Chapter 6 - Reading Instruction

In the last two years, I have had seven ESL students.  All but two of them spoke and understood English fairly well.  According to the text, the primary learning disability for CLDE learners is reading.  Since my 4K students have not yet learned to read, it is impossible to know if this particular disability is present.  One area that I feel I do well in is developing positive relationships with the child and their family.  Even if the parents do not speak and understand English, there are ways to show you care.  Smiling means the same thing in all languages.

Since, phonics and phonemic awareness are a big part of the 4K curriculum, I need to pay closer attention to the different sounds made by vowels in different languages.  Also I need to be more conscious of my use of figurative language, such as similes, metaphors and idioms.  Double meanings for words is also confusing to many students (both English speakers and ELLs).  I am also guilty of only discussing customs or traditions of various cultures during holidays or special events.

My desire is to move to a higher grade level in the near future.  In the event that I do transfer to another grade level and teach reading, I plan to try several of the reading programs listed in the text.  I am particularly interested in Modified Guided Reading.  It looks similar to the "Cunningham" method used by the K5 teachers at my school.  I like to idea of introducing the text through picture walks, making predictions, and making connections to the students' personal lives.  I will also consult "veteran" teachers and current research to implement the best reading strategies for all students.