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Monica Izzo
EDUG 543- Appendix B
September 14, 2015

As you examine and read the weekly assigned chapters, use this template to
stimulate your thinking and analysis. Come prepared to engage and lead
discussion during class.
Essential Understandings from Text Readings/Articles

*Note: Reference title of


Language and culture are viewed as tools to make meaning of

content and facilitate learning Page #10 Teaching English
Language Learners

It is not enough to be able to read, write, and understand basic

language. One must be able to use language to get things done.
Page #18 Teaching English Language Learners

English contains a variety of linguistic markers-key words or

phrases that signal meaning Page # 69 Teaching English Language
Studies of early readers indicate that learning to read is strongly
associated with positive home environments Page 92 # Reading
and learning to read
Four important roles that teachers can assume in childrens play
that are critical to childrens learning Page #99 Reading and
learning to read

This can be especially true for children from diverse linguistic

backgrounds because teachers who subscribe to the languageexperience approach support children working with their own
language Page # Reading and learning to read

Key Discussion Questions / Perspectives

How can we use the tools of language and culture to make meaning
of content and facilitate learning?
What else needs to get done if one is able to read, write, and
understand basic language?
What does it mean to signal meaning?

How can we as teachers help those who dont have a positive

How does a teacher playing these four different roles impact
childrens learning?
Own is written italicized, could that be considered negative?
Professional Application / Observation

In this part of the text it talks about posting signs, sending notices
and newsletters home to talk about the different home languages
of the students. This makes a home-school connection with all the

In this part of the text there is diagram provided, and it lists

grammatical, discourse, sociolinguistic, and strategic competence.
One must be grammatical in order to speak and write accurately.
One must be sociolinguistic, and know what is appropriate to say
in different social scenes. One must have discourse competence in
order to hold understandable conversations. Lastly one must have
strategic competence so that they manipulate the language and
whats being said.

In this part of the text it goes on to give examples of signal words,

such as but. But is used in a sentence to show the shift anticipating
what is about to happen

In this part of the text it talks about the access early readers have
to reading materials. As teachers we can provide take home
materials for those who dont have positive environments with
access to reading materials. We can also provide research to
parents about reading with their children, even if its just labels or

billboards that they pass by on the way home.

In this part of the text the four roles listed are onlooker, where the
teacher is just in near proximity to the childrens play, just giving
physical affirmations with his/her body to show interest in the
students play. Stage manager role, is almost like a director of a
play, providing feedback and support without getting on stage. Coplayer role, the teacher now enters the world of play and models
appropriate language use. Leader role, the teacher uses this
opportunity to not only model, but to give new ways to play
appropriately. All of these show that the teacher is interested in the
children and that they use these times to better teach with a more
hands on experience.

In this part of the text its talking about the experience story and
how it helps with understanding the relationship between and
speech and the introduction to authorship, but then it connects it to
children from diverse linguistic backgrounds and refers to their
language as their own, causing me to think of it as deficit thinking
towards children from diverse linguistic backgrounds.
**Use the back for reflection notes after class discussion.