Building Bridges for Emergent Bilinguals, Part V: Writing Across the Content Areas
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Transcript of Building Bridges for Emergent Bilinguals, Part V: Writing Across the Content Areas
Building Bridges for Emergent Bilinguals, Part
V: Writing Across the
Content AreasRebecca Curinga, PD CoordinatorIngrid Heidrick, PD Facilitator
PD Session #5April 4, 2014The CUNY Graduate Center, Room C201
Agenda
8:45 Review of concept maps and vocabulary9:15 Becoming a writer and a framework for
writing using bilingual approaches10:30 Break
10:45 How the 7-week Bridges Curriculum cycle supports writing
12:00 Lunch1:00 Practicing writing activities across content
areas using the Bridges Curriculum2:30 Wrap-Up, homework and evaluation 2
3
Activity 1:Review from last session
HW Assignment Review
•Create a Concept Map for a Tier 2 or Tier 3 word.
•Develop at least two word play activities for related Tier 1 and Tier 2 vocabulary.
You have 5 minutes to discuss and present. 4
5
What does it mean to know a word?
I never heard it hemiola
I have a sense of it
ubiquitous
I know it
fruit6
Knowledge of a word is incremental!
We know approximately 20, 000 word families. We use about 10% of our vocabulary very
frequently, but the majority of words we know are low-frequency and comprise a wide range of topics.
Our knowledge of all words is not the same:
What does a monolingual’s vocabulary look like?
7
semantic: an edible part of a plant,
usually fleshy and containing seeds;
banana, apple, orange;
vegetables, dairy, meat
collocations/idioms: bear
fruit, forbidden fruit, fruits of one’s labor
frequency: 43 times per million
words; easily accessible
phonological: [fru:t], [fru:ts], [fru:te]
rhymes with suit; sounds like fresh,
friend, front
morphological:fruit-s, fruit-y
syntactic: (noun) a, the fruit; fruit
pragmatic: general term;
no specific context
fruit
What does a bilingual’s vocabulary look like?
8
fruit, fruto/fruta
phonological: [fru:t], [‘fru:to] [‘fru:ta]rhymes with suit; bruta; sounds like fruto/a, frente, frío, fresh, friend, front
morphological:fruit-s, fruit-y
fruto-s, fruta-s
syntactic:el fruto; la fruta
pragmatic: general term;
no specific context
semantic: an edible part of a plant,
usually fleshy and containing seedsbanana, apple,
orange; vegetables, dairy, meat
collocations/idioms:bear fruit – dar fruto
forbidden fruit – fruta prohibida
fruits of one’s labor – frutos de su trabajo
frequency: fruit: 43x pmwfruto: 18x pmwfruta: 24x pmw
How does this translate into what we read?
980%
20%
Frequency of words in text
High Frequency (but, so, because, man woman)
Low Frequency (ancestors, melanin, absorb)
(Nation, 1993)
10%
90%
Frequency of oral vocabu-lary
High Frequency (but, so, because, man woman)
Low Frequency (ancestors, melanin, absorb)
Summary of vocabulary knowledge
• Complex network of interrelated knowledge• Continues to change and grow throughout the
lifespan • Takes years of wide-spread exposure to a language to acquire a “native-like” lexicon
A bilingual is not the sum of two monolinguals!
10
(Grosjean, 1989)
11
Today’s Goals
To be able to:•Learn the process of becoming a writer and
understand a framework for writing development with a bilingual approach.
•Recognize how the 7-week cycle of the Bridges Curriculum supports writing.
•Practice developing writing activities across the content areas using the Bridges Curriculum.
12
Goal 1:What is the process of becoming a writer? How can we teach writing using a bilingual approach?
Four Language Abilities
Listening Speaking
Reading Writing
13
ORAL
LITERACY
RECEPTIVE PRODUCTIVE
Connecting Reading to Writing
•Build on oral language
•Expand students’ language abilities
•Connect to the curriculum
•Model using published books•Highlight text structures and vocabulary in class
readings as examples for writing14
Process of Becoming a Writer
•Approximately TWO DECADES of schooling to develop writing skills!
•Writing develops higher order thinking skills necessary to succeed academically.
•Writing requires a substantial amount of executive functioning.
•Academic writing requires the student to use his/her own ‘voice’ to distinguish his/her own thoughts and arguments from others. 15
(Kellogg, 2006)
Stages of cognitive development in writing skills – monolinguals
Writer is able to visualize the reader’s
representation, as well as his/her own and the
text’s. Example: Novel
Knowledge-Crafting
Writer is able to make the text comprehensible
to other readers.Example: High school
or college research paper
Knowledge-Transforming
Acquiring alphabetic and print knowledge.
Focusing on meaning to put ideas into print for
the first time.Content limited to narratives; writer
unaware of text representation.
Example: Elementary school essay
Knowledge-Telling
16
(Adapted from Kellogg, 2006)
Stages of cognitive development in writing skills – Bridges students
Writer is able to incorporate 6+1 traits
and differentiate writer’s/text’s
representation. Example: Writing
project, immigration stories
Knowledge-Crafting
Writer is able to make the text
comprehensible to other readers.
Representations in long-term memory are
shaped by writing process; it’s not just
retrieval. Example: LEA writing
activity
Knowledge-Transforming
Developing alphabetic/print
knowledge in English; HL.
Focusing on meaning to put ideas into print
for the first time.Bridges writers are
cognitively more advanced than young
childrenExample: Sentence
using compare-contrast, claim –
evidence, etc.
Knowledge-Telling
17
•Need to see themselves as
Authors not just people who know how to
write•Drawing as early writing•Personal stories based on life
experiences
•No one is a “native speaker of writing”
How do Bridges Students Become Writers?
18
(Cloud, Genesee & Hamayan, 2009)
What steps do you take in your writing process?
19
Pre-writing
• Ideas / Content
• Voice
Drafting
• Organization
Revising
• Sentence Fluency
• Word Choice
Editing
• Conventions
Publishing
• Presentation
Writing Cycle 6 + 1 Traits
Excerpts of writing from Bridges students
•In groups, compare three writing samples according to the 6+1 traits•Group 1: Ideas / Content and Voice•Group 2: Organization•Group 3: Sentence Fluency and Word Choice•Group 4: Conventions and Presentation
•Look for HL patterns•Look for areas of potential growth 20
Writing Sample 1
21
Writing Sample 2
Writing Sample 3
22
Bridges Pre/Post English Writing Level Results (2012-13)
only HL literacy
low beginner
mid beginner
high beginner
low intermediate
0 2 4 6 8 10 12 14 16 18 20
1
6
15
9
2
7
12
13
1
0
Pre-writing Post-writing23(n=33)
Post-Writing
Sample 1
24
A bilingual approach to writing
25
Who are the Bridges students?(Years 1 & 2)
26
Bridges
Students
(<2 yrs in US)
Age Range(13-18 yrs)
Home Languages
(10+)
Home Countries
(12+)
HL Literacy Level
(0 – 4th gr)HL Math Level
(0 – 3rd gr)
Dominican RepublicEl Salvador
Honduras
Guatemala
Mexico
Puerto Rico / USA
Bangladesh
Yemen
Senegal
Guinea
Gambia
Ivory Coast
SpanishBangla
Arabic
Wolof
Soninke
Mandingo
French
Fulani
Dioula
Garifuna
Kiché
Translanguaging: What is it and why is it important for teaching Bridges students how
to write?
27
Definition: the act performed by bilinguals of accessing different linguistic features….in order to maximize communicative potential.•It’s natural! It’s what bilinguals do. •It makes sense! Why use only one resource
to help them to learn to write when you can use two?
Assumption: Monolingualism is the rule, bilingualism is the exception.
Multiple official languages Single official language, functionally multilingual No official language, functionally multilingual Unknown
Assumption: English is the only language of the United States
How can translanguaging help Bridges students learn how to write?
•Provides a way to make rigorous content instruction comprehensible. •Reduces the burden on the executive
functioning necessary for learning how to become a writer and uses students’ cognitive energy to focus on learning how to write in English. •Develops academic skills that transfer to
English. Also develops metalinguistic skills. 30
How can translanguaging help Bridges students learn
how to write?
•By finding their voice as academic writers.•By enabling language acquisition to
take place in the classroom without having for the teacher to assume a direct role.
31
Concerns about using translanguaging in the classroom
•Using the HL in the classroom will delay or prevent ELLs’ acquisition of English. •Using the HL in the classroom is confusing,
for both the students and the teacher.•How can a teacher use translanguaging
when he or she doesn’t speak the student’s HL?
32
Common translanguaging strategies for writing
•Form a group by HL for interactive writing. •Brainstorm ideas using HL.•Write in both English and HL.•Use alphabet chart in student’s HL for those
who can’t write. •Drawing/labeling•Translating•Create an oral product alongside the
written. 33
Translanguaging Activity
•Pre-writing: brainstorming, generating ideas and content, developing voice
•Think about when you’ve moved from one place to another•Describe it with a drawing•Label drawing in any language•Share your ideas / experience
34
35
Goal 2:How does the 7-Week Bridges Curriculum cycle support writing?
Writing Outcomes in Bridges
36
37
6+1 traits across
Bridges Units
UNIT 3: JOURNEYSContent Area Search Activity
Find and HIGHLIGHT the following methods in your content area in the Unit 3 Weekly Lesson Outline:
In which week(s) do they occur?What are some interdisciplinary overlaps in concepts and
vocabulary?How might these methods scaffold writing?
•Translation of the EQ•See Think Wonder•Build an LEA text•Concept Map 38
Writing Project
•HIGHLIGHT the WRITING project for each content area
What is the final writing project?In which week does it occur?What are the pre-writing activities outlined in
the curriculum? In which week do they start?39
Journeys
40
Translate the Essential Question (ELA, Unit 3, Week 1, Lesson 1)
Why do people move? What are the positive and negative effects?
•Content objective: Identify ways immigrants survive in a new country.
• Language objective: Translate the EQ and respond in HL.
•Why is it important to translate this EQ to HL?•How does it support the writing project?
• Language awareness•Validation of HL skills and knowledge•Deeper understanding of unit context•Writing skills in HL transfer to English
41
See-Think-Wonder(ELA, Unit 3, Week 1, Lesson 2)
Who were the first people in Central America?
The Maya in the Past and the Present
•Content objective: Observe images of the first people in Central America and make inferences about the culture.
• Language objective: Observe using ‘I see_____’, infer using ‘I think’, and wonder using WH questions.
•How does this activity support pre-writing for the immigration project?• Engage, build background to content• Develop oral language related to content• Sentence level writing begins
42
Language Experience Approach(ELA, Unit 3, Week 1, Lesson 3)
What happened to the Maya?Indigenous Ancient
• Content objective: Identify changes from Mayan life long ago to Mayan life today.
• Language objective: Describe using ‘Long ago ____. Then ___________ Now the Maya________.’
•How does this LEA support the writing project?Language structures from this LEA can be usedContent can be used for the immigration storyCan be developed into more complex sentences,
paragraph form as a model for good writing
43
Concept Map (ELA, Unit 3, Week 1, Lesson 4)
POWERChanges in power in Mayan life
•Content objective: Identify cause and effect of changes in power in Mayan life.
• Language objective: Explain cause and effect using ‘because’ and ‘so.’
•How does this concept map support the writing project?
Language, vocabulary and sentence examplesIdea of power/powerful gives depth to their own
immigration storiesGenerate related ideas and content for pre-writing stage
44
45
Goal 3:How can we develop writing activities that support Bridges students to become writers?
What to expect in Bridges students’ writing
•It is important to get to know your students’ HL grammatical structure and writing system
•Invented spelling from HL (e.g. Spanish)•chaket for jacket from Spanish spelling•escul for school for the English pronunciation
46
Writing Systems of Bridges Students
•Alphabetic•Latin script: Haitian Creole / Spanish / French /
English •Arabic script: Arabic / Urdu•Bengali script: Bengali (Bangla)•Pinyin: Chinese•Cyrillic: Russian
•Logographic•Chinese 47
48
Bengali
Arabic
Chinese characters/Pinyin
49
Application / Practice in Content Area Groups
Participants develop activities to support a writing project using Unit 3 of the Bridges Curriculum.1. Review the Bridges website to find supplemental
materials to the writing project for your content area: http://bridges.ws.gc.cuny.edu/
2. Develop three activities to support the writing project using the weekly lesson outline, or sample lessons from your content area.
3. Incorporate translanguaging strategies to enhance writing development.
4. Present your activities to the other groups.
50
Summary of Today’s PD Session
•What has changed in your understanding of how Bridges students develop writing skills?
•What is one thing you will do in your classroom this week to help build writing skills in your content area?
Homework Assignment: Writing Methods
•Adjust the Bridges Power Methods (e.g. See-Think-Wonder, LEA, Read-Retell-Respond) to become daily writing practice.
•Implement translanguaging activities with your writing lessons.
51
52
Recommended Reading• Celic, C., & Seltzer, K. (2012). Translanguaging: A
CUNY-NYSIEB Guide for Educators. The Graduate Center, The City University of New York. http://www.nysieb.ws.gc.cuny.edu/files/2013/03/Translanguaging-Guide-March-2013.pdf
• See also: http://www.nysieb.ws.gc.cuny.edu/cuny-nysieb-publications
• Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English language learners. Portsmouth, NH: Heinemann.