Chapter 7

Chapter 7 focuses on reading instruction and English development. According to our text, “Word knowledge is the chief hurdle faced by English learners, because reading a word successfully depends on knowing the word in the first place” (Diaz-Rico, pg. 174). Extensive vocabulary development must take place for English language learner’s success in reading and comprehension. Judy Haynes wrote, “Don’t overwhelm students with too many words or concepts. Pick what is absolutely essential in each chapter. Pronounce each word for students, and have them repeat after you. Introduce the vocabulary in a familiar and meaningful context and then again in a content-specific setting (http://www.everythingesl.net/inservices/vocabulary_instructi_language__80932.php).  Learning phonemic awareness and sight words are essential to reading.  Becoming more fluent, increasing speed, and reading in a clear natural voice are also of great importance, however all of this means nothing if the student does not understand what he or she is reading.  We have a program in our classroom that has been very helpful in giving English language learners a head start in English vocabulary development called English in a flash.  When using this program, the student is shown many pictures and shown words or phrases in English that also represent the picture.  They also hear how the word is used and how and pronounced as they are listening to their program with headphones.  This program does just what Judy Haynes wrote about, it does not overwhelm students but gives them essential vocabulary and background in English to be able to make connections to prior knowledge in reading.  Teachers should also work extensively in vocabulary development when teaching new concepts.  We need not overwhelm students but pick the words that will drive comprehension in the passage we will be looking at as a class.  When we do too much vocabulary development, English language learners will often check out.  Visuals and other manipulatives will also be great to drive home comprehension of new vocabulary.  When presented in the context of the learner, vocabulary becomes more clear within the context of what is read.  With pronunciation work students will learn better phonics while also developing sight words.  Reading is also a great way to develop speaking and writing skills.  When English learners become better readers with good understanding of what they read, it is natural for their speaking and writing skills to also improve.

Alyssa Barnard focused on a more interactive approach in literacy development.  This is so important in giving students reading tasks where they can read, discuss, collaborate with a group, and write about what was read.  This multi-modal approach as Alyssa wrote builds a great sense of community in the classroom.  For English language learners it is essential that they feel like they belong to a community of learners.  If they feel as though they are outsiders, they often check out of the learning process.  Lindsay Hughes wrote some about interactive reading and interactive writing.  I agree with Lindsay that for early readers, repetition is excellent in giving them success in their early reading experiences.  Early success is crucial because if English learners do not become literate at the elementary level, most decide to drop out when reaching the secondary level.  Lindsay also wrote about interactive writing which is one of the best ways to build community in the classroom.  Instead of having cool posters on our walls, they should be filled with the work of our students.  Students take great pride in interactive writing that they accomplish with a group.  Often students will show their parent what they wrote as their writing is displayed on the wall.  When an English language learner can take a parent to something they wrote in interactive writing then they are locked into literacy learning.  They will become better speakers, writers and readers through the classroom that provides such a great sense of community.