Higher Order Thinking

Higher- Order thinking is based off of Bloom's taxonomy. Currently, it is our school-wide goal to incorporate higher- order thinking questions into our lessons. The connections students make and apply are outstanding when presenting them different questions. One area I stumbled with was incorporating higher- order thinking with ELL students. However, the benefits outweigh the challenges. On page 238, it states, "Incorporating opportunities for higher order thinking using the ICB method develops a wider range of discourse skills among CLD students than does traditional segregated skills language instruction."  That is when I came across a wonderful blog. On it, it discusses the importance and strategies of higher order thinking with ELL students. It is definitely worth a look!
http://esl-methods.wikispaces.com/Higher-order+Thinking

Running Records

As a first grade reading teacher, I am constantly assessing my student's reading levels by running records. Running records allow for educators to find their students' independent and instructional reading levels- which forms guided reading groups. Running records also allow you to see where your students tend to make errors. These errors are either in meaning, structure, or visual. However, I never consciously thought about cultural and language barriers for ELL students until I read the article WIDA posted. It has helped put their miscues into perspective.

http://widaatwcer.blogspot.com/2013/03/running-records-and-ells-miscue-analysis.html

Technology Resources

I have attached a pdf of a list of wonderful technology resources that can be used in the classroom. It not only has a list of these resources, but also includes the cost, uses wih mainstream teachers, interfacing with TESOL standards, relationship to common core, and collaboration value. I connected it to first grade common core standards since I am a first grade reading and writing teacher. However, this doesn't mean it won't connect to your grade!!

https://www.dropbox.com/s/syaajctzteofenp/technology1.pdf

History and Methods: The Grammar Approach

As a 1st grade reading/Language arts teacher, I found the history and methods of the grammatical approach to be very interesting. It was interesting to see the changes that were made over time. There were no connections to experiences or prior knowledge. It appeared to be grammar drills- which wasn't effective for CLD students. I found a link below that went into more detail regarding the 3 different approaches mentioned.
http://moramodules.com/ALMMethods.htm

Dominant Approaches to Second Language Instruction

In this week's reading we read about different approaches to CLD students. This included the grammatical approach, the communicative approach, and the cognitive approach. I found a link that was very useful in defining these approaches.

http://moramodules.com/ALMMethods.htm

Readiness for CLD Families and Students

Time needs to be invested in employing strategies such as semi structured conversations with CLD students and families, which can bring unexpected, useful rewards. Teachers need to effectively maximize CLD student’s experiences to focus on instruction for cognitive and academic growth. This will reduce reteaching and increase the relevancy of instruction. Teachers who use these conversations increase their effectiveness as educators and their time available in the classroom. Time is further maximized at home visits. At home visits, the teacher learns about the student, the family, the community, and extended family members who are key stakeholders in the CLD student’s education. Questions that will be answered through these conversations include “what cultures are represented by students in the school and in the classroom?”, “what native languages do students bring to the learning community?”, and “How many students will need accommodation and at what levels?”

Here is a link to an article on accomoation readiness. I really liked how he discussed common misconceptions, but discussed family support as well.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CDIQFjAA&url=http%3A%2F%2Fwww.joci.ecu.edu%2Findex.php%2FJoCI%2Farticle%2Fdownload%2F183%2F152&ei=o_gvUcTfK6aS0QHuooHACA&usg=AFQjCNHhHxd3GJuMSaiGiYrpGG3r5ClNgA&sig2=BdSl7dxoiIoXsRUaa33sgQ

Two Way Immersion

Two- Way Immersion has “become an increasingly popular way to attract public support for multilingualism” (123). In this program, not only are CLD students learning one language, but the native speakers are learning another language as well. Since this program is cross- cultural and is multilingual, CLD students tend to have higher achievement levels than in just L2 alone. This section also discussed how this program facilitates CLD students becoming more proficient in L2 if they have a strong foundation built in L1. It is critical that a lesson is never retaught in the other language, rather the content can be spiraled. There are many factors to the success of this program. Success stems from the following:

• instruction that is grounded in the core academic curriculum
• a minimum of 4-6 years of bilingual instruction
• language arts instruction in both languages that target all 4 aspects of literacy development
• instructional separation of the 2 languages
• instruction in the non- English language for at least 50% of the time
• Support and understanding of the program from administration
• additive bilingual learning environment
• high levels of parent involvement
• highly qualified instructional personnel

This is the most effective model discussed in chapter 4. However, there are concerns. Some concerns into student involvement and retention, parental support, and due to inappropriate modifications for native speakers, CLD students “may be shortchanged in their L1 development” (125).
This video shows a school that implements a Two- Way Immersion program and its importance.
http://www.youtube.com/watch?v=i-TMa8ZObl4
This second link is to a “Two Way Immersion Toolkit”. It address program design and planning, classroom instruction, and parental involvement

http://www.alliance.brown.edu/pubs/twi/

Herrera, Socorro G., & Murry, Kevin G.  (2011). Mastering ESL and bilingual methods: differentiated instruction for culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education, Inc.