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RED 6493 AIU Focus Write Multistory Construction Article Summary

RED 6493 AIU Focus Write Multistory Construction Article Summary

Question Description

Objective: Understand how to teach English Language Learners (ELL’s) with TPRS

View:Storytelling – The Best Language Learning Method Ever! (Links to an external site.)


Read: Gaab, Language Magazine https://www.languagemagazine.com/multistory-construction/ (Links to an external site.)

Use this template to summarize and respond to the video and the reading in one Focus Write

Focus Write (a powerful summarization tool)

Source:

Summary:

Main Points:

Implication/ Applications:

Favorite Quotes:

Here is an example summarizing a book chapter:

Source:

Stanley, N. V. (2004). Teaching vocabulary and comprehension with poetry p. 77-89 in Creating readers with poetry. Gainesville, FL : Maupin House

Summary:

This chapter talks about how teachers can teach vocabulary and comprehension with poetry. Dr. Stanley goes into detail about how poetry teaches comprehension when he lists strategies for developing comprehension. Dr. Stanley mentions that in order to have a well-rounded student they need to be exposed to many different types of books. This chapter includes some lesson frameworks and some examples for mini lessons. Dr. Stanley also mentions the 5 W’s of comprehension which are: who, what, when, where, and why. He advocates using multicultural poetry.

Main Points:

  • Aesthetic stance meaning their attention is focused on associations, feelings, attitudes, and ideas.
  • Intellectual stance is when their attention is on factual information.
  • Strategies for developing comprehension:
    • Comprehension monitoring
    • Cooperative learning
    • Story structure
    • Summarization
    • Multiple strategies
  • Before reading the poem, build background, set a purpose, create interest, and make predictions.
  • During the reading, the teacher can have the students repeat the poem silently and orally. Use Google translate to read poem in (i.e Spanish, French, Chinese) then English.
  • After the reading do follow up instruction based on your running student observations.
  • Focus writes help the teacher promote critical thinking, foster a sense of community, and develop he class into participatory democracy. More capable peers can translate ELL’s dictations to English and write for them.

Implication/ Applications:

I will have my students write in composition books, which will be their learning log. I want my students to be able to look back at their log and remember the poem. This journal might even include how the poem made the student feel. I also want my students to be able to try and write poems, so I will introduce found poems. Children can cut out magazine pictures or Google images to explain poems and foster comprehension for ELL’s.

I will also want my students to work on vocabulary. Dr. Stanley had stated that the students with more vocabularies would read more and the students with smaller vocabularies read less. When I identify the students that have a smaller vocabulary, I will try to build their vocabularies up by having them read more books that expose the students to new vocabulary. Hopefully this technique works and my student’s vocabularies increase. I will have picture dictionaries for ELL’s.

Favorite Quotes:

Page 77- “I strongly believe that one of the most important things you can do to increase your student’s vocabulary is to provide them with lots of poetry that they can read for pleasure.”

Page 77- “Poetry is an instrumental tool with which teachers can increase the amount of time students spend on reading and writing activities, thereby increasing vocabulary.

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