E.+Literacy+and+ESL

= Literacy and ESL =

**FOR PARENTS:** Developing Literacy at Home
[|ESL Literacy Newsletter.pdf]

//**Identifying Learning Difficulties**//
Sometimes our instruction is preventing ELL progress. It may be helpful to self-assess our instructional methods to make sure they are appropriate and meeting student needs. If not, think of how you can make changes to make instruction more appropriate. This may mean adjusting cultural parameters or language components. Also, don't forget to think about //how// your students best learn! What is the best learning style for them?

ASHA (asha.org) provides some information about normal phenomena that occur during language acquisition. Sometimes these phenomena can be misinterpreted to be learning difficulties.
 * **Interference:** Errors made in L2 may be because of the influence of L1.
 * **Silent Period:** During this time, ELLs will focus on listening comprehension and may not speak much.
 * **Language Loss**: ELLs may lose some of their native language skills if they are not used.

//Informational Article//
[|A Guide to Learning Disabilities for the ESL Classroom Practitioner//]is a great article by Christine Root of Harvard University and has a helpful checklist of problematic behaviors and tips for the classroom teacher.

//Why are Literacy and Oral Language Development Important?//
Developing Oral Language and Comprehension in Preschool - Grade 2: Practical Strategies that Work! by Miriam Trehearne []

This link provides information on developing literacy in young children. It has specific information regarding ELLs. This site is particularly important to Pre-K and Kindergarten teachers. [] .

//**Teaching Tools**//
//**From [|Drjean.org]**// **Silly Socks** WHY? numerals and number words, compound words, upper and lowercase letters, rhymes, math facts, etc. WHAT? construction paper, spring clothespins, markers HOW? Download the pattern and cut socks out of construction paper. Write number words on half of the socks and print the numeral on the other half of the socks. Put the socks in a box or basket, along with the clothespins. Children match up the words and numerals and pin them together. **MORE?** Tie a string between two chairs to make a “clothesline.” Children hang matching socks on the clothesline. __**Use “silly socks” for matching upper and lowercase letters, Pictures that rhyme, pictures and vowel sounds, compound words, etc.**__ You can also cut out mittens, shoes, shirts and shorts, and other objects to make similar games.

[] ReadWriteThink is a partnership between the International Reading Association, the National Council of Teachers of English and the Verizon Foundation's Thinkfinity. The website provides classroom resources, professional development information and information for parents.

**//Suggested Children's Literature//**


=== __Paloma Padilla__ is a delightful book by Martin Benecomo that will honor the Spanish language heritage of some of your ELLs. Paloma wraps up in a magical quilt her //abuelita// made her and drifts off to dream wonderful dreams. This fantastic story will encourage your young readers to dream big! ===

Christina Ontiveros Pre-K Teacher, Smithville Elementary contiveros@k12tn.net