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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

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Literacy charts and the ell student

Literacy Charts and the ELL Student

Ilich N. Ramirez

National Writing Project

June 17, 2004

Ell learners
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
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)

Theory base reading writing connection1
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
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
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 / 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
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
Character / Personaje

  • Who? Quien?

    • People Gente

    • Animals Animales

    • Things that talked Cosas que hablan

Problem problema
Problem / Problema

  • Bad thing or Trouble that happened in the story.

  • Cosas malas o problemas que pasaron en la historia.

Main idea idea principal
Main Idea / Idea Principal

  • Somebody Alguien

  • Wanted Quería

  • But Pero

  • So Entonces

Favorite part parte favorita
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.

Events eventos
Events / Eventos

  • In order, what happened in the story?

  • En orden, que paso en la historia?

Solution soluci n
Solution / Solución

  • How did they fix the problem?

  • Como arreglaron el problema?

Literacy charts
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 connection2
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 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 4 th grade
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
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.

Works cited
Works Cited

  • US Census

  • Poem by Helen H. Moore