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)