1 Five Tasks to Connect ESL Reading and Writing Skills+ Lynn Self-introductions: name, institution, something else ? Lynn introduce self Sylvia introduce self Assess audience Role: in classroom? Coordinator/administrator? Combination? Level – adult ed? Secondary? Other? Presented by: Sylvia G. Ramirez
2 Five Tasks to Connect ESL Reading and Writing SkillsAGENDA Research on the importance of integrating these two skills - 5 tasks for all levels of ESL instruction Sharing additional activities Lynn We’ve divided our time together into three sections – Research Examples of activities for each of five task types Participant sharing After each section there will be an opportunity for you to reflect on the information you’ve heard. Scan QR Code for PowerPoint of this Presentation
3 The research is clear! Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read,… – Writing to Read: Evidence for How Writing Can Improve Reading (2010) SYLVIA From Writing to Read Study funded by Carnegie Foundation…Writing to Read by Steve Graham and Michael Hebert = Vanderbilt University 2010. Recommendation #1 They say in their study the following….FIRST reading and writing are both functional activities that can be combined to accomplish specific goals, such as learning new ideas presented in a text (Fitzgerald and Shanahan, 2000). For instance, writing about information in a science text should facilitate comprehension and learning, as it provides the reader with a means for recording, connecting, analyzing, personalizing, and manipulating key ideas from the text. SECOND , reading and writing are connected, as they draw upon common knowledge and cognitive processes (Shanahan, 2006). Consequently, improving students’ writing skills should result in improved reading skills. AND THIRD , reading and writing are both communication activities, and writers should gain insight about reading by creating their own texts (Tierney and Shanahan, 1991), leading to better comprehension of texts produced by others –
4 More Research Reading and writing require some of the same knowledge and linguistic processes – such as knowledge of vocabulary, spelling, patterns, text structures and syntax – and so learning and insights in one area can lead to learning and insights in the other. From Developing Reading and Writing, National Research Council…The study says that reading and writing skills underpin valued aspects of digital literacy in many key areas of work and daily life, such as: Presenting ideas, including organizing a compelling argument, using multiple media, and integrating media with text Using online resources to search for information, evaluate the quality of that information, and organize information from several sources and Using basic office software to generate texts and multimedia documents, including writing documents, taking notes and preparing displays to support oral presentation. Developing Reading and Writing, National Research Council – Improving Adult Literacy (2012)
5 AND Teachers Say…. Without strategies for reading course material AND opportunities to write thoughtfully about it, students have difficulty mastering concepts. – National Council of English Teachers Policy Brief 2011 Sylvia National Council of English Teachers Policy Brief 2011 The idea of linking reading and writing skills has been well researched and there has been several statements from major policy groups like The National Council of Teachers that emphaize the importance integrating reading and writing skills. It is getting easier for teachers because publishers are providing more materials that meaningful integrate reading and writing.
6 College and Career Anchor StandardsCollege and Career Readiness Standards for Adult Education Common Core State Standards Sylvia CCR Standards for Adult Education are not new or separate standards. They are BASED on the College and Career Anchor Standards in CCSS and adapted and abbreviated to meet the needs of our adult education students Are research and evidence based Are aligned with college and work expectations; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Have been informed by top-performing countries, so that all students are prepared to succeed in a global economy College and Career Anchor Standards
7 College And Career Readiness Standards (CCRS) For Adult EducationInitiative funded by Office of Career Technical and Adult Education(OCTAE) Susan Pimentel is lead author of ELA Anchor Standards in CCSS AND CCR Anchor Standards College and Career Readiness (CCR) Anchor Standards based on anchor standards in CCSS The College and Career Readiness (CCR) Standards are the Office of Vocational and Adult Education’s (OVAE) response to the Common Core State Standards (CCSS) OVAE has a priority mission to transition students to postsecondary and career readiness programs. OVAE funded eight Policy to Performance Grants in different states to research and identify best practices for aligning state’s services and policies so adults could more easily transition. The states were Alabama, California, Louisiana, Massachusetts, New York, Texas, Virginia, Wisconsin One of the issues identified in Policy to Performance research was the varying standards among states. The wide consensus among states that adopted CCSS (45+ states) gave OVAE a document to build on. The lead author of CCR is Suan Pimentel = who was the lead author for the CCSS English Language STandards 7
8 Key Shifts In InstructionComplexity: Regular practice with complex text and academic language Evidence: Reading, writing and speaking grounded in evidence from text Knowledge: Special emphasis on comprehension of informational text Sylvia: What did the panel identify as major shifts in CCSS? Shift 1 – Complexity: Regular practice with complex text and its academic language Not just focus on how students read, but also complexity of text) Attention to academic language Notice that the slide Stresses Shift 2 – Evidence: Reading, writing and speaking grounded in evidence from text. This is the shift we will be focusing on today… Reading – focus on students’ ability to cite evidence for clear analysis, well-defended claims and clear information Writing – focus on analyzing sources and conducting research Listening/speaking - - focus on purposeful academic talk Shift 3 – Knowledge – special emphasis for comprehension of informational text a (suggest noting that we already do a lot of this in AE)
9 CCRS Promotes the Reading Writing ConnectionCCR Writing Standard 9: CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Page 28, CCR Standards for Adult Education Sylvia: Writing Anchor Standard 9 stresses the importance of the writing-reading connection requires students to draw upon and use evidence from literary and informational texts as they write arguments or inform/explain Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text, Determine a theme or central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinion or judgements, Determine the meaning of words and phrases as they are used in a text including figurative, connotative and technical meanings, analyze the cumulative impackt of specific word choices on meaning and tone. - in all cases apply reading standards from this level as you complete writing standard.
10 Writing Practices that Enhance ReadingHave Students Write About Texts They Read Teach Students The Writing Skills And Processes That Go Into Creating Text Increase How Much Students Write Sylvia From Carnegie Study – Writing to READ THESE ARE THE THREE RECOMMENDATIONS OF THE STUDY… I. HAVE STUDENTS WRITE ABOUT THE TEXTS THEY READ. ADD FOOTNOTE Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read, specifically when they Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting the Text, Write Summaries of a Text, Write Notes About a Text, Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text II. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT. Students’ reading skills and comprehension are improved by learning the skills and processes that go into creating text, specifically when teachers Teach the Process of Writing, Text Structures for Writing, Paragraph or Sentence Construction Skills (Improves Reading Comprehension), Teach Spelling and Sentence Construction Skills (Improves Reading Fluency), Teach Spelling Skills (Improves Word Reading Skills) III.INCREASE HOW MUCH STUDENTS WRITE. Students’ reading comprehension is improved by having them increase how often they produce their own texts
11 Think About The ResearchThink Pair Share Think About The Research What’s new to you? What are you currently doing to support these findings? What aren’t you doing that you might incorporate into your teaching? Sylvia So let’s take a minute and reflect on the research and what you do in your classrooms. Think about what’s new to you, what you do to currently support these findings and what you may not be doing that you might want to incorporate more now Share your ideas with a partner.
12 Student Tasks Write a personal responseTake notes during or after reading Prepare a summary of key ideas Analyze a reading Research evidence to prepare own text Lynn Now that you’ve heard what research says, we’ll turn to looking at five different task types that develop skills the research has highlighted as crucial if our Ss are to be successful in transitioning to academic and workplace programs. The first task type we’ll look at is writing a personal response to a reading. Here we see a note presented as a reading in a lower level textbook. As Slier pointed out, having Ss write about texts they've rad can enhance their reading skills. What are some ways to have Ss write a response? • a journal entry about a reading • a written response to a discussion question that follows a reading. The key is to use evidence from the reading for response.
13 1. Write A Personal ResponseLynn… Here we see a note presented as a reading in a lower level textbook. As Sylvia pointed out, having Ss write about texts they’ve read can enhance their reading skills. What are some ways to have Ss write a response? a Journal entry about a reading a written response to a discussion question that follows a reading Ventures Book 1, 2nd Ed Unit 9, Lesson D
14 Write a note to a family member. Write the chores you did and didn’t do.Lynn… Here is another kind of personal response – As Ss develop a writing similar to what they’ve just read, they also become more proficient at understanding the reading. Ventures Book 1, 2nd Ed Unit 9, Lesson E
15 Take Notes Locate Vocabulary In Context Ventures Book 4, 2nd EdUnit 5, Lesson D Lynn…When I think of “take notes” I think of a blank piece of paper onto which I write – key words and phrases, questions I might have, even an outline. But another way to take notes is to mark up the text. There are a variety of activities we can use to encourage our Ss to mark up the text. e.g.. • underline key ideas, • find key vocabulary in context, • identify clues to meaning of vocabulary • circle ideas they like. Slide popups….(take notes first (then locate vocabulary in context)
16 Reading Tip Ventures Book 4, 2nd Ed Unit 5, Lesson DLYNN Here is an example of a reading tip that serves as an example for an activity in which Ss mark up text by finding key words and then identifying the clues to meaning. Ventures Book 4, 2nd Ed Unit 5, Lesson D
17 Ventures Book 4, 2nd Ed Unit 5, Lesson D LynnHere Ss are given a list of words to find and to identify the context clues from which they can determine whether the word carries a positive or a negative meaning. Sometimes the key words are ones that Ss know, but in a different context with a different meaning. For example, in this list Ss may know the word grave as a noun – a place where a dead person is buried. But here they encounter it as an adjective. Grave is a Multiple meaning word too – very difficult words for our ESL students. Ventures Book 4, 2nd Ed Unit 5, Lesson D
18 Have you heard of this? The Teaching Channel www.teachingchannel.orgA video showcase -- on the Internet and TV -- of innovative and effective teaching practices Not Adult Ed but there is so much here for us too! Great 5 minute videos on annotating text and student-generated questions Sylvia talk about teaching channel and specifically
19 This video
20 What issues have I experienced teaching summarizing?What solutions can I suggest to the group about teaching summarizing?
21 3. Prepare a Summary Ventures Transitions, 2nd Ed, Unit 3, Lesson DLynn We’ve looked at two of the five tasks – writing a personal response and taking notes. Now we’ll focus on summarizing. Summarizing is an important academic task Focus question – what are issues your students may have with writing summaries? Have you come up with solutions to address those issues? Share with a partner. Our students often struggle with the concept – short, main ideas, no details. Just as in notetaking, students try to write everything – not just key primary ideas. This skill has to be practiced often. Of course, to develop the skill, Ss need a reading to summarize. Here students read about Volunteering.
22 Ventures Transitions, 2nd Ed Unit 3, Lesson DLynn Ss need to see a model summary. They also need to be identify the key features of a summary. Then they can analyze what each line in the summary represents. Finally, they go back to the article they read previously and write a summary. This gives them the opportunity to apply those key features in writing a summary. Ventures Transitions – Page 28 Ventures Transitions, 2nd Ed Unit 3, Lesson D
23 4. Analyze a Reading – Transferring Information to Graphic OrganizerLynn A fourth key task is to analyze a reading. Graphic organizers are a great tool to help Ss analyze. We’ll look at two examples – one for Ss who are less proficient in English one for Ss who are more proficient in English. This example uses a timeline, as the reading is about events in a person’s life. It is from a text aimed at high beginning level Ss Read about someone’s journey to a new job and transfer the information to a graphic organizer. After analyzing the reading, Ss can complete the same kind of graphic organizer with information about themselves and then use their graphic organizer as a way to organize ideas for own text. At the peer review stage of the writing, they can use SAME graphic organizer as a tool to provide feedback to a partner about his text. Reflection: Can you think of other graphic organizers and what type of reading they would be appropriate for in analyzing a text? Share your ideas with a partner. Ventures Book 2, 2nd Ed Unit 6 , Lesson E
24 Remember This Reading? Ventures Transitions, 2nd Ed, Unit 3, Lesson DLynn – this is a reminder that we saw the slide before for a previous task – now we are using it to talk about graphic organizers to analyze reading This is the same article we used for Summarizing. Here is a text aimed at higher level Ss –longer text, more paragraphs.
25 Analyze a Reading – Transferring Information to Graphic Organizer at Higher Level… Ventures Transitions, 2nd Ed, Unit 3, Lesson D Lynn Then use this graphic organizer to analyze ideas from the reading “Volunteering in College” As we saw with the lower level learners, the graphic organizer tool used to analyze the text can also be used by Ss to to help them organize information about a selected topic, and to provide feedback to classmates at the peer review step in the writing process. Ventures Transition – page 30
26 5. Research to Prepare Own Text after Reading an ArticleVentures Book 4 2nd Ed, Unit 9, Lesson E Lynn – Ventures 4 p. 118 The fifth, and final task type that we’d like to share with you today is having Ss research evidence to prepare their own text. Here we see a reading about the causes and effects of smog. It is from a unit about living green in a textbook aimed at high intermediate level Ss. Reflection/Focus. Notice that the focus is on causes and effects of smog. What are some other environmental problems Ss might want to write about? What would be key words for them to use in their research? Brainstorm for a couple of minutes with a person next to you. (allow 30-60seconds) Elicit results of brainstorming from one or two participants. Move to next slide and provide transition: Now Sylvia is going to move us into the third section of our session.
27 Your Turn Reflect on your own teaching.2) Select a task you use with your students. 3) Share with group. Identify at least one to share with whole group. Sylvia: Introduce Workshop activity Both Lynn and Sylvia support Sharing of results
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29 Thank you! A copy of the article Five Ideas for Connecting Reading and Writing in the ESL Classroom Online Teacher Resource Room Sylvia…Brief closing to thank everyone and remind them they can find a copy of the article with PDFs used in the presentation online at the Online Teacher Resource Room. The Teacher’s Resource Room also has a Profession Development site where you can find articles on teaching strategies, upcoming events and webinars (information about upcoming webinars and recorded webinars) You just have to register, select a password and then you are good to go.