Brisk Et Al 2010
-
Upload
guest640e6f -
Category
Education
-
view
1.032 -
download
0
description
Transcript of Brisk Et Al 2010
Teaching Writing in a Multilingual Mainstream Classroom
María Estela Brisk, Boston College Deborah Nelson, Cheryl O'Connor
Patrick Scialoia, Boston Public Schools
Theory of Language Halliday, M. A. K. (1994).
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000).
Derewianka, B. (1990). Martin, J. (1992) Schleppegrell, M. (2004).
Systemic Functional Linguistics
Meaning Making in Context for Bilinguals
Genre
Lexical & Grammatical
Phonology Gestures Graphology
TEXT
CULTURE Context of Situation Register: medium Field, tenor, mode
L
A A N F
G. F
E
C C
H T
O
I
C E
Context
Personal Recount
Context of Situation - High stakes test - show off
- language knowledge - Ability to write a coherent text
Fictional Narrative
Context of Situation Produce book in school What do novelist do? Research a topic
REGISTER
Mode: Oral/ written Multimodal
Textual function
Tenor: audience - writer;
Voice,identity Interpersonal function
Field: Topic Ideational function Purpose:
Genre
Medium: Letter poem Book
Power point
REGISTER
Field: Topic Ideational function
Field /topic • Knowledge of the topic • Language to express knowledge:
– Vocabulary – Sentence structure – Noun groups – Verb groups – Adverbials/circumstances – Grammatical morphemes (L2 learners)
Vocabulary related to genre Procedure, action verbs. • Put pork meat into boiling water until
well cooked. • Put shrimp into boiling water until well
cooked. • Put the bread in the toaster Fictional narrative, saying verbs. • My mom said…. They said…. Hector
said
Sentence Structure Combine sentences • Jaguars live in alot of places. They live in
wet lowlands areas, swampy grasslands. Break up and complete sentences After the penguins we saw, the sea turtles
which was something wrong with it, five employees came to see what happed, I was in atonishment!
Verbs Groups – omitting the s in 3rd person singular Also it weigh[s]
100 pounds. – past tense, either omitting -ed or irregular past: they
were not use[d] to. I brang a jug [brought] OR irregular + ed: we haded
– auxiliary to do for negation and questions – person – verb tense agreement There was [were] two
special clouds – past participle: if you haven’t went[gone] to Santo
Domingo
Noun groups
• Roar! [The loud cry /of a lion/ rubbing against trees.]
Head 2
apposition
adjective
Adjectival phrases
Head 1
article
Nouns Groups – formation of plural childs or childrens – omitting the subject pronoun If we have to go to
school [it]is better – possessive: the teachers[teacher’s] foult I is
gonna be yours [your] falut – under or overuse of the and a: we started to
cook the rice (the not needed, she hadn’t mention rice before)
– prepositions: they have the most butiful beaches and[in] the world
Adverbials: He came. When?
How?
Where?
With whom?
Why?
He came yesterday.
Yesterday he came angry.
Yesterday he came home angry.
Yesterday he came home angry with his friend.
He came because he wanted to see you.
REGISTER
Tenor: audience - writer;
Voice,identity Interpersonal function
Field: Topic Ideational function
Tenor • Audience
– Relative relationship between writer and audience
– Awareness of audience background knowledge
• Voice – Appropriate for the genre – Person – identity
REGISTER
Mode: Oral/ written Multimodal
Textual function
Tenor: audience - writer;
Voice,identity Interpersonal function
Field: Topic Ideational function
Mode • Oral, written, multimodal text • Organization:
– Text structure given the genre – Text structure given the medium
• Connecting devises: – Theme – Reference ties – Lexical ties – Rhetorical links
• Requirements of written language: – Spelling – conventions
REGISTER
Mode: Oral/ written Multimodal
Textual function
Tenor: audience - writer;
Voice,identity Interpersonal function
Field: Topic Ideational function
Medium: Letter poem Book
Power point
Medium
• Letters • Books: Picture, content area; chapter • Dioramas • poems • Magazines • Power points
REGISTER
Mode: Oral/ written Multimodal
Textual function
Tenor: audience - writer;
Voice,identity Interpersonal function
Field: Topic Ideational function Purpose:
Genre
Medium: Letter poem Book
Power point
Purpose: Genres of School • Story Telling
• Recount (personal, factual, imaginative) • Historical recount experiential • Procedural recount (science, math) (chronological) • Fictional Narrative
• Giving Instructions • Procedure (Scientific Procedure)
• Organizing Information • Report (scientific, social science, research report) • Explanation (scientific, historical)
• Persuading logical • Exposition • Discussion • Historical, scientific argument
Genre: Personal Recount Purpose: to entertain Field: unexpected Tenor: - Audience: outside evaluator - Voice: expert writer Mode: should be written language like Medium: how to write to a prompt
Genre: Fictional Narrative Purpose: to entertain, to teach something Field: animal research for a central character Tenor: Audience: students in lower grades/peers Voice: entertaining Mode: written language like, avoid excessive dialogue Medium: a book
Genre “comparable texts which achieve the same general social purpose, and which therefore draw
on the same relatively stable structural pattern” (Butt et al p. 214)
Purpose
Structural organization of text
GENRE
Orientation Who, where, when, what
Sequence of Events
Ending Last event Evaluation, feelings
Orientation Who, where, when, what
Foregrounding
Sequence of Events (including complication,
crisis)
Resolution
Conclusion [optional or particular to a type of
narrative, e.g. moral]
Teaching Personal Recounts to Prepare for a High Stakes
Test
Minilessons
• Introductions • Sequence of events timeline (using
organizer) • Topic related to former MCAS prompts
MCAS Writing Prompts • Write a story about a special time that
you spent with your favorite person. • Write a story about when you did
something for the first time. • Write a story about a fun time that you
had doing your favorite thing. • Write a story about a time you were
helpful.
Bilingual Learners
Knowledge of Topic • MCAS prompt: write a story about what
you did when you had a snow day • Yay! It,s snowing and it,s Christmas day
that means there is no school.
Minilessons (cont.)
• Making up/embellishing when stuck on a question
• Showing not telling • Transitional phrases • Conclusions • Scoring rubrics (looking at their own work
as well as others) – understanding scoring system, trying to improve their own score
Mentor Texts • Big Mama’s by Donald Crews • The Relatives Came by Cynthia Rylant • When I Was Young in the Mountains by
Cynthia Rylant • What You Knew First by Patricia MacLachlan • Mint Snowbell by Naomi Shihab Nye • Grandmama’s Kitchen Table by Cynthia Rylant
• Fireflies by Julie Brinckloe
Teaching Fictional Narratives
Minilessons
• Phase I: – Researching an animal (character)from a
scientific standpoint (graphic organizer for notetaking in packet)
animal
What does it eat? Habitat
Continent where the are found
Predators Behaviors (nocturnal)
Other questions I have researched _Q:__________________________ _A:___________________________
Minilessons Phase II: • Planning using graphic organizers (in
packet) • Audience • Point of view/perspective • Setting (how it affects character
development) • Character development (character
traits, character change, how do authors reveal character personalities?)
Character Traits
– Adventurous – Afraid – Angry – Bored – Bossy – Brave – Busy – Cheerful – Dishonest – Eager – Energetic
– Friendly – Funny – Generous – Honest – Jealous – Joyful – Loyal – Mature – Messy – Patient – Responsible
– Rude – Shy – Smart – Successful – Talented – Time – Trustworthy – Unfriendly – Wild – Worried
Minilessons (cont.)
• Tone/mood • Theme/moral • Conflict and resolution • Dialogue (quotations, saying verbs) • Transitional phrases
Transitional Phrases • To trigger addition:
– Additionally – Besides – Furthermore – In addition
• To trigger example: – For example – For instance – Thus – In other words
• To trigger emphasis: – Above all – Certainly – Of course – Surely
• To trigger sequence: – Afterward
– Finally – First – In the meantime
• To trigger summary: – As a result – In conclusion – In summary – To sum up
• To trigger granting a point: – At any rate – Even so – In any case – Nonetheless
• To trigger a relationship – Because – Consequently – Likewise – Nonetheless – Similarly
• To trigger a generalization: – All in all – In general – Typically – Usually
Mentor Texts • Bad Case of Stripes by David Shannon • Thunder Cake by Patricia Polacco • The Old Woman who Named Things by Cynthia
Rylant • In My Own Backyard by Judy Curijan • Hurricane by David Weisner • The Mitten by Jan Brett • Three Snow Bears by Jan Brett • Buffalo Hunt by Russell Freedman • The True Story of the Three Little Pigs by Jon
Scieszka • Charlotte’s Web by E.B. White
Structural Elements • Orientation
– Who, where, when, what – Foregrounding
• Sequence of Events (including complication crisis)
• Resolution • Conclusion
– Optional or particular to a type of narrative (e.g. moral)
Orientation
Henry the Hyena was a mean, rude, bullying and picky hyena. Every morning he wakes up at 8:30 in the morning fresh as a daisy and goes to a banana tree to hang out with his friends. While their [there] at the banana tree miguel the monkey comes to the tree to get a banana.
Sequence of Events • Once Henry the Hyena sees miguel getting a banana
Henry just starts hurting miguel just to see him hurt, after all seeing people in pain is what he likes to see
• The next morning Henry and the rest of his hyena friends went to a different banana tree because today was the big banana contest and in this contest the first monkey to find the biggest banana wins the lake for a week…
• Henry snatched the big banana and broke it in half. “That’s it!” shouted miguel angrily. “I wish that you were a monkey so you will know how it feels to be picked on.”
• The next morning Henry woke up and saw that he had brown fur and saw that he was shorter so he went to the mirror. “Ahhh”!, shouted Henry. “It must’ve been when miguel the monkey said he wished I was a monkey which made in one.”
……
Resolution • He walked to miguel’s house and started
talking “Look miguel, I’m sorry for the way I was treating you , and you had to be mad at me and yes I now know it feels to be picked on. Look if you can forgive me and we can be friends that would be great.” “Apollogy accepted” replied miguel. “Great” said Henry.
• The next day Henry saw that he was back to normal . So was miguel. They both got to the banana tree at the same time. There was no teazing which meant everyone was friends.
Why is SFL good to inform instruction for bilingual learners?
• It helps uncover explicitly how English works
• It takes into account language and cultural context
• It is good for bilingual learners and for all students
• Bilingual learners “can no longer be thought of as a group apart form the mainstream- in today’s culturally and linguistically diverse classrooms, they are the mainstream” (Gibbons, 2002, p. 13)