Literacy Charts and the ELL Student

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Transcript Literacy Charts and the ELL Student

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 – 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

• …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)

Literacy Chart

Title Titulo__________ Author / Autor

Fiction / Non-Fiction

Main Idea/IdeaPrincipal

Somebody / Alguien Wanted / Quería But / Pero So / Entonces

Setting / Lugar_______ Favorite Part/Parte Favorita Characters /Personajes Events / Eventos_____ Problem / Problema_ Solution / Solución

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

• 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

• 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 = Fake – (people fly, animals talk) • Non- Fiction = Not Fake – (it could happen to you) • Ficción = Falso • No Ficción = No Falso

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

• Who? Quien?

– People – Animals Gente Animales – Things that talked Cosas que hablan

Problem / Problema

• Bad thing or Trouble that happened in the story. • Cosas malas o problemas que pasaron en la historia.

Main Idea / Idea Principal

• Somebody • Wanted • But • So Alguien Quería Pero Entonces

Favorite Part / Parte Favorita

• 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

• In order, what happened in the story?

• En orden, que paso en la historia?

Solution / Solución

• How did they fix the problem?

• Como arreglaron el problema?

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.


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 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



• 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.


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

• US Census cdemo/school.html

• Poem by Helen H. Moore bookpoems.html