My future ELA classroom

In this, my fifth and final blog, I am asked to answer what is the vision of my future ELA classroom, how will my future students and I experience Oral and Written Language, and how has this changed since my first blog entry?

A vision of your ELA classroom

The vision I have of my future ELA classroom is one of freedom and balance. It is important that students first and foremost have the freedom to explore topics that interest and engage them in the reading, writing, representing, listening, viewing and speaking processes of ELA. It is also important that there is a balance of instruction when needed in order to support student learning. My ELA classroom will also provide a safe and respectful environment in which students will be happy and willing to share their completed works. Furthermore, my ELA classroom will be a language rich environment in which language is constantly played with. And finally, my ELA classroom will provide students with ample time to allow students to go into depth on what they are working on in order to gain greater meaning.

How will you and your students experience Oral and Written Language?

My future students will experience Oral and Written Language by having a language rich classroom in which there is a lot of play with language. I will also provide many strategies and projects that will use and develop oral and written language. These include:

-a word wall

-first try spelling booklets

-drama

-podcasts and voice threads

-first blurt

-writer’s workshop

-author visits

- very “local library” section in the classroom library

However, I must also note that this list is incomplete because there is an endless number of fantastic, creative, and inspiring strategies and projects to help students experience, learn and engage in Oral and Written Language.

How has this changed since your first blog entry?

At the beginning of my blog posts, I was just starting out in my ELA course and had a very limited idea of what an ELA classroom would look like. I expected an ELA classroom to have many visual decorations and tools to help teach ELA. I also thought that ELA would be taught to link to other topics. Since this first blog posting, my view of what an ELA classroom would look like has greatly expanded. I know now that an ELA classroom should be a language rich environment with not just posters on the wall, but many many books and much playing with language. This is because learning is a natural process that begins from birth. Children absorb the language environment around them, learning new words from listening and talking (Constructing, 35). I’ve also learned that to give students choice in what they learn will encourage them to become engaged in what they are learning. This is especially important because learning requires the active participation of the child. For this to occur, the child needs to be engaged in what they are doing. Additionally, I’ve learned that using technology in the classroom, such as podcasts or voice threads is a great way to engage students in learning to work with language on many levels. Finally, I’ve learned that when lesson planning, a teacher must have a good understanding of the BC ELA IRP and teaching strategies in order to have a pertinent and engaging lesson.

Writing and Representing

What do you think is important to teach students about writing and representing?

Reading and writing are two of the most important skills a student can have. Without them, a student cannot become an independent learner (‘How can I,’ p. 40). However, for a young learner, beginning to read and write could seem very daunting. A wise teacher once told me that writing is reading written down. When looked at in this light, reading and writing are simplified and made less intimidating for students. Related to this saying is the idea of interrelation between reading and writing. In the B.C. English Language Arts (ELA) Integrated Resource Package (IRP), it is written that “[l]earning to write assists children in their reading; in learning to read, children also gain insights that help them as writers” (IRP, p. 5). Therefore, the importance of both reading and writing is maintained. Additionally, the B.C. ELA IRP indicates that “[a]ll the language arts (i.e., speaking, listening, reading, viewing, writing, and representing) are interrelated and interdependent: facility in one strengthens and supports the others. Students become confident and competent users of all six language arts through having many opportunities to speak, listen, read, write, view, and represent in a variety of contexts” (IRP, p. 15). Therefore, when teaching students about writing and representing, it is important to highlight the interrelated nature of all of the ELA strands and the importance of practicing them all. And finally, it is important to stress to students that all of the ELA strands occur throughout all subject matters. One example of this is highlighted in the book Constructing Meaning, by Joyce Bainbridge et al. in which the use of the writing strand in the subject of math is presented outside of an English lesson (Bainbridge et al., p. 242). This connection between subjects is also important for students to learn about because it will connect for them the usefulness and all encompassing nature of writing and representing.

What is important in the writing and representing classroom?

As a student teacher, I think there are five important things to include in the writing and representing classroom. First, giving students lots of time to work at writing is essential for the writing and representing classroom. A reason for this, according to Bainbridge et al., is that writing is a “process [that] requires time, thought, and the reworking of multiple drafts” (Bainbridge, p. 275). This idea is also found in the B.C. ELA IRP in which it is stated that, “[l]ong blocks of uninterrupted time are most beneficial for literacy success. […] Reading deeply and writing thoughtfully take time. The long blocks of time also [… allow] students to delve deeply [… into writing]” (IRP, p. 34). Therefore, ensuring that students are given lots of time to write is important for the writing and representing classroom. Secondly, providing a safe and respectful environment for feedback in the writing and representing classroom is important. According to Jennifer Savage, students “need an environment that is comfortable, encouraging, and non-threatening [… because she wants them] to have fun and enjoy being in the classroom” (‘How can I,’ p. 41). And similarly, Bainbridge et al. write that when children know there is a respectful and safe environment in the classroom, they will “share their pieces of writing with a group […] and will be able to accept the feedback” (Bainbridge, p. 280). Therefore, a safe and respectful environment in the classroom is key to the feedback process and a happy classroom. Third, having a language-rich classroom is important for the writing and representing classroom because according to the B.C. ELA IRP, “for children to become skilled readers (and writers), they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print” (IRP, p. 31). Therefore, if children are surrounded by language in the classroom, they will be helped in becoming skilled readers and writers. Fourth, having as a goal students becoming independent writers is important in the writing and representing classroom. In the B.C. ELA IRP, this goal is highlighted as important and achievable through a teacher’s use of “scaffold[ing] writing development through a range of activities involving the gradual release of support” (IRP, p. 23). This will allow students to move towards more independence as writers. And fifth, a balanced program of writing instruction is important because, according to Bainbridge et al., “[i]n a balanced program of writing instruction, all of [… the writing] voices, levels, and genres of writing are taught. Students can then learn to write effectively for a range of audiences and purposes” (Bainbridge, p. 292).

How would you support student writing and representing in the ELA classroom?

As a student teacher, I have been learning about the many ways of supporting student writing and representing. However, because of the sheer number of strategies and methods of support, I will only discuss a few that I feel to be the most important.

First, to support student writing and representing, I would provide many modeling opportunities so that students will know what constitutes good quality writing and will know that writing is valued. To do this, I would ensure that I (as a teacher) would write while the students are writing. This would show that writing is valued. Additionally, I would have a published author come into the classroom to talk to the students. This is important because published authors have the ability to inspire children to write. In Sharon Creech’s novel Love That Dog, the influence of a published poet’s visit to a classroom is presented. The main character named Jack invites the poet Walter Dean Myers to his classroom. After the poet’s visit, Jack writes, “[t]hank you for coming to see us Mr. Walter Dean Myers. Inside this envelope is a poem using some of your words. I wrote it. It was inspired by you Mr. Walter Dean Myers. From your number one fan, Jack” (Creech, p. 85). This example indicates the published poet’s positive influence on Jack because the student became confident in his poetry, as evidenced by his willingness to share it with the poet. Furthermore, having a published author speak to students is important according to Bainbridge et al., because when students “listen to published authors talk about their work, they have a different purpose and motivation in learning to become good writers. Writing […] becomes an art that can entertain and delight, and it can produce great pride in young writers who know it is a valuable accomplishment” (Bainbridge, p. 280). Therefore, in inviting published authors and poets into the classroom, students can become inspired and begin to see themselves as writers.

Second, I would support students’ writing by providing them with the five steps to writing presented in the B.C. ELA IRP, which include prewriting, drafting, revising, editing and presenting and publishing (IRP, p. 22). These steps are important for students to learn because they provide an easy to follow sequence to work on the process of creating quality pieces of writing. In relation to this, I would also highlight the fact that “[t]he writing process is cyclical” (Bainbridge, p. 275) so that students do not get discouraged or overwhelmed by the results of their first drafts of writing pieces.

Third, I would give my students many opportunities to write in order to support their writing and representing. This is because “writing [… is] a series of processes that a writer goes through” (Bainbridge, p. 275). The more practice a student has, the more familiar they will become with the processes. Furthermore, many opportunities to write are important because “writing for learning is an intrinsic part of the total learning process. It makes learning personally meaningful and creates […] ‘action knowledge’ rather than ‘book knowledge’ […] When children write in journals, they reflect, shape, and redraft as they engage in learning” (Bainbridge, p. 239). Therefore, the more opportunities students have to write, the more opportunities they have to engage in learning. However, when providing students with many opportunities to write, it will be important to stress that most pieces of writing will not be shared with others. This will allow students to develop a few quality pieces of writing that are well thought out and reworked (Bainbridge, p. 275).

Fourth, I would support student writing and representing by having students focus more on integrating grammar learning into their writing rather than separating it through the use of methods such as grammar sheets. This is because in the B.C. ELA IRP it is stated that “[t]eaching grammar outside of the students’ writing experiences […] does not result in a transfer of skills or learning to the next writing experience. Grammar skills should be taught in the context of the writing experience, using students’ and teachers’ own writing” (IRP, p. 25). One strategy that I would use to encourage grammar learning in writing is by having students use what Jennifer Savage calls “Think Pad” (Savage, p. 41). The Think Pad works when students are writing and they don’t know how to spell a word, they simply “jo[t] down attempts to spell [… the] unfamiliar words” (Savage, p. 41) in the Think Pad. This way, students learn words in the context of their own writing, which will aid them in understanding their meanings.

Fifth, in order to support student writing and representing, I would offer different feedback methods. This is important because according to Bainbridge et al., “young writers want to be listened to and want honest responses to their work […] In the [… feedback] process, writers learn new ways of making meaning, building on their already existing writing the skills” (Bainbridge, p. 280). A specific method of feedback I would include in my classroom would be the Two Stars and a Wish method because it allows students to give both positive and constructive feedback.

Sixth, I would ensure that students would have an authentic audience because according to Bainbridge et al., “[e]stablishing an authentic audience for children’s writing makes a difference in how children go about the process of composition and revision. Awareness that a real audience is going to hear or see their written pieces makes all the difference in the world” (Bainbridge, p. 279). In relation to this and in support of student writing and representation, I would offer students different methods of sharing written pieces with an audience. First, I would provide students with the choice to present their writing under the name anonymous. This would allow shy students and those who are not confident in their writing the opportunity to share with an audience in safety. Second, I would ensure that throughout the school year students would have the opportunity to read their written work to the class in the form of a presentation. And third, I would have students write their own books and place them in a very local author section in the classroom library. This opportunity is the most important because a student will feel accomplished and proud when their book is placed next to published books. It is also important because it provide students with motivation and an authentic audience.

A seventh way I would support student writing and representing is in providing adequate time and encouragement for students to learn specific genres of writing such as poetry. When students are provided with a year-long study of a genre rather than a short unit, they are able to develop a deeper understanding of it and become encouraged to want to try it themselves. This method is present in the novel Love that Dog by Sharon Creech. In this novel, the main character Jack initially does not want to write poems because “boys don’t write poetry. Girls do” (Creech, p. 1). However, because his teacher continued to teach poetry throughout the school year and provided encouragement in the form of modeling and language rich activities in the classroom, Jack eventually wanted to write poetry (Creech, p. 86).

And finally, to support student writing and representing, I would provide a balance between freedom and structure in the writing curriculum. This balance is important according to Mara Casey and Stephen I. Hemenway, because the result would be students that are “more dynamic writers excited about their abilities to blend exposition and imagination for more creative communication” (‘Structure,’ p. 68). In the classroom, I would create this balance between freedom and structure for writing by providing students with opportunities to write narrative and expressive writing in addition to other forms of writing. This is essential because, as in the case of Page, a former student, students get “frustrated with being assigned such structured topics, with little freedom to express [their] views or feelings” (‘Structure,’ p. 74). Therefore, when students are provided with writing that will allow them to be “in complete control—free to express their own ideas and feelings” (‘Structure,’ p. 70), they will enjoy writing, which is the ultimate goal.

What is important in the Grade 1 writing and representing classroom?

First and foremost, providing students with a safe and respectful classroom environment is crucial. This is because when students feel safe, they are happy and when they are happy, they “are more motivated to learn and have a greater opportunity for successful learning” (‘How can I,’ p. 41). Another important aspect to include in the Grade 1 writing and representing classroom is the provision of fun strategies for young learners that will fulfill the Grade 1 PLOs. First, according to Savage, “[f]or early writers […] drawing their story is as important as the words” (‘How can I,’ p. 41). This idea is relevant to the Grade 1 PLOs because it fulfills PLOs C1, C2, which all state, “ideas [can be] represented through words, sentences, and images that connect to a topic” (IRP, p. 53). A strategy that Savage uses to encourage drawing and writing, and that I would like to adopt in my future classroom, is a journal for each student that incorporates an area for pictures and for writing (‘How can I,’ p. 41). Additionally, to help students learn to have “appropriate spacing between letters and between words” (IRP, p. 54), as dictated in PLO C10, I would have students use a ‘spaceman’. This ‘spaceman’ is mentioned in Savage’s article and consists of a paper spaceman glued to a popsicle stick (‘How can I,’ p. 43). I find this strategy both creative and appealing to students because it is a great alternative to the finger space strategy. Although I have mentioned only two fun strategies to support students in writing and representing, it is possible to see how achievable it is for teachers to help Grade 1 students learn to write and represent while fulfilling the PLOs in the B.C. ELA IRP.

Bibliography:

British Columbia Ministry of Education. English Language Arts, Kindergarten to Grade 7: Integrated Resource Package (IRP) 2006.

Jennifer Savage. “How can I effectively use the First Steps Writing program in my classroom?”

Joyce Bainbridge, Rachel Heydon et al. Constructing Meaning: Balancing Elementary Language Arts. Fourth Edition. Nelson Education Ltd.: 2009.

Mara Casey and Stephen I. Hemenway. “Structure and Freedom: Achieving a Balanced Writing Curriculum,” English Journal, July 2001, p. 68-75.

Sharon Creech. Love That Dog. Harper Collins: New York, 2001.

Podcasts and Voice Recordings in the Elementary Classroom

What are podcasts and voice recordings?

In this blog posting, I’d like to talk about podcasts and voice recordings for the elementary classroom. First, a podcast is similar to a radio broadcast segment, except that it is digitalized and can be found online or downloaded onto your smart phone. A voice recording consists of a digital recording of one’s voice or a sound, but can also be accompanied by images. Examples of voice recordings can be found everywhere on the Internet, but in particular, the website http://voicethread.com/ gives excellent examples of voice recordings with images, also known as voicethreads.

How I would use voice recordings and podcasts in my classroom

Since both podcasts and voice recordings require oracy, I can see them being useful tools in an elementary classroom. Additionally, anyone can create a podcast or a voice recording on any topic they desire. This means that the possibilities are endless. In my elementary classroom, I would use voice recordings and podcasts …

-as a means for students to express their creativity.

-as a tool for a student projects.

-as a learning resource whereby students can listen to selected informative podcasts and voice recordings.

A classroom podcast and voice recording project

I see many possibilities for using podcasts and voice recordings in the classroom and I would like to share the one that I am most excited about. This lesson plan idea involves using a podcast as a means of sharing with another classroom, similar to a ‘penpal’ system. The students could create multiple podcasts throughout the school year and share them with another class. In return, they would receive podcasts from the other class. The podcast topics could vary. For example, if the two classes involved were from different towns or even countries, each could give information on their town. Similarly, the classes could create a voicethread, which would consist of a voice recording and images. They could give verbal information and accompanying images about famous landmarks in their town or country. I see this project as being a fun and informative learning experience.

Why are podcasts and voice recordings useful?

More and more teachers are incorporating technology into the classroom. The main reason for this is that technology can be and is a useful tool. In my opinion, podcasts and voice recordings fall into the category of being a useful technological tool. This is because they can assist students with multiple learning styles. Additionally, podcasts and voice recordings can be a great hook to get students interested in something. This is because the novelty of the podcast or voice recording could make them excited and enthusiastic learners. Finally, podcasts and voice recordings are compatible with just about any topic and this makes them a great learning tool since its possible to find topics that interest all students.

What teachers should consider when using podcasts and voice recordings

Although I feel very positive about the use of podcasts and voice recordings in the classroom, I can see two main downsides to their use that teachers should consider. First, the safety of the students is of concern since voice recordings and podcasts occur online. However, there are ways around this concern. First, there are podcast websites created for children, one of which is http://www.kid-cast.com/. And second, teachers can avoid using the real names or real pictures of the students so that they are in effect anonymous. Alternatively, another consideration that teachers should keep in mind is ensuring that the language in the podcast and/or voice recording is grade appropriate. This means that teachers need to listen/watch the entire podcast and voice recording.

Other Podcast and voice recording websites I found interesting and useful

1) The Writing Process

http://voicethread.com/?#q+english+language+arts.b328891.i1742502

2) A grade 2 I Spy project

http://voicethread.com/about/library/2nd_graders_play_ISpy/

3) a) Reading buddies teacher introduction:

http://voicethread.com/?#q+english+language+arts.b111975.i720159

b) The Foot Book read by a grade 2 to a kindergarten reading buddy

http://voicethread.com/?#q+english+language+arts.b111975.i719235

4) Cinquain Poetry-4^th grade

http://voicethread.com/?#q+english+language+arts.b927613.i4943298

5) A grade 1 book project

http://voicethread.com/about/library/1st_grade__Reading_Analysis_from_Leanne_Windsor/

How does the IRP help and/or hinder you as a beginning teacher? Who are today's ELA students and how do they learn?

How does the IRP help you as a beginning ELA teacher?

As a beginning teacher, I find the amount of resources available on ELA teaching to be overwhelming. For this reason, I find the B.C. English Language Arts (ELA) Integrated Resource Package (IRP) helpful not only because it is a required government document, meaning that it is reliable, but also because it tells teachers what to teach and children what to learn. This may seem to limit teachers’ choices, but because it does not tell teachers how to teach, I feel that the IRP standardizes the goals for each grade, while still allowing teachers creativity and flexibility in lesson planning. In fact, it allows for a teacher’s input and recognizes that modifications can and do need to be made to fit the learner. The IRP states, “[w]here necessary, modifications can be made to the Prescribed Learning Outcomes for students with Individual Education Plans” (IRP, 12). Furthermore, I find the IRP helpful because it highlights the most important information and aspects of teaching upon which a beginning teacher should focus. For example, the IRP highlights the six language arts dimensions, which include speaking, listening, writing, reading, representing and viewing (IRP, 4-5). These are very important because they are used to explore and achieve mastery in the classroom. Moreover, I find the IRP useful because it helps to pinpoint important research, laws, teaching methods and assessments. For example, it suggests that teachers seek advice and support of local Aboriginal communities when planning lessons that are culturally sensitive (IRP, 13).

How does the IRP hinder you as a beginning ELA teacher?

However, the B.C. ELA IRP also hinders me as a beginning teacher because it does not address problems that teachers might face such as classroom composition with students of diverse needs and abilities, increasing classroom sizes and lack of funding in schools. Additionally, it is left unclear as to how teachers are held accountable to ensure that students meet all of the PLOs, or how teachers can be certain that students have completed all of the previous grades’ PLOs. Finally, the IRP hinders me as a beginning teacher because it is vague about specific methods of how to assess students. There are, for example, no concrete examples of high quality student work and poor quality student work. However, I should note that there are other government resources available that give examples of students’ qualities of work. Personally, I would find it helpful if the Federal Government of Canada and the B.C. Provincial government merged the IRP with other useful government documents on teaching and learning so that they could all be in one place. However, this too might have its drawbacks, such as a lack of clarity and being overwhelming due to large amounts of information.

Who are today’s ELA students?

The possibilities in the world of teaching are wonderfully endless. Each school year, there is a classroom full of new faces and old, which means that countless opportunities are available for using the many teaching materials, methods, and assessments. The choice of these however, all depends on the diversity within the classroom. Today’s ELA students come from various socioeconomic, family and cultural backgrounds. They will have different learning styles, personalities, health and fitness lifestyles and might not have English as their first language. According to Statistics Canada in 2001, “Canada now has some of the most culturally and linguistically diverse cities in the world [… with] approximately 40 percent of Canadians claim[ing] their first language is a language other than English” (Constructing Meaning, 15). This diversity is commented on by Joyce Bainbridge et al., in the book Constructing Meaning, where it is stated that the “first step in dealing with diversity in language arts classrooms is becoming aware both of the knowledge and abilities children bring with them to school and of [… teacher] biases and preconceptions about the learning abilities of different children. Only with this awareness are [… teachers] in a position to provide a learning environment that is equitable for all children” (Constructing, 21). This means that teachers must consider the diversities within their own classrooms and be culturally responsive in their lesson plans.

How do today’s ELA students learn?

Although people learn in a variety of different ways and at different rates, there are some learning conditions that apply to all. First, learning is a natural process that begins from birth. Children absorb the language environment around them, learning new words from listening and talking to parents and other caregivers (Constructing, 35). Second, learning requires the active participation of the child. For this to occur, the child needs to be engaged in what they are doing. And third, children are driven to learn by purpose. For example, according to Bainbridge, “[c]hildren learn language because there is something they need to do, and in order to do it, they need to communicate their intentions to another person” (Constructing, 45).

However, when discussing student learning, it is important to consider the role of the teacher. First, Bainbridge states that students learn best when they have a teacher who acknowledges children’s funds of knowledge, meaning the cultural, intellectual, and physical resources they bring to school (Constructing, 9). In recognizing students’ funds of knowledge, a teacher is able to see them as ‘at-promise’ and as capable learners (Constructing, 9). This view of students helps ensure that they are not limited by a narrow vision or expectations and can help them to learn and grow. Second, in order to foster language learning, teachers need to provide many opportunities for students to interact with different people in different contexts to accomplish different purposes. This is because children “come to understand language from their own experiences of language in use” (Constructing, 45). This is also important because it gives opportunities for authentic discussion, meaning that which is meaningful conversation. This is essential because, according to Robert E. Probst, “recitation, rather than authentic discussion, is the common mode of discourse in most classrooms” (Tom Sawyer, 46). Finally, it is important for teachers to be aware of Cambourne’s seven conditions of learning, which include immersion, demonstration, expectation, responsibility, use, approximation, and response (Constructing, 24). An important aspect of these conditions is that while they are essential in the classroom and in each lesson plan, they are easily applicable. For example, a teacher could immerse students in language through a text rich environment through classroom design, resources, and experience for students to engage in, such as discussion, play, and exploration (Constructing, 29).

Grade 4 Students Learning English Language Arts

The 2010 quantitative study, “Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?” by Lisa A. Fast, James L. Lewis et al, found that grade 4-6 students achieved better academically on standardized math tests when they perceived their classroom environment to be challenging. This means that the students achieved better academically when they were being provided with progressively difficult tasks as their proficiency increased (Does Math, 729). Although this study looked at math proficiencies, it raises the important concept of the zone of proximal development (ZPD) in students’ learning and achievement. This concept is about stretching students’ learning and abilities by providing them with new and challenging strategies and material just beyond their independent level, while maintaining attainability through limited teacher assistance (IRP, 18). ZPD is crucial in grade 4 because students are expected to delve deeper into learning activities by, for example, providing details and examples to enhance meanings, compare and analyze ideas, read strategically, defend choice of text and write to express and extend thinking (IRP, 7). Additionally, there is a large leap from grade 3 to grade 4 with regards to time allocation in reading and viewing. In grade 3, 20-40% of time is suggested to be allocated to that curriculum organizer, while in grade 4, 40-50% of the academic year’s time should be allocated to reading and viewing (IRP, 8). Consequently, it is necessary that grade 4 students have the guidance of a teacher who creates enough of a challenging classroom so that students may learn through the ZPD concept.

Bibliography

• British Columbia English Language Arts Kindergarten to Grade 7: Integrated Resource Package (IRP) 2006.
• Joyce Bainbridge, Rachel Heydon et al. Constructing Meaning: Balancing Elementary Language Arts. Fourth Edition. Nelson Education Ltd.: 2009.
• Lisa A. Fast, James L. Lewis, Michael J. Bryant, et al. “Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?” Journal of Educational Psychology 2010, Vol. 102, No. 3, 729-740.
• Probst, Robert E. “Tom Sawyer, Teaching and Talking,” Adolescent Literacy: Turning Promise into Practice. Heinemann: 2007.

Expectations of English Language Arts in the Elementary School Classroom

Hi! My name is Rosemary and I am very excited to be blogging on the topic of English Language Arts in the Elementary classroom. I have always wanted to be an Elementary School teacher. For this reason, I see this blog and everything that has led up to this moment as stepping-stones on the path of attaining my goal. I have named my blog, “One good book is all it takes” because I recall from personal experience that I was instantly hooked on reading by the book “Slinky Malinki” by the author Lynley Dodd. Looking back, I think that I became a willing and excited reader because I was able to make a connection between myself and the story/characters in the book. I think this experience also sticks out in my memory because I had trouble reading in English as a child. This was because I was in French immersion from Kindergarten to grade 12 and had very little English instruction in my elementary and middle years’ schooling.

I have not been an Elementary School student for well over 15 years and I also come from a background where I was instructed in French more than in English through the French Immersion program. For these reasons, I would have to say that I am not sure what English Language Arts would look like, sound like and be like in the Elementary classroom today. However, I have had the opportunity to volunteer in a few French immersion classrooms ranging from grade 1 to grade 5, and have been able to observe the classroom layout, the teachers’ communications with students, methods of instruction and tools used. These experiences have led me to think that methods of instruction have changed but not the basics of reading, writing, speaking and listening since they are all essential forms of communication.

In an Elementary classroom, I would expect English Language Arts to be present visually as decorations and tools in which there is writing present, such as posters, calendars, books, whiteboards and chalkboards. I would also expect ELA to be taught orally in the Elementary classroom through talking, music/singing and videos. Finally, I would expect ELA to be fun for students to learn because it is varied and it links to all other courses, which will help students decode the mysteries of our world.