Traditional Tales

Grade 3 have been reading some traditional tales, both in story and play format.  In order to make the story more realistic, each of the students wore a mask to represent their character.photo(7)


The Green Book

In Grade 4 EAL we have been supporting the reading of “The Green Book” by Jill Paton Walsh.  This is about a family who have to leave a dying Earth in an old spaceship.  Our discussions will help them with their summative assessment, which is about designing a colony where they will live in the futureScreen shot 2013-11-15 at 11.18.36 AM.


Fall Poems

Grades 3 and 4 looked at some fall poems.  After discussing vocabulary and style, they were inspired to write their own poems.  Please come and see the display outside the EAL room!photo(5)


James and the Giant Peach

The 3rd Grade children at the Hisar Campus have been reading James and the Giant Peach by Roald Dahl during EAL classes.

Reading authentic literature provides children with a multitude of language learning opportunities.

Many effective strategies for reading aloud with young children also apply to EAL students (e.g., predicting from the book cover before reading, pointing to illustrations during reading and checking for comprehension upon completion).

Reading literature has also shown to enhance motivation for EAL students.

james and the giant


Play and practice your sight words online

The more practice you get the faster you become!

 

Here is a list of fun sites where you can practice your sight words and play at the same time.

 

www.dolchwords.net

 

www.starfall.com/n/matching/sight-words/load.htm

 

www.fun4thebrain.com/English/popcornwords.html

 

www.primarygames.com/langarts/sightwords

 

www.abcya.com/dolch_sight_words_spelling.htm

 

www.abcya.com/dolch_sight_words_bingo.htm

 

Enjoy!


Action Research in the Classroom

This week I wanted to share some information about what I am doing professionally. As a Literacy Support and EAL teacher I am always looking at new practices in the classroom that can improve student learning.

 

This past month I have been working on an Action Research Project.

 

Action Research is beneficial because it is carried out by practitioners and therefore gives an insider picture of what is happening. It aims to generate ideas about improving practices to improve learning. It helps us see as practitioners what we need to do to change to improve learning.

 

The best aspect of Action Research is that it is not conducted alone. It is a cooperative effort with all the members of the community becoming involved and providing feedback.

 

My project focuses on how regular drills of high frequency words may facilitate EAL students achieve grade level literacy targets.

 

I look forward to sharing my findings with you at the conclusion of my project.


A great site for Grade 1

This is a great site for Grade 1. Some of it is free, but for some games you have to subscribe. It is a good resource to help Grade 1 learn their letters!

Screen shot 2013-09-30 at 11.12.21 AM


Sight Word Instruction

All parents and teachers want their children to be good readers. With so many different approaches to reading instruction choosing strategies and activities to help them develop into strong, confident readers is difficult. To compound the situation today’s kids, parents and teachers are all busy! As adults we are constantly faced with deciding what activities are the best use of our time with our kids. Sight word instruction is one of the best uses of the time you spend helping your children learn to read.

 

Please visit  http://www.k12reader.com/six-benefits-of-teaching-sight-words/ for more tips on how you can help your child at home.

 



Grade 5 Beginners read “Onion Tears” by Diana Kidd

In Grade 5 ESOL we have been reading and working on a book “Onion Tears” by Diana Kidd, that deals with some of the issues that arise in the unit the students are currently studying.  Vietnamese Nam–Huong wants to adjust to her new life in Australia, but she can’t. She misses her parents and her beloved grandfather too much, and she is haunted by her experience as a refugee. When her classmates try to make friends she rejects them, so they begin to tease and torment her. Soon, she doesn’t talk at all. But with the help of her foster mother and her teacher, Nam–Huong slowly begins to trust and love again.

onion-tears


Skip to toolbar