Hadas_Walseth Reading & writing in advanced el: the final push
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Advanced ELL students, while often proficient orally, have a limited vocabulary, and read and write below grade level.This presentation will describe how ELL teachers in two high schools use engaging material and effective strategies that prepare students for mainstream classes.The techniques, readings, and writing assignments can also be used in the post secondary setting.
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Hadas_Walseth Reading & writing in advanced el: the final push
- 1. Reading and Writing in Advanced EL: The Final Push Debbie Hadas and Heather Walseth debbie.hadas@gmail.com heather.walseth@gmail.com
- 2. District 196 - Rosemount/Apple Valley/Eagan Heather teaches at Rosemount High School. Debbie taught at Apple Valley High School.
- 3. ELL 4 Students: They’re not all alike. ● Making progress ○ Been in the country 3 to 5 years ○ Learned a lot, but ■ need more vocabulary ■ practice reading and writing ● Newer to Country ○ Been in the U.S. less than 3 years ○ May have good language skills on arrival OR ○ Willing to work very hard ■ Less fluent ■ Often lack a writer’s voice in English
- 4. ELL 4 Students (Cont.) ● Long Term ELs or Lifers ○ Been in EL forever ○ Completely fluent orally ■ reading significantly below grade level ■ lacking academic vocabulary ○ Often have a strong writer’s voice in English ○ Three profiles: ■ See that EL can help them ■ Coasting ■ Feel they are “prisoners of EL”
- 5. Our Guiding Assumptions ● Students learn to read by reading. ● Students learn to write by writing. ● Writing assignments should be linked to readings. ● Themes can enrich the learning. ● Compelling themes and readings keep students engaged. GOAL: To push them to grade level! (That’s why we give readings and assignments similar to those in mainstream classes.)
- 6. ELL 4: How it’s organized ● 3 Trimesters ○ Fall - Nonfiction articles ■ social justice issues ● race ● healthcare ○ Winter - Short stories ■ Families ■ Scary Stories ○ Spring- Longer narrative ■ Novel or memoir Note: Many students take the class for two years or more.
- 7. FALL TERM: Social Justice Readings and writing assignments reinforce what students learn in social studies and social science classes that often reflect current issues in today’s society.
- 8. And the topics are relevant to our students’ lives.
- 9. The Narrative Arc: Race Reading (or film) Writing assignment The story of race Summary Racial Disparities in income and housing Cause and Effect Essay or Compare and Contrast Affirmative Action Persuasive Essay Research Project Presentation and paper
- 10. The Narrative Arc: Healthcare Reading (or film) Writing assignment Europeans bring smallpox to North America Summary Health and Healthcare Inequities Cause and Effect Essay or Compare and Contrast Affordable Care Act/Coverage for the Undocumented Persuasive Essay Research Project Presentation and paper
- 11. Students need to learn how to read dense texts. Annotation is a learned skill. highlight circle define respond!!!!! underline make arrows make connections Question
- 12. We need to explicitly teach, and model. First we model - Doc camera or Smart Board Then they can practice! Here’s Debbie’s example. Here’s a student example.
- 13. Sample Reading Misuse of Race in Medical Diagnosis ● Read & Annotate the text ● Self-identify vocabulary ● Tone ● Analysis ● Author’s purpose/main point
- 14. Celebrity Vocabulary Review Game ● Put all of the vocabulary words into a hat/receptacle ● Students can be in one big team or smaller teams depending on your class size ● Celebrity is like a combination of Taboo without the Taboo words and Charades 3 Rounds *Round 1: Students can say anything they want *Round 2: Students can only say 1 word *Round 3: Students can only act
- 15. Celebrity Practice Choices-Students can use their vocabulary lists/notes ● Cerebral ● Spinal ● Irritability ● Omit ● Fatigue
- 16. Winter Trimester: short stories Start with a review of literary terms: ● They can match definitions. ● They can practice online ● They can “SWAT” vocabulary terms.
- 17. SWAT ● Create a powerpoint with 2 columns with a vocabulary word in each column ● Give students definitions or example sentences for one of the words ● Students are placed into 2 teams and take turns running to the board to “swat” the correct answer faster than the other team. ● You can use fly swatters or just hands
- 20. The Narrative Arc: Family and Culture Reading (or film) Writing assignment “Four Directions” by Amy Tan Summary - retell from mother’s point of view/Personal narrative “A Beacon in the Night” by Morris Lurie Book Report: Description of a character, theme and reaction. “A Wish for my Mother” by Rosemary Bray Compare and Contrast with “A Beacon in the NIght”/Own wishes for their mother
- 21. The Narrative Arc: Family and Culture (Con’t) Reading (or film) Writing assignment “The First Seven Years” by Bernard Malamud Write about clues in the story: How can the reader infer that Feld already knows what he can’t admit to himself? “Marty” (1955 movie with Ernest Borgnine) Movie Review Independent Reading Project Poster and paper
- 22. Model essay: How to write a “book report” Red Riding Hood
- 23. The Narrative Arc: Scary Stories Reading (or film) Writing assignment “The Open Window” by Saki Summary - retell from Vera’s point of view “The Monkey’s Paw” by W.W. Jacobs Book Report: Description of a character, theme and reaction. “Lamb to the Slaughter” by Roald Dahl Confession Letter/Compare and Contrast with movie
- 24. Out of control, I hit him with the frozen leg of lamb. He died immediately. I have felt the guilty. However, I will see your father soon. At heaven, I and your father will love each other again. While they were eating the leg all along I was in the living room laughing cause they were talking about how they couldn't find it and that it was probably under their noses.
- 25. The Narrative Arc: Scary Stories (Con’t) Reading (or film) Writing assignment “Rear Window” (1954 movie with Jimmy Stewart) Movie Review or The Viewer as Voyeur Independent Reading Project Poster and paper
- 26. The Most Dangerous Game by Richard Connell
- 27. Most Dangerous Game Reading Strategy Goal: To infer. The ending is perfect to demonstrate this. “He had never slept in a better bed, Rainsford decided.”
- 28. Spring Trimester - Memoir or Novel ● A longer work allows depth. ● Each chapter stands alone.
- 29. We both love The Horse in the Kitchen ● Ralph M. Flores’ novel based on his father’s life ○ Early years in Mexico during the Revolution ○ Immigration to Arizona ○ Defining, and redefining, the American Dream
- 30. Writing Assignments ● An idyllic childhood? ● Are people who they seem to be? ● Be like a coyote ● American Dream
- 31. Heather likes to teach Freedom Writers ● Genre ● Theme ● Diversity ● Compare & Contrast writing styles ● Diary Writing ● Yearbook-to prioritize main, memorable events
- 32. Debbie likes to teach Black Boy ● Richard Wright’s memoir of growing up in the Jim Crow South ○ Intellectual curiosity and determination ○ Rise from poverty to great 20th Century writer ○ An American classic!
- 33. Writing assignments ● Role of setting in Black Boy ● Role of violence in Black Boy ● Jobs in a white-dominated world ● Black Boy as a coming of age story
- 34. Questions? READING and WRITING in ADVANCED ELL: The Final Push Debbie Hadas and Heather Walseth debbie.hadas@gmail.com heather.walseth@gmail.com Link for today’s presentation: email us or write your name on the list.