CPlan Theory & Hypotheses

Up to this stage of my inquiry, I feel I have a fair knowledge of my learners based on evidence collected from a variety of sources - reading assessments, student voices through a questionnaire, learners rating their ability and attitude on their L1, and my general teacher observation. From the analysis of baseline instruments used to assess their reading proficiency, I was informed not only of their learning needs reflected by their performance, but also on the standard knowledge, skills, question types, and targets required by those assessments on these English language learners (ELLs). So if these ELLs are to make shifts in their reading comprehension, they need to be up to certain levels with those targets. This is significant because it will be the same assessments that I will use to identify any shifts in their reading at the later stage of this inquiry. With the guide of literature and research as well as help I received from Dr Jannie van Hees, I developed some hypotheses on what need to be done in order to make shifts in their reading comprehension, and the following is my plan of action.

Focus Areas
There are three major areas in this plan.

1) Intensive Close Reading

• The main aim of this reading type is to help equip the learners on how to completely deconstruct a text with a goal of absorbing or getting as much meaning as possible. Underpinning this is the need to know and appreciate the concept of 'text' and its make-up.
• This will be teacher-guided but with an intense aim to collaborate and interact more with the learners.
• This requires a high level of focus and deliberate effort both on teacher and learners   

The 'what' of this aspect of the plan will involve:
- Understanding of text, selection of appropriate text types to use, and learning text features
- Learning and use of reading strategies to appropriately and effectively deconstruct texts for meanings
- Vocabulary acquisition using both deliberate teaching and incidental learning of new English words to contribute for the comprehension.

There was a question that came to my mind while planning this. Hasn't this been what I  should have been doing? What change of practice do I need if I have been doing them?

The knowledge of this 'trade' is not completely new. What's new to me here is teaching this type of learners, English language learners, for the first time with their desperate learning needs, and making this 'what' easy enough and appropriate for these learners. What's new is teaching them with diligence to ensure they learn and make a shift, and not just simply teach. There is a need for a consistent formative assessment for verification of learning every step of the way. It is not to be a one-off summative check-up at a time.

2) Extensive Reading

• The aim of this reading is to simply read as much as possible, and not concern so much with intense digging for meaning or occasional missing of some unknown words. The idea is to be exposed to more language allowing the learners to increase their passive knowledge of vocabulary quite quickly.
•  This is mostly done by reading for large amount of time, 'Mileage' and looking up words only when absolutely necessary for understanding of the text.
• This is an independent reading engagement by learners and selecting books of their interests to read, but with basic guidance from teacher to ensure they read and read the right levels of books for their ability.
• This extensive reading is meant to be a fun and pleasurable experience, not requiring  so high mental effort.    

The 'What' of his aspect of plan will involve:
- Learners to read the right levels of books, not too easy and not too difficult and assess their comprehensions of what they have read
- Learners to read as much as possible, mileage
- To enable learners to read at school by giving them daily reading time (and at home too)

This extensive reading will be enabled by STAR reading comprehension test to identify learners' reading levels and ages as well as the right levels to books for them to read (ZPDs). I will write about this programme in my next blog.

3) Motivational and Visioning Engagement

• The aim of this engagement is to enable these learners to feel safe and comfortable in their learning environment especially at school and the classroom. This is an effort to cultivate confidence, motivation, and vision within these learners so that they participate in the language learning activities without stress, anxiety, or shame because of who they are and their lack in English language. 

The effort here is to lower the 'affective filters' in these learners so that effective language learning can take place. The higher these filters are, the more likely language learning will be impeded. 

We are about to complete a of plan for The 'What' and 'How' to do this. Dr Jannie ven Hees and I are finishing up the plan. Michelle Ensor who runs visioning workshops is on board with with plan and helping us. The school is also willing to provide time for this.

It is my intention to share the details of this in a latter blog.