Veronica's Week 4 Post

As I read chapter 3 in Literacy for the 21st Century, I was glad to see that one activity listed in Instructional Recommendations for the Three Stages of Reading and Writing, Figure 3-3 (p.97) was a Language Arts activity I see frequently in my field placement. The class has two pen pals from MSU. They had to write a letter of response about how they also manage their time. I go to field placement on Tuesdays and Wednesdays so I am able to see a continuation of their work. On Wednesday, the had writer's workshop; where they sit with a partner and talk about suggestions for their writing. As listed in the table this will help promote a fluent reader and writer.
While reading Scaffolding Language Scaffolding Learning, I found ideas that I would like to highlight. On page 26, it stresses the importance of working in groups for ELLs as well as non ELLs. I think it is important for ELL students to have experience with working in groups since it exposes them to learn the norms of working with others as well hearing the language being spoken, and they are able to interact with other speakers of that language. On page 37, I also found it interesting to read about "wait time" not only is it important to increase "wait time" for ELL students but for all students. This will allow for students to say more and show how much they know. I know this is something I have to work on.


Susan's Response: I like the ideas of having students work together. Working in pairs and in groups seems to help students develop their writing. I remember in school that writing was an activity you did by yourself. You were not allowed to work together, but I am glad to see those ideas changing. I see students in field that benefit greatly from working together on writing, and I plan to use this approach in my own classroom one day.