Lauren Paz

2/2/11
ELD 307
McKool
Reading Log #2
Chen Chapter 1 and 2
Owocki & Goodman Chapter 5
Observations
• Chen: Balanced Literacy for English Language Learners, K-2
Chapter 1
• Children learn to communicate through sounds and gestures, they are not taught rules; they hear
how others speak and use what they hear to communicate.
• Children are exposed to diverse, rich and complex systems of language through interaction with
their family, community, environment etc.
• English language learners learn in the same way as children who are just beginning to use
language.
• The way in which english language learners are exposed to the english language reflects how they
speak, such as their accent and sentence structure.
• There are seven components to language structure:
• Phonology- the way we articulate a sound, such as a letter
• Orthography- connection between a sound and the written language (alphabet)
• Syntax- grammatical structure of the language
• Read-alouds, think-alouds, pair-shares etc are a great way to expose English learners to
English syntax so they are able to hear what sounds correct
• Semantics- study of words and their meaning, both denotations and connotations
• Morphology- study of word parts and their meaning
• Pragmatics- understanding how language is used in different ways
• Discourse- study of language beyond simple sentences
• Common underlying proficiencies between an english language learners primary language and
second language will help them to better learn the second language.
• Language rich classrooms are important because they provide a safe environment for the student
to take risks when speaking a new language.
• There are five different stages a child goes through when learning a second language. Each one is
of significant importance.
• It is important to provide the student with opportunities to listen to the english language and use it
orally as well.
Chapter 2
• It is essential for teachers to not only know about language development but to understand literacy
development in order to teacher English learners effectively.
• There are four main components that make up a child’s literacy development.
• Referred to as domains of literacy: listening, speaking, reading and writing.
• Although some students will enter school with the ability to do basic reading and writing it is
important to remember that not all students will be at that level.
• The teacher should be sure to determine the literacy development levels of all the students and to
plan instruction accordingly.
• Depending on the literacy level a student is at will determine the type of reading the student should
be exposed to, you don’t want to overwhelm them early on because it may provide them with a
negative experience toward reading.
• Owocki & Goodman: Kidwatching
Chapter 5
 • Kidwatchers value children’s talk because it gives them insight into their knowledge and thinking. It
allows them to see what their thought process is.
• Children learn language from one another, possibly more from other children then they do their
teachers.
• Allowing them to talk to one another gives them the opportunity to hear how other children talk and
they learn from that.
• It is important to ask students questions when they’re giving n explanation for something such as
how did you know that? Do you know why? This gives the student the opportunity to use language
in a way to express their knowledge of something.
• When Christian asks Max to explain what scriptwriting was p.50, she was able to provide him with
an opportunity to express his knowledge and talk. By reflecting on what he knows he is learning
simultaneously.
Wonderings
• What should I do if an English language learner does not appear to take chances in speaking the
new language?
• How can I encourage them without making them feel uncomfortable?
Connections
• During D.E.A.R time at the school last year, I was able to see the different reading levels that the
students are at. It was interesting how some were reading chapter books while others relied on
books that had more pictures in them.
• Last year the students were working on an assignment about the beginning, middle and end of
story. One person in the group was to be the designated writer. When that particular student didn’t
know how to spell a word she asked on of her peers in the group and together they spelled out the
word.