My reading class usually consists of a large percentage of ELLs who I can safely assume often lack much reading at home and perhaps few English-speaking role models. I will consciously enter into next school year with a renewed comittment to my guided reading groups to follow a modified version of Marie Clay's Reading Recovery class with more frequent of running records, familiar readings, working with letters, writing and reading new, appropriate-leveled book. The best way of meeting this challenge is being more self-disciplined and adhering to that timer when it goes off to switching groups, regardless of where I am in the lesson.
As stated by the Reading Recovery Council of North America
"There are two positive outcomes for students:
- Since 1984 when Reading Recovery began in the United States, approximately 75% of students who complete the full 12- to 20-week intervention can meet grade-level expectations in reading and writing. Follow-up studies indicate that most Reading Recovery students also do well on standardized tests and maintain their gains in later years.
- The few students who are still having difficulty after a complete intervention are commended for further evaluation. Recommendations may be made for future support (e.g., classroom support, Title I, LD referral). This category represents a positive, supportive action on behalf of the child and the school. Diagnostic information from Reading Recovery is available to inform decisions about future actions."
While I was reading our post, I was amazed to see how much we are alike. I too, teach many ELL students. In one of my Reading classes, I have more ELL students than I do students who speak fluent English. I also find it hard to meet with all of my groups. I noticed that making sure you have flexible groupings help to make sure you see all the students. Sometimes I’ll meet with two groups at once. It helps that I have small reading groups and some groups are reading the same text as other groups. I often ask our Staff Development teacher to come in and help me with Reading groups. This way I am able to make sure I can keep my groups small, but also meet the needs of all my students. I also have a paraeducator in my room when doing literature circles to make sure everyone is able to communicate with an adult about their text. While we don’t have a Reading Recovery program at our school, I make sure that I complete running records on my students four times a year, one for every quarter. With my lower students, I try and do more than that. It’s hard. It is really hard to make sure you teach new lessons, make sure everyone understands, try and keep up with all the testing, and meet with groups. Don’t forget to ask for help because there are others in your school that probably don’t work with kids as much as we do, but would love to come in and help!
ReplyDeleteTina and Melissa,
ReplyDeleteI found your post very intriguing. I believe that programs such as Reading Recovery do assist students. Unfortunately with the current budget cutbacks and loss of teaching positions, it seems unlikely that many schools would be able to afford such a program. Additionally, trying to create the time to have a one-on-one lesson seems difficult. Most schools have large class sizes, making it almost impossible to create one-on-one opportunities.
Despite the budget difficulties many schools are facing, educators must find a way to help students become literate. Melissa makes a good point, teachers must constantly and consistently assess students to determine their current levels and create lessons that will assist them getting to the next stage of literacy. In addition to running records teachers should conduct informal reading inventories. Emergent literacy students may require a lot of support, so teachers should attempt to create small group setting (i.e. guided reading groups) and encouraging independent reading, regardless of the level.
At the end of the day, teachers must help every student gain the necessary skills to read and write. When faced with struggling learners or ELL students, teachers must be able to draw from their skill set and create appropriate lessons. One good method is to provide concrete examples of words and practice culturally sensitive teaching.