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N A S S A U C O U N T Y S C H O O L L I B R A R I A N S
D E C E M B E R 4 , 2 0 1 3
N A S S A U B O C E S S C H O O L L I B R A R Y S E R V I C E S
P R E S E N T E R : I R E N E C . P O M P E T T I - S Z U L , P H . D .
L O N G I S L A N D R B E - R N
Multilingual and Electronic Resources and Projects for Developing Literacy and Literate Thinking with English Language Learners.
Teaching English Language Learners
Topics:
Social Language and Academic Language
Culture and Cultural Competence
Native Language Support
Multilingual and Electronic Resources
Identity Texts
Literacy Through Literature
Social and Academic Language
English learners need BICS and CALP
BICS = Basic Interpersonal Communication Skills
playground language and
social conversational language
BICS takes 2-3 years to develop
CALP = Cognitive Academic Language Proficiency
= the ability to understand and use academic
language
CALP takes 5 - 7 years to develop
I told him, “Close your eyes, tap your heels together 3 times and think, “There’s no place like home.” The shoes were his idea.
Idioms and Colloquial Language
Radio Commercial used to sell cars:
Talk turkey for chicken feed. A little scratch is all you need.
What would an immigrant student need to know in order to understand this commercial?
Make a list of at least three things he would have to know.
Recognizing Cognates: One way to build on students’ strengths
Cognates are English words that are very similar to the same words in Latin-derived languages: Spanish, French, Italian, Portuguese and Romanian
Cognates are most often academic words, both tool-kit words (compare, describe) and discipline specific words (oxygen, triangle, history, constitution)
Appoint one or more cognate detectives in each class.
Do the same with prefixes, suffixes, root words, etc.
Vocabulary Resource: NYSED Glossaries
http://www.p12.nysed.gov/biling/bilinged/bilingual_glossaries.htm
Arabic, Bengali, Bosnian, Chinese, French, Haitian-Creole, Korean, Polish,
Russian, Serbo-Croatian, Spanish, Urdu
(See handout, pp. 3 – 11 for languages and sample glossaries)
Academic Language
Academic Language is not a natural language.
It must be taught. It cannot be “caught.” (Kate Kinsella)
• Many approaches: Sentence Starters (Kate Kinsella)
Sentence Frames (Kate Kinsella)
The Frayer Model (p. 13-15)
Concept Definition Map (p. 16-20)
• Here’s an example of sentence starters for beginning, intermediate and advanced ELLs that could be used with the Human Rights 5th Grade ELA Common Core Module.
Academic Vocabulary
The word we’re practicing today is “equal.” Say it with me, equal, equal.
What do you think “equal” means? Does it remind you of a word that you know?
‘Equal’ means “the same, or the same as.”
Sentence Starter:
When two people do the same job, their pay should be_________
10
Module 1 - Selected Vocabulary List by Proficiency Level
Beginning Students Intermediate Students Advanced Students
equal
universal
freedom
United Nations
reason
respect
dignity
brotherhood
association
deprive
compel
peaceful
conscience
promote
merit
technical
professional
tolerance
compulsory
fundamental
accessible
Beginning Intermediate Advanced
11
Vocabulary Sentence Starters for Intermediate/Advanced Proficiency Levels
The new word we are learning is ‘promote.’ Let’s say the word together, “promote, promote.”
What do you think this word means? Does it remind you of a word you already know? (The teacher guides the students to understand that promote means “help, encourage, advance to the next level”).
Sentence Starter:
If we want to promote understanding between nations, we should______________________.
The new word we are learning is ‘compulsory.’ Let’s say the word together, “compulsory, compulsory.”
What do you think this word means? Does it remind you of a word you already know? (The teacher guides the students to understand that “compulsory” means “required, mandatory, obligatory.”)
Sentence Starter:
The Declaration of Human Rights says that elementary education shall be compulsory, which means
that .
Be
gin
nin
g
Inte
rmed
iate
A
dv
an
ced
Teaching Punctuation
What does a colon look like? pp. 21-22
A colon looks like this “:”
Detective work: find five examples of colon use in the text. Write an explanation of when colons are used.
Another Approach to Academic Sentences
Sentence Combining
http://a4esl.org/q/h/vm/m-sco01.html (low level)
http://www.conejo.k12.ca.us/Portals/49/Departments/English/Kolodney/Sentence%20combining.pdf
http://grammar.ccc.commnet.edu/grammar/quizzes/combin
ing_quiz2.htm (more advanced)
Sentence combining examples
History:
A man was burned at the stake
The man was named Giordano Bruno
He was burned in the year 1600.
He was burned in Rome
Science
Each axon is surrounded by a sheath of fatty material.
This fatty material is known as myelin.
ESL (Beginning level)
The car stalled. The car ran out of gas
Native Language Support
Write down what you think of when you hear the phrase “native language support.”
If a student learned history in his native language and you ask him to think about a history topic, in which language will his thoughts be stronger initially? Is this a way to build on students’ strengths?
Fill out the anticipation guide on Native Language Support in your response journal.
Reference: First Language Use in Second Language Literacy Development, Dr. Irene C. Pompetti-Szul
(can be found online with other materials from this workshop courtesy of Carl Vitevitch)
Multilingual Resources
Why and how might it be helpful for students to read literature and study other content areas using books and materials in their native language?
When might it not be helpful?
Identity Texts
Identity Texts – Jim Cummins (U. of Toronto)
“Identity texts are artifacts that students
produce... the students take ownership of these artifacts as [they have] invested their identities in them.”
Example: What’s in a Name?
Students are asked to tell (and later write) a story about their name. “My father wanted to name me……: References: “Identity texts and Literacy Development Among Preschool English Language Learners”, Teachers College Record, 2006;
Identity Texts: The Collaborative Creation of Power in Multilingual Schools by Jim Cummins, 2011 (Trentham Books)
Examples of Identity Texts
• Give students several models of student autobiographies (Jim Cummins’s book on Identity Texts)
• Student autobiographies : Students brainstorm ideas for a few chapters in order to get started, e.g.
Chapter 1: I am born. Chapter 3: My sister is born
Chapter 2: We move to.. Chapter4: I go to school.
• Then students list events or add details to each chapter.
Examples of Identity Texts
• Have students list characteristics of their home country or town and compare them with where they live now in the U.S. (Use a two-column graphic organizer in order to get started).
• Poetry-writing using a temporary scaffold
• Early Authors literacy development activities by A. Ada & I. Campoy
Identity Texts: Poetry
Teach poetry writing initially using a scaffold –
The Class is Over Teacher, you’re helpful Teacher, I miss you Teacher, I feel sad Teacher, I feel nervous The scaffold (teacher), can later be removed for some of the lines and the poem can be revised. (See example and practice page in the handout).
Human Rights e- book- an Identity Text
Common Core Learning Standards for ELA
Grade 5 Module 1 Unit 1 –
The Universal Declaration of Human Rights
The Title III Project for 2012-13 was to develop an e-book on the theme of Human Rights
Students wrote of their experiences with Human Rights –
Listen to these Identity Texts
Discussing Fiction and Non-fiction Texts
Read aloud to students
Then, in small groups, students re-read, jot notes, talk, and write questions
Student questions become basis for whole class discussion with students deciding which question to discuss first.
Teacher models ways to discuss and think I agree with Ana that…. I don’t agree with that because…I also think that…What José said made me think that….
Key motivator: When students ideas are listened to, many students begin to engage with the curriculum. Teaching isn’t telling. Sample Activity: The Secret Heart
Multilingual Resources
• New York State Statewide Language RBE-RN (at NYU)
http://steinhardt.nyu.edu/metrocenter/rbern/resources/instructional_materials
• Spanish Bengali • Chinese Korean
Lee and Low Books http://www.leeandlow.com/books/
• Story Cove http://www.storycove.com/storycove.com
Multilingual Resources
Colorín Colorado www.colorincolorado.org
a bilingual website for educator and
families of English Language Learners
Alma Flor Ada and Isabel Campoy
http://delsolbooks.com/
• Essential Guide to Spanish Reading for Children and Young Adults
Spanish Classics and Contemporary Books
Spanish Classics for children published by edebé:
El Quijote contado a los niños El Cid contado a los niños Platero y yo de Juan Ramón Jiménez contado a los niños
o Margarita by Rubén Darío, (Nicaragua) published by Ekaré
Contemporary Spanish Authors from New York Dinorah Coronado – Rebeca al bate y dos cuentos más Alister Ramírez Márquez - ¿Quién se robó los colores?
Literacy Development
Alma Flor Ada and Isabel Campoy
http://delsolbooks.com/
Alma Flor Ada F. Isabel Campoy
Literacy Development
Authors in the Classroom: A Transformative Education Process
by Alma Flor Ada and F. Isabel Campoy 2004 Allyn and Bacon ISBN 0-205-35139-5 Their methods help students: to find meaning to connect to others to appreciate beauty in many forms to become critical thinkers to appreciate similarities and differences in others to guard against prejudice and bias by developing students’ voices in oral and written form
Literacy Development Theme: Difference
Voice- finding explorations around ‘difference’: Have students think of an
• early experience of being “different” from others, or
• an experience of being in a dominant group and/or in a subordinate group
• taller than average shorter than average physically fit physically unfit thin fat urban rural man woman no alcoholism in the home alcoholism in the home
Literacy Development
Voice- finding explorations around ‘difference’: (continued)
Describe an experience in which you felt
close to someone who was different from
you in some way
Think about an early school experience in
which you felt young and vulnerable
Authors in the Classroom by Alma Flor Ada and Isabel Campoy
Use themes that help awaken students’ voices, and
Provide models for creative expression;
Theme Model/Structure
Affirming Self I AM book
Recognizing Human Qualities Acrostic
Strengthening Self-Identity Story of My Name
Building Communities ABC/Counting books
The Power of Transformation Contrasting Books
Authors in the Classroom
Theme Model/Structure
Understanding the Past/
Creating the Future Childhood Memories Discovering our strengths I Can Book Learning to Know Book of Goals Developing Relationships A Person in My Life From Yesterday to Tomorrow Where I Come From book. ELLs benefit from authoring books on these themes and from self-publishing them in the classroom or school. An essential entryway into this work is through dialogue. Students learn to engage with content when they share and discuss their ideas in the classroom.
Example of the theme “Affirming Self” Writing “I AM” poems
When I am by myself I’m a gong
and I close my eyes I’m a leaf turning red
I’m a twin I’m whatever I want to
I’m a dimple in a chin be and anything I care
I’m a room full of toys to be.
I’m a squeaky noise. And when I open my
I’m a gospel song eyes
What I want to be
Is Me.
Brainstorm ideas for an “I AM” poem
1. Write down or tell your ideas to someone near you.
2. Then begin to write
3. Share
An “I AM” poem can become a narrated book or a photo essay; eg
My name is Lisa Solomon. I am a teacher, but I am also a mother, aunt, niece, and friend. I would like to introduce you to different people in my family. (See handout, page 28.)
“When the Great Ones Were Small”
Series of children’s books highlighting famous men and women from the Spanish-speaking world.
Pablo Neruda Julia de Burgos
José Martí Sor Juana Inés de la Cruz
Jorge Luis Borges
Federico García Lorca
Publisher: Lectorum Books (subsidiary of Scholastic)