My phonics teaches the relationship between sounds and

  My
current educational philosophy of teaching reading to English Language Learners
is through the best practices of reading instruction. The components include
phonemic awareness, phonics, vocabulary, fluency, and comprehension. First, I
believe English Language Learners of all ages need to understand that speaking
is articulating sounds. Phonemic awareness assists students to distinguish the
sounds that letters make alone and together when creating words. Second,
phonics teaches the relationship between sounds and letters. Once students
recognize and master how sounds correspond to letters and letter patterns, they
begin to read fluently. Explicit phonics instruction is the most effective way
for teaching students to read. Students start with learning letters (graphemes)
and their associated sounds (phonemes), then they learn blends, and finally
they learn how to build the sounds into a complete word. This type of
instruction provides students with strategies that can be applied again and
again to decipher and read new words. A strategy I use in my classroom for
students to understand decoding patterns and the functions of print to speech
is dictation. First, I teach a letter pattern sound. Then the students read
words with this letter pattern sound from my Smartboard. Lastly, I read several
words and a sentence, and the students record, spell, and read them back to me.
Third, in this step, teachers must develop student’s oral vocabulary to the
point of basic communication. I usually start with Good Morning; can I go to
the bathroom? and I feel sick. I usually assess their vocabulary knowledge and
move their word knowledge to the next level in preparation to read more
difficult text. I accomplish this objective by scaffolding through prereading
activities, repeated reading of simple texts, and listening to simple stories
online. I also have my students highlight the vocabulary and story structure of
simple stories that we read in class. Students reconstruct the stories in
bookmaking activities to use to read and reread for oral and sight vocabulary
development. Fourth, fluency is the ability to read with speed, accuracy, and
proper expression which provides the reader more time to correctly comprehend
the text. I model reading fluency through read aloud, and repeated readings of
text to demonstrate the proper and meaningful way of phrasing. Lastly, reading
comprehension is the strategies students apply to the text to make meaning by comparing
the text to their background knowledge and prior experiences. Therefore, text should
be materials that present diverse cultures in a meaningful and authentic
manner. The children should be familiar with the subject material presented in
the books, and as much as possible, contextual clues should be included in the
text (Ruddell, 2005). In addition, I model comprehension strategies for my
students to understand the text being read. I encourage my students to interact
and talk about text to develop literacy skills.

My current writing instruction philosophy is to blend reading and
writing during our reading of texts. I have my students write about the genre, story
elements, strategies and skills in our reading notebook. Furthermore, I use the
Writer’s Workshop approach to develop narratives, expository, persuasive and
descriptive compositions with my students. The first step is a whole group
lesson on a specific skill (similes) or model a type of writing which usually
last five to ten minutes. I normally discuss with my students several topics of
their choice to write. The second step is the pre-writing where students
brainstorm ideas and pick a topic with native English-speaking students. My students
write ideas or create word banks to use in their composition. Sometimes, I have
students illustrate the ideas to be written. The third step is drafting. The
students write their ideas on paper without worrying about their spelling or
grammatical errors. Sometimes, I provide my students with sentence or story
frames to write their compositions depending on their language proficiency. The
fourth step is revising and editing with their peers and me. I focus on one or
two skills like word usage and clarification of ideas, punctuation, spelling
and capitalization. In this step a provide my students with a self-assessment
checklist to help them monitor their own writing. Lastly, my students publish
their writing by typing their compositions on the computer. We
began to promote language learning for ELLs through meaningful speaking,
reading and writing before they developed a certain level of oral English
language proficiency. (p.10) Students were given opportunities to write daily
in all classes. The ELLs there were allowed to compose in their first language
and switch between languages to express themselves.

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