, Family is very important and family honor is put above life, have a young King (was educated in Britain) his wife was educated in US, don't have oil, education has become really important in Jordan.
Vietnam- capital city Hanoi, vietnamese with diff. dialects and english is a preferred language, 85%buddhism, may partake in ancestral worship, father is "ultimate authority" of the home, mothers take care of home, parents make all decisions for the children including marriage, kids are encouraged to become educated, education is free and mandatory up to age 11, five levels of education like in US, avoid eye contact with elders and people of opposite sex
Similarities
-religion is important
-respecting elders
-eye contact
-education available
-often man is head of household (excepting Marshallese)
-respect for teachers
-often linked to US because of War
-most have more than one language (except US)
Differences
-islam, hinduism, christianity, buddhism
-family life/values
-number of years of education, costs, how much of population attends school, no transportation
-poverty at different levels/ways in diff.places
-school times of the year
-foods
-literacy rates
Tuesday, November 3, 2009
Reflection on class 10/28/09
This past class we spent on our culture project presentations. I think this is great for this course because we get to see our fellow students get up and teach the class. It's also great because we get a 5 minute (which turned into around 15 minutes per person!) summary of key facts about a country. The most important thing that we discuss are the things that may effect us as a teacher when it comes to teaching a student from that country. The key question you asked us was "What would be the most difficult thing about teaching a child from this country?" I think that really helped us learn some important things and how to stay open minded in the future as a teacher! Anyway, here are some things I learned about the different country presentations:
1) Honduras discovered by columbus. only 43% kids go to school..number decreases with older grades. no toilet paper in toilet-put in trash can next to toilet.
2)china - 1/5th the world's population.., quiet, arent supposed to ask questions, avoid risk taking. one child policy-creates pressure on the one child the family has.
3)saudi arabia- worship same god, speak arabic, write right to left, monarchy, all schooling free, get paid money to go to school. better to pass something to an arab with RIGHT hand. bottom of foot pointed at person is extremely disrespectful. students may have trouble with decisions for themselves bc it's a collective society. time is more open, less structured.
4)south korea- take off shoes before school and house, wont talk about family life personal things (will talk about sports), eye contact very important to show honesty, *appointments should be made 3 to 4 weeks in advance*, arrive on time, don't touch or pat children, dont point with index finger, don't shake hands, they'll be seated in their culture and are expected to be shown where to sit.
5)cambodia- extremely rainy climate, mostly buddhist theravada, very poor, genocide and killings, live in groupings of huts and off the land, barely enough money to live, strting over school again as of 1995, must wake up before sunrise or considered lazy. females must eat very small amounts, men can eat as much as they want but must eat very slowly. cannot disrespect elders, most important people.
6) phillippines-elders are most highly respects and always first, 83% roman catholic bc spain ruled them for a few hundreds years, spanish influenced their language, tagalog more native, filipino language the infulenced language (some will not speak filipino "dirty").
7)guatemala- spanish is official language. value eye contact to show interest, sustained eye contact in conversations, school begins in january ends in nov.,
8)Japan- my presentation- hardest thing may be getting the child to speak up more and participate more, want to handle possessions with care or it shows disrespect, present things with both hands, considered extremely rude to blow nose in front of others
9) lebanon- cedar tree is key symbol, beirut capital city, arabic is official lang,
10) mexico- 298 diff languages, 95% speak spanish, kiss on right cheek
More coming up next class...
1) Honduras discovered by columbus. only 43% kids go to school..number decreases with older grades. no toilet paper in toilet-put in trash can next to toilet.
2)china - 1/5th the world's population.., quiet, arent supposed to ask questions, avoid risk taking. one child policy-creates pressure on the one child the family has.
3)saudi arabia- worship same god, speak arabic, write right to left, monarchy, all schooling free, get paid money to go to school. better to pass something to an arab with RIGHT hand. bottom of foot pointed at person is extremely disrespectful. students may have trouble with decisions for themselves bc it's a collective society. time is more open, less structured.
4)south korea- take off shoes before school and house, wont talk about family life personal things (will talk about sports), eye contact very important to show honesty, *appointments should be made 3 to 4 weeks in advance*, arrive on time, don't touch or pat children, dont point with index finger, don't shake hands, they'll be seated in their culture and are expected to be shown where to sit.
5)cambodia- extremely rainy climate, mostly buddhist theravada, very poor, genocide and killings, live in groupings of huts and off the land, barely enough money to live, strting over school again as of 1995, must wake up before sunrise or considered lazy. females must eat very small amounts, men can eat as much as they want but must eat very slowly. cannot disrespect elders, most important people.
6) phillippines-elders are most highly respects and always first, 83% roman catholic bc spain ruled them for a few hundreds years, spanish influenced their language, tagalog more native, filipino language the infulenced language (some will not speak filipino "dirty").
7)guatemala- spanish is official language. value eye contact to show interest, sustained eye contact in conversations, school begins in january ends in nov.,
8)Japan- my presentation- hardest thing may be getting the child to speak up more and participate more, want to handle possessions with care or it shows disrespect, present things with both hands, considered extremely rude to blow nose in front of others
9) lebanon- cedar tree is key symbol, beirut capital city, arabic is official lang,
10) mexico- 298 diff languages, 95% speak spanish, kiss on right cheek
More coming up next class...
Reflection on Ch. 4
Chapter 4: Oracy and Literacy for English-Language Development
To develop proficiency in the English language, students must be able to read and write at levels that will support advanced academic success. They also must use their skills of listening and speaking to gain knowledge as well as demonstrate it. They also must be able to think critically and creatively. As a teacher, we must take all of these facets into consideration and do our best to incorporate the learning of all these into our students.
I realize from reading this chapter that there innumerable ways and activities to aid students in their literacy learning. I would personally start by looking at the Standards for Development to get an idea of the overall goals that are necessary to get accomplished. There are so many aspects of language to teach, that it is easier to build off of the language that they do know in order to understand the new language. Ex: rhyming. They may be able to recognize rhyming in songs from their own language that they know, and then it is easier to understand and identify in english. I think visual aids are extremely important as well.
In these situations, I would try to use the LEA in the classroom as well as gain some insight from the DR-TA strategy. Both strategies seem like they could be very helpful for students! CALL also sounds effective, since we have arrived at a digital age (i'm writing a blog).
Last, but not least, I've mentioned it on other posts too. Fluency over accuracy! Don't correct all errors or distract your students from what they are trying to say. Let them say it, and learn as they go to correct themselves. Just like with writing, we write rough drafts first. It's more important to get the ideas across than to make sure it is spelled right, or, grammatically correct/pronounced correctly.
To develop proficiency in the English language, students must be able to read and write at levels that will support advanced academic success. They also must use their skills of listening and speaking to gain knowledge as well as demonstrate it. They also must be able to think critically and creatively. As a teacher, we must take all of these facets into consideration and do our best to incorporate the learning of all these into our students.
I realize from reading this chapter that there innumerable ways and activities to aid students in their literacy learning. I would personally start by looking at the Standards for Development to get an idea of the overall goals that are necessary to get accomplished. There are so many aspects of language to teach, that it is easier to build off of the language that they do know in order to understand the new language. Ex: rhyming. They may be able to recognize rhyming in songs from their own language that they know, and then it is easier to understand and identify in english. I think visual aids are extremely important as well.
In these situations, I would try to use the LEA in the classroom as well as gain some insight from the DR-TA strategy. Both strategies seem like they could be very helpful for students! CALL also sounds effective, since we have arrived at a digital age (i'm writing a blog).
Last, but not least, I've mentioned it on other posts too. Fluency over accuracy! Don't correct all errors or distract your students from what they are trying to say. Let them say it, and learn as they go to correct themselves. Just like with writing, we write rough drafts first. It's more important to get the ideas across than to make sure it is spelled right, or, grammatically correct/pronounced correctly.
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