Diverse learners

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Diverse learners

  1. 1. Diverse Learners
  2. 2. What is a Diverse Population? <ul><li>Ethnicity/ Culture </li></ul><ul><li>Language </li></ul><ul><li>Sexual Orientation </li></ul><ul><li>Socioeconomic Status </li></ul><ul><li>Children of Divorce </li></ul><ul><li>Transient and Homeless </li></ul><ul><li>Physical, emotional, and learning disabilities </li></ul>
  3. 3. Advocacy <ul><li>Bringing a clear IMPROVEMENT to people’s lives…. </li></ul><ul><li>Are you willing to be your students’ advocate? </li></ul>
  4. 4. When Students Write… <ul><li>They draw upon the sum of their experiences </li></ul><ul><li>Do you know what their experiences are like? </li></ul><ul><li>Are you asking them? </li></ul><ul><li>Are you listening? </li></ul>
  5. 5. Strategies <ul><li>Verbalize thinking while writing </li></ul><ul><li>Visual Context </li></ul><ul><li>Writing as a Social Activity </li></ul><ul><li>Scaffolding a Large Writing Project </li></ul>
  6. 6. More Strategies <ul><li>Demonstrate how writing and reading are connected </li></ul><ul><ul><li>Differences in style, voice, genre may not be clear to students </li></ul></ul><ul><ul><ul><li>Choose books by different authors & compare styles </li></ul></ul></ul><ul><ul><ul><li>Spend a week reading informational books before writing informational pieces </li></ul></ul></ul>
  7. 7. What to say… <ul><li>Let's look at the books we read this week. 
 We read The Cat in the Hat and Cross Country Cat . 
 What do the two books have in common? 
 What's the same about them? 
 That's right, they're both about cats. 
 Are the cats in these books real cats like mine? 
 That's right. They're not. 
 Tell me what the cats in these books can do that our cats can't do? 
 Now listen to the first page of each book. (Teacher reads aloud.) 
 Do they sound the same, or do they sound different? 
 What differences do you notice? </li></ul>
  8. 8. What to say… <ul><li>Let's talk about the book Dear Mr. Henshaw . 
 What's special about how this book is written? 
 Is there a narrator who tells us about the characters? 
 Do the characters speak to the reader? </li></ul>
  9. 9. Ask about Home Literacy <ul><li>Draw me a picture of someone in your family reading and writing. 
 Tell me about the picture. 
 </li></ul><ul><li>Does anyone in your family read newspapers or magazines? 
 </li></ul><ul><li>What language are they in? 
 </li></ul><ul><li>Does anyone in your house write letters? 
 </li></ul><ul><li>Whom do they write to? </li></ul><ul><li>What language do they write in? 
 </li></ul><ul><li>Does anyone in your house do homework? 
 </li></ul><ul><li>What kind of homework is it? 
 </li></ul><ul><li>Who else do you see reading and writing? </li></ul>
  10. 10. More Strategies <ul><li>Demonstrate how writing and reading are tools for thinking & learning </li></ul><ul><ul><li>Writing frequently </li></ul></ul><ul><ul><li>Recursive process (revision & editing) </li></ul></ul><ul><ul><li>Demonstrate how reading own writing can spark ideas </li></ul></ul>
  11. 11. Effective Teachers <ul><li>Learn to write from sources </li></ul><ul><li>Conduct & write up research </li></ul><ul><ul><li>Stories from grandparents </li></ul></ul><ul><ul><li>Survey of classmates’ pets </li></ul></ul><ul><li>Show students how to use timelines, Venn Diagrams, lists of pros/cons </li></ul><ul><li>Demonstrate how evaluate writing </li></ul>
  12. 12. What to say… <ul><li>Did I introduce my main character, the person that the story is about? 
 </li></ul><ul><li>Did I tell where my story happens? 
 </li></ul><ul><li>Did I tell when my story takes place, night or day, summer or winter? 
 </li></ul><ul><li>Does my title fit my story? </li></ul>
  13. 13. More Strategies <ul><li>Demonstrate how writers write about topics that are meaningful to them </li></ul><ul><ul><li>Invite students to observe and participate in the teacher’s own writing process </li></ul></ul><ul><ul><li>Model the process of writing AND model topic selection (ask students to participate in this process) </li></ul></ul>
  14. 14. What to say… <ul><li>Next Sunday is Mother's Day, so I am thinking about writing a Mother's Day card to my mother. I want to say thank you for many things. 

 </li></ul><ul><li>How does a letter start? 

 </li></ul><ul><li>We're going to Sunflower Farm next week, so I'm going to write a description of it. I'm going to write about what it's like there. My title will be Sunflower Farm because that's my topic. 

 </li></ul><ul><li>Most of you usually draw beautiful illustrations to go with your journal entries, but sometimes people just scribble very fast and don't use many colors or they don't draw a picture that goes with their writing topic. So today I'd like you to help me write a rubric for illustrations. I want your help to think about what makes a good illustration. 

 </li></ul><ul><li>Okay, we agreed that a good illustration has five or more colors in it. I'm going to write that: f-i-v . . . Next? There's a silent . . . Right, silent e . 

 </li></ul><ul><li>I want to write a scary ghost story for Halloween. Should I start it by writing &quot;One sunny day&quot; or by writing &quot;One dark night&quot;? Why? 

 </li></ul><ul><li>Okay, I wrote, &quot;One dark night, Maggie heard a strange noise . . . &quot; Now, what goes here at the end? Right, a period. It's the end of my sentence. 

 </li></ul><ul><li>When I start the next sentence, what kind of letter do I need? </li></ul>
  15. 15. More Strategies <ul><li>Teach grammar in the context of actual writing </li></ul><ul><ul><li>Use the opportunity to present mini-lessons in grammar </li></ul></ul>
  16. 16. What to say… <ul><li>I wrote two sentences: We walked in the woods yesterday. We fished in the river. 
 </li></ul><ul><li>Who knows why I put ed after the verbs walk and fish ? 
 </li></ul><ul><li>Listen to me say these words: /walkt/ /fisht/. </li></ul><ul><li>What sound do you hear at the end? 
 </li></ul><ul><li>What does it mean when I say /walkt/ instead of /walk/? 
 </li></ul><ul><li>What does the /t/ sound tell you? 
 </li></ul><ul><li>What letters spelled the /t/ sound in walked? </li></ul>
  17. 17. What to say… <ul><li>I enjoyed reading in your journal about your day at the circus with Kim. It sounds like you two had a great time. It was really interesting to read about the acrobat dogs! </li></ul><ul><li>Now let's go back and read your journal writing again to look at the language. I saw a sentence that needs some revising. 

 Me and Kim ate hot dogs and popcorn. Mm? delicious, but do you see anything that needs to be changed? 

 </li></ul><ul><li>Well, I do. It's here, Me and Kim . It will be better writing if you change it to Kim and I . </li></ul><ul><li>In English we're supposed to put the other person first. I guess it's more polite. So we'll write Kim and I . We'll write I instead of me . When you talk about yourself doing something, when you're the subject of the sentence, use I . We don't use me to begin a sentence. 

 </li></ul><ul><li>Listen to this, &quot;I ate hot dogs. Kim and I ate hotdogs.&quot; Can you say that? 

 &quot;I ate popcorn. Kim and I ate popcorn.&quot; Say it. Good, now you can cross that out with a thin line and rewrite it. </li></ul>
  18. 18. Take it Further… <ul><li>Before students begin to write, the teacher reviews the sentence pattern they should use: &quot; _____ and I _______ on Saturday/Sunday .&quot; 
 She asks some volunteers to share their experiences orally. 
 </li></ul><ul><li>&quot;Tasha and I played hide-and-seek on Saturday.&quot; 
 </li></ul><ul><li>&quot;My cousins and I visited our grandmother on Sunday.&quot; 
 </li></ul><ul><li>&quot;My brother and I washed our car on Saturday morning.&quot; </li></ul>
  19. 19. Take it Further… <ul><li>After they finish their compositions, the students read them aloud, and their classmates point out any edits that are needed. </li></ul><ul><li>(Only a few &quot;me and him's&quot; slip through.) </li></ul><ul><li>They post the compositions on the wall and reread them from time to time. </li></ul><ul><li>The teacher and students refer to these compositions whenever there is a problem with first-person subject pronouns. </li></ul>

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