Developing+Literacy+in+the+Classroom+and+at+Home



Here you will find websites and information, devoted to literacy for teachers and parents.

​ = Tips for parents on literacy at home More parent tips [|Eager Young Readers] =



Helpful Information for Teachers =Center for Research, Education, Diversity and Excellence - Pedagogy proven to be effective in educating all students, especially at-risk students = [|Best practices]

=Articles to help teachers provide high-quiality literacy instruction = =[|Literacy Development]=

=Suggestions for having a balanced literacy program = [|Balanced literacy]

=This website provides activities to develop reading readiness = [|Oral Language Activities] =An article on oral language and ESLs = [|Oral Language]

=​Teachers can find lesson plans, thematic units through literature, and more= = = [|Teach Learn Communicate]

Suggested Reading Book for use with ESLs

Angel Child, Dragon Child by Michele Maria Surat Grade level: 2.8 Language Proficiency: beginners to advanced

Ut has just come to the United States from Vietnam, and she does not like her new American school. The children all laugh when she speaks in Vietnamese. And there’s that awful red-haired boy, Raymond, who picks on her every day. Most of all, Ut misses her mother who had to stay behind in Vietnam. But to Ut’s surprise, it is Raymond who thinks of the perfect way to help her.

ELLs have learning difficulties not learning disabilities

As educators it is important as we work with English language learners that we do not mistake what is the normal process of learning a language for a learning disability. You can expect that language learners may exhibit one or more of the following: *Interference or transfer from their first language L1 – A Spanish child that says, “The house is more bigger,” is translating the statement directly from Spanish. This is normal. *Silent period – As a child begins to be exposed to a new language, there will be a period of time before they begin to produce the language. In older children this may be from a few weeks to a few months. In younger children it could be a year or more. *Codeswitching – This means the speaker will change between languages within a phrase or sentence. This occurs in bilingual speakers as well as speakers who are trying to communicate without having all the words. *Language loss of L1 – In learning English they lose their skills in their native tongue. This could be very stressful if their parents don’t speak English. Be aware that it takes an average ELL two years to acquire everyday language while it can take them up to ten years to be able to function like a native with academic language.

=Here is a​n excellent article on effective remediation of ELLs= [|Effective Remediation]



Gema Sieh Highland Rim School gsieh@lcdoe.org