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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
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)
slide19
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

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 www.census.gov/population/www/socdemo/school.html
  • Poem by Helen H. Moore

www.geocities.com/Heartland/1133/bookpoems.html

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