Loving Literacy

I found the video about supporting English language learners, as well as the book chapter about it, to be both informative and helpful. In the book, it was interesting to learn about the three dimensions of language proficiency that Cummins (2003) established. These dimensions are conversational fluency, discrete language skills, and academic language.  It was also helpful to get strategies for increasing the comprehension skills of ELLs, such as books on tape. I have not yet had the opportunity to work with ELLs, but I know I will eventually, so the knowledge in this chapter will help me figure out the best approach to assessment.

In the video, a good point was made about not assuming students come in with certain background knowledge, and the importance of finding out what they do know. It’s crucial to use this as a starting point so you can figure out where to go from there in terms of instruction. I like how the video talks about the importance of continuing to incorporate the student’s native language in to their English language learning. It makes sense to do this, not only because it’s part of their culture, but because it is hard to go from speaking all Spanish to being expected to speak in their native langage. I like the idea of slowly transitioning them from one to the other, while still keeping their native language. Finally, I enjoyed the videos in the classrooms and was happy to see successful ELL programs.

Like April Wa. said in regard to repeated readings, the fact that children with visual impairments are at risk of experiencing delays in the development of language and literacy=duh! Was this a surprise to anyone else? Maybe I shouldn’t assume it is a well known fact, but it seems like it is pretty much a given that children who have a visual impairment will experience delays. They are experiencing the world in a totally different way from most people. They don’t have the benefit of visually matching things they see with words they say. I think this study, however, is very helpful. I like how they emphasize using very descriptive, oral language. For example, when the teacher described the Japanese fans and the plastic spider. I definitely agree that helps compensate for not being able to see the objects.  I also like that they recommended specific strategies at the end to promote the three components of emergent literacy. It is a good resource for anyone that may come into contact with children with visual impairments.

I was excited when I saw that this week’s reading is about Running Records, because it is something with which I have prior experience and that I actually know something about! We school psychologists learned about them as a Curriculum Based Assessment. I have only done a couple but definitely plan to get more experience with them and use them as a practicing school psychologist. I think Running Records are great if they are used appropriately and can give helpful information regarding fluency, comprehension, etc. I would like recommendations (if anyone has any), however, on how it could be used with a 4-year-old, if at all. My child for my kidwatching project just turned 4 in February. He can recognize and write SOME letters on his own. He recognizes his name, as well as Mickey Mouse, since that is one of his favorite things. So, I’m thinking that doing a Running Record with him will be a near impossibility. Any suggestions?? Thanks