ESL Illuminations Southside Elementary School Jennifer Meyer, Ed. S. ©

9/1/15 LZ: Nomen werden gro ß geschreiben.

Die Weichsel ist ein breiter Fluss in Polen. Vor langer Zeit stand eine Burg auf einem Hügel über dem Strom. In der Burg lebte der Fürst Krak mit seiner Frau und seinen drei Söhnen. Der Fürst wollte gern eine Stadt erbauen. Aber niemand wollte in der Nähe der Burg wohnen. Warum? Unter der Burg war in dem Felsen eine Höhle. Darin hauste ein fürchterlicher Drache. Er fraß Menschen und Tiere. Der Fürst hielt eine große Schafherde. Jeden Tag holte sich der Drache ein Schaf und verschlang es. Manchmal konnte er kein Schaf fangen. Dann packte er einen Menschen und fraß ihn auf. Eines Tages zog der Fürst mit seinen Söhnen und all seinen Knechten gegen den Drachen. Mit Schwertern griffen sie das Untier an. Aber die Schwerter zerbrachen an dem harten Panzer des Drachens. Am nächsten Tag kam der Drache aus seiner Höhle und griff die Burg an. Wütend brüllte er dabei und schlug mit seinem Schwanz Löcher in die Burgmauer. Da ließ der Fürst ein fettes Schaf über die Burg werfen. Der Drache verschlang das Schaf und kroch in seine Höhle. Der Fürst hatte einen klugen Gedanken: „Wir müssen den Drachen vergiften!“ Er befahl, ein Schaf zu schlachten. Das Fell ließ er mit Kalk und Schwefel füllen. Die Frauen nähten dann das Schaffell zu. Die Männer trugen es vor die Burg. Am Morgen kam der Drache brüllend aus der Höhle. Kaum hatte er das Schaf entdeckt, da verschlang er es gierig. Zufrieden wälzte er sich auf die Höhle zu. Aber er erreichte sie nicht mehr. Er schrie ganz schrecklich. Der Schwanz peitschte den Boden und die Krallen rissen tiefe Löcher in die Erde. Dann brach er tot zusammen. Nun kamen viele Leute und bauten ihre Häuser am Fuße der Burg. Bauern, Handwerker und Kaufleute siedelten sich an. Bald entstand eine Stadt. Nach dem Fürsten Krak wurde sie Krakau genannt. ng.com/dir/readin g-comprehension/

Reflections

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6RU6lRuM/maxresdefault.j pg Ruminations

Cultural Differences Mexico Family: Family is the first priority. Children are celebrated and sheltered. Wife fulfills domestic role. Education: Memorization. Emphasis on theoretical. Rigid, broad curriculum. Personal Sensitivity: Difficulty separating work and personal relationships. Sensitive to differences of opinion. Fears loss of face, especially publicly. Shuns confrontation. Ethics: Truth is tempered by need for diplomacy. Truth is a relative concept. United States Family: Family is usually second to work. Children often minimally parented; are independent. Wife often fulfills dual roles. Education: Analytical approach. Emphasis on the practical. Narrow, in-depth specialization. Personal Sensitivity: Separates work from emotions/personal relationships. Sensitivity seen as weakness. Tough business front. Has difficulty with subtlety. Ethics: Direct Yes/No answers given and expected. Truth seen as absolute value. ences_mexico_united_states

Respect for Elders The treatment of adults and superiors, including parents and teachers, differs with Mexican students socialized in a tradition of respect for those older. The most common misunderstanding prompted by this cultural difference is the lowering of eyes in the presence of an adult or a person of authority. Learned as a mandatory behavior to show respect in Mexico, in the United States, it may be perceived as disrespectful and indicative of guilt. itions/brdglangbarriers/4486

Guatemala Facts e67vwlytdj/the- united-states- guatemala-a- cultural- comparison/

Additional Reflections Sensory overload: The tendency in the United States to cover walls and available spaces with learning aids creates an overabundance of stimuli for a student from a spartan school in rural Mexico. Lack of familiarity with computers and other equipment. Riding a school bus, eating in a cafeteria, renting and opening a locker. Changing classrooms at the middle and high school levels; in Mexico, the teachers change classrooms. Behavior of faculty and staff: Behaviors shaped by cultural differences and fear of lawsuits may lead Mexican students to believe that United States teachers do not like them. For most Latinos, including Mexicans, the “personal distance,” or the culturally determined distance maintained between people, is much smaller than for Anglos. Mexican students and their parents may misinterpret your maneuvering to keep a “comfortable” space between you and them. Distance between home and school: Students often live at much greater distances from their United States schools than they lived in Mexico from their rural or urban schools. They are far from home, and may not know where their parents are working, all of which may contribute to their anxiety. Differences in minimum schooling requirements and expectations: In Mexico, secundaria (the equivalent of 7th, 8th, and 9th grades) has only been required since 1993, and school attendance is required only until 14 years of age. As a result, parents from Mexico may neither be aware of the compulsory attendance laws in the United States nor understand the expectation that everyone should complete high school. barriers/4486

1. Connect new information to prior experiences and learning. Introduce new concepts by linking them to what ELs already know. The goal for teachers should be to provide comprehensible input to students. Teachers need to consider what schema ELs bring to the classroom and to link instruction to the students’ personal, cultural, and world experiences. Teachers should also strive to make the information relevant to ELs and to understand how culture impacts learning in their classroom. 2. Preteach academic vocabulary. Previewing and preteaching new vocabulary words is a scaffold necessary to help ELs understand academic content. We can’t do this by giving ELs a list of vocabulary words from a unit and having them look up the words in a dictionary. ELs will not know which definition applies to the context of the word, and they won’t understand the definition. They require direct instruction of new vocabulary. Teachers should also provide practice in pronouncing new words and multiple exposures to new terms, words, idioms, and phrases. 3. Use graphic organizers to make lessons more visual. I can’t say enough about the importance of employing all kinds of visual supports when teaching ELs. The most important scaffold for teaching content-area material is the use of graphic organizers. Teachers need to use organizers such as webs, Venn diagrams, and charts to help them better comprehend academic texts and organize information. Graphic organizers can also help students develop higher level thinking skills and promote creativity. 4. Support EL writing by using sentence frames. Sentence frames allow ELs to use key content area vocabulary when writing. Frames provide structure so that ELs can produce sentences on their own. When scaffolding writing, teachers need to provide a sentence frame. The blanks can be located in the beginning, middle, or end of sentences. ELs can be required to fill in one word or more to finish the sentence. 4 Strategies for Scaffolding Instruction for ELs Posted on 12 March March 2015 by Judie HaynesJudie Haynes instruction-for-els/

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