CHP 6: Reading Instruction

Each year brings a growing number of ELL students into classrooms across the U.S.  I have noticed that since my first year teaching, the population of ELL students has grown exponentially.  In my experiences working with ELL children, they tend to function academically at the top of the class.  I have not had the opportunity to work with a CLDE child, or more correctly put, I do not think I have.  I have noticed that most RtI services provided through the district do not pull ELL students.  I believe that, as the text states, many reading difficulties do not derive from a LD but through culture and language diversity and the district is protecting these students from being labeled LD.  However, this leads me to wonder if ELL students with a LD are being overlooked. 

Although I do not feel that I have worked with a CLDE student, the text has helped me analyze myself as a culturally and linguistically responsive teacher.  And through analysis I need to make changes in my teaching practices.  I have always felt that I've created a culturally sound classroom in which cultural diversity is applauded.  However, after taking a deeper look, I have merely scratched the surface.  I have created cultural awareness in my classroom by observing the practices of different cultures, but I do not feel like I have successfully met the individual learning needs of my cultural diverse students.  I think a major reason for this is that at times I'm not quite sure where to begin.  I feel that teachers would benefit tremendously from more professional development on how to meet the needs of diverse learners.  In five years, I have only had one PD on cultural diversity.  With the growing number of ELL students in schools, it is imperative that teachers are trained to be culturally and linguistically responsive. 

My plan from this point forward is to create a classroom environment that allows students to create meaning through activities that focus on creating connections between school and home.  I also want to establish a working relationship with the parents of culturally diverse students to better understand the learning environment at home and how I can build upon it in the classroom.