Heather, You didn't indicate whether the school provided bilingual literacy. I agree with Sally about supporting the first language while the kids are learning English. When I was teaching in Los Angeles some years ago, Eastman School developed a program, The Eastman Approach, which was very successful for helping students continue learning in their first language while they were acquiring English. Also, Stephen Krashen has just announced the publication of a new book by Fay Shin and Krashen, "Summer Reading: Program and Evidence." From Krashen: "Contains a full report of Fay Shins highly successful summer reading project in California (which I refer to as Goosebumps Summer in my talks). Access to good reading, time to read, discussion of reading among the children, browsing in the library resulted in good gains in vocabulary, spectacular gains in reading comprehension 1.3 years in 5.5 weeks on one test! Also contains a review of research on the positive impact of pleasure reading over the summer. " You might also check out Krashen's book, "The Power of Reading, Second Edition: Insights from the Research."
Michele/Oregon -------------- Original message ---------------------- From: thomas <[EMAIL PROTECTED]> > In a way this is an ideal situation for supporting the children's first > language and doing late exit into English. I have valued over the years all > of the work done by Barbara Flores - work down in the area near the border > of Mexico comes to mind. These was an awesome teacher there...think her > name was Elain ??? And she published an article in a edited journal by > Flores. There were articles back then - say the late 80s and early 90s > before all the legislation aginst bilingual ed. I think the TAWL journal > had some, Primary Voices and Language Arts. I would look back through > indexes to see some of these inspiring stories. They are still totally > applicable if you have the freedom! > > Check out anything by the Goodmans and the teachers they've worked with. I > also think David and Yvonne Freeman have described such classrooms and > associated pedagogy in their books. I'll look on my shelves when I get back > to school. > > sally > > > On 5/6/07 7:33 AM, "Heather Wall" <[EMAIL PROTECTED]> wrote: > > > I'm hoping some of you can help me with my search - I've recently accepted a > > job as instructional coach at a school that is 99% Hispanic, 88% of whom > > qualify for ESOL services. Free and reduced lunch qualifications is way up > > there too. I'm looking for some books/articles that share success stories in > > situations similar to this. I can find info on schools that work with lots > > of > > economically disadvantaged kids, but we're unique in that we have so many > > 2nd > > language learners with so few 1st language students to serve as models. > > We're > > going to be working a lot on balanced literacy next year, with a focus on > > writing workshop, and so I feel like we're heading in the right direction. > > But > > what I would love is to read about schools that have been through this and > > succeeded, the strategies they used with their students and with teachers in > > professional learning. Any ideas? Thanks in advance for your help. > > > > Heather Wall/ 3rd grade/ Georgia > > NBCT 2005 > > Literacy: Reading - Language Arts > > _______________________________________________ > > Mosaic mailing list > > [email protected] > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >
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