engaging students in language

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

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Page 1: Engaging Students in Language

www.facingthefuture.org

Making Connections:Engaging English Language Learners &

Striving Readers in Language, Literacy and

Global Issues

Dave Wilton

Assistant Outreach Director

Page 2: Engaging Students in Language

Copyright © 2010, Facing the Future

Page 3: Engaging Students in Language

Copyright © 2010, Facing the Future

Page 4: Engaging Students in Language

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

Page 5: Engaging Students in Language

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

Page 6: Engaging Students in Language

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

Page 7: Engaging Students in Language

Copyright © 2010, Facing the Future

Page 8: Engaging Students in Language

I’m 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

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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

Page 10: Engaging Students in Language

Think, Pair, Share

What is something you

are doing to engage your

literacy students with a

global issue?

(If you momentarily can’t think of

anything, what is something you

would like to do?)

Copyright © 2010, Facing the Future

Page 11: Engaging Students in Language

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

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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

Page 13: Engaging Students in Language

Iceberg Modelfor understanding root causes and

leverage points of global issues

Copyright © 2010, Facing the Future

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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

Page 15: Engaging Students in Language

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

Page 16: Engaging Students in Language

Chapter Components

Activating Knowledge

Vocabulary Development

Dialogue

Reading

Writing

Culminating Activity

Assessments (formative &

summative)

Content-Based Themes

Copyright © 2010, Facing the Future

Page 17: Engaging Students in Language

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

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Inside the Teacher’s Guide

Copyright © 2010, Facing the Future

Page 19: Engaging Students in Language

Ch. 1: Envisioning Our Future

Components, Timeline, Standards

Copyright © 2010, Facing the Future

Page 20: Engaging Students in Language

Copyright © 2010, Facing the Future

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

Content and language

objectives based on the

lesson topic

Each chapter structured

around essential

questions

Language development

through mastery of content

Page 21: Engaging Students in Language

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

Page 22: Engaging Students in Language

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

Page 23: Engaging Students in Language

Ch. 1: Envisioning Our FutureExpanding Vocabulary

Copyright © 2010, Facing the Future

Guess what each word

means based on the

picture

Online Thesaurus &

Vocab Grabber

Page 24: Engaging Students in Language

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

Page 25: Engaging Students in Language

Ch. 1: Envisioning Our FutureUsing Words in Context

Copyright © 2010, Facing the Future

Page 26: Engaging Students in Language

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

answersCopyright © 2010, Facing the Future

Ch. 3: Environmental IssuesDialogue

Page 27: Engaging Students in Language

Ch. 3: Environmental IssuesDialogue

A: What does this graph show?

B: The graph shows the amount of water /

raindrops per person in the world.

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A: It looks like the amount of water per

person has increased / decreased over time.

B: How do you know?

Ch. 3: Environmental IssuesDialogue

Page 29: Engaging Students in Language

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

Page 30: Engaging Students in Language

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

Page 31: Engaging Students in Language

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

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

using the same amount of water, there will

be less water for each person.

B: That’s 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

Page 33: Engaging Students in Language

A: I see what you mean. If

there were fewer / more

people in the world, more

water would be available to

each person.

B: That’s true, but there

would also be more water

available for other people if

each person uses less /

more water.

Ch. 3: Environmental IssuesDialogue

Page 34: Engaging Students in Language

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

Page 35: Engaging Students in Language

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

Copyright © 2010, Facing the Future

Page 36: Engaging Students in Language

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

Copyright © 2010, Facing the Future

Page 37: Engaging Students in Language

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

Page 38: Engaging Students in Language

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

Copyright © 2010, Facing the Future

Page 39: Engaging Students in Language

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

Copyright © 2010, Facing the Future

Page 40: Engaging Students in Language

Ch. 1: Envisioning Our FutureComprehension Questions

Copyright © 2010, Facing the Future

Page 41: Engaging Students in Language

Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry

Copyright © 2010, Facing the Future

Page 42: Engaging Students in Language

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.

Page 43: Engaging Students in Language

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

Page 44: Engaging Students in Language

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

Page 45: Engaging Students in Language

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

Page 46: Engaging Students in Language

Ch. 1: Envisioning Our FutureAssessment

End of chapter review

of:

Vocabulary

Content

Comprehension

Outlook & Beliefs

Copyright © 2010, Facing the Future

Page 47: Engaging Students in Language

Copyright © 2010, Facing the Future

Curriculum Resources

Student Textbooks

Written for grades 6-12. Preview

chapters available online

Teacher’s Guides

Over 30 free lessons available

at www.facingthefuture.org

Curriculum Units

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

Page 48: Engaging Students in Language

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

Page 49: Engaging Students in Language

“We must teach our students that

they can be architects of the future,

rather than its victims.”

~ Buckminster Fuller