We all know what a mirror is. We all have them and we all need them. Collins dictionary defines a mirror as a flat piece of glass which reflects light so that when you look at it you can see YOURSELF reflected in it.
Sometimes we like what we see, sometimes we don't. Perhaps you remember the mantra of Snow White's evil stepmother:
Mirror, mirror, on the wall, who's the fairest of them all?
This evil queen had a mirror that will always reflect what she wanted to see...but on many occasions, it revealed things she didn't want to see so she'd do something about it.
We can apply this same concept to books.
Books as mirrors is not a new concept. The idea that a book reflects readers' identity and experiences was presented to us a few years ago. The problem I see is the lack of access to diverse books for students to actually see themselves reflected in books. This is worrisome because "when children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about who they are devalued in the society of which they are a part of." (Read more) This is how the danger of a single story begins!
Considering Our Classroom Library
So now that we know how detrimental it is for our students to not see themselves reflected in text, our job is to make it tangible. Stand in front of your classroom bookshelf and ask:
The true meeting takes place when the book opens, and a stranger reads about — and comprehends — a stranger.
The books you choose as a mentor text for your lessons are very important as well. I understand that we have a standard we need to cover. However, there are books out there available for us to not only teach the necessary content but also validate and represent students sitting in our classrooms who long to be seen and understand for who they are.
Here you have a few resources to help you find diverse books to use as mentor texts:
This is my sixth year in the classroom; Every year I try different methods to make sure I have diverse books available for my ESL students. It is my responsibility to empower them with the tools to know that they matter. Perhaps, they'll be inspired to be the author of their own personal story because now they know that they are worth being the main character in a story.
This is our ESL classroom library with diverse books. Every day my students take a book home...I tell them that they can borrow a book but they get to keep the ideas...but if they keep my book...
I rather lose a book than a reader ~ Donalyn Miller
If you have any resources or ideas you'd like to share with me, please let me know in the comments!
Thank you for reading!
Part IV: Implementing a Practical Approach to Instruction
I am not the teacher I was six years ago when I started my teaching profession. I am better. No, I'm not bragging! When I started teaching, I did the best I could with what I had learned. Not everything I did was good. Not everything I did helped my students...UNTIL...that is the key. As an educator, I do what I think is best for my students...UNTIL I know better. Learning and practicing what's best for my students IS what makes me a better teacher.
Over the years I have learned strategies and methods to better support, my students. I have built a professional learning network that is constantly providing ideas and fresh approaches to better serve my students. So because I know better, I DO better! By no means think that I have it all figured out...on the contrary...I continue learning so I can become the best I can be for my students.
When it comes to implementing practical and effective strategies to support language learners, you must know that what works for one student may not work for another. It is very important for you to know your student. Knowing their reading level is NOT enough. A level doesn't tell you about their personality. A level doesn't show you how they learn. In order to close any academic gap, there needs to be a specific target area to support. For our language learners...LANGUAGE is the target you need to focus on. If you are interested in how to support your language learners with language interventions, read this article by Kristina Robertson.
If you have students who are just beginning to acquire English, fear not. In Boosting Achievement we learn that newcomers can engage in certain tasks to be able to participate in the content provided in class. Your newcomers can:
If your student is a newcomer, the first thing you want to find out is the literacy level in native language because you'll use that to build second language acquisition. Read one of my recent post about a newcomer who grew almost two grade levels in reading just by allowing him to use their native language.
WIDA Consortium has this document that I know you'll find helpful. You'll gain tips about getting to know your newcomers and ways to support them not only in school but also in the community.
I also encourage you to read "28. Comprehensible Output: What Students Can Do" by Tan Huynh (@TanELLclassroom). Tan provides tip and strategies to deliver lessons in a way that your students comprehend it as well as support students with output process.
My Flipgrid response was based on Boosting Achievement's section on balanced literacy. I believe it is imperative to teach our students the structures of the English language. Language learners need explicit phonological awareness lessons. These lessons could be quick daily interventions where students learn vowel teams, consonant blends, dominant -r, etc. They need to understand the many combinations of alphabet letters to make words and how words make sentences.
One great website to find "research proven" interventions for these type of foundations is: Florida Center for Reading Research. Here you'll find student centered activities by grade level along with teacher resource guides to focus on language foundations.
If you're more like me and want to provide a hands-on activity to develop your students' language acquisition, I recommend the interventions below. The lessons are designed for pre-K students but work well for students who are just developing language.
Since word-work and learning about the language are only part of the balanced literacy approach, the rest of it needs to be compelling text. As learned in Part III, students need to be exposed to text that is compelling and engaging for them to acquire language. Text must be relevant and must reflect who your students are so they can make connections and be motivated to learn even more.
So to finish up I want to thank you for all you do for your students. I have no doubt in my mind that to this day you have done everything in your power to support your students. However, there is always room for more learning. As you learn new methods and strategies, you'll gain better ways to serve your students and be an even greater teacher!
"A recent immigrant can do quite a lot of writing the day they arrive in the country. They most engage in the production of English writing immediately and there are ways to support this, which benefit the entire class." ~ Boosting Achievement
Thank you for reading!
“...their hardships, like any challenges, bring perspective. Their personal stories may impact them with certain strength for learning as well.”
This quote is core of what I am about. A personal story, especially a story filled with struggles and hardships beyond our imagination, can be the foundation for our students’ success.
As educators, we must be open-minded about the possibilities for SIFE students and begin to see their culture and language as an asset not as a deficit. Being SIFE doesn’t make them any inferior.
Now, Carol advised and modeled that just being aware of students’ stories and previous hardships, is not enough; we must also act, and to me, acting is finding ways to provide SIFE students the opportunities they need to be successful.
This thought led me to gather a few resources I found helpful on this topic:
The Immigrant Learning Center offered two wonderful webinars on July 11th and 12th. Follow this link to access presentations and other resources.
Access Newcomer Tool Kit provided by the U.S. Department of Education: Who are our newcomers;
Welcoming newcomers to a safe and thriving school environment; How do we support newcomers’ social and emotional needs; Establishing partnerships with parents.
Education Connection also offered interactive 3-part webinar series and provided resources on supporting newcomers: You must sign up to access their resources but its totally FREE!
We are learning so much from this book club already. Many of us have been challenged to do some things we never thought we would do. I, for example, learned how to create a 3D avatar and posted a bookSnap! Check it out!
Don't forget to check out Carol Salva's blog for more resources: Boosting Achievement Week 1
If you have the book and would like to go over the questions we used during week one for discussion, here they are! Thanks to Katie Toppel (@Toppel_ELD) for providing the questions.
All tweets under #ELLchat_BKclub are here so you haven't missed any:
Thank you for reading!