An Important Article About Reading to Learn

Take a guess: What is the single most important year of an individual’s academic career? The answer isn’t junior year of high school, or senior year of college. It’s third grade.

What makes success in third grade so significant? It’s the year that students move from learning to read — decoding words using their knowledge of the alphabet — to reading to learn. The books children are expected to master are no longer simple primers but fact-filled texts on the solar system, Native Americans, the Civil War. Children who haven’t made the leap to fast, fluent reading begin at this moment to fall behind, and for most of them the gap will continue to grow. So third grade constitutes a critical transition — a “pivot point,” in the words of Donald J. Hernandez, a professor of sociology at CUNY–Hunter College. A study Hernandez conducted, released last year by the Annie E. Casey Foundation, found that third-graders who lack proficiency in reading are four times more likely to become high school dropouts.

(MORE: Paul: Born to be Bright: Is There a Gene For Learning?)

Too often the story unfolds this way: struggles in third grade lead to the “fourth-grade slump,” as the reading-to-learn model comes to dominate instruction. While their more skilled classmates are amassing knowledge and learning new words from context, poor readers may begin to avoid reading out of frustration. A vicious cycle sets in: school assignments increasingly require background knowledge and familiarity with “book words” (literary, abstract and technical terms)— competencies that are themselves acquired through reading. Meanwhile, classes in science, social studies, history and even math come to rely more and more on textual analysis, so that struggling readers begin to fall behind in these subjects as well.

(MORE: Paul: What Distinguishes A Super School From The Rest)

In operation here is what researchers call the “Matthew effect,” after the Bible verse found in the Gospel of Matthew: “For whosoever hath, to him shall be given, and he shall have more abundance: but whosoever hath not, from him shall be taken away even that he hath.” In other words, the academically rich get richer and the poor get poorer, as small differences in learning ability grow into large ones. But the Matthew effect has an important upside: well-timed interventions can reverse its direction, turning a vicious cycle into a virtuous one.

Recognizing the importance of this juncture, some states have been taking a hard line: third-graders who aren’t reading at grade level don’t get promoted to fourth grade. “Mandatory retention” bills have already passed in Arizona, Florida, Indiana and Oklahoma, and are being considered in Colorado, Iowa, New Mexico and Tennessee. But many education researchers say holding kids back isn’t the answer. The ideal alternative: teachers and parents would collaborate on the creation of an individualized learning plan for each third-grader who needs help with reading — a plan that might involve specialized instruction, tutoring or summer school. Most important is taking action, researchers say, and not assuming that reading problems will work themselves out.

(MORE: Andrew J. Rotherham: What Do We Do About Poor Science Scores? Take Kids Outside)

It might seem scary that a single school year can foretell so much of a student’s future. But maybe we should feel grateful instead — that research has given us a golden opportunity to both build on what has already been accomplished or turn kids’ academic lives around.


Paul is the author of Origins and the forthcoming book Brilliant: The Science of Smart. The views expressed are solely her own.


Related Topics: 3rd grade, Book of Matthew, fourth grade slump, learning to read, matthew affect, reading to learn, Education, U.S.


Retrieved from http://ideas.time.com/2012/09/26/why-third-grade-is-so-important-the-matthew-effect/

Definitions of English Language Proficiency

Definitions of English Language Proficiency

English only – native speakers who do not speak any other language

Language minority – primary home language not English

Limited English proficient or English language learner- level of English fluency in speaking, reading, writing, or understanding English likely to limit academic success in mainstream classroom

Fluent English proficient- language minority students able use English on level that allows them to function successfully in mainstream English classroom

Nationwide more than 460 languages and dialects are spoken in U.S. schools!

Differences in Cultural Values and Implications for Teachers

Differences in Cultural Values

How people are expected to behave and think differs among cultures

Time – American culture emphasizes future success whereas others honor the past and historic traditions

Family – often includes extended family affecting interaction with the children

Hierarchy- some rigid authoritative cultures where women and children not treated with respect, teachers viewed as authority figures, and active and dynamic communication between teachers and students not expected or encouraged

Implications for Classroom Teachers

Create meaningful learning contexts for ELLs by noticing how ELLs respond to instruction and assessment and making connections to cultural values, experiences, and prior knowledge.

Cultural differences affect students’ understanding of content, interactions with teachers and other students, and behavior in learning situation.

Teachers must know about different cultures and language uses. We must understand that differences in communication and thinking styles do not indicate deficiency in ability.

Cultural awareness helps us understand and appreciate the range of values, learning styles, and possibilities for students in our the classrooms.

Using cultural diversity as a resource for classroom learning benefits all students!

Connecting to life experiences of ELLs makes learning more real and meaningful and offers other students opportunities to learn about different cultural perspectives.

Today's ELLs and Challenges They May Face

Understanding Today’s English Language Learners

Who Are America’s English Language Learners?

They are the fastest-growing population group in schools

1 in 5 children under 8 is the child of an immigrant

“diversity” is not just race and ethnicity. There also cultural and socioeconomic factors.

55% of English language learners are native born. 45% were born in other countries.

Challenges Faced by English Language Learners

Many live in high poverty areas and segregated neighborhoods with inadequate employment opportunities, inadequate health and social services, and crime.

They often attend schools with high numbers of poor students, underfunded, poorly maintained, and underqualified staff.

Their education is often focused on basic skills with limited technology usage and no early childhood development or preschool leading to increased failure rate.

Ells face discrimination due to prejudices in society and school staff members toward immigrants, ethnic minorities, and poor people.

Cultural Sensitvity - Something We Can All Feel Good About

Ask questions, listen, learn... don't be like these guys!

powerpoint explaining TESOL learner and teacher goals and standards

Technology Standards Tesol09 from healeyd

Colombia Video

Technology and English language learners

I am fascinated with teaching English language learners. I believe that educating these students challenges teachers to innovate, provide the utmost in differentiation, be advocates, raise student achievement in a “gap population,” and recognize and encourage the strengths of multi-linguals in our increasingly globalized reality. The following cartoon is a pretty good illustration of how impressed I am with the grace with which my students are overcoming the challenges of learning academic content in a foreign language:

© 1982 NEA, Inc.

This Frank and Ernest cartoon is reportedly the origin of the now-famous statement often wrongly attributed to Ginger herself, that she did everything Fred Astaire did, only backwards and in high heels. Former Governor of Texas, Ann Richards, is also often wrongly credited for this quote, because she used it in her keynote address to the Democratic National Convention in 1988.

The numbers of non-native English speakers in this country are on the rise. This has caused a drastic change to the demographics of American schools. Waters notes that, “Between 1989-1990 and 2004-2005, enrollment of ELL students in U.S. schools increased 150 percent, from roughly two million to well over five million.” It seems I find myself investigating a growth industry.

How can teachers use technology to enhance understanding and vocabulary building in ELLs?

I have used Rosetta Stone and other language and literacy development software personally and with my students. The findings of Renee Ybarra and Tim Green of California State University support my experiences with their research based conclusion:

“Computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aide in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a tool--they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills.”

Based on my research, there is strong evidence to believe that technological tools can greatly enhance the learning of ELLs. Technology can allow students to work at individual paces without fear of what other students or even their teachers may say or think about their responses. Students who are uncomfortable with the language can avoid frustration and enjoy more success when allowed to practice in a way that is private and personalized. Technology can be used to help provide such an environment. Instead of a feeling of differentness and struggle, students’ improvements are quickly recognized and rewarded in a tangible way. By using computer programs a student can receive immediate and specific individualized feedback far more efficiently than a teacher can provide it for an entire class. “Computers can incorporate various learning strategies as well as accommodate a variety of learning styles.” (Ybarra and Green 2003) Students’ interactions with technology in a specialized text-rich framework lead to improved language understanding and acquisition.

A study of ELL children using computer books in groups found that students used, “various modes of language functions to accomplish their reading,” and later used language to communicate with their group members by making commands, sharing opinions, asking questions, and giving responses. “Initially, there was a lot of computer related talk, but as students became more familiar with the format of the stories and software, their talk became story related.” (Liaw as referenced by Ybarra and Green) Students moved from familiar technology talk to social interaction and literary analysis.

Students interact with technology on a daily basis and are usually comfortable using it. It is also a great way to promote participation and student engagement. Roman found that using email and other web based communication formats students could have interactions with peers while practicing English. “Language is a living thing, so the best way to learn a language is in interactive, authentic, environments.” He further states that, “Problem solving is the focus,” when students use the internet and software to “observe, think, question, organize, and test their ideas.”

Increasing numbers of ELLs and increased access to technologies at schools will certainly affect the future of teaching. I will continue to delve into research on this important topic and develop an actionable plan for use in my own classroom.

References

Ybarra, R. & Green, T. (March 2003) Using technology to help ESL/EFL students                      develop language skills. The Internet TESL Journal, volume IX. Retrieved from http://iteslj.org/Articles/Ybarra-Technology.html

Ginger Rogers at Reel Classics: Article 2: Backwards and in High Heels. (n.d.). Reel Classics: Elizabeth's Classic Movie Homepage. Retrieved April 18, 2012, from http://www.reelclassics.com/Actresses/Ginger/ginger-article2.htm

Journals - Teaching Tips - TESL China / China ESL Board Teaching English as a Second language in China,free esl materials,Chinese Schools,Chinese Hotel,China Job - Powered by TESL China. (n.d.). TESL China / China ESL Board Teaching English as a Second language in China,free esl materials,Chinese Schools,Chinese Hotel,China Job - Powered by TESL China. Retrieved April 18, 2012, from http://www.tesl.com.cn/dz/bbs/redirect.php?tid=8828&goto=lastpost

LEP Census Statistics. (n.d.). Empire Justice Center. Retrieved April 6, 2012, from http://onlineresources.wnylc.net/pb/orc

Waters, J. (n.d.). ESL Technologies : The Universal Language -- THE Journal. THE Journal: Technological Horizons in Education -- THE Journal. Retrieved April 18, 2012, from http://thejournal.com/Articles/2007/01/01/ESL-Technologies--The-Universal-Language.aspx?sc_lang=en&Page=6

 

 

 

 

 

 

Greek Festival 9/14-9/16

Check out the Greek Festival this weekend 9/14-9/16 in Lexington, KY. Go to the website below for more information!

http://www.lexingtongreekfestival.com/

Festival Latino 9/14-9/16

HOME VENDORS INFO SPONSORS COUNTRIES PHOTOS CONTACT US

Designed by Juan Jose Galicia Festival Latino Offcial Site- All Rights Reserved - LEX, 2012 Powered by Spartco.net

Moon Festival 9/15

Moon Festival Celebration - Sep 15, 2012
This year's moon festival will be held on Saturday 09/15/2012 from 4:00 pm to 8:00 pm at Moondance Amphitheater in the Beaumont Centre Circle, Lexington

• 2:00 pm - 4:00 pm Free access to Beaumont Center Family YMCA facilities and lantern making activities
• 4:00 pm - 8:00 pm Plan to enjoy wonderful performance and tasty moon-cakes under the moon with family and friends

http://www.kycaa.org/Activities/2012_moon_festival_A2.pdf

"Won't Back Down" and Parent Trigger Laws

I'm intrigued by this new film coming out in theaters 9/28.

In Reality and Film, a Battle for Schools

By MICHAEL CIEPLY

Published: February 20, 2012

LOS ANGELES — On Tuesday officials in Adelanto, a California desert town, are set to consider whether parents there can be the first to take over a failing public school under a new state law that is being closely watched around the country.

Enlarge This Image

Kerry Hayes/20th Century Fox

Viola Davis, left, and Maggie Gyllenhaal in “Won't Back Down,” about school reform.

The Hollywood version? It’s already a done deal.

In a rare mix of hot policy debate and old-fashioned screen drama, 20th Century Fox is preparing a September release for “Won’t Back Down.” The film heads smack into the controversies around so-called parent trigger laws that in California and a handful of other states allow parents to dump bad teachers and overrule administrators in bottom-ranked schools.

Viola Davis, an Oscar nominee as best actress for “The Help,” plays a teacher who risks career and friendships to join the revolt. Maggie Gyllenhaal is the single mother who sells cars, tends bar and rouses parents to take charge of their grade school.

Holly Hunter, the union rep, loves her teachers and so she fights the takeover with a ploy you might expect from a corporate villain.

“When did Norma Rae get to be the bad guy?” Ms. Hunter mutters. Her role recalls the title character in the pro-union film “Norma Rae,” as she navigates the ferocious politics of education reform’s nuclear option, the trigger laws.

These measures have backers on both ends of the political spectrum and on both economic extremes: from Bill Gates, whose charitable foundation supports the takeover movement, to the poor or working-class parents of Adelanto. But they have also pushed unions and school administrators into an unwelcome role as opponents of change.

Now the trigger laws have connected with a movie culture whose new preoccupation with timeliness lends urgency and risk to reality-inspired dramas that in the past were usually set safely in the past.

“Won’t Back Down” describes itself as being “inspired by actual events.” But it portrays a fiercely contested school takeover — set in Pittsburgh, though Pennsylvania does not have a trigger law — before any has occurred in real life.

Texas, Ohio and Connecticut are among states that now permit a trigger process. But a take-over in Adelanto would be the country’s first, according to Ben Austin, the executive director of Parent Revolution, which promotes the tactic with backing from the Bill & Melinda Gates Foundation.

“I thought it was a prank,” Mr. Austin said of his surprise at a call in which he learned that Walden Media, backed by the conservative-leaning billionaire Philip Anschutz, was shooting a drama in which teachers and parents aim to take charge.

For Walden, the film is a second shot at an education-reform movie. With Mr. Gates and the progressive-minded Participant Media, Walden was among the financial backers of the documentary “Waiting for ‘Superman.’ ”

That film, released in 2010, advocated, as potential solutions to an education crisis, charter schools, teacher testing and an end to tenure. But it took in only about $6.4 million at the box office and received no Oscar nominations after union officials and others strongly attacked it.

“We realized the inherent limitations of the documentary format,” said Michael Bostick, chief executive of Walden. Now, he said, the idea is to reach a larger audience through the power of actors playing complicated characters who struggle with issues that happen to be, in his phrase, “ripped from the headlines.”

“Detachment,” by Tony Kaye, another film set in troubled schools, is set to open in New York and Los Angeles next month.

Daniel Barnz, the director and a writer of “Won’t Back Down,” said he had wanted to recreate the thrill of past action-inspiring social dramas without being snared in partisan debate. Working from an earlier script by Brin Hill, he introduced the parent-trigger mechanism as a plot device but insisted that the character played by Ms. Davis be a teacher, thus bringing teachers into the reform process.

“I am extremely pro-union,” Mr. Barnz said. In the movie’s fictionalized law for Pennsylvania (which, because it was shot there, helped subsidize the film’s $20 million budget with a tax credit), a school takeover could occur only if a majority of both parents and teachers were to demand it, rather than parents alone, as in California.

Wythe Keever, a spokesman for the Pennsylvania State Education Association, a teacher’s union, said his organization, though wary of existing trigger laws, would look more kindly on a system that included teacher input. But he cautioned against another premise of “Won’t Back Down”: that union contracts have sometimes impeded reform.

“Collective bargaining is not the problem,” Mr. Keever said in an interview on Friday. “It produces protections not only for the teachers, but for the students.”

Mark Johnson, who produced “Won’t Back Down,” said the film’s humanity might outshine its politics. “With issues movies, some of those you remember best you remember for the people, not the issues,” he offered.

For Ms. Davis, certainly, the appeal is personal. In what she called her first real leading role — in “The Help,” she fronted an ensemble — Ms. Davis described her character as wrestling personal demons while fighting for something that does not involve race. “I’ve never had that,” she said.

As for education, she added, experience persuades her of the need for teachers and mentors who can operate outside the system. “I’m sorry, I just know if you don’t have a strong advocate for a child, they’re not going to make it,” she said in an interview.

Ms. Gyllenhaal framed her character, a frustrated parent, as “someone who doesn’t think of herself as an activist at all,” but “gets radicalized by the situation she’s in.” She is much like Meryl Streep in the activist thriller “Silkwood,” Ms. Gyllenhaal noted, or the flawed, sexy legal crusader played by Julia Roberts in “Erin Brockovich.”

Events in that film occurred in Hinkley, Calif., which, coincidentally, is near Adelanto, the town where a trigger petition will be reviewed on Tuesday at a school board meeting that could match a big moment in “Won’t Back Down.”

“Next Tuesday night’s board meeting will see a show of force” by both parents in favor of the takeover and the California Teachers Association, whose Adelanto chapter has helped those opposing it, said an internal memo circulated among Parent Revolution executives last week. The memo predicted confrontations between supporters and opponents and said that “a range of provocative techniques” would frame the session.

If teachers were included in a trigger attempt — as happens in “Won’t Back Down” — the California Teachers Association, which has avoided taking a formal position, would look more favorably on the action, suggested Frank Wells, a union spokesman.

Still, he voiced surprise that the parent trigger laws should become a subject for Hollywood at all. “I can’t wait for ‘Vouchers 3-D: The Movie,’ ” he said.

Retrieved from       http://www.nytimes.com/2012/02/21/movies/viola-davis-and-maggie-gyllenhaal-in-parent-trigger-film.html?_r=0

Kentucky Department of Education School Report Cards

Want to see how your school measures up? The following is a link to testing data and information on Kentucky schools.

https://applications.education.ky.gov/schoolreportcardarchive/default.aspx

Using Technology in the ESL Classroom - even if you are teaching in a hill tribe or yak tent!

Using Technology in the ESL Classroom - even if you are teaching in a hill tribe or yak tent!

Engage them or enrage them is a quote from Mark Presnsky who believes that using technology in today's primary classrooms is essential in order to engage and motivate your pupils.
This article contains some fantastic ideas about using the internet and technology in class and for homework. I learned these ideas at a big TEFL conference where I was also speaking. The lecture was called something like: Technology and the 21st century ESL classroom. The speaker was from IATEFL Hungary.
To carry out these ideas you need to be very well equipped with computers at school and possibly at home, and children need digital cameras. However take heart, because if your school is not kitted out like the Star Trek Enterprise you can stay abreast of developments nonetheless!
If you look at the activities that I will describe, you'll see they are about human beings communicating with each other, and we've been doing that for a long, long time, and you don't need a computer to do it!
The use of websites and digital cameras is just the PACKAGING for the activity so that your pupils will think it is cool. You can use all these ideas just as well by adapting them.
So here is the latest ESL BUZZ:

The buzz in teaching today is all about the "21st century" classroom and integrating technology and producing students who are ready to go into the work place. In order to close the gap between what employers are looking for and what is being taught in school teachers, in addition to English, should teach:

• Professionalism
• Work ethic
• Critical thinking
• Team work
• Technology
• Leadership
• Creativity
• Cross-cultural understanding
• Self-direction.

You are probably thinking; "oh boy and I was having trouble with the present tense."

So here are some of the ways to integrate technology into your classroom, which also allow for the development of other attributes on the above list:

1. Making a class blog.

1. Set up a social network for the classroom.
2. Only the administrator can invite new members so that ensures that only your class is on the network.
3. The administrator can control content to ensure the site stays clean and on purpose.
4. There is a forum section where class members can post topic and comment on things - all in English of course.
5. You may post homework up there so if someone misses class they can log on from home.
6. Post class projects, stories, upload photos, videos, put birthdays up there and create a class blog.

It's straight forward to sign up and you may well be able to get help from your pupils setting this up - someone in your class might love to have that job.

One place where you may do all of the above is www.ning.com

2. Use a quiz site to make quizzes and play online word games and multiple choice. There are excellent vocabulary games on there and the children may work at their own pace. One such site is www.quizlet.com - a search on the net will yield others.

3. Something we all love - Movies!

Find a site where children can make short video clips by uploading three pictures and choosing the music. These sequences can be about anything, such as my favorite movie, family life, my ideal holiday, my best friend, my favorite band, or whatever topic engages your pupils. If you don't know then ask them!

Such a site as this is: www.animoto.com but you have to pay for thatsite now.

These clips can be uploaded onto the class blog or social network and shared. You may set homework asking the children to decide which movie gets the oscar and why and so on. Let the children make up bizarre stories based on the clips. The kids may comment on the videos in the forum.

4. Set imaginative homework such as making a short film.

The example shown at the conference by IATEFL Hungary was a truly funny and inspiring video that had been made by a group of four children aged about ten as a project to explain hand symbols. They had picked hand symbols used for scuba divers. One filmed, one narrated and two acted out the symbols, fully equipped with diving masks, snorkels and standing behind an aquarium one of them had in their home!

Now that film clearly let the children use their creativity, work together as a team, learn something new and work independently of the teacher. What an ideal way to engage your class.

5. Use a "Wiki".

A wiki is an interactive space for you and your pupils where people can sign in, edit, add text and links and save their contribution. The wiki space is refreshed each time someone edits it so it is constantly changing. It's not like a blog which gets longer and longer, instead you only keep the latest update to your group project.

Ideas for projects could be things like: making a list of what you need to take on a group holiday, who will bring what and then deciding where to go. Discussing and deciding which film the class would choose to go to from a list of three, with links to the trailers. Books: kids with a favourite book or comic do a review of them with a view to convincing the rest of the class to read it too. Put up several reviews and vote on the best. Then see how many of the class actually read it! Grammar work could go up there and the pupils could mark it. www.wikispaces.com are offering a free K-12 and adult educational space at the moment if the space is public (i.e. anyone could view it), you pay for private.

6. And now my ideas on how you can do all of the above from your yak tent or hill tribe village!
I fully realise that many teachers are in remote areas and do not have access to cameras, the internet and so on. So of course you cannot implement these ideas in this way, but you can adapt them. Never fear, we can actually survive and be creative without internet and without techie gadgets! And, (gasp of amazement), many of us made it through school without a mobile phone.

• Make a big notice board instead of the blog. Kids stick up their comments and pictures on pieces of paper.
• Use the animoto.com idea using three pictures that the children draw or cut out from old magazines or TV magazines.
• Tell the children to prepare short plays to perform in front of the class instead of filming them and showing the class on a screen.

For those of you in countries where you do have access to the web then go ahead and give these ideas a go. For those of you in tepees, take the spirit of these ideas and apply them creatively.
The true value in these ideas is that they lead pupils to be creative, to work in a team, to be responsible for their own learning, to work independently from the teacher, to express themselves and to feel part of the learning process by actively participating in it.
All the best
Shelley

ABOUT THE AUTHOR:Shelley Vernon has helped 1000s of teachers be an inspiration to their pupils and achieve results 2x as fast. Teaching ESL creatively! Free classroom games and tips here:ESL Primary Creative Games
Retrieved from http://www.teachingenglishgames.com/Articles/Technology_ESL_Classroom.htm

Introduction

Man's mind, once stretched by a new idea, never regains its original dimensions.

~Oliver Wendell Holmes


After six years of teaching students with varied backgrounds, needs, and interests I believe the most important thing I have learned is to keep my ears, eyes, mind, and heart open. That and the fact that it's not really all about me. The success of a facilitator of learning is whether or not students learn and are successful now and in the future in our increasingly globalized and multilingual society. A great lesson on paper is a failure if it does not deliver the intended information to the audience. In short, teachers are in the customer service business, and we have a responsibility to package and market knowledge in ways that work for our students.

It really is a pretty exciting and humbling gig.

My hope is for this blog to serve as a resource to teachers of ELLs and others who strive to be knowledgeable and sensitive to the unique individuals in their classrooms.