Literacy Charts and the ELL Student

Report
Literacy Charts
and the
ELL Student
Ilich N. Ramirez
National Writing Project
June 17, 2004
ELL Learners:
• Stats: Growing population
US Total School Enrollment of K-12 students
in Thousands
– 1992 47,514 all races
• 37,668 White (79%) 5,573 Hispanic (12%) = 43,241
– 2002 53,077 all races
• 41,247 White (77%) 9,250 Hispanic (17%) = 50,497
• From: Various Parts of the world.
Theory Base:
Reading-Writing Connection
• …attitudes regarding the education of such
students (ELL) have changed rapidly
during the past few years, and that even if
teachers speak only English, they can still
provide a warm and supportive
atmosphere in which their limitedEnglish-speaking students can learn to
communicate by speaking, listening,
reading and writing.
• (Carol Nelson, Language Diversity and Language Arts, 1995)
Literacy Chart
Title Titulo__________ Setting / Lugar_______ Characters /Personajes Problem / Problema_
Author / Autor
Fiction / Non-Fiction
Main Idea/IdeaPrincipal Favorite Part/Parte
Somebody / Alguien
Wanted / Quería
But / Pero
So / Entonces
Favorita
Events / Eventos_____
Solution / Solución
Theory Base:
Reading-Writing Connection
• Thematic connection between
reading and writing enhanced
both the processes and products
of students’ writing performance.
• (Hameed Esmaeili, Integrated Reading and Writing Tasks and ESL
Students’ Reading and Writing Performance, 2002)
Title / Titulo
• What is the name of the book?
• Que es el nombre del libro?
• Can help with inferences and what
the book may be about. Excellent
time to engage prior knowledge.
Author / Autor
• Who wrote the story?
• Quien escribió la historia?
• Great for identifying and making
connections with authors, style and genre.
• Can also include the illustrator.
Fiction / Non-Fiction
• Fiction = Fake
– (people fly, animals talk)
• Non- Fiction = Not Fake
– (it could happen to you)
• Ficción = Falso
• No Ficción = No Falso
Setting / Lugar
• Where the story took place
–Tell me all the places they went
• Donde fue la historia?
–Todas las partes donde fueron.
Character / Personaje
• Who?
– People
– Animals
– Things that talked
Quien?
Gente
Animales
Cosas que hablan
Problem / Problema
• Bad thing or Trouble that happened in
the story.
• Cosas malas o problemas que pasaron
en la historia.
Main Idea / Idea Principal
• Somebody
• Wanted
• But
• So
Alguien
Quería
Pero
Entonces
Favorite Part /
Parte Favorita
• Part that you found funny or interesting.
– Made you laugh. You may use this part
to get your friend to read the story.
• Parte que encontraste chistosa o
interesante.
– Te hizo reír. Puede que uses esta parte
para que tu amigo lea la historia.
Events / Eventos
• In order, what happened in the
story?
• En orden, que paso en la historia?
Solution / Solución
• How did they fix the problem?
• Como arreglaron el problema?
Literacy Charts:
• Do?:
Form a building block in the
reading-writing connection by
establishing elements in literature and
in the students’ writing.
• Vary?
Depend on grade level and subject.
Cross-Curricular
• Writing: Use Literacy chart as
rubric for writing. Also, peer edit
with Lit chart to see if all items are
in the story.
• Math: Math books (next slide)
• Social Studies: History, people.
• Science: Animals
• Art: Who in the picture, Literacy
chart as art.
Theory Base:
Reading-Writing Connection
• Math teachers can make math meaningful
for literacy students by designing
instructional activities that build upon
students’ real life experiences. Lessons
that provide challenging problem-solving
activities at which students can succeed to
build their reasoning and problem-solving
skills, as well as their confidence.
•
(Buchanan,
Helman, Reforming Mathematics Instruction for ESL
Literary Students, 1997)
Math
• Math books:
Amanda Bean’s Amazing Dream (x)
Greedy Triangle (geometry)
The Penny Pot (+)
Grouchy Ladybug (Time)
How Big is a Foot (Measurement)
Inch by Inch (Measurement)
The Doorbell Rang (Division)
Pigs in The Pantry (Measurement)
Pigs Will be Pigs (Money)
Authors: Amy Axelrod, Marilyn Burns, Susie
Nesmith
ELA TEKS for 4th grade
• 4.39 Use his/her own knowledge and experience to comprehend.
• 4.43 Establish and adjust purposes such as reading to find out, to
understand, to interpret, to enjoy and to solve problems.
• 4.48 Describe mental images that text descriptions evoke.
• 4.49 Determine a text’s main (or major) ideas and how those
ideas are supported with details.
• 4.75 Recognize that authors organize information in specific ways.
• 4.79 Understand and identify literary terms such as title, author,
illustrator, playwright, theater, stage, act, dialogue, and scene
across a variety of literary forms.
• 4.82 Recognize and analyze story plot, setting, and problem
resolution.
• 4.85 Use text organizers, including headings, graphics features,
and tables of contents, to locate and organize information.
Books
by Helen H. Moore
If you read a few, then you’ll know it is true:
Books are good for you!
Chefs read cook books,
Pirates? “Hook” books!
Little kids read lift-and-look books!
We read books of poems and proseSome of these and some of those.
Read some too, and you’ll agree,
Books are good for you and me.
Works Cited
• US Census
www.census.gov/population/www/so
cdemo/school.html
• Poem by Helen H. Moore
www.geocities.com/Heartland/1133/
bookpoems.html

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