Integrated Strategies for Beginner ELLs with Picture Books

1. Integrated Strategies for All-Age Beginners – Modeled with Picture books GATESOL Friday Oct 20, 2017 Macon, GA 11:10 am Ana Lado, Ph.D.

2. Newcomer & Beginner ELLs • Key characteristics: silent, overwhelmed. • Integrated oral and written second language development strategies, and • Picture books that match the characteristics of ELLs and teaching strategies meeting their needs, such as ones with context embedded language and undemanding content (Cummins, 1981).

3. Books that prompt beginner ELLs • Using the typical language of a specific type of second language teaching strategy • Using strategies for early literacy, i.e. phonemic awareness, phonics, vocabulary, comprehension, and fluency. • These books: • address specific linguistic aims and • prompt specific language teaching strategies,  

4. Warm Up – Survey Who are your ELLs? What do you teach? Examples Songs and Poems--rcoA Little Overcoat http://www.youtube.com/watch?v=KZ37_s7X3jA Sing song This Land is Your Land • https://www.youtube.com/watch?v=2cKUxGrH8Fk

5. Do these books: • Make few content demands (less is more) • Have active, contextual language (here & now) • Have interactive patterns (you & me) • Have repetition (I – We – You) ?

6. Introduction: Interview partner • What are your favorite picture books? • What do you teach? • How are picture books effective? • What styles are needed for ELLs? • My Objectives: • Strategies for moving beginners out of the silent period, • Procedures for Integrated second language strategies.

7. Integrated Strategies: What do I mean? What do you want? Ideal book-based activities • 1. Address language in context 2. Integrate the communicative competencies (linguistic ones too) 3. Teach both oral and written English 4. Teach transfer back and forth between them .

8. IDEAL BOOKS: • Have context embedded language, such as graphics, text and styles that connect the student to the teacher’s conversation. • 2. Have cognitively undemanding content for ELLs, such as easy for an age and cultural group

9. Useful for Beginner Language? • All three books have verbs (TPR) • One has Call & Response routine • One has lots of repetition • One has age-appropriate photos

10. Is the content appropriatefor the age?

11. Undergroundtells the story in 2 word phrases:They hide. They run. They sleep. Is the content appropriatefor the age?

13. Matching Strategies to Books • Books with: • Active verbs prompt vocabulary through Total Physical Response (TPR) • Patterned question and answer sequences prompt guessing games • Repetitive poetic phrases prompt fluency through chanting.

14. STRATEGIES • Total Physical Response (TPR) • Chanting, Repetition, Poetry Recitation • Reader’s Theater • Substitution • Call and Response Questions • Language Experience Approach • Model-based or Guided Writing of • fiction and non-fiction • 8. Close Reading

15. Strategies#1. TPR the text has verbs.#4. Substitution the text has patterns. http://www.bing.com/videos/search?q=http%3a%2f%2fwww.youtube.com%2fvideos++picture+book+De%2bla%2bcabeza%2ba%2blos%2bpies%2bCarle&FORM=HDRSC3#view=detail&mid=32007319EFF5F90E09F432007319EFF5F90E09F4

16. Strategies#3. Reader’s Theater • Books is • Dialogue Rich

17. Strategies#2. Chanting, Repetition, Poetry Recitation Kerley’sA Cool Drink of Water • #8.Close Reading questions • And Models for writing: • – Sentences • - Paragraphs

18. Strategies #7.Model-based RETELLING and Writing

19. Strategies #7.STORY FRAME QUESTIONS • What is this title? • Who is the author? Illustrator? • Who is the story about? • What is the story about? • What happens? • What happens next? • What happens in the end? • What do you think?

20. Model Paragraph • 1.What is this title?                                • 2.Who is the author? • 3.Who is the story about? • 4.What does she want?                        • 5.What is the problem? • 6.What does she do? • 7.What happens next? • 8.How does it end? 1. The title is_________ . 2. The author is _____. 3. This story is about_____. 4 . ____ wanted________. 5. But __________. 6. This is what she did. They____. 7. So  ____________. 8.  In the end, she ______.

21. Strategies #1 TPR, #3 Substitution, and #6. Language Experience Approach.

22. Strategies#2.Recitation And #4.Substitution The Poem By Langston Hughes The night / is beautiful,/ So the faces /of my people./ The stars /are beautiful,/ So the eyes /of my people. Beautiful, also,/ is the sun. Beautiful, also, /are the souls /of my people.

23. (classmates/family, wonderful/delightful, smiles, hands, hugs) The night / is beautiful,/ So the faces /of my people./ The stars /are beautiful,/ So the eyes /of my people. Beautiful, also,/ is the sun. Beautiful, also, /are the souls / of my people.

24. Strategy #5. Call and Response

25. Strategies #6Language Experience Approach

26. Strategy #8. Close Reading The questions are Models for writing:

27. Strategy #8. Close Reading a non-fiction picture book to model scientific writing: • Recognize, Compare, Contrast pictures & text • Rewrite based on model • Rewrite question, oral answer and written response, and • Repeatedly ask • “How do you know?” • “I know because ___.” • Lead up to factual Paragraph with 3-5 sentences

28. Close Reading -- Science Writing Heuristic (SWH) What are my questions? What do I do? What do I see? What can I claim? How do I know? (evidence) How do my ideas compare with other ideas? How have my ideas changed?

29. REVIEW – find a book andmatch it to a strategy • Make few content demands (less is more) • Active language in context (here & now) • Interactive patterns (you & me) • Repetition (I – We – You)

30. STRATEGIES • Total Physical Response (TPR) • Chanting, Repetition, Poetry Recitation • Reader’s Theater • Substitution • Call and Response Questions • Language Experience Approach • Model-based or Guided Writing of • fiction and non-fiction • 8. Close Reading

31. Database – http://www.corwin.com/picturebooks4ells/ Password: person Teaching Beginner ELLs with Picture Books (Lado, 2012)