engaging students in language

www.facingthefuture.org

Making Connections:Engaging English Language Learners &

Striving Readers in Language, Literacy and

Global Issues

Dave Wilton

Assistant Outreach Director

From Ch. 1: Envisioning Our FutureWriting Warm-up

Write continuously

Include every idea you think of

Share with a neighbor


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


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


Im 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:


~ 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


Think, Pair, Share

What is something you

are doing to engage your

literacy students with a

global issue?

(If you momentarily cant think ofanything, what is something you

would like to do?)


Development Rationale

25% of students in grades 4-12 read below

grade level

21st century literacy demands

Student engagement


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


Iceberg Modelfor understanding root causes and

leverage points of global issues


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


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


Chapter Components

Activating Knowledge

Vocabulary Development

Dialogue

Reading

Writing

Culminating Activity

Assessments (formative & summative)

Content-Based Themes


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


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 Teachers Guide


Ch. 1: Envisioning Our Future

Components, Timeline, Standards



Ch. 1: Envisioning Our FutureFinding Main Ideas & Writing Poetry

Content and languageobjectives based on the

lesson topic

Each chapter structured around essential

questions

Language developmentthrough mastery of content

Ch. 1: Envisioning Our FutureActivating Knowledge

o In this photo, I see...

o The problem might be

o I wonder why


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?


Ch. 1: Envisioning Our FutureExpanding Vocabulary


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


society

environment

economy

Ch. 1: Envisioning Our FutureUsing Words in Context


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 answers


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?


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.


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.


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.


A: Oh, I see. If more people / person are

using the same amount of water, there will

be less water for each person.

B: Thats 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.


A: I see what you mean. If

there were fewer / more

people in the world, more

water would be available to

each person.

B: Thats true, but there would also be more water

available for other people if

each person uses less /

more water.


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


Ch. 1: Envisioning Our FutureReading Skill Focus: Main Idea


Ch. 1: Envisioning Our FuturePre-Reading: Anticipation Guide


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


Ch. 1: Envisioning Our FutureChapter Reading: Been Around the World


Ch. 1: Envisioning Our FutureReading Skill Follow-Up: Main Idea


Ch. 1: Envisioning Our FutureComprehension Questions


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 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



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


Ch. 1: Envisioning Our FutureAssessment

End of chapter review of:

Vocabulary

Content

Comprehension

Outlook & Beliefs



Curriculum Resources

Student Textbooks

Written for grades 6-12. Preview

chapters available online

Teachers GuidesOver 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:

[email protected]


We must teach our students that they can be architects of the future,

rather than its victims.

~ Buckminster Fuller