2.2 Research-Based Learner-Centered Strategies
Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b)
Artifact English Language Learner Project
- Reflection:
I worked with a student in my kindergarten classroom that was new to the Thomas County school system. She moved to the United States from Italy a year before school started. Although, she did not attend Pre-K her older sister did attend first grade in Thomas County and was in the ELL program, this helped expedite her entry into ELL classes. M.Y.’s mother is American and is fluent in both languages; however, her father only speaks Italian. Her mother explained in Italy they teach blends rather than individual sounds. This may explain some of her struggles with making individual letter/sound connections. The conversation with M.Y.’s mother has shown me how other languages are presented differently to young students. This has helped me to address the diversity of each student, as I am teaching three children from three different countries. Reading Eggs was perfect for M.Y. as it could be individualized for her by teaching her two letter/sounds and then a blend.
Additionally, M.Y.’s low DIBELS scores also indicated her need for an intervention. Our ELL teacher asked if she could post the WIDA Can Do Descriptors in the classroom and I agreed which turned out to be a very helpful guide for me. I also relied on the information and strategies from the IRIS center which were easy to implement as they are similar to what teachers of young students already use.
I worked with M.Y. approximately three days a week for 20 minutes sessions. We began with Reading Eggs which helps students make letter/sound connections using visual graphics along with auditory reinforcement. The activities in Reading Eggs provide students’ with “phonemic awareness skills and with the necessary listening skills to become aware that speech is made up of sounds and these sounds make words.” Reading Eggs is a research based program which allows students use it at their own individualized level. In the beginning of the program students use the mouse to chase down the letter that pops out from behind very colorful cupcakes while a very cute ant pronounces the sound of the letter. When they have correctly completed the exercise a little ant begins to sing a rhyming song about the letter and its sound. There is no stigma associated with using this program because it is individualized and with the use of headphones students rarely know what each other’s levels are. I also worked with M.Y. sorting words by their beginning sound on the SMARTBoard. This was a teacher made game in which if the student makes the correct choice the picture disappears into the vortex and if they make a wrong choice it is kicked out giving the student a chance to rethink their decision. She found this very entertaining and she was not embarrassed by wrong answers. These activities are a perfect artifact for standard 2.2 as they are learner centered meeting each diverse student at their level and moving them at their own pace.
This intervention had a positive impact on the student. Although, M.Y. has not moved out of the intensive support category on her DIBELS scores, she did increase the number of letter/sounds recognitions. With continued support and intervention I feel sure she will soon move to the next level and will require less support.
Working with M.Y. showed me how much a one on one intervention can impact a child and what it means to their success. All students enjoy using technology tools and M.Y. found this intervention to be a reward because it is just fun. I choose a second ELL student and had them work side by side on the Reading Eggs levels. On the times they worked together it was rewarding to watch students discuss and correct one another on their activities. A good predictor of how well students will read in first grade, is their ability to recite Nursery Rhymes and to segment phonemes, this program gave these students a great deal of exposure to both of these.
I reported to our principal the positive impact this program had on our ELL students. I also showed her how the program tracks progress and the many skill reports the program can generate. Our principal is now checking how often all students are logging in on Reading Eggs and how they are progressing. In the future, I will begin Reading Eggs interventions with ELL and at-risk students sooner, as the program has the capability to meet each of their diverse needs. I wish I could have started this intervention earlier with M.Y. but Thomas County did not acquire the program at the beginning of the year. These students do not have the luxury of time and I have learned they can make so much progress but it needs to begin right away.
Reading Eggs was new to our school and as teachers had not yet been trained to use it, I was able to shed light on some of the programs capabilities. After my work with the ELL students the administration conducted a small professional learning in the computer lab and this has impacted the ways teachers include the program in their classrooms. Consequently, student achievement was impacted as teachers began incorporating the program and using it with more purpose.
References:
http://assets.readingeggsassets.com/research_reports/reading_eggs_research-fp-b6a3a4ba.pdf