Re: Caulkins and ELL students (small moments)

More | Report Post

On 10/11/09, Cara wrote:
> Does anyone have any suggestions for helping ELL (English
> Language Learners) how to create small moments stories
> when they can't even write english???
> WHat should I have them do at workshop time??
> All they do is draw pictures, is that enough?
> HELP!!!
> Thanks!

I started my students off with getting in touch with the
small moments. I'd read a book about something special and
then I'd share my own story about something special I
recieved from my grandmother. Then I asked the students to
think about something special they may have received from
someone... family member, coach, friend, teacher, etc. We
brainstormed who might give us memorable things... I ended
the lesson with homework... Go home and find the most
valuable possession you own and bring it in to school (make
sure it's ok with mom and dad first.)

Each student had 3-5 minutes to tell their story about the
item they brought: Who gave it to them? Why is it so valuable
to them? When did they receive it? Where were they when they
got it? How was it given to them? As we went through the
items, the rest of the class could really identify with the
5W's and H, the sentiment of the presenter, and could
identify the small moment behind the object. We went through
three boxes of tissues, but it made a lasting impression...
so much so, that on a benchmark test, one of my students
wrote that the day we shared our most valuable possessions
was a "day he'll never forget!"

The first and greatest communication is our oral tradition.
Once they realize they have a story to tell, the writing will
follow. With my ELL kiddos, I am very respectful of their
fear of making mistakes... It takes constant reassurance to
have them write the best they can, and then show that you are
there to help them grow as writers, not criticize them. They
take criticsm personally, and I try so hard to make sure they
have a role in the correcting of their work. That's where my
time with them in writers workshop comes in.

With regard to drawing, do not discount storyboarding as way
for some students to get their story out. I have those
students draw a picture of what's happening in the beginning,
middle and end of their story. The small moment is usually in
the middle with more detail. Underneath each picture, I have
the student identify the 5W's (if applicable), words that
show the mood, setting, emotion, describe the item, etc. so
they can go back and write about that picture. That usually
gets them to a rough draft that we can work with. It works
with some students, but not all. I've found that between
these two methods though, most everyone can write a competent
story and move on through the writing process.

Posts on this thread, including this one