engaging students in language

of 49/49
www.facingthefuture.org Making Connections: Engaging English Language Learners & Striving Readers in Language, Literacy and Global Issues Dave Wilton Assistant Outreach Director

Post on 10-Jul-2015

389 views

Category:

Documents

4 download

Embed Size (px)

TRANSCRIPT

  • www.facingthefuture.org

    Making Connections:Engaging English Language Learners &

    Striving Readers in Language, Literacy and

    Global Issues

    Dave Wilton

    Assistant Outreach Director

  • Copyright 2010, Facing the Future

  • Copyright 2010, Facing the Future

  • From Ch. 1: Envisioning Our FutureWriting Warm-up

    Write continuously

    Include every idea you think of

    Share with a neighbor

    Copyright 2010, Facing the Future

  • Agenda

    Your Visions

    Who is Facing the Future?

    Why Use Global Issues & Literacy?

    From the Teacher Perspective

    From the Student Perspective

    Give and Take

    Reward for Your Patience

    Copyright 2010, Facing the Future

  • About Facing the Future

    Seattle-based nonprofit founded in 1995

    Interdisciplinary global issues and sustainability curriculum for K-12

    Over 1.5 million students reached annually

    All 50 U.S. states and over 100 countries

    Professional development and consulting

    www.facingthefuture.org

    Copyright 2010, Facing the Future

  • Copyright 2010, Facing the Future

  • Im Curious

    I Have an Opinion

    I Want to Share It

    I Want to Be Involved

    I Want Bring My Talents to Bear

    Using Math & Real World Data

    to Develop Global Competence

    Globally competent students must have the

    knowledge and skills to:

    Copyright 2010, Facing the Future

    ~ Anthony Jackson,

    Asia Society VP of Education

    Investigate the World

    Weigh Perspectives

    Communicate Ideas

    Take Action

    Apply Interdisciplinary & Disciplinary Expertise

  • Defining Sustainability

    Meeting our own needs without limiting the ability of future generations to meet their needs

    World Commission on Environment & Development, 1987

    Flourishing

    Environment

    Strong

    Economy

    Social

    Well-being

    Sustainable

    Communities

    Copyright 2010, Facing the Future

  • Think, Pair, Share

    What is something you

    are doing to engage your

    literacy students with a

    global issue?

    (If you momentarily cant think ofanything, what is something you

    would like to do?)

    Copyright 2010, Facing the Future

  • Development Rationale

    25% of students in grades 4-12 read below

    grade level

    21st century literacy demands

    Student engagement

    Copyright 2010, Facing the Future

    The emphasis on different types of thinking strategies,reading strategies, and vocabulary was excellent for [my

    students].~ Jill Berge, Literacy Teacher

    Rose Hill Junior High, Washington

  • Why Global Issues & Literacy?

    Make language learning purposeful

    Motivate with content-based learning

    Gain skills and knowledge needed to excel academically

    Apply skills to current, relevant, and interconnected topics

    Make meaningful contributions to their communities through

    service and action

    Copyright 2010, Facing the Future

  • Iceberg Modelfor understanding root causes and

    leverage points of global issues

    Copyright 2010, Facing the Future

  • Ways to Use This Resource

    Language acquisition for intermediate English language

    learners and striving readers

    Reading comprehension of nonfiction materials in English

    language arts classes

    Increasing knowledge of global issues in science and social

    studies classes

    Student engagement in the classroom around current,

    relevant issues

    Copyright 2010, Facing the Future

  • Incorporating Best Practices

    Engaging language and literacy activities

    Explicit reading comprehension instruction

    Explicit vocabulary instruction

    Differentiated instruction

    Real-world content and themes

    Multiple reading, writing, speaking, and listening

    opportunities

    Copyright 2010, Facing the Future

  • Chapter Components

    Activating Knowledge

    Vocabulary Development

    Dialogue

    Reading

    Writing

    Culminating Activity

    Assessments (formative & summative)

    Content-Based Themes

    Copyright 2010, Facing the Future

  • Chapter OverviewsReading Skills & Writing Genres

    1.Envisioning our Future

    o Reading Skill: Main Idea

    o Writing Genre: Poetry

    2.The Natural World

    o Reading Skill: Textual Details

    o Writing Skill: 5-Sentence Paragraph

    3.Environmental Issues & Solutions

    o Reading Skill: Cause & Effect

    o Writing Genre: Persuasive Essay

    4.Thinking about Consumption

    o Reading Skill: Sequencing

    o Writing Genre: How-To Guide

    5.Population Around the World

    o Reading Skill: Making Predictions

    o Writing Genre: Community Plan

    Copyright 2010, Facing the Future

    6.Improving Quality of Life

    o Reading Skill: Drawing Conclusions

    o Writing Genre: Realistic Fiction

    7.Peace & Conflict

    o Reading Skill: Theme

    o Writing Genre: Advice Column

    8.Community Development

    o Reading Skill: Context Clues

    o Writing Genre: Speech

    9.Creating Our Future

    o Reading Skill: Character Traits

    o Writing Genre: Letter

  • Inside the Teachers Guide

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our Future

    Components, Timeline, Standards

    Copyright 2010, Facing the Future

  • Copyright 2010, Facing the Future

    Ch. 1: Envisioning Our FutureFinding Main Ideas & Writing Poetry

    Content and languageobjectives based on the

    lesson topic

    Each chapter structured around essential

    questions

    Language developmentthrough mastery of content

  • Ch. 1: Envisioning Our FutureActivating Knowledge

    o In this photo, I see...

    o The problem might be

    o I wonder why

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureWriting Warm-up

    Respond to the following questions. Write continuously and

    include every idea you can think

    of. Be ready to share with your

    partner.

    o What is the biggest problem in the

    world today?

    o Why does this problem exist?

    o What do you think is a solution to

    this problem?

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureExpanding Vocabulary

    Copyright 2010, Facing the Future

    Guess what each word means based on the

    picture

    Online Thesaurus & Vocab Grabber

  • Ch. 1: Envisioning Our FutureUsing Words in Context

    Fill in the blanks using

    the words below:

    o Society

    o Environment

    o Economy

    o Sustainability

    Copyright 2010, Facing the Future

    society

    environment

    economy

  • Ch. 1: Envisioning Our FutureUsing Words in Context

    Copyright 2010, Facing the Future

  • Students read dialogue about freshwater availability independently and then in pairs as an A B dialogue

    Use info from graph to choose correct fill-in-the-blank answers

    Copyright 2010, Facing the Future

    Ch. 3: Environmental IssuesDialogue

  • Ch. 3: Environmental IssuesDialogue

    A: What does this graph show?

    B: The graph shows the amount of water /

    raindrops per person in the world.

  • A: It looks like the amount of water per

    person has increased / decreased over time.

    B: How do you know?

    Ch. 3: Environmental IssuesDialogue

  • A: Well, in 1900 there were more than 20,000 /

    25,000 cubic meters of water available per

    person.

    B: Yes, and by 2000 only about 5,000 / 10,000

    cubic meters of water were available per person.

    Ch. 3: Environmental IssuesDialogue

  • A: Do you think the total amount of water in

    the world is less now than in 1900?

    B: No, the total type / amount of water in the

    world is always the same.

    Ch. 3: Environmental IssuesDialogue

  • A: So why do you think the amount per

    people / person had decreased?

    B: The amount per person may have

    decreased because the number of people

    has increased.

    Ch. 3: Environmental IssuesDialogue

  • A: Oh, I see. If more people / person are

    using the same amount of water, there will

    be less water for each person.

    B: Thats right. It is like when you and three friends plan to share a pizza. If another

    pizza / friend joins you, you will have to

    divide the pizza among more people. Now

    you have five people who want to eat the

    pizza.

    Ch. 3: Environmental IssuesDialogue

  • A: I see what you mean. If

    there were fewer / more

    people in the world, more

    water would be available to

    each person.

    B: Thats true, but there would also be more water

    available for other people if

    each person uses less /

    more water.

    Ch. 3: Environmental IssuesDialogue

  • This Audio Interlude

    Brought to You by . . .

    The students of David White Espin

    Teacher at Secondary Bilingual Orientation Center, Seattle, WA

    Co-author of chapter in TESOL Classroom Practice Series, Authenticity

    in the Language Classroom and Beyond

    Pilot-tester and contributor to Making Connections

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureReading Skill Focus: Main Idea

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FuturePre-Reading: Anticipation Guide

    Copyright 2010, Facing the Future

  • Ch. 4: Thinking About ConsumptionPre-Reading: Consumption Match-Up

    Match the Did You Know cards with the Hidden Impact cards

    Share information to find your partner

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureChapter Reading: Been Around the World

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureReading Skill Follow-Up: Main Idea

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureComprehension Questions

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry

    Step 1: Use the Writing Organizer on

    to help write bio-poem

    Step 2: Edit the poem using the Edit

    Checklist

    Step 3: Have a classmate read and

    edit poem using same

    checklist

    Step 4: Correct and rewrite poem.

    Step 5: Share poems with the by reading it

    aloud.

  • Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry

    Step 1: Use the Writing Organizer on

    to help write bio-

    poem

    Step 2: Edit the poem using the Edit

    Checklist

    Step 3: Have a classmate read and

    edit poem using same

    checklist

    Step 4: Correct and rewrite poem.

    Step 5: Share poems with the by reading it

    aloud.

    Step 6 Evaluate using Writing Rubric

    Copyright 2010, Facing the Future

  • Copyright 2010, Facing the Future

    Ch. 1: Envisioning Our FutureCulminating Activity: Making Global Connections

    Demonstrate global interconnections

    Discuss how changes in one issue affect other issues

    Stand in circle, toss ball of yarn and explain how your

    global issue is connected to

    previous global issue

  • Ch. 1: Envisioning Our FutureExtension & Action Project

    Art Extension: Students create their own Global

    Issues Mobile using

    photos & drawings

    Action Project: Students select a global issue they

    are most concerned

    about, brainstorm

    sustainable solutions,

    and take part in Global

    Youth Service Day

    Copyright 2010, Facing the Future

  • Ch. 1: Envisioning Our FutureAssessment

    End of chapter review of:

    Vocabulary

    Content

    Comprehension

    Outlook & Beliefs

    Copyright 2010, Facing the Future

  • Copyright 2010, Facing the Future

    Curriculum Resources

    Student Textbooks

    Written for grades 6-12. Preview

    chapters available online

    Teachers GuidesOver 30 free lessons available

    at www.facingthefuture.org

    Curriculum Units

    1-2 weeks in length. Most free to download online

  • THANK YOU!

    Staying Connected

    Visit www.facingthefuture.org

    Sign up for FTF e-newsletter

    Respond to survey

    Become a Peer Educator

    Contact FTF:

    [email protected]

    Copyright 2010, Facing the Future

  • We must teach our students that they can be architects of the future,

    rather than its victims.

    ~ Buckminster Fuller