Literacy Charts and the ELL Student

1. Literacy Charts and the ELL Student Ilich N. Ramirez National Writing Project June 17, 2004

2. 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.

3. 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 limited-English-speaking students can learn to communicate by speaking, listening, reading and writing. • (Carol Nelson, Language Diversity and Language Arts, 1995)

4. Literacy Chart

5. 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)

6. 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.

7. 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.

8. Fiction / Non-Fiction • Fiction = Fake • (people fly, animals talk) • Non- Fiction = Not Fake • (it could happen to you) • Ficción = Falso • No Ficción = No Falso

9. Setting / Lugar • Where the story took place • Tell me all the places they went • Donde fue la historia? • Todas las partes donde fueron.

10. Character / Personaje • Who? Quien? • People Gente • Animals Animales • Things that talked Cosas que hablan

11. Problem / Problema • Bad thing or Trouble that happened in the story. • Cosas malas o problemas que pasaron en la historia.

12. Main Idea / Idea Principal • Somebody Alguien • Wanted Quería • But Pero • So Entonces

13. Favorite Part / ParteFavorita • 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.

14. Events / Eventos • In order, what happened in the story? • En orden, que paso en la historia?

15. Solution / Solución • How did they fix the problem? • Como arreglaron el problema?

16. 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.

17. 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.

18. 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)

19. 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

20. 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.

21. 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 prose- Some of these and some of those. Read some too, and you’ll agree, Books are good for you and me.

22. Works Cited • US Census www.census.gov/population/www/socdemo/school.html • Poem by Helen H. Moore www.geocities.com/Heartland/1133/bookpoems.html