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The Correlation of Visualization Using Picture Books And
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Transcript of The Correlation of Visualization Using Picture Books And
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The Correlation of VisualizationUsing Picture Books and Second
Grade English Language Learners
Written Performance.
By Kimberley M. Jones
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Overview
In the group setting when ESL teachers use
picture books, students are able to not only
hear but also see how the story is presented
which allows for easier transition to their own
writing.
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Two Approaches to ESL
Direct Grammar Translation
Unnatural
Relies on direct translations
Focus on rules not use
Communicative Approach
Focus on grammatical
structures
Communicative Language
versus Academic Language
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Content-based Approach
Focus on meeting language objectives through
curriculum content
Learning contextualized
Greater flexibility and adapt-
ability of curriculum
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Purpose of the Study
A qualitative approach to using picture books
as a graphic organizer or with one to enhance
writing of English Language Learners.
Research was based on studies conducted in
mainstream classrooms with English speakers
and one study of a secondary ESL classroom.
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Research Questions
Will the strategy of using picture books to
support writing work the same with ELLs as
native English speakers?
Will the use of picture books enhance their
ability to discern text structure variation?
Will they be able to translate different
structures into their own writing?
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Literature Review
Books and articles on teaching
writing to ELL students
5 Key Influences:
Katie Wood RaySteve Lancia
Quiocho & Ulanoff
Robert Brooke
Ralph Fletcher &Joann
Portalupi
Hadaway and Mundy
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Design Methods
Individual Case Study
using read aloud texts
for the purpose of
teaching text structure
Integration between
Language Arts and
Social Studies
Follow up study with
group of 5 students
-various backgrounds
-similar proficiency level
Read aloud with
purpose of teaching
text structure Language Arts
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Materials
Individual Case study
A repetitive text, narrative,
list, letter, and journal
Follow Up Group
Narrative, fairytale, letter,
biography
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Why read aloud as a method?
Scaffold necessary vocabulary as it is
encountered
Present the text as the graphic organizer Build background knowledge with the text
Create opportunity for students to make
connections to the text
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Analysis
It works!
Is it perfect?
What did I learn?
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Samples
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More samples
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What does this mean for ESL
teachers and writing? A tool for the tool box
A new type of graphic organizer
Provides a meaningful opportunity for
interaction between teacher and students
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What is wrong with graphic
organizers? Nothing!
Not all picture books work for modelingwriting of text structure or other elements.
This study does not advocate not using agraphic organizer; instead, it offers another
alternative.
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Future Recommendations
Broader study (participants and structures)
More time in research period
Older participants with focus on literary
elements: Personification, imagery, etc.
More formal writing (science, documentary,
etc)