Study Circles
May 6, 2008 by Malena Copeland
Recent Posts:
A Penny for Ur Thoughts by Thomas Gault
Learning and Problem Solving Strategies of ESL Students by Soledad Knipp
Summary of the Basic Skills Reading Study Circle Meeting
Friday, May 23, 2008
Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Reporter
Attendees: Henry Kim, Brannigan Leishman, Caroline Ourfalian, Rebecca Tamondong
Rosita Valencia
Focus
For this Reading Study Circle meeting #3, our discussion focused mainly on two things:
1. The next steps to take in the teaching of reading to adults, as well as an analysis of the supports and constraints we may face as we take these steps.
2. A group plan as well as individual plans for our next steps.
Next Steps/Recommendations
1. Recommend review of reading samples in ESL placement tests, vis a vis G.E. level, taking into consideration reading difficulty level and not just grammar level.
2. Recommend reading specialists to present practical tools for ESL teachers and others through workshops and presentations at the local level. Packets of reading material by level should be made available to all teaching programs.
3. Provide more available funding for teachers to attend workshops.
4. Recommend purchase of magnification tools for visually impaired readers and/or provide referrals to discount places for eye exams and eyeglasses (for both students and teachers).
5. Conduct more ongoing specialized meetings for teaching of specific skills.
6. Educate teachers so that they may easily recognize student limitations – physical, mental, or other.
7. On the placement test, have student check off a box if (a) student needs reading glasses, or require referral for an eye exam; (b)needs hearing aid to address a hearing difficulty; or (c) has other intermittent physical problems such as tremors, seizures, etc.
8. Recommend establishing a lending library at major sites where students can borrow books. Also recommend a van/book mobile to visit offsite students on a specific schedule.
Constraints
1. Making changes to the curriculum is a slow and time-consuming process. Any recommendation for curriculum change undergoes further study and scrutiny before it is incorporated into the curriculum.
2. Several of the above recommendations require funding; the source of funding is always a big question.
Group Plan / Individual Plan
1. The Reading Circle will do a flex presentation on Aug. 27th (Wednesday) 5 to 6 p.m. The group will meet prior to this date to plan our presentation. Prep meeting date (most likely toward the end of the summer session) to be announced.
2. We shared each other’s email addresses so we can stay in touch and share ideas.
3. Seek approval for a 4th (follow-up) meeting to share and report back on our “discoveries” after we have implemented our individual plans.
4. Each of us will report on 5 teaching (of reading) practices/strategies that worked for us, compile this list, and share with other co-teachers.
5. A suggested outline for the report sharing is as follows:
a. What did you do?
b. How did it work?
c. Will you do it again, and why?
Some preferred ideas/strategies in the teaching of reading
1. Use Cathy’s Cards, and At Ease – Brannigan
2. Practice oral reading 15 minutes every day, and conduct an interpretative oral reading contest at the end of the summer term for Int. 2 students. – Rebecca
3. Conduct informal assessments of students’ reading and writing levels. – Rosita
4. Emphasize alphabetics/phonemics as a starting point in teaching students to read. – Brannigan
5. Provide posters in classrooms showing phonemic sounds – Henry
6. Take a closer look at (scrutinize) the reading placement test to ensure validity of current test. Review our current reading assessment program. – Henry
7. Find out if there is a structured form of assessment on phonemics/alphabetics. – Brannigan
8. Establish awareness of students’ reading level and reading needs before beginning a reading program. – Rebecca
Summary of the Basic Skills Reading Study Circle Meeting
Friday, May 9, 2008
Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Reporter
Attendees: Henry Kim, Brannigan Leishman, Carolyn Ourfalian, Rebecca Tamondong
Rosita Valencia
Materials
For this session, the participants drew material from the following previously assigned readings:
1) Definition of key terms and acronyms from the National Institute for Literacy’s Partnership for Reading
2) “Techniques for Teaching Beginning Level Reading to Adults” by A. Hager (2001)
3) “Read with Understanding” from EFF (Equipped for the Future) publication Hot Topics (Fall 2003)
4) “Lessons from Preventing Reading Difficulties in Young Children for Adult Learning and Literacy” by C. E. Snow and J. Strucker (2000)
5) “Taking Literacy Skills Home” by Purcell-Gates, Jacobson and Soler (2001)
6) “Literacy for Life: Adult Learners, New Practices” by Fingeret and Drennon (1997).
Objectives
Our objectives for Session 2 of this Reading Study Circle are:
1. To name specific techniques used in teaching the components of reading instruction to beginning level adult students, and evaluate reading instruction using the framework of EFF (Equipped for the Future) in the intermediate level.
2. To understand who adults are as readers.
3. To discuss and summarize what research says about contextualized instruction.
Discussion
Suggested techniques to use in teaching reading to beginning level students:
1. Teach students to read chunks of information at a time; or “scoop a series of words together” when reading.
2. Use oral/choral reading as a sponge activity to enthuse students to read at the start of a class session. Suggested reading material: quotes and other informational material from the Student Handbook, or any reading matter that may be of interest to students.
The above techniques aim to develop accuracy and fluency in reading among beginning level students. To develop comprehension, ask open-ended questions to encourage students to express opinions and draw conclusions.
Suggested techniques to use in teaching reading to intermediate level students:
1. Use contextualized instruction as much as possible. This means bringing in materials from the “real world” so that students can relate what they are studying to what is actually happening in real life. The advantages in using contextualized instruction are many; however, one disadvantage is that carrying/transporting the (sometimes bulky) “authentic” material to the classroom may pose a problem especially to the off-site instructor.
2. Use the EFF teaching/learning model, which consist of a) preparation, b) planning, c) carrying out the plan, and d) reflection. It was pointed out that this model a) somewhat parallels the Lesson Plan prescribed for our teachers (WIPPEA), and b) incorporates the 4 elements of reading as well. EFF’s focus is teaching students to read with understanding and views reading as an integrated skill process, which translates to building in our students sets of knowledge, skills, and strategies.
3. Encourage the use of dictionary in vocabulary building and put importance on correct spelling especially at this level when students invariably focus on either finishing high school or going to college.
4. Use level appropriate reading material to further develop metacognitive and critical thinking skills and abilities.
Additional Comments:
1. It seems that very few books (resources) are available that focus on spelling and pronunciation, apparently a big need for intermediate level students. It will help the instructor to better teach intermediate students these two reading-related skills if more and better books are available on this subject.
2. It was also pointed out that beginning level students’ goal in studying ESL is more on developing communicative skills, and the higher level students’ goal is more grammar focused.
3. Until we know what reading level our students are at, it would be hard to plan a reading program for them.
4. Metacognitive and critical thinking skills development can and should also be taught/ interjected in lower level classes and should not only be provided to intermediate or advanced students. Metacognition may be viewed as a “cultural thing”’; our adult students (regardless of the level they’re at) have it, but are only hindered by lack of linguistic skills to express their ideas.
Adults as Readers
Discussion on this topic centered on case histories of typical adult learners in C. E. Snow’s article (“Lessons from Preventing Reading Difficulties…”). There are many reasons why adults turn out to be poor readers, or why they possess inadequate literacy levels, many of which can be traced to childhood literacy experiences, as well as social and academic factors. Sometimes, an adult’s capacity to learn to read can be a matter of personality (i.e, how driven or motivated the person is) and a reading program that is both skills based and culture based.
Summary of the Basic Skills Reading Study Circle Meeting
Friday, May 2, 2008
Brannigan Leishman – Facilitator; Rebecca Tamondong – Notetaker/Recorder
Attendees: Henry Kim, Brannigan Leishman, Carolyn Ourfalian, Rebecca Tamondong, Rosita Valencia
Introduction/Purpose/Overview
After self-introductions from each participant, the facilitator gave the purpose and an overview of the Study Circle, including the ground rules for study circle participants.
The purposes of this Study Circle are to enable practitioners to discuss and use research to improve their practice; and to generate recommendations and practical suggestions for other practitioners or policy makers on how translate research into practice.
Our objectives for Study Circle Session I are 1) to distinguish the different theories of the reading process and explain what model of reading we use in our instruction; 2) to summarize the different types of research; and 3) to identify the components of reading.
Expectations
The participants’ expectations are as follows:
1. To learn techniques to help students become better readers.
2. To come up with a valid assessment of students’ reading comprehension.
3. To research information to support choice of materials for student learning.
4. To compile current techniques in teaching reading and possible additions to our teaching repertoire.
5. To be able to address some reading disabilities of our students.
6. To share information at the same level of teaching.
Some suggestions toward the realization of these expectations are:
1. Gather teaching techniques or ideas from professional development workshops.
2. Conduct level workshops, i.e., a reading workshop for Low Beginning and Literacy instructors, one for High Beginning and Low Intermediate, and another for High Intermediate and/or Advanced ESL instructors. The rationale for this is that students’ needs from different levels vary and therefore the approach in the teaching of reading will also vary by level.
3. Compile a list of practical tips of what we already know as teachers of reading.
Reading Models
In our discussion of the different models of reading which are 1) the skills driven model; 2) the integrated skills model; and 3) the comprehension driven model, we agreed on the following:
The skills driven model of reading work best for the basic reading and literacy students. In this model, students are taught decoding, before understanding meaning or comprehension.
The integrated model is best for the high beginning level where students can already focus on the letters and get meaning at the same time.
The comprehension model is for intermediate or advanced readers who already have background knowledge from their life that they can use when they read. Readers at this level can understand the text even though they don’t decode fluently.
Types of Research
The two types of research were briefly discussed. 1) Quantitative research measures reading outcomes (such as test scores) to understand what works for many students. This type of research often uses statistical methods to draw conclusions. 2) Qualitative research employs interviews, stories and life experiences to understand what works with certain individuals.
Components of Reading
We were introduced to the four components of reading. Recorded here are the group’s thoughts on the implications of each of these components for the teaching of reading, as well as some questions raised during the discussion.
1) Alphabetics. Low beginning students need these skills, but intermediate and advanced students can do this minimally. What the latter students need is pronunciation.
2) Fluency. Guided and repeated oral reading increases fluency. According to research, a student needs to hear/speak the word, sentence or utterance 57 times before he can actually learn or comprehend it.
3) Vocabulary. Vocabulary is best taught in context. Question: Can role play be useful in introducing/explaining new words? Can we employ group work in the study of idioms?
4) Comprehension. Some strategies to teach comprehension are: 1) asking for the topic sentence to check comprehension, 2) asking the 5 wh- questions (what, who, when, where, why); 3) checking for inferences and implications, 4) using the SQ3R method (survey, question, read, repeat, write); and 5) summarizing and outlining.
Summary of the Basic Skills Math Study Circle Meeting
Thomas Gault – Facilitator; Ellen Welch – Notetaker/Recorder
Notes from reading (“Best Practices in Developmental Mathematics”, 2nd edition –Armington, 2003)
Most of the ideas expressed here are related to developmental mathematics, but it appears that the Basic Skills Initiative math study circle may find relevancy for our adult learners as well.
Characteristics of successful programs:
• mandatory assessment
• mandatory (and accurate) placement
• trained tutors (“…when tutoring is delivered by trained tutors, it is the strongest correlate of student success.” – p. 17 of 63)
• supplemental instruction
• study skills incorporated in the course
• small group instruction
• ongoing study groups (meeting outside of class time)
• mastery learning (master one unit before moving on to the next)
Note: if students fail one unit test, options can exist for re- working the problem areas until they are able to understand their errors and then pass. Such options include tutoring centers, tutorial online programs, special review sessions by instructors, and labs linked to the course.)
Older methods of teaching math (consider effects on students ):
• timed tests
• lack of classroom discussion
• humiliation at the blackboard
• math problems out of context
Newer thinking:
• capstone math problems (real-world problems and workforce needs; consider math in science, social studies, business and consumer economics; active learning, visualization of concepts and discussion / discourse)
Example of discourse when student is working on a problem:
T: How did you start the problem?
S: (explains in words)
T: Why?
S: (explains further)
etc.
• multimedia technology – used appropriately for content
• writing in math language (journals, writing own word problems, working portfolio)
• frequent and alternate forms of assessment
• math instructors meeting / communicating regularly
• counseling component (social and emotional aspects of math learning)
• instructor attention to different types of learners
• instructor awareness of resources available for student learning and directing students to these as needed
• teaching reading strategies (especially for word problems) and math vocabulary; include use of precise math language —really important for our ESL adults
• teach students the fundamentals along with how to become problem solvers, responsible for their own learning (providing an atmosphere where they can have control; find and correct their mistakes, for example)
• encourage students to discover patterns and connections in math concepts
• use some open-ended questions
• if appropriate level, use of graphing calculator as a teaching tool using a functional approach
A few suggestions were given for the innumerate student:
• use of various forms of music to enhance learning
• working with concept recognition and equivalencies
• use of word problems
Summary of the Basic Skills Math Study Circle Meeting
Thomas Gault – Facilitator; Ellen Welch – Notetaker/Recorder
So…what about math?
The first Basic Skills math study circle took place on April 25th. We discussed the necessity of math for college, jobs, and life. Some questions we are tackling include:
-What aspects of math are vital for our students?
-How can we combine existing efforts and programs?
-How can we insure quality of instruction and learning?
-What are the best ways to incorporate math into the curriculum? (or should there be supplementary math materials?)
- Would separate math courses be a good idea?
To explore answers to these questions, the study circle hopes to summarize the available literature and develop actual examples of how basic and real-life math can become a functioning component of the course of study offered to our students.
We are starting to think about the math involved not only in comprehending the most fundamental concepts, but also in understanding tax forms, real estate negotiations, and bank accounts.
Please feel to add your comments. We will be meeting again soon!
Summary of the Basic Skills Writing Study Circle Meeting
Writing Study Circle Summary
“Thinking on the Write Path” by Mohammad Ali Salmani-Nodoushan
May 20, 2008
Linda Perry
The author attempts to show how the skill of writing is in line with cognitive improvement. He defines the cognitive approach as “primarily concerned with the refinement of intellectual operation” (Mann’s terms 1970). He identifies the goal of teaching as providing content-independent cognitive skills and understanding how the process of learning occurs in the classroom.
At this point I would like to mention that in the author’s summation he states that the main component of instruction in the cognitive approach is, ultimately, revision.
He states that students seem to do well as paragraph writing begins and they are dealing with the rhetorical and rhetorical techniques. The trouble begins with the operational intermediates when the student finds they are at a loss when writing a composition because they are preoccupied with correct structures and that overwhelms their capacity for reasoning. The learners need to know how much information they are required to put in their composition as well as how to order and sequence their ideas.
As the students learn narrative and description, the author recommends they be provided with serialized pictures for the theme of their writing and use the pictures to judge what is essential. At this point the students need to develop productive thinking so they can connect sets of events. He states, however, that this will not be useful for the later explanation and discussion writing assignments. He suggests that at this point, because students need to convince the reader, the teacher explain the types of common fallacies they face and provide examples of written materials that illustrate those fallacies. This may be done by writing some compositions on the board or using the overhead so students can identify the mistakes. He believes this procedure “can develop an inter-actional attitude, and enhance productive thinking in the students.” As the students realize they are both the writers and the readers, they learn to review their writing, predict problems they may have and revise their work.
Writing Circle Summary
“Innovative Programs and Promising Practices in Adult ESL Literacy” ERIC Digest.
For more about ERIC, contact access ERIC 1-800-LET-ERIC
Publication Date 1993
May 20, 2008, Linda Perry
Adult ESL literacy is a relatively new field and reflects a shift to greater emphasis on communication which is meaningful and applies a greater use of the native language and culture.
This digest describes some of the promising practices found at 9 project sites implementing innovative ideas during a national study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency.
The researchers were looking for programs serving nontraditional students in nontraditional ways, and linking the experiences of the learner to learning. The author states that at the time these programs were the exception. Many literacy programs taught literacy through a set of skills: letters, words, sentences. Innovative programs were to follow a different path and offer ESL students meaningful units that invited learners to tell stories about themselves and their own life experiences.
Some of the findings of the researchers are found under each category listed below:
Providing a Social Context for Literacy Education
A group of adult students at the El Barrio Popular Education Program in New York (Spanish-English) canvassed their area and noted the use of bilingual signs and interviewed store owners to find out the language used with customers. The students then developed charts to show their findings. They had to access, interpret, analyze and synthesize information but in a context that connected the community to school-based learning.
Learning through Hands-On Experience
At the Arlington Education and Employment Program (REEP) in Virginia, students interviewed each other about their favorite foods, made a grid and shared this information with the class.
The author suggested a prior lesson that involved making a fruit salad, naming the fruits, writing the recipe or drawing illustrations to show the steps. He also suggested a later lesson that involved students in making instant puddings followed by taste testing, rating flavors and food preference charts.
Using Learner-Generated Materials
The UAW/Chrysler workplace program inYpsilanti, Michigan, successfully used a learner-centered approach in reading and writing where immigrants learned along side native speakers.
The Refugee Women’s Alliance in Seattle published stories written by women of their own experiences, with illustrations by them, and shared with the community.
Using the Native Language as a Bridge to English
Native language approaches were found to be successful in regions where non-literate learners have a common language. It is an appropriate approach for students who have had little education in their own language and are unsure about success in school. Centers visited were in Massachusetts where the Haitian Multi-Service Center teaches in Haitian Creole, in Minnesota, where the Lao Family Community uses Hmong, and in California, where the City College of San Francisco uses Spanish.
In the beginner classes, The Lao Family Community of Minnesota used English and Hmong to link immigrant culture to the mainstream, to help parents understand the school system and strengthen their role as parents. An effort was made to provide knowledge of U.S. law and conventions that would be congruent with their own culture.
Linking Communicative Competence and Language Awareness
Most innovative programs were found to place the greater emphasis on communication and the secondary emphasis on accuracy.
At the International Institute of Rhode Island, learners work in small groups and develop stories based on pictures provided by the teacher. One of the group members takes notes on the group’s ideas, the story is composed on newsprint, one group member edits, and another member reads the story aloud and uses pictures to illustrate.
Using Technology
Video applications show great promise. At El Paso Community College, a video provides learners with information about worker safety and the use of new technology (in Conjunction with Levi Strauss). Interviews with actual garment workers are included. After viewing, students discuss and write about their personal experiences.
Conclusion
Although innovative practices vary, they have found ways to help learners access literacy that is meaningful.
May 7,2008
Facilitator: Susan McClellan – Reported by Rita Seretti
People in Attendance: Susan McClellan, Rita Seretti,
Evelyn Elmore, Roy Hansen, Carlos Briones, Mary Lorge,
Colleen Lehman, Linda Perry, Pat Davidson, and Donna Minick.
The Writing Study team met on Wednesday for the first time with much success. Susan McClellan, our facilitator, did a fine job of setting the agenda
and ground rules for discussion. Our group is a fine eclectic group that has many different facets to add to discussion from many different perspectives of the
job. After getting to know a little about each other and how a study group works, we set down to discussing one of our readings concerning the differences and
likenesses of adult literacy learners and English language learners. There were four groups that presented information from their analyses of the research article. We found that there were differences in the learners such as the level of
English used in prior knowledge, and cultural differences that may add misunderstanding to the American culture being presented in ESL classes. We
felt that both groups were lacking in their experience in writing, in general, as a communication tool.
Once our ideas were presented and discussed, we had a break and returned to proceed to the next step, which involved discussing six different approaches to
presenting writing in the classroom. These approaches included the Cognitive Writing Process, the Knowledge-Telling Model, the Knowledge- Transforming Model, Project-based Instruction, Equipped for the Future Instruction, and Technology-based Communication. These areas of instruction stress the processes in writing rather than just the end product. It was a great circle.
We will meet again next week to discuss more research in the Writing Process.
The reading from this circle was called Research in Writing: Implications for Adult Literacy Education Volume 2: Chapter 3 by Marilyn K. Gillespie. You can read it all at:
http://www.ncsall.net/?id=561
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I’ve just completed the reading material on writing for the study circle I’ve joined. Although very interesting reading, none of these concepts are new to me as I’ve just completed the MS-TESOL program at CSUF and I was introduced to these ideas in the reading/writing course of the program. My question is how do I apply these concepts to my ESL students? I have a Beg 3/Int 1 combination class and I’m trying to introduce writing to them as part of our classroom activities. Writing seems to be completely foreign to them aside from maybe making a grocery list, or writing a note to their children’s teachers. I’m trying to get them to brainstorm and make lists of ideas so that they can write a short essay. Currently, I’ve asked them to write about their favorite restaurant, grocery store, bookstore, etc. in Santa Ana and give directions to this place. I’m planning on submitting these to the CBET Gazette for publication. Hopefully, my questions will be answered in the study circle tomorrow.
Thank you for the summaries of what is being studied and discussed in the study circles. I’m happy they have a practical use focus.
I know some instructors expressed a discomfort about teaching Math as it has been a long time since most of us have taken a Math class! However, directing needed Math skills to better function in every day life skills that are a natural part of our lives, is Math too. Math has been a side issue in my classes, but indeed it is not only life skills, but important language/vocabulary development.
Hi Mary, I hope you’ll report back to the blog on practical applications your group discusses!
I made a very good decision in joining colleagues in the reading study circle. I am able to network with fellow ESL practitioners who share similar concerns, strategies, and ideas.
In our group, we are reading a whole lot of current research that focus on reading both theoretical and practical. The readings involve real cases of students as well as practical ways to interject lesson plan ideas.
In preparing for this summer session that will focus on reading, this group has been an invaluable resource and inspiration. The materials being discussed and input from the group are very, very useful and I have been taking notes and ideas from everyone to use this summer.
The overal information I have read so far has been so helpful as far as broading my mind when I think about reading and what it means to me, students. I get excited when I go to our meetings.
Thanks again for the wonderful opportunities we are having to “learn to learn” about the wonderful world of reading research.
Susan/Rita
It looks like your group is a great one. I have a few questions:
1. What have you folks seen in terms of research that discusses cursive writing in adult ESL programs?
2. For students reading and learning the alphabets, are there any issues when students have to read printed letters versus handwritten letters?
Thanks.
Hello Henry,
I am attending the Writing Circle and have learned a good bit already about the history of teaching writing and how it has evolved in the last 20 years or so.
Your questions have yet to be addressed, but, I think, are excellent. I would be interested in this as well. We will be meeting again tomorrow and I will mention this, though we do try to keep ourselves focused on the process of learning to write. I mention that because we started to get off track with a discussion on the need to write cursively and had to be redirected. It seems to be on everyone’s mind.
I can say, though, that some of our students who print have difficulty reading cursive (Reading Lab).
I have just attended our second meeting on writing. I have been very happy with the interaction of the members. I really appreciate the ideas and the reading material. I am a beginning 2 instructor and struggle with incorporating writing in the daily curriculum. I am a big believer in the power of the written word and want my students to feel comfortable expressing themselves this way. This group has helped me to see new ways of incorporating writing into my class.
One of the biggest benefits of joining the reading study circle is the exposure to a wide array of research on the subject of reading. It’s almost like attending a seminar course on the teaching of reading. Many thanks to my reading study circle members for the invaluable input and sharing of ideas. I agree with Henry that these sessions in a way truly prepare us for our summer classes that will focus on reading.
The second meeting of our writing study circle evolved into a brainstorming session of practical ways in which we could incorporate writing instruction into our class, using our previously assigned readings as a springboard for these ideas. We teachers are rather isolated in that we rarely have the opportunity to just sit and chat with others about what works and what doesn’t. I came away with several good ideas–one being to have the students write two-word bio poems, using an adjective and a noun to describe a person, either someone in the class, or a well-known person in the public eye. Each student would create at least five of these for his chosen person, e.g. beautiful hair, brown hair, kind actions, etc. For a lower level class, this assignment would reinforce adjective noun order and would get them writing.
We just completed the second meeting of the Writing Circle,
and though we did indeed, as Donna mentions, have a viable discussion about incorporating writing into our classes, we also talked of our appreciation for an article written by Thanh Bui. It is entitled “How I Wish I Was Taught to Write” and is available for reading at http://www.ncsall.net/?id=340.
Thanh Bui was an ESOL learner and has developed curriculum for beginning ESOL students in writing that represents what she believes she would have benefited from herself. She shares many creative ideas that incorporate writing, a series of which culminated in a student presentation for the school’s Thanksgiving celebration – and this is just in November!
It is fun and exciting reading. It is just four pages long, but packs a wow!
Linda, you summarized Thanh Bui’s article beautifully. The only thing I would like to add is the genuine care and compassion Ms Bui obviously has for her students. This is demonstrated in the way she describes the techniques and methods she uses for getting her students to write. By having them write something everyday, the students don’t even realize that what they’re actually doing will end up being a complete paragraph at the conclusion of the exercise. Ms Bui completely eliminates the anxiety and fear students would have if they were told they were expected to write a complete paragraph. These are beginning ESOL students. What a wonderful way to build their confidence and self-esteem.
I agree with the research that says we as teachers should promote daily writing, such as a keeping a daily journal. When students review their journals after two months, they are amazed at not only the length of their writing in English, but also how they have developed their ability to describe a feeling or event instead of just writing, “I am sad because …” I also feel the teacher gets to know the students better by reading some of their thoughts and can personalize the instruction.
I wonder how others approach the writing process in class.
I am in the writing circle and I completely agree with Linda regarding the article by Thanh Bui. It was a terrific article filled with creative ideas for encouraging the written word.
Response to Mary Lorge, to May 6th entry
I appreciated your comments re the reading circle, pertaining to how much new material you were able to learn via the readings. I felt the same way you did after going through them. To me, the present study circles are an introductory springboard and the setting of a foundation to further research and learning. As we delve more into what is available in the educational realm about teaching adults how to read, my hope is that we will run across more ideas and techniques on learning how to help students learn English. Furthermore, I would like us to find ways of helping students with special learning needs, so we can better reach that percentage of the student population, whose challenges that we as teachers don’t know exactly how to assess sometimes, which in turn may render it difficult for us to know how to help those students.
Caroline Ourfalian
In response to Mary (your May 6th entry), and in agreement with Karen D.’s comments re writing:
When I was a junior in high school, my English teacher had us keep a journal in class, in which she had us write a few times a week. That was one of the best things which happened to my writing skills, as for many years after taking that class I continued to write in a journal. I found it to be a free and enjoyable way to express my thoughts and opinions, and soon writing a whole page became a fairly easy task. I could notice a clear progress in my writing abilities, as finding the right words to express my thoughts was becomming easier over time.
I have recommended this writing practice several times over the years to people who have expressed to me their desire to improve their skills in English. And also, this would help ESL students who are nervous about writing: The teacher can assure them that they can express themselves liberally, as he/she will read their work and provide little or no corrections. The teacher ought to also tell the students that the primary purpose for the journal writings is to encourage them to pour out their ideas/thoughts/opinions freely, without putting too much focus on the accuracy of their writing. This kind of free self expression can really encourage students to eventually get over their fear of writing, and it will have a positive influence on their writing aptitude in general.
Caroline Ourfalian
To the Writing Study Circle… Can anyone from your group
elaborate or discuss more in-depth the different approaches that were mentioned in the report? Example is the Cognitive
Writing Presentation… And can you also mention some practical techniques that we can use in the classroom?
Thanks
I just want to thank the members of our Reading Study Circle for their wonderful participation. I will use many of these ideans this summer since the focus will be on reading.
I also congratulate Rebecca Tamondong for a very detailed summary of the Reading Study Circle discussions. I missed some points, but they were in Rebecca’s notes. Thanks!
Hi, members of the Writing Study Circle ! I am interested in teaching my students to write well ( of course to the extent possible)… For this Fall, I will use the suggestion of asking the students to write three to five sentences everyday or every class meeting. In addition, I will ask them to write about a certain theme of their choice. Examples will be their pet, favorite sports, a hiking experience in the mountains, a favorite recreation area, etc. This way, I can incorporate/
reinforce grammar lessons on verbs, adjectives, adverbs, etc.
using these experiences shared by the students.
Thanks for all the suggestions. I will certainly use many of them next Fall. The emphasis this summer is on reading.
At the teaching supply store they have these little spiral bound 3×5 calendar/ journal writing starters for each day. I often used these with my ESL classes.
One point of our reading group discussion concerned the idea of presenting to all ESL students the correct sounds of American English. These sounds are needed by students in reading but also in speaking. I find that a lot of my students do not have good phonemic sounds and so I have trouble understanding what they read and say. (It always helps to have the written words in front of me.) Now one of the ideas to correct this problem is to have the sounds in the classroom, at least, in written form. This could be a very useful start of a class for students who want to practice. I have seen some alphabetics cards for phoneme practice in elementary school classrooms. There are usually there up through the 3rd grade. This is perfect as most of our students are at a reading level below 4th grade. These would also help with the open class policy for the incoming students. It would help to not have to write specific letter patterns to match sounds. One that was brought up today was “ow”. These two letters are “o” as in low and “aoo” as in cow. (I know I do not have the correct linguistic symbols for the sounds.) I mean this idea drives students to drink, because English is crazy when it comes to symbol sound correlation. I just think it would help to have the different letter combinations to point to in the classroom to match the specific sound that can come from it. Also the silent letters in English sometimes drive me crazy as well.
Brannigan
I just wanted to say to the reading circle members that I quite enjoyed the input of our group members regarding the topics we discussed. It’s good to review other colleagues’ ideas about the different challenges we face in our classrooms everyday and possible ways for overcoming those challenges, when it comes to teaching ESL students to read.
Will be looking forward to obaining more practical techniques on how to help students grasp the English language.
Henry,
In response to your question posted on May 12 regarding cursive and print forms of writing, our Study Circle didn’t address that. Also, I didn’t find any articles related to those topics on the ncsall.net and eric.ed.gov websites. I did find an article that would be useful for teachers who have low beginning students. It is: Focus on Teaching: Seven Easy Pieces
Writing Activities for Beginning ESOL Learners
by Shirley Brod the link is: http://www.ncsall.net/?id=335
This article suggests some simple ways to begin teaching very basic writing skills to ESL students.
Perhaps someone blogging here can offer some ideas since for many of our students reading cursive (and even hand printed) materials is difficult.
A response to Caroline’s comment on keeping a journal – I like the idea about daily writing. In my beginning classes writing comprises an integral part of the class as do other components of learning. However, the writing is limited to study material. Doing that on a regular basis has shown marked improvement in many students. More so with regular attendance.
What improves with writing are some subtle differences in sounds – a good example would be ‘cost’ used with auxiliary ‘does’ in a question and ‘costs’ as an affirmative response. Many peole are not very clear with the ending sounds. There’s a fine balance between overstressing the sound and the subtle sound.
I will try and incorporate some sort of regular journal keeping. Almost always what we study regularly has material which can be altered to make it personal and so good for keeping a journal. Talk about height, weight, likes, dislikes…. As they go to higher levels, this too would grow and then for an individual to see the progress would be quite rewarding!
HI, Sol
I am glad to hear about the textbook your Math group just compiled. Please tell us the title of the book. Congratulations on your success! Please share with all instructors your work and your achievement.
HI!.. Thanks to Susan (comment #22) for the website. I am in the process of looking for writing activities that will help my students this Summer session…
Writing in cursive seems to be of less and less importance in our text, texting, computing world — but there are still advocates for teaching how to write cursive, and even more for how to read it. Here is a link of some sample worksheets that might be of use: http://www.cep.pdx.edu/titles/italic_series/excerpts.shtml
Hi! I am interested in developing the writing skills of my students, particularly this Fall semester. The Summer session is just too short… Anyway, I like the idea of using a video as the “starting point” both for conversation and writing exercises. After viewing the video, the students can then write a paragraph about their reactions to the video. Then they can share these reactions with their classmates in small group discussions… Any suggestions about some good videos for Intermediate 1 students? Thanks..
Hi, everyone.. I am reviewing our group’s comments in Rebecca’s report… For the intermediate levels, I guess grammar and reading comprehension will be focus. Most of the students at this level can already speak in social situations. In the other blog, I learned that older students can remember more if they write the words.. I also thought of “linking” different activities together.. What do you guys think of this process?
1) Choral reading ( students become familiar with the sounds of the words of the selected text).
2) Vocabulary — Are there words they do not understand?
To continue my above discussion:
3. Check for comprehension by asking the WH-questions,
main ideas, etc.
4. Ask the students to write something about what they
heard during the choral reading and discussion.
5. Share the ideas/reactions they wrote with their classmates
in small group discussions.
6. Ask each small group to present a report to the entire class.
Any reactions to the above process? Thanks.
Rosita,
I love your comments. You have some very creative ideas. I particularly like the last comment because it allows students time for reflection which is so important for learning and processing new information in the brain. Excellent! These are ideas that every teacher should note.
As for your question about the videos, there are tons of awesome videos on http://teachertube.com as well as youtube, google video, yahoo video and united streaming. Just type the name of your lesson in a search, like ESL food lesson or ESL weather lesson in a google search. Click on the tab that says “more,” select “videos” and you will get many videos. Preview them first. You never know what you are going to get. Also, your students can make their own videos at the middle or end of the semester for use with that class as well as future classes.