At North Tahoe High School, we have had an influx of new English Language Learners at the secondary level. Most of these students come to us with little to no English skills. However, most do have grade appropriate literacy skills in their primary language. While we do offer some Spanish Language books in our library and classrooms, the current number and variety of texts available is somewhat lacking to support the reading requirements I would like to foster in my ELD classes. I have found we have a specific need in books that are of high interest for young men. I also would like to purchase books about cultures other than North, Central, and South American Countries. While our Spanish-speaking students often gravitate to stories where they see themselves represented, I think we need to expand our choices for those who want to branch out in their areas of interest.
Students who are literate in their primary language are proven to be more successful in acquiring a second language, especially when they are acquiring the second language later in their education. Fostering a love of reading and a stamina for reading longer texts in their primary language will support language acquisition. I also want to build a culture in my classroom that recognizes and values students primary language as they work towards their goals of biliteracy. I hope to also make these books available for students enrolled in NTHS Spanish classes, as well.
I require students to read at least one book of choice per quarter (in English or Spanish). I will measure the success by how many students are able to complete these assignments and the quality of their book reviews. It enhances the classroom curriculum by providing students choice and autonomy. I hope it also create a feeling of acceptance- that we value their home language and culture.
I created a google form where students could request specific books from Barnes and Noble. I created a list of books based off of their responses and the needs mentioned above. I plan to build in book exploration activities like book speed dating, book talks, and first page Fridays to expose the class to different books.
I will continue to provide time in class for free reading and small group discussions about their books of choice. I will also require a culminating assignment where the students either create a presentation to the class when they complete a book or a written reflection about their reading process and possible themes in the book.
Yes, I believe ELD students can use these books in for requirements in their English classes as well. I would also like to make the library available to student in Spanish classes, as well.
As I mentioned above there are Title 1 funds that could potentially be used for the same purpose, but those funds have been stretched thin with the amount of newcomers enrolling at NTHS in the last couple years. We typically have 2-3 newcomer students in any given year, and this year we have 15. Because of this, we are funding a second bilingual paraprofessional and have also add a .2 ELD support period. We also do not have a viable ELD curriculum for newcomers, and we are looking to use site funds for this purchase in the near future. If EEF approves this grant, it will free up Title 1 Funds that can support students in other academic areas, as well, like the CCR program.
I have benefitted from ELA department grants in the past, but this is the first time I have submitted an individual grant. Pick me! Pick me!