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Making Connections:Engaging English Language Learners &
Striving Readers in Language, Literacy and
Global Issues
Dave Wilton
Assistant Outreach Director
Copyright © 2010, Facing the Future
Copyright © 2010, Facing the Future
From Ch. 1: Envisioning Our FutureWriting Warm-up
Write continuously
Include every idea
you think of
Share with a
neighbor
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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
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
Copyright © 2010, Facing the Future
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
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
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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?)
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Development Rationale
25% of students in
grades 4-12 read below
grade level
21st century literacy
demands
Student engagement
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“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
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
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Iceberg Modelfor understanding root causes and
leverage points of global issues
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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
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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
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Chapter Components
Activating Knowledge
Vocabulary Development
Dialogue
Reading
Writing
Culminating Activity
Assessments (formative &
summative)
Content-Based Themes
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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
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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
Inside the Teacher’s Guide
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Ch. 1: Envisioning Our Future
Components, Timeline, Standards
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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
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
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?
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Ch. 1: Envisioning Our FutureExpanding Vocabulary
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Guess what each word
means based on the
picture
Online Thesaurus &
Vocab Grabber
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
Ch. 1: Envisioning Our FutureUsing Words in Context
Copyright © 2010, Facing the Future
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
Ch. 3: Environmental IssuesDialogue
A: What does this graph show?
B: The graph shows the amount of water /
raindrops per person in the world.
A: It looks like the amount of water per
person has increased / decreased over time.
B: How do you know?
Ch. 3: Environmental IssuesDialogue
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
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
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
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
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
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
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Ch. 1: Envisioning Our FutureReading Skill Focus: Main Idea
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Ch. 1: Envisioning Our FuturePre-Reading: Anticipation Guide
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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
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Ch. 1: Envisioning Our FutureChapter Reading: Been Around the World
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Ch. 1: Envisioning Our FutureReading Skill Follow-Up: Main Idea
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Ch. 1: Envisioning Our FutureComprehension Questions
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Ch. 1: Envisioning Our FutureWriting about Sustainability: Poetry
Copyright © 2010, Facing the Future
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.
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
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
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
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Ch. 1: Envisioning Our FutureAssessment
End of chapter review
of:
Vocabulary
Content
Comprehension
Outlook & Beliefs
Copyright © 2010, Facing the Future
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
THANK YOU!
Staying Connected
Visit www.facingthefuture.org
Sign up for FTF e-newsletter
Respond to survey
Become a Peer Educator
Contact FTF:
Copyright © 2010, Facing the Future
“We must teach our students that
they can be architects of the future,
rather than its victims.”
~ Buckminster Fuller
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