Reading and Writing Expert Multicultural Narratives

1. Reading and Writing ExpertMulticultural Narratives Amy Rivera ACCELA Program

2. Classroom Community 4th grade �mainstream� 22 students, all Latino except 2 Wide range of abilities (2 newcomers, others born in Holyoke but in the process of learning to read and write academically in English) Language Arts Unit designed to teach the genre of the �personal narrative� using Scott Foresman Reading First Curriculum 45 min Writing Block: 90 min of Scotts Foresman Reading 1st

3. Natasha Mainstream classroom since last year. Comprehension-understands interpersonal conversations and classroom discussions. Fluency-generally fluent with occasional lapses. Vocabulary-rarely interrupted, is capable of rephrasing ideas and thoughts to express meaning. Makes limited errors in grammar. Pronunciation as a slight influence of the primary language, which is Spanish.

4. Essential Questions What are the genre features of personal narratives (e.g., setting, character, plot, theme)? How does explicitly teaching students to notice and use the language of more expert authors support ELLs in producing more powerful narratives (e.g., linguistically more sophisticated; reflective of LA subject matter)? How can teachers model expert writing practices using the writing process (e.g. making the difference between revising and editing clear and supportive of their academic work)?

5. Content and Language Objectives Students will be able to� Identify key features of a personal narrative in �expert writing� (e.g., Grandma�s Records; Miss Rivera�s texts; Para�s text). Use �Are you on the way to expert writing� tool to scaffold students� concept of narrative features (e.g. setting) and their use of specific language features

6. Curriculum Reflection and Modification Scott Foresman Readings not reflective of students� experiences and interests. Approach to genre features did not draw students� attention to content and language objects (e.g., beginning, middle, end). Students needed more support in separating the revising and editing stages of the writing process. Greater attention to ELL issues My modifications Multicultural readings (urban settings, characters were Puerto Rican people of color, culturally relevant family themes). �Rug-time text analysis� - models, social interaction, investment, peer feedback�

7. Language Arts Curriculum Standards Reading and Literature Strand * Understanding a Text 8.12: Identify sensory details and figurative language. 8.14: Make judgments about setting, character, and events and support them with details. * Making Connections 9.3: Identify similarities and differences between the characters or events in a literary work and the actual experiences in an author�s life. * Fiction 12.2: Identify and analyze the elements of plot, character, and setting in the stories they read and write, and find individual examples of stories to the class. * Style and Language 15.2: Identify words appealing to the senses or involving direct comparisons in literature and spoken language, and use vivid verbs in their own writing.

8. Language Arts Curriculum Standards Composition Strand Standard 19: Writing 19.13: Write an account based on personal experience that has a clear focus and sufficient supporting details. 19.9: Write stories that have a beginning, middle, and end. Standard 21: Revising 21.2: Revise writing to improve level of details after determining what could be added or deleted. 21.3: Improve word choice by using dictionaries. Standard 22: Standard English Conventions 22.3: Write legibly in cursive, leaving space between letters in a word and between words in a sentence. 22.4: Use knowledge of correct mechanics (end marks, commas for series, capitalization), usage subject and verb agreement in a simple sentence), and sentence structure (elimination of fragments) when writing and editing. 22.5: Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling. 23.5: Organize ideas for an account of personal experience in a way that makes sense. Standard 23: Organizing Ideas in Writing 23.3: Organize plot events of a story in an order that leads to a climax

9. ELL Benchmarks and Outcomes Listening and Speaking (S) S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. S.4 Presenting: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

10. ELL Benchmarks and Outcomes Reading (R) R.4 Literary Elements and Techniques: Students will identify and analyze text elements and techniques of written English as used in various literary genres. R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts.

11. ELL Benchmarks and Outcomes cont. Writing (W) W.1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. W.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for a particular audience and purpose. W.4 Editing: Students will understand and apply knowledge of standard English grammar, spelling, and conventions to improve their writing.

12. Scaffolding Tool: Connecting Content and Language Objectives Copy of the �expert tool� Eric Velasquez� Grandma�s Records Miss Rivera�s A Day Full of Adventure Ms. Rodriquez� My First Communion Natasha�s When I Got Pinto Natasha�s use of the �expert writing tool� in discussing Mrs. Rodriguez� text

13. Video Clip on Scaffolding

14. Analyzing Natasha�s drafts See freewrite (yellow copy) Features/language of setting (e.g., Rochester, Christmas/New Year�s Eve); Evidence of characters, but not fully developed (e.g., weak description and no dialogue); Evidence a plot but not fully developed(e.g., several issues, no one problem, no clear resolution); Theme unclear

15. Text analysis continued Second draft (see orange) Setting weaker: Deleted place and time (e.g. Rochester). Reggae music doesn�t connect with the rest of the narrative. Characters more developed (e.g. use of dialogue, use of Spanish) Plot: Conflict between mother and daughter over dog articulated through the dialogue; resolution clearer. Style features: Draws on Eric Velasquez� way of using and translating Spanish dialogue.

16. Text analysis continued Final draft: Attention to editing Run-on sentences Capitalization: Some but not all (e.g., lower case �i�) High frequency errors corrected: �When� and �went�

17. Reflection on the unit and student work? Illuminating moment: Use of known adult sample texts (me as writer; Mrs. Rodriguez as writer) Writing and analyzing my own story made me clearer about genre features. Typing enrichment stories to make students focus on the text, not just the illustrations Using color paper to highlight the different activities associated with free writing, revision, and editing (free-write isn�t a final draft). Students as teachers: Peer revision and peer editing. Students� seem to be able to identify expert features in a remarkable way (Kids CAN analyze texts), but had a much more difficult time producing them.