Reading Prompt #10

Technology can be wonderful assets for ELL's in various ways. Students can use different websites as extensions to particular lessons. For example,we did a lesson on circuits and this website http://www.bbc.co.uk/schools/ks2bitesize/science/ provided students with extra practice on that targeted TEK. The website provides different English, Math and Science lessons that are all interactive, animated and very easy to navigate for all students. The students love this program!

Flickr provides students with visuals and "real-world" applications to the world outside the classroom. Many of my ELL's are limited on different experiences that are not provided in the classroom, textbooks or even picture books and the Internet can provide learners with cultural awareness and understanding of our diverse country.

Reading Prompt #9

Some of the limitations that I have encountered in my classroom with technology are similar to what Egbert mentioned in this chapter.

• Time - Since we are responsible for 3 TAKS tests (as I have mentioned before), realistically we are very limited on time with technology lessons, projects and lesson extensions.


• Large classes - I currently have 26 students in my class and with only 4 computers (and no access to the computer lab because of the Reading First Grant) we do a lot of "buddying-up" which is a positive learning experience for ELL's.


• I also have plenty of books on tape in various genres and language.

Limitations with technology will continue to exist in any classroom so, it's up to the individual teacher to prepare for her students needs and ensure that technology is integrated in order to create life-long learners.

Reading Prompt #8

Standardized testing is very formal and does not allow for students to be creative with knowledge that they have acquired. This is especially true for ELL's.

Authentic assessments are "true pictures" of what a student is actually learning! Portfolios, and journals are examples of authentic assessments are so much more meaningful to learners. These assessments provide ownership to the students and allow for them to monitor their own progress.

Computers can be used for both types of assessments. For example, the Texas Education Agency (TEA) has online TAKS tests that students can use in the classroom or at home. It has been suggested on our campus to provide our "bubble" students intervention time to practice the TEKS that are still undeveloped.

Reading Prompt #7

Some of the important techniques for designing content instruction is:

• Content is purposeful, not just a vehicle to learn language
  The language is the vehicle for content learning
• Because each content has its own jargon, culture, and methods and employs language structures in specific ways
• Helps students acquire academic language proficiency while learning language, rather than having to learn language first and then learn academic concepts.

Teach content in a culturally responsive manner by:
•Use literature that is culturally relevant
•Use first language cognates
•Adapt lessons that reflect contributions from all relevant groups

Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.

•Use graphics
•Outline texts
•Rewrite texts
•Use audiotapes
•Provide live demonstrations
•Use alternate books

I have used a lot of these ideas in my classroom and found them to be very effective for ELLs. They allow for the students to be creative and enjoy learning at their own pace.

Reading Prompt #6

Since I have been working with 5th graders (who are responsible for 3 TAKS tests) problem-solving is a HUGE requirement for everyday lessons, activities and projects. Some examples that I have done in my classroom with my ELLs are:

1. Various forms of questioning techniques - How do you know? What else could you have done? Why do you think that happened? What would you have done differently? What else could you add/delete? What will happen next? ALL THE TIME - ALL DAY!!


2. Predicting - when a new topic is introduced I try to do predictions (especially for science) what they think we will be learning or what they think will happen.


3. KWL Charts - we use these charts as group work or individually depending on the subject/topic of interest.


4. Venn Diagrams - very effective tool for comparing and contrasting between texts (AR books or novels), subjects and other particular reading selections or lessons.

These are just a few activities that I could think of that help my ELLs with language support. They encourage the students to cooperate in collaborative groups, use their new L2 in an atmosphere that is "safe" and helps increase their usage without feeling overwhelmed. I encourage my students to experiment with the language - orally and written to help them acquire their L2 at a pace that is comfortable to them.

Podcasting is still a new concept for me but I have introduced this technology to my students. I have used it as a basic tool for language practice but after reading this chapter I have gained a lot more knowledge that I know will be most beneficial for my ELLs!

Reading Prompt #5

In the Egbert chapter, I gained the following ideas for encouraging creativity and production:

• Students are able to test their hypotheses with how language works
• Students can choose to use their individual learning styles as a means of gaining their L2
• Social interactions enables the students to value language production
• Examples of productivity tools (word processors, databases, spreadsheets, etc.) pg. 74

All of these ideas promote language learning individually for students. The ideas presented in the chapter allow for the students to use artwork (wanted posters), create holiday cards, generate t-shirts, and bumper stickers. How much FUN would this be for a 5th grade student to share with their peers, other faculty and especially their families? WOW!! These ideas will be great to do (after TAKS, of course) with my ELL students.

Before reading the Richardson chapter I wasn't very comfortable with elementary students using and creating Wikis. The chapter mentioned how students can work collaboratively to "monitor the content that is added and make necessary edits and revisions". It also mentions the fact that students are allowed to be trusted while working in groups and also take ownership of their finished products as a group.

I would have never thought of these ideas for Wikis (at the elementary level). It just seems like such a "grown-up" skill that would be difficult for younger students. Honestly, I am still a little nervous about the idea but, hopefully after I gain more knowledge about this new technology I will prepare my students (and myself) for future projects.

Reading Prompt #4

Communication and collaboration is very important in an ELL classroom because that is how the language is learned. In my 5th grade bilingual classroom we are set up in small collaborative learning groups. This allows for the students to communicate with one another (during appropriate times) and problem solving occurs on a daily basis. Egbert mentioned that ELLs are able to use the language appropriately and also take advantage of modeling of the target language from their mainstream and bilingual peers. This is also a great opportunity for my ELLs to discover the language at their own pace and comfort level (comprehensible input).


The ideas that I gained from the Egbert chapter about computers and technology are the set-up of computer labs. Unfortunately, our computer lab is set-up in the individual usage fashion and can currently only be used by the lower grades because of the Reading First Grant. But, in the future we do plan to utilize the classroom for curriculum extensions.

Another idea I gained from the chapter was the interaction in the one computer classroom. I currently have 3 Dell computers and 1 Apple computer (basically used for AR & STAR testing), and all have Internet access. Egbert mentioned that this was beneficial for students because they are allowed to work cooperatively without barriers, the technology is available at any time and most importantly the teacher can monitor the students work.

Reading Prompt #3

Egbert Ch. 3 provides various websites to use in helping our ELLs improve their practices with learning, speaking and acquiring their L2. One recommended website is www.elfs.com. This website allows for students to hear audio of various forms of English sentence structures. It also provides opportunities to improve reading fluency and allows for the students to create their own stories (with some limitations).

Computers can be very useful for ELLs in a classroom but the teacher must always include authentic lessons, with the L2, in order to ensure the students are learning at a pace that is comfortable to them and within their individual abilities.

Reading Prompt #2

Readings: Ebert Ch. 2, Cummins Ch. 2, Richardson Ch. 3

Multiliteracies is a method of instruction that allows the student to move beyond what is being taught and learned from within the classroom. Teachers are providing their ELL students with an opportunity to acquiring an L2 by using the "outside" world and no longer using simple reading and writing as the only means of literacy.

Using blogs can be a tool for ELLs that will enhance their experiences with learning an L2. Teachers should provide the technology that is provided to our classrooms as a resource that will only benefit the student's language usages. We must also be aware that "language learners do not need computers to learn grammar, read with comprehension, or write for an authentic audience. Teachers can use computers to help them address individual learners' needs, and provide effective, authentic language tasks and texts" (Egbert, 2005).

My own experiences with blogs was very limited until now. I enjoyed creating my blog and look forward to using this tool in the future. It was a great feeling seeing the "final" product as Dr. Wright walked us through the process. I appreciated his patience. I only hope that I will be able to do the same with my fifth grade students. I will keep everybody posted.