ELL Reflective Report

I love big books for these specific purposes. We can’t assume that children come to school with these vital skills for early literacy (book handling experiences or how you should actually read directionally), especially students coming from a home situation with minimal book and minimal or no read aloud). I really believe that it important that the teacher has chosen these books for reading to her ELL students, as well as her native English speakers. I think it is so vital that they are shown the relationship between the words they are hearing and the words they are seeing. I remember in a previously class, our professor had a sentence written on the board. She first read is by pointed at each word in the sentence, but she informed us that

I remember that each week we would all write a page and draw a picture to go along with the week’s theme. Each of us made our own page and illustrations, and our teacher would write our sentence under it. I remember that she would laminate them and turn them into books. She would always put them in our classroom library, so that we could read them. I remember feeling so proud to see my work in a book, and I would enjoy reading what my classmates wrote.

Question: Do children usually move through the different stages of development in reading and writing at the same time. For example, do most students reach the Beginning stage of reading at the same time that they reach the Beginning stage of writing, or do most students reach the stages at different times for reading and writing?

I noticed that Caroline struggled to break these predictable patterns in her reading and writing when she was prompted to try more challenging books. Do most students get so accustom to these patterns, that they struggle to move past them? If so, should teachers not put so much emphasis on only using patterns in the emergent stage?

From the text, I recognize that Anthony is very motivated and making great progress in reading and writing, but I wonder how his progress compares to most students. Is he developing only as expected or is he progressing at a higher rate than most students? Is this normal development for his