Rich Language Development through the “Lived Experience” in the Social Studies Classroom...
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Rich Language Development through the “Lived Experience” in the Social Studies Classroom Washington Association of Bilingual Education April 19 & 20, 2013
Rich Language Development through the Lived Experience in the
Social Studies Classroom Washington Association of Bilingual
Education April 19 & 20, 2013 Yakima, WA Margit E. McGuire
Seattle University [email protected] 1
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We are going on safari 2
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Imagination Lets go to Kenya! Academic language in context
Safari Invitation Map Natural habitat Maasai Mara Game Reserve
3
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4 Build a Word Bank
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Packing our suitcases What do we need to know? Climate?
Clothing? Equipment? Length of stay? 5
Slide 6
Reading for information: What is the best time of year to go to
Kenya? 6
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7 Creating the Characters: The Photographers
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Investigating the Maasai Mara A reason to investigatequestions
to be answered Building background knowledge Tapping into
imagination Affirming that students know something Asking lots of
questions to guide their learning 8
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9 Visuals to support text
Slide 10
Making in real 10
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11 Making a passport
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12 We are on our way Role play Narrate the story Imagine
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13 We are photographers Imagination Context Learning
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14 Storypath: Safari to Kenya Sequence of Episodes
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15 Creating the Setting
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16 Owning our work
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17 Learning about Wildlife on the Maasai Mara Animal Reports
The Common Core: Reading and Writing in Context Speaking and
Listening
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18 Scaffold the learning
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19 Researching the Maasai Mara Village Academic language
Researching Spatial relationships Kinesthetic learning Problem
solving Critical thinking Social Skills The Maasai Village
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20 The Critical Incident A Misunderstanding Problem solving
Social Skills Empathy Language in context Form Function
Efficacy
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What is Storypath? Storypath uses story form (narrative) to
create meaningful learning within a context. Setting, characters,
and plot provide the structure for the curriculum. Key questions
problematize knowledge, encourage substantive conversations and
guide students thinking about important concepts developing
language in context. 21
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Narrative and Imagination The story form is a cultural
universal; everyone everywhere enjoys stories. The story, then, is
not just some casual entertainment; it reflects a basic and
powerful form in which we make sense of the world and experience
(Egan, 1988, p.2) Education is a process that awakens individuals
to a kind of thought that enables them (students) to imagine
conditions other than those that exist or that have existed. (Egan,
2001, p43) Imagination lies at a kind of crux where perception,
memory, idea generation, emotion, metaphor, and no doubt other
labelled features of our lives, intersect and interact (Egan, 2001,
p. 42) 22
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The Episodes of a Storypath Creating the Setting Students
create the setting by completing a frieze (mural) or other visual
representation of the place. Creating Characters Students create
characters for the story whose roles they will play during
subsequent episodes. Context Building Students are involved in
activities that stimulate them to think more deeply about the
people and place they have created. Critical Incidents Characters
confront problems typical of those faced by people of that time and
place. Concluding Event Students plan and participate in an
activity that brings closure to the story. 23
Slide 24
24 Retrieved:
http://resources.curriculum.org/secretariat/files/ELLidentityTexts.pdf
ELL Students Speak for Themselves: Identity Texts and Literacy
Engagement in Multilingual Classrooms [1], Jim Cummins, et.al.
..
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Storypath & ELLs Each child has something to contribute to
the story. The narrative structure of the Storypathsetting,
character, and plotprovides scaffolding for learning in a way that
is meaningful to students. The story has purpose. What will happen
next? Choices engage children dramatically in real-world dilemmas;
they work together to solve the problems. Their involvement taps
into multiple ways of knowing social interaction, role-play,
visualizing, kinesthetic experiences, and the accompanying language
activities. 25