Course Reflection on Blog

I enjoyed this course. I liked creating and maintaining my own blog. I am now really comfortable with using blogs and appreciate how they facilitate interaction and discussion. I can really see how blogs could become more and more popular within the classrooms. I love the idea that students can respond at their own pace, which allows for a more realistic reflection of the content. I also found that using my blog helped me to stay on task with my readings and made me feel comfortable with responding. I could see how using blogs could encourage shy students to participate, although I do not have that particular problem. Posting my reflections on my blog and responding to everyone else along with the class discussions really helped to tie everything together.

I really learned a lot in this class including how to incorporate the technology I learned within my classroom.

Adrienne

Software Evaluation #3

Software Evaluation # 3
Riverdeep Destination Success LMS 3 Version Software
By Adrienne Padilla

Title of Software: Riverdeep Destination Success LMS 3 Version Software

Producer: 1999-2005 Riverdeep Interactive Learning Limited, and its licensors

Target students (e.g., age or grade-level of students): Language Arts K-3rd and Math K-12th grade. The software can adjust to all grade levels. It all depends on the teacher assigning the work.

Proficiency level (e.g., beginning, intermediate, advanced): beginning-intermediate –advanced depends on what the teacher assigns

Description:
Students will improve their math and reading skills by working on this software. They will interact with the software and complete tasks assigned by the teacher. All interactive activities are correlated with the Language Arts and Math elementary standards. The software is accessible through the internet for at-school and at-home practice. The students have access to both Spanish and English versions of the software. The software focuses on all Language Arts and Math TEKS with examples and practice problems. The software has pictures and interactive activities that help the learner to better understand the concept and/or vocabulary. The software also gives the learner the option to use audio and hear the text read along with the vocabulary word and or math problem or activity. The students are able to type in their answers or click to the correct one. They are given instant feedback and guided through a re-teach if they are having a hard time understanding the concept or material. The teacher can assign activities and/or tests.


















Language skills targeted: In Math the software covers addition, subtraction, multiplication, division, problem-solving, geometry, statistics, fractions, decimals, number sense, measurement, money, temperature and time. In Language Arts the main focus is on emergent literacy and phonemic awareness, building fluency and comprehension.

Evaluation:
The program’s weakness is that the practice is limited, so after the student completes the lesson there is not much else. This is a problem in case the child needs additional help. Another weakness is that since the software is internet based sometimes problems arise when the network is not running well in the school. The software’s strengths are that it provides visuals and it also provides an audio so they can hear how the words should be pronounced and see examples about how a problem should be worked. I also like that they have the exact same thing in Spanish, so Spanish speakers could start of on the Spanish software and then move on to the English as they gain confidence. I also like the language arts section because they offer the emergent reader section that would help an emergent English reader (an ELL student). I also think that this program offers help to ELL’s because it offers the support of the visuals and audios. I do use it in my classroom because of the audio and visual support.

Travel

Nice pictures. I love to visit new places and these pictures look like some I would take.

When You Believe-San Antonio Spurs

Go Spurs! See ya at Wednesdays game. We still believe in you.

KidPix Project Activity

Our interactive activity for our Kid Pix Project will ask students to create their own healthy food choices of the day. They will insert pictures into the proper boxes. The student will be using the Kid Pix software while doing this activity.

Technology Quick Share

I picked kizclub because it had resources for teachers to teach phonics, the alphabet and reading through downloadable sheets and stories that highlight and pronounce each word. This helps the student pronounce the words correctly.


www.kizclub.com

http://www.kizclub.com/



I also picked the teaching with illustrators at a scholastic site. This is a good resources for teachers to teach about illustration use in reading, which is good for any ESL learner. The site offers comments on illustrations in both English and Spanish.

The Quick Share is labeled on the side.

Lucha Tortilla

Lucha Tortilla
Originally uploaded by El Rio.

More Tortillas, please

Tortilla Art

Profile
Originally uploaded by El Rio.

Interesting, Isn't it?

El Castillo

El Castillo
Originally uploaded by Melancholy Fae.

A place I would like to go.

Software Evaluation #2

Software Evaluation #2
(Jump Start Advanced Kindergarten)


Title of Software: Jump Start Advanced Kindergarten

Producer: 2002 Knowledge Adventure

Target students (e.g., age or grade-level of students): Ages 4-6, Kindergarten

Proficiency level (e.g., beginning, intermediate, advanced): Beginning - Intermediate Language Learner Level

Description:
This is entertaining animated software that has animal characters that guide the user through a colorful classroom and backyard setting. The learner is able to go through an alphabet banner, listen to stories, explore music, review the seasons, paint, learn numbers, patterns, compare item sizes, identify and sound out letters and create words. This is all accomplished through games and interactivity. The learner moves the mouse over items and the software tells the learner what the object is. Everything is sounded out allowing the learner to learn the items. The learner learns through the audio and visual support of the text and graphics on the screen.

Language skills targeted: Alphabet-letter Identification and sounds, vocabulary for language learners, word matching and sequencing

Evaluation:
This program’s strength is that it is very entertaining for young learners. Sounding out letters and small words would really help an emerging language learner. I also liked that the learner is able to hear how the word should be pronounced. The learner also has the opportunity to respond to the activities on screen and receive an immediate response. I also like that the learner is also able to learn English through Math and Music activities as well. Another capability I like is that this program lets the language learners listen to English and follow along with the stories being read. A weakness that I find is that a beginning language learner might still have some problems understanding some instructions to the activities. Maybe the programs should model as it verbalizes the instructions.

I feel that it would be effective to ELLs in learning English, if the learner is between beginning and intermediate. The reason I state this is because the instructions for the activities might confuse a language learner with absolutely no previous English experience. I currently teach 4th grade and I would use this program for my classroom for the language learners that are still having trouble reading and spelling words in English. The method of language learning is through the audio and visual support of the text and graphics on the screen.

Reading Prompt #10

I have used internet resources for my own professional development. A couple of years ago my district paid for and offered professional development courses through PBS TeacherLine. I remember taking a reading and math course. The reading course facilitated teacher interaction and research of children's authors online. I explored the possibility of students researching their favorite authors in the language they pleased.

Some of the Egbert resources I would be interested in trying is Wordsurfing. According to Egbert, this site helps to acquire vocabulary. This would be very beneficial for my language learners. I am also interested in The Amazing Picture Machine, a site that provides free graphics for students to use.

The images on Flickr could also be used in language learning classrooms. According to Richardson, language learning students can participate in "photo field trips". In this activity students can search for images from a certain part of the world, learn about them and then put them together in a powerpoint presentation. This is a great way to learn more about the culture of the language they are learning.

The book also mentioned an activity for students studying other countries or cultures. Student can search for specific images of other countries or cultures and learn with other people through the internet. Messages can be read and left on the images by the language learning students thus connecting the students to the photographer. This will enable learning about the image and the person behind the image. This communication encourages language learning in an interesting format.

Reading Prompt #9

One of the challenges or limitations that I have in my classroom is the Computer Use in Limited Technology Contexts. I find that barriers such as time constraints in the classroom, the limitations set by standardized curriculum and large classes makes it hard to incorporate technology resulting in student success.

Another limitation that I find is that because my students have limited exposure to technology, new literacies such as visual and multicultural literacies must be taught.

I can overcome the challenge of time constraints by replacing planned activities with computer-enhanced language tasks. This would help meet classroom goals along with incorporating the use of technology. For example, I would replace a regular activity such a science vocabulary preview with a science vocabulary lesson incorporating technology. I would use technology to explore the vocabulary definitions including pictures and examples to further the understanding of the terms.

I can also meet standardized curriculum through the use of technology by integrating technology in creative ways. This will provide students with the opportunity to meet classroom goals effectively and efficiently. For example, computers can be incorporated to a math lesson in symmetry by exploring websites that provide animated pictures demonstrating symmetry. Students can also create or search for pictures through the internet that contain symmetry.

The challenge of using technology with large classes could be overcome by sharing the computer lesson as a class through a projected visual on the screen of what the teacher is doing on the computer. Students can take turns answering in a whole classroom setting the problems or scenarios presented on the screen in the lesson. Students can also form groups and take turns working activities on the one or two computers available to the students. They will be more effective and efficient because the teacher would have already modeled what is expected of the students. This will ensure higher student success and less wasted time on the computer.

The limited exposure to technology by my students results in low visual and multicultural literacies. I would have to teach visual and multicultural literacies as a class by demonstrating and modeling the literacies. I would use websites to aid in the teaching such as noodletools.

Reading Prompt #8

What is the difference between traditional standardized testing and authentic assessment?

The standardized traditional testing provides information or results against a standard. It gives information about how the student is progressing in specific content areas. Whereas the authentic assessment can provide feedback from peers and others. According to Egbert, authentic assessment can also help the language learner move ahead by allowing the learner to improve, become familiar with their own position in the language learning process, fine-tune understanding and set goals.

Describe how computers can be used for both.

According to Egbert computers can be used for both by performing actual assessment or to help carry assessment, allow learners to post their products to the Web for peer and teacher feedback, send output electronically to experts, can be used to create rubrics, record observations, reflections, teacher records, summarizing and reports on student progress.

So according to Egbert, computers can be used literary in standardized testing by actually performing the assessment and keeping records on observations, student progress reports and teacher reflections on students.

Egbert also mentions that computers can be used within the process of authentic assessment by having the learners create a product for assessment. For example, creating an electronic portfolio or creating a photoshop product demonstrating their understanding of the content. The assessment is based on the process.

I feel that an authentic assessment is the ideal format for testing. I think that to actually get a true picture of whether the learner actually understood the content is to see if they are able to apply what they have learned. This type of assessment empowers learners when they see that they reallly did understand the concept because they were able to create a product.

Describe examples from the reading.

Examples from Egbert include students creating an electronic portfolios showing students work and progress throughout the year. Students can insert their creations and showcase them at the end of the year. This is especially interesting to me because it would allow the students to take ownership of the work.

Another example of using a computer for assessment is having the learner create a design in Photoshop about a concept or theme they have learned about. This second example also allows the learner to demonstrate what he/she has learned. It allows them to take what they have learned and create a product showcasing their knowledge. The learners would also discuss and explain their designs to the class which further exemplifies true learning. I reallly like this because it also allows the students to take ownership.

To effectively assess the work students do via the computer the teacher must:

- assess multiple aspect or contexts of the project or assignment
-assess both the process and the outcome
-spread the assessment out over the time of the project
-fit the contect and method of what is taught

Flowchart

This is our flowchart for our Podcast about Healthy Choices. This information will be available in English and Spanish.
Group Members: Rosa, Adrienne and Marysol.

Reading Prompt #7

Egbert Chapter7: Content-Based Instruction


Content based instruction attempts to meet students' needs in both content and language. The content in a content based language learning classroom is purposeful, according to Egbert Ch. 7. Content not only helps to learn language but also the language also lends itself to learn the content.

There are 2 techniques:
1) Teach content in a culturally responsive manner.
The teacher must use literature that is culturally relevant. Use first language cognates to help students comprehend what
they are reading adn finally adapting lessons to reflect the contributions of all relevant groups.
2) Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.
Suggested materials:
-use of graphic organizers
-use of text outlines
-Rewrite the text
- Use audiotapes
- provide live demonstrations
-use alternative books

An example of a content based lesson that incorporates technology and supports language learning is:

Tell Us a Tale: Teaching Students to Be Storytellers


Introduction:
Throughout history, storytellers handed oral tales down from person to person, generation to generation. This lesson borrows from that tradition by helping students take an existing story and make it their own.

Encourage readers to create an oral story about an illustrated book or one picture from a book. Check the images from our Teaching with Illustrators feature for ideas.

website: Teaching with Illustrators

http://content.scholastic.com/browse/article.jsp?id=4516


Using a tape-recorder, have them tell a story based on the pictures. They can listen and alter the tale until they're satisfied and have learned it well enough to perform for the class. Tape their final performance; then help storytellers write out their tales to create books they can re-read along to with the audiotape. Students can also have the option to retell the scenes in the book.

If the students would like to retell the scenes by rewriting what happened in the story then the following lesson can be easily incorporated after they have viewed the website "Teaching with Illustrators" for ideas.

Student Objective

Students will:
-Read and choose a folktale or short story that they want to retell
-Map the story's sequence of events with a graphic organizer
-Identify and summarize story elements
-Write a script that elaborates upon or interprets parts of the story
-ELL learner will also build confidence and practice using English to create expression as they tell their story to the class and/or record it.
-Students may be placed in partners or small groups to complete activity

Materials
-Graphic Organizer for Sequence of Events — one copy for each student
-Selection of books for students to choose from.
-Watch or timer that can track 10 minutes
-Tape recorder
-Website " Teaching with Illustrators" for ideas. Some illlustrators have information listed in Spanish as well.

Directions:

Step 1: Choose a story.
-Explain to students that any book or story can be told as an oral story. Storytellers take existing stories and use their imaginations, body movements, and expressive tones of voice to retell the story in their own way.
-Invite students to look over your selection of stories and to choose one they think they think will grab the audience's attention.
- They may also look at the website for ideas. The website has some illustrators provide information in Spanish

Step 2: Read or review the illustrations of the story 4-5 times.
-Students should read or review the story several times within their groups
-If it is a chapter book or long story, have them choose a specific episode that they can retell within the time limit (recommended time for each storyteller group performance is 10 minutes).
-Explain that they don't need to learn the story by heart, but they should concentrate on remembering facts and details in the story, including:
• The order in which things happen
• Characters' names
• How characters feel in different situations
• Descriptions of locations or sounds

Step 3: Outline what happens.
-Using a graphic students should outline each scene in the order it occurs. Model this for students by outlining "The Three Little Pigs." For instance:
Scene 1 - First pig is in his straw house
Scene 2 - At the same time, Big Bad Wolf is in the village looking for a pig
Scene 3 - Big Bad Wolf comes to the first pig's straw house
-Students can add boxes to the organizer in order to outline all the events in their tale. Remind students that they will be telling a story in 10 minutes. If their story has too many scenes, they will need to shorten them or combine events to keep the story short.

Step 4: Describe each scene.
Have students write descriptions of the settings and characters' actions for each scene. They can use the book and these questions as guides:
-Where and when does the scene take place?
-Who is in the scene?
-What happens?
How can you use movements to illustrate the action (i.e., pretend to open a door)?
Besides characters' words, what sounds are heard (thunder, birds)?

Step 5: Use your imagination.
Once students have laid out the story "as written," ask them to look for ways in which they can make the action more exciting. For instance, what if their hero drove a racecar instead of riding a horse? Tell them not to be afraid to add or change things
— that's part of the storytelling tradition!

Step 6: Create a script.
- Using quotes from the book or lines they write themselves by looking at the pictures, have students write a description and character dialogue for each scene.
- Model creating a script based on the sequences of events created for "The Three Little Pigs." For example:

"The Three Little Pigs" SCENE 1
[sit with eyes closed]
One morning, Pig was napping, when suddenly….
[open eyes, jump up]
bam! bam! bam! There was a loud knock on his door.
Pig jumped up in surprise.
And went to see who was knocking.
[pretend to turn a doorknob]
In rushed his brother pigs and knocked him right over!


Step 7: Perform it or record it!
- Have students practice reading the script or story. Storytellers don't have to memorize it perfectly, though. Explain that they should feel free to add on or alter the story as they perform it for the class or record it (as long as they can keep it within or around 10 minutes). ELL learners will learn vocabulary and practice creating sentences and retelling stories.
- Hold a storytelling festival and invite other classes to listen to your students tell their tales!



Software Evaluation # 1
Social Studies Digital Learning Software
By Adrienne Padilla



Title of Software: Social Studies Digital Learning

Producer: Knowledge Box © 2003. Pearson Scott Foreson, Pearson Education, Inc.

Target students (e.g., age or grade-level of students): 4th grade, age 9-10

Proficiency level (e.g., beginning, intermediate, advanced): intermediate -advanced

Description:
Students will explore movies, interactive software, and text all based on Social Studies. They will be able to choose videos, print activities, interactive activities that are all correlated with the Social Studies Textbook the students are currently using. The students have access to both Spanish and English textbooks and the Social Studies Software is available to them in both English and Spanish for support. The software focuses on Texas geography including animals, culture and science-technology for the 4th grade curriculum. The user will be able to watch videos of historical events, people, culture, government, technology in the past, now and in the future and geography. The student will also be able to answer questions on the computer and learn while using online maps. The software has pictures that help the learner better understand the concept and/or vocabulary. The software also gives the learner the option to use audio and hear the text read along with the vocabulary word. They are also given the option to answer a multiple choice question. That multiple choice also offers the student the choice to hear the question and choices by pressing the audio icon. The software also has a vocabulary quiz option they can hear read to them.



Language skills targeted: Comprehension, Cause and Effect, Making Generalizations, Expanding Vocabulary.

Evaluation:
The program’s weakness is that I feel that they should offer more Texas Culture. Another weakness is that on the vocabulary Spelling Bee in Texas there are no visuals only audio and the students cannot refer back without getting out of that window. The software’s strengths are that it provides visuals and it also provides an audio so they can hear how the words should be pronounced. I also like that they have the exact same thing in Spanish, so Spanish speakers could start of on the Spanish software and then move on to the English as they gain confidence. I think is does offers help to ELL’s because it offers the support of the visuals and audios. I also like the fact that they have the same item in Spanish. I do use it in my classroom because of the audio and visual support to the text. The method or approach to language learning is through visual and audio.

Reading Prompt #6

Reading Prompt: Describe an inquiry or problem solving activity appropriate for ELLs that you have used, participated in, read about, or just now thought of. Describe which critical thinking skills it requires students to use and develop. Then, describe how this activity supports language and content learning for ELLs. Finally, comment on how podcasting could be used within the inquiry and problem solving process in a manner which supports language and content learning for ELLs.


An inquiry, according to Egbert Chapter 6, is a process of discovery where the student goes through stages of questioning, reflecting and research. Examples of such activities would be library research and historical event research just to name a few. He also stated that problem solving is defined as making accurate observations, finding and organizing information, predicting, synthesizing and using higher order thinking.

An example of an inquiry and problem solving activity would be a WebQuest activity called "Transform your City/Transforma tu Ciudad". I read about WebQuests in an online professional development course I participated in through the district I work for.

WebQuests are inquiry-oriented activities in which most or all the information used by the learners is drawn from the web. WebQuests are designed to have learners use their time to research through the net, which supports higher order thinking, such as analysis, synthesis and evaluation. There are many WebQuests created by teachers on the internet. WebQuests are usually made up of the following sections:

-Introduction: Developed to capture the interest of the learners.
-Task: This section describes the activities and the end product.
-Process: This section describes the strategies the students may take to complete the tasks.
-Resources: This section includes websites and links selected by the teacher that can be used to complete the assignment.
-Conclusion: In this section the learner reviews what the results should be.
-Evaluation: This section is where the students view the rubric and where the students are encouraged to reflect on the process and results performed.

In this particular WebQuest the students research their city's past, explore it's present and it's future. Students are tasked to create informative oral presentations while working in small groups. They are tasked to use traditional sources such as enyclopedias and periodicals. The students are also asked to view specific internet links and search the websites for pertinent information. They must browse through the information on the site and pick and choose what information they need. Students will then create booklets to document their research within their small groups. This WebQuest is bilingual, it's in both Spanish and English. The teacher can give specific tasks for each individual in each of the small groups.

The critical thinking skills used and developed in this activity are:
-Distinguishing between fact and opinion. Students will be searching websites and deciding in groups whether the information is fact or an opinion.
-Distinguishing relevant from irrelevant information. Students must be able to decide what information they need to complete the tasks. Within their groups they can discuss the importance of specific information and discard the rest.
-Indentify unstated assumptions. The groups must be able to fully understand the information provided in the sites and discuss in groups any assumptions, especially when discussing and imagining the city's future.

The link for this WebQuest is: http://home.comcast.net/~battla44/Bogota2015/webquest.htm
(If anyone has any trouble opening this link let me know in class).

This WebQuest activity supports language and content learning for ELL's by providing the activity in both English and Spanish and by having the students work in small groups to discuss and dissect the information. In addition, in this activity the students are learning through metacognitive stategies. They are learning by exploring and doing the research themselves instead of sitting in class listening to the teacher talk about the research. They are also acquiring knowledge through trial and error. While in their groups they are able to discuss the meaning of each article and develop an understanding while correcting each other. They are also reviewing the articles and information on each site in order to decide its usefulness. Throughout the WebQuest the students will be learning language by asking each other questions and making conclusions about language and text meaning.

Podcasting could support language and content learning by completing daily practice lessons recorded by their teacher. This activity could provide inquiry by questioning the meaning of what the teacher said on the recording, reflecting and maybe researching for the answer.

Another example of a Podcasting activity that supports language learning is a recording by an English speaking student asking questions that the non-English speaker must answer or repond to. In this activity the student demonstrates inquiry by reflecting and maybe questioning himself or others in search for an answer. He also demonstrates problem solving by answering higher order questions that require predicting or synthesizing. If the student has trouble with answering a question he/she could research and find information that would develop an answer.

The Podcast provides the student with the opportunity to inquire and problem solve. The student is participating in an active process thus acquiring language learning through trial and error. The student may discuss with his peers the correct answer and be corrected in this discuss. The student will also be able to apply the strategies he or she already knows and come up with conclusions about language.

Reading Prompt #5

After reading Egbert Chapter 5 on how technology can be used to encourage creativity and productivity I learned that productivity tools can be used to encourage learners. Productivity tools such as word processors, databases, spreadsheets and e-mail, to name a few, can be used to encourage learners to be creative.

According to Egbert, the importance of language "output", or language production has only begun to be explored in language acquisition. In an ideal situation the learner would be able to produce language and test it out with his/her peers. Producing language within a group setting allows learners to correct their peers and themselves. This feedback is great, but this production alone does not cause learning. Creativity must also be added to the equation. When a learner is creating he is adapting and/or changing. And in order for the student to be creative there must be intentional cognition, support, scaffolding and feedback, and control over language. Working in groups does facilitate both the production and creativity, but they must both be used in order for language learning to take place. In addition, I would also include close teacher monitoring to the production and creativity.

The experience I have had with this is when using powerpoint. Students created a class powerpoint presentation where each group created a slide to be added to the whole presentation. The groups worked together and discussed what would be on their slide. The creativity took place when they actually sat down and created the slide. Students corrected each other and added words to make the slide better. Both the teacher and the students gave instant feedback. Students tasks were modified when they demonstrated difficulty. The teacher would intervene and make a slight change on the task requirements. I found this to be something the students were richly engaged in.

Another experience I have had is with student coauthoring a story. In my experience, I did not use technology to achieve the final product. Although the activity was engaging, productive and creativity was evident in the stories, I could only guess how much more fulfilling it would be to use electronic conferencing software or e-mail to share the stories with a larger group of students.

This type of collaboration leads into productivity and creativity. I think that the active collaboration that a computer can provide via the internet can build on language learning. An example of this is the Wikis. According to Richardson, the collaborative environment in the wikis helps to facilitate the interaction between students. Students are producing and creating in a collaborative environment. The Wikis also provides for feedback while testing their ability to communicate. I think that using Wikis is a great way to facilitate learning for language learners.

Reading Prompt #4

Communication and collaboration is important in every classroom especially in a language learning classroom. As described in Chapter 4 by Egbert, communication conveys knowledge between learners one way or through an exchange. Egbert also describes collaboration as the process in which learners interact socially with one another to create and share understanding. In a learning language classroom, the communication and collaboration in the target language provides the learners with not only language practice but with also a view at modeling within their peers. The students are also able to interact with one another sharing ideas and meanings, which helps to clarify ideas and concepts for better understanding. In addition, communication and collaboration is important in the language learners classroom because the learner is able to take risks using using the target language creatively.

Computers can be used to facilitate communication and collaboration. An example of this is when students interact with other students who speak the target language through e-mails. Another example, could be where students are placed in groups and asked to research a specific topic using the computer. Students would then discuss the material obtained and decided as a group whether to include the information in the research report.

An example that I particularly liked in the chapter was the "Neighborhood Trip". In this example the teacher divded the class in groups and they were each given a task to complete before leaving for the field trip. One group was tasked with creating questions to answer about the field trip they are about to take. The second group was tasked with locating community members to talk to. And the final group was tasked with creating a map using simple mapmaking software on the computer. When all the tasks are completed the groups shares the questions, map and community member with the whole class. After the field trip the class answers the questions and adds any additional facts, information and features to the map. I can see using this activity in my 4th grade bilingual class. As a matter a fact, we are planning a field trip to visit the state capital in Austin. I think this could be a good idea to assign to my class.

Reading Prompt #3

The pedagogical divide described in Cummins in instruction for low-income and affluent students is based in the inquiry-based and transmission based orientations. The inquiry based is curriculum related knowledge and the transmission based is focused on the contenct of the curriculum. The transmission orientation is predominant to low-income schools.



Egbert discussed new technology programs that enhance ELL literacy. For example, students using voice over to help the learning. This helps the L1 and L2 learning.

Reading Prompt #2

Multiliteracies are what we should focus on when trying to identify what is truly important in the students' world and their own reading and writing development. According to Cummins we must focus on all of the aspects of the students' life inside and outside the classroom. Developing multilingual literacies through student significance is the key. The material used must be authentic to them. According to Eggbert, a student must see a need or use of the material in order for it to be authentic. In other words the material becomes relevant to them and to their learning.

I think blogging can be a learning tool for ELL students. In the high-tech world we live in today, addressing students through technology by blogging helps student place a significance on the learning. They are bringing what they know of outside the world and using it also inside the classroom. Thus, breaking the narrow focus that language is only learning within the classroom with no outside intervention.

I was a little nervous about making a mistake when making my own blog. I actually thought the initial set up was easy, but I am still curious to see how I can develop a bilingual teacher blog for bilingual teachers. I know I would have loved to have asked someone outside of my school questions when I first started teaching.