EDUC X 426.1 Discussions
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School
Boise State University *
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Course
402
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by PrivatePuppy786
Week 1
Hayley’s Introduction
Hello Everyone,
My name is Hayley, and I am a second grade teacher. This year is only my second year teaching.
I have pretty much always known that I wanted to be a teacher. I looked up so much to my mom who I’m sure you can guess is also a teacher!
I really enjoyed getting to go into my mom’s class and helping her out. I attended school at Boise State University and graduated with my Bachelor’s degree in Elementary Education.
Currently I work at a Title 1 school with quite a high population of English language learners. About a third of both my classes (this and last year) were English language learners.
I have been making sure to differentiate my lessons and include a variety of small group settings to ensure all students are able to access the content I am teaching.
I am taking this course along with a few others through UCLA Extension to get my CLAD certification.
I am also working towards earning my clear California Credential.
I was lucky to attend and finish college prior to the pandemic starting, so I had all of my courses in person.
Although I have done several online trainings and Zoom meetings, I believe these courses are my first official online courses I have taken.
Lastly, due to still being fairly young, I am making sure I get a good footing into my career.
I’m not quite ready yet for my own marriage and kids, but I do have a wonderful boyfriend of 3 years. We just enjoyed a night out seeing
my favorite band! Fun fact though: I have known my boyfriend since we were
in fourth(ish) grade and have gone to elementary, middle, and high school with him. We were even in the same 5th grade class, and I’m sure we had a few others throughout middle and high school together. Anyways, I will wrap up now. Looking forward to reading about and getting to know Dr. Ingman and my fellow classmates!
Hello Kelleigh,
It was very interesting to read about your background and find quite a few commonalities. We are both quite new to teaching. I am also hoping to use the information I learn in these next few CLAD courses to inform my teaching. Wishing you plenty of luck and success over the course of this school year and your career. Also, enjoy celebrating your birthday once this course wraps up! :)
Sincerely,
Hayley
Week 2
Working with elementary-aged children, there is a high chance of saying some phrase and totally having it be misunderstood.
Not only do I teach second grade, but one-third of my students are English language learners.
During transitions in my class, I try my best to keep the mood light to keep students engaged.
I may say phrases like "lets rock and roll" or "hop to it" to
start students on their work.
At first, most students are confused.
Some realize much more quickly that I do not actually mean we are becoming rock stars and performing.
Although, some students are much more literal.
They do not realize it’s just a phrase.
I have caught myself having to explain the meanings of many colloquial phrases I find myself saying.
As did many of us,
I grew up hearing these phrases often just by hearing family conversations and reading many books.
I do not plan on stopping using this type of language anytime soon.
I think if students are learning English, it is important for them to learn how to speak educationally and casually!
In order to do this, we need to make sure we are providing the context and practice to ensure understanding.
These students are speaking with their families and friends much of the time.
Why not enjoy the ride and crack a laugh every now and then?! Hello Leah,
What an interesting story of how even a native English-speaking adult can be
totally confused by uncommon uses of words. I most definitely would have been confused had I been in your situation. With the knowledge we have of this concept, we need to realize that when speaking to nonnative speakers that meanings of certain words and word combinations do not translate in ways we know best. In situations and places where we are not familiar (even
places where the local language is English), we need to remember that people have different ways of speaking. The most important thing we can do
is make sure we understand the different meanings of these words and phrases as we learn them.
-Hayley
Week 3
Good evening,
Cognitively undemanding activities:
-Talking with family/friends
-Playing on the playground
-Playing a sport
-Doing an art project
-Listening to music
-Answering yes/no questions
Cognitively demanding activities
-Solving a math equation
-Writing an essay
-Reading a chapter book
-Taking a test
-Doing a science experiment
-Explaining an abstract concept
How to adjust lessons to be context-embedded/cognitively demanding:
A good example in my class of how to make a math lesson more context-
embedded would be allowing students to draw a picture or use math manipulatives when solving equations. The math program we are using is a CGI program. The math problems/concepts are given to students with many word problems (rather than giving the algorithms to solve.). In order to best solve these problems, I have students underline key words and numbers, have them draw pictures, use math graphs, and manipulatives to better get that understanding of the concepts being taught. Using the manipulatives and graphs/pictures helps make the lesson more accessible to students.
Hello Dana,
First, I want to say that providing students real-life experiences is a great way to help them. It shows them that concepts we are teaching have some impact on their lives outside of school. Also, I love the example of the word web to help understand the vocabulary in Charlotte's Web. What a clever and creative way to help students learn the definitions of those new words!
Week 4
When it comes to learning a first language, we start off learning right away. When we were born and were babies, for the most part, parents speak to their babies and have conversations with others around their babies. As babies, we do not even realize we're learning it. Babies pick up on simple words and phrases and begin babbling and repeating those phrases. Eventually it develops into full sentences and conversations. It's not until students begin their schooling career that they learn the mechanics of sounds, spellings, writing, grammar, etc. in their native language.
Learning a second language typically happens after being at least verbally fluent in the native language. Many children learn a second language at the
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same time or just after learning their native language. It is easier for children to pick up a second language, as they are likely hearing that second language daily. For teens and adults, it is much more difficult to learn and become fluent in a second language. Even though we can learn how to read and write in the second language fairly quickly, spoken language does not come as easily. Memorizing word translations and pronunciations that vary from the primary language take time and practice to become proficient.
As a high school student, my high school required at least two years of a second language, either Spanish or French. I was able to pick up on the grammar and mechanics of the language fairly easily, being competent and reading and writing. Memorizing the word translations and speaking the language proved more difficult. Unfortunately, I really only learned that language in the class. I did not take my knowledge outside of the class to help me become more proficient.
Hello Jennifer,
I definitely agree with what you said about how babies first start of by learning language passively and learning how to speak it verbally. As students go through school, they learn the mechanics of their language and learn how to use it intentionally. Past being a young child, it is difficult learning a second language.
It is so cool that you are learning conversational Indonesian. You are so right
in being able to use prior knowledge to make connections and help you learn
the words of a new language. I have always tried to find ways to connect a second language to English in order to learn the new language. Love the ghost/hauntu connection! So funny that its Halloween!
Week 5
As a teacher of a high population Hispanic students, with nearly half of the students being English language learners, I have noticed that the distinction between students making mistakes versus errors is useful in understanding their levels and abilities.
My students who have a firmer understanding of the concepts I am teaching may make a few mistakes here and there while practicing these concepts.
Students who are at the approaching level and only have limited understanding of concepts tend to make errors while practicing these concepts.
Mistakes are typically smaller-scale and can be corrected easily as students continue to practice.
For example, when learning the hard “c” and soft “c” spelling pattern, I had a student who made
a mistake on her sentence practice.
She misspelled the word “center” as “senter,” mistaking the soft c to be an s.
All the rest of the words were correct, and typically this student does well in writing sentences.
On the other hand, errors may be made many, many times.
For these students learning English, it may prove much more difficult to correct these errors
even with practice.
An example of an error made by a student during writing
is when spelling the word center, they would spell it phonetically: “sntr.”
This error will take much practice of spelling concepts to overcome.
Hello Filomena,
When it comes to mistakes and errors, our students make plenty of them as they are learning and practicing concepts. I very much am with you when you say that mistakes happen when students know certain spelling and grammatical rules but do not apply them consistently. With these students, you can remind them to practice, and within a short time, they will overcome
the mistakes they're making. Students making errors such as subject/verb agreement most likely have not learned that concept or do not understand the difference between the different tenses. The rules may seem overwhelming and will take a lot of practice and application to learn.
Week 6
Microskill Goals and Standards
•
Discriminate between the distinctive sounds of English.
•
Recognize grammatical word classes (e.g., nouns and verbs), systems (e.g., tense, agreement, and pluralization), patterns, rules, and elliptical forms.
ELA Standards: •
RF.2.3d Decode words with common prefixes and suffixes.
•
L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
•
L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.
ELD Standards:
•
Part II: Learning About How English Works: 4. Using nouns and noun phrases
Materials
•
CKLA Skills workbook
•
Vowel Code flipbook
•
Spelling Cards for /ue/ > “u,” “ue,” “u_e”
Hello Dana,
I enjoyed reading your lesson. I like how you incorporated scaffolding strategies like allowing your students to write in their native language prior to translating it into English. I think that is helpful for ELL students who may struggle to write in English to be able to first write in language they know better. What a great lesson sequence leading up to a fun final project!
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