“Learning to read is a process of connecting the sight of written words with the sounds and meanings of words stored in the mind “ (Diaz-Rico 167).
Chapter 7 discusses the learning processes that build on the student’s primary language when learning to read and write in the second language. It is essential that we build on the primary-language skills of the student. The student should be involved in a highly interactive classroom, where they talk while reading, collaborate while writing, listen to one another’s ideas, and give presentations about projects. In today’s world we must obtain advanced reading and writing skills to move along with the modern technology that surrounds us in life and employment. There is a section that discusses the language experience approach (LEA) in which the student describes an event in their own words, the teacher writes it down and then reads it back so that the student can eventually read the text for themselves. Students will always buy-in to something and show more initiative to learn something it is relevant to them. Teachers follow the lesson plan of a “balanced literacy” approach in their classrooms. This involves shared reading, read-aloud, reading workshop, shared writing, interactive writing, writing workshop, and word study to accommodate for their English learners. “Word knowledge (vocabulary) is the chief hurdle faced by English learners, because reading a word successfully depends on knowing the word in the first place” (Diaz-Rico 174). The chapter later discusses some excellent strategies and approaches into using the approach of “Into, Through, and Beyond”, along with three types of schemata “Cultural and Content, Text-Processing, and Linguistic and Grammatical”. The writing process comes into play next and how to truly incorporate the use of their primary language, learning to read, and now write. A great strategy for the classroom is the use of “dialogue journals” with your students, the information stays between you and the student, no corrections made, grades, or evaluations. The student increases their fluency and interpersonal communication. The chapter finished with the steps of the writing workshop and their effectiveness.
“Imagination is probably the oldest mental trait that is typically human; it roils through human history, surfacing in myth, dream, poetry, and the arts” (Diaz-Rico 203).
Chapter 8 was a lot of fun to read and had great ideas of involving the imagination into daily activities. The idea of using “guided imagery” to practice creating specific visual images. Having a classroom that reflects creativity, bright posters, unusual visual images, colorful cultural materials that will spark emotions and invigorate the spirit. The students will feel that the room is more welcoming and safe. There is a great tool in using comics and cartoons to teach English. We cannot forget the wonderful world of drama in the classroom. Drama helps to develop problem-solving skills, explore emotions and nonverbal communication. There may be role play, readers theater, puppetry, storytelling, student-made plays, and improvisations are all great ways to incorporate drama in the classroom. Poetry is another one that we must not forget. “Poetry is universal across languages” (Diaz-Rico 228). It may be used to teach sound values, speech improvement, pronunciation, vocabulary development, and various forms (meter,intonation). Music and singing games are another excellent source of bringing the imaginary world alive.
I found a great website with wonderful resources to incorporate drama into the classroom: http://www.childdrama.com/mainframe.html
@awright28
I really enjoy your summary of chapter 7, it is put into quick and easy terms. “It boils down to giving the students a purpose to read and bringing their culture into the classroom in some stories and providing universal access to the students. The library should consist of student author books, comics, read aloud, audio books as well ( Diaz-Pico p. 173)”.
@Michelle Greco”
Thanks for the great reference. I really enjoyed navigating through his site and some of the amazing things he has accomplished! “Last quarter I took a class by Stan Swartz. He had many great ideas that seemed to prove effective with my students. I have chosen to share his website because there are many strategies listed, as well as links that may help a teacher in their quest to balanced literacy”.
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