Caulkins and ELL students (small moments)

Join Teachers.Net

Chatboards

Recent Groups

6 Traits

MEMBERS

2 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

6 Traits Chatboard

Caulkins and ELL students (small moments)

by Cara

Oct 11, 2009

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!

Comment

(5)

report post

Car LaC 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 am having th esame i...See More

Nov 14, 2009

report post

msalced i would also start with a picture. share the story orally and then write about remind them that you only want to discuss and write what you see on the picture not what you did next. then extend their language and writing by using show not tell. instead of I was tired you would make a list of what tired looks like I was stetching my arms out I was y...See More

Nov 15, 2009

report post

wwindust If you have students in your class who are new to English but have experience with previous schooling, they should be able to write in just as much in their native language (if not more) than their peers should be able to write in English. It would be such a waste of time to have these capable writers drawing pictures instead of communicating ideas...See More

Nov 30, 2009

report post

Ginny When I worked with students who were in my class because they refused ESL services, I found that a student who shared the same language was the key. I had students write what they could. I had them share with a peer and get feedback. The results were slow at first but blossomed as the command of language improved. Fortunately, I was always able to ...See More

Jan 8, 2010

report post

It's all about the small moments! 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 ...See MoreOn 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.

Jul 14, 2010

report post