ERIC ED359744: Strategy Notebook: A Compilation of Open-Ended Instructional Strategies and Materials for Beginning ESL and Literacy Learners.

473 Pages·1991·10.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 359 744
FL 020 283
AUTHOR
Snyder, Sharon, Ed.; And Others
TITLE
Strategy Notebook: A Compilation of Open-Ended
Instructional Strategies and Materials for Beginning
ESL and Literacy Learners.
INSTITUTION
International Catholic Migration Commission,
Washington, DC.
PUB DATE
91
NOTE
698p.; Dot matrix type, with
numerous line drawings.
Pages are 8.5 in. by 13 in.
AVAILABLE FROM
International Catholic Migration Commission, 1319 F
Street, N.W., Washington, DC 20004.
PUB TYPE
Guides
Classroom Use
Teaching Guides (For
Teacher) (052)
Reference Materials
General (130)
EDRS PRICE
MF04/PC28 Plus Postage.
DESCRIPTORS
*Class Activities; *Classroom Techniques;
*English
(Second Language); *Instructional Materials;
*Introductory Courses; *Literacy Education;
Second
fr
Language Instruction
ABSTRACT
This strategy notebook is designed
as a resource for
teachers of English as a Second Language (ESL)
and literacy
education. It consists of a series of
class activities and
recommendations for instructional materials
contributed to the
International Catholic Migration Commission (ICMC)
by experienced ESL
and literacy teachers. The first section
describes instructional
activities, subdivided into general and
topical strategies. The
p
general strategies are useful for teaching
any content, and make use
of stories, pictures, and elements of
the arts: drama, poetry, music,
and drawing. Some are intended to be integrated
into the curriculum
as regular features of instruction or to take
an entire instructional
cycle to carry out, and still others focus
on classroom management
issues as opportunities for learning.
The topical strategies are
sample curriculum units using
some of the general strategies outlined
previously. The second section of the
notebook conta;ns
teacher-designed instructional materials, including
story books and
class exercises, copies of
some appropriate materials located in the
ICMC learning resource center, and
annotated listings of photos,
slides, and videos from the learning
resource center. (MSE)
***********************************************************************
Reproductions supplied by EDRS
are the best that can be made
from the original document.
***********************************************************************
1'W
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Z
PERMISSION
S DEPARTMENT OF EDUCATION
TO REPRODUCE
MATERIAL
Office of Educational Research and Improvement
THIS
HAS BEEN
GRANTED
EDUCATIONAL RESOURCES INFORMATION
By
CENTER (ERIC)
Y-6 (Th
Tnts dotument has been reproduced as
received from the person or organization
originating it
O Minor changes nave been made to .mbrove
reproduction quahty
TO THE
EDUCATIONAL
Points of view or opinions Versz; in this docth
INFORMATION
ment do not necessarily represent °Moral
RESOURCES
CENTER
DERI position or policy
(ERIC!
"idt-,14
AV AE
BIM WV
STRATEGY NOTEBOOK:
A Compilation of
Open-ended instructional Strategies and Materials
for
Beginning ESL and Literacy Learners
Edited by:
SHARON SNYDER
PINDIE STEPHEN
WILLIAM MITCHELL
Layout Supervision by:
HELEN AGUILAR
9
PREFACE
Dear teachers, supervisors, and other readers,
Here it is
the Strategy Notebook that we have
been
11II
talking about and contributing to
over the past five
years!
As
you look through these pages, you will find many of
the
strategies
and materials which you helped to develop
as
a
contributor,
as a member of a committee, or as a
II
user
and
adapter in your own classrooms.
The
Strategy Notebook documents much of what
we
have
1111
been doing.
However, it is more than simply
documentation.
For those of us who have been in ESL-AB
for some time, it is
I
a
way of sharing with each other ideas and
with
materials
which we may not all be equally familiar.
For new
teachers
joining
ESL-AB, it is a source from which to learn
some
of
ESL-AB's
-tried
and true" strategies and
materials.
I
both
new and experienced staff, the Strategy Notebook is
Fora
convenient
reference book for daily lesson planning
and
a
Icompanion volume to the ESL curriculum_
Why -Strategies"?
The
title
of
this book is
Strategy
Notebook
The
choice
of the word "strategy" to describe
what is
included
in this book was quite purposeful_
It was chosen to
reflect
a focus on teacher and student thinking and
growth in
using
the
language, rather than
on teacher and
student
behavior
and
surface forms of language.
The term "strategy" can
be
used
to describe the former, while the
term "activity"
has
been commonly used to describe
the latter.
The
distinction between strategies and
may
activitief3
seem
superficial
at first glance, but shifting
the focus
from
one
to
the other in lesson
planning
can
have
far
reaching
effects.
Strategies
focus
on
cognition
while
activities
focus
on behavior, on thinking rather
than
on
action, on process rather than
on product, on what a student
understands
rather
than
on what a
student
does.
While
cognition
and
behavior, thinking and action.
process
and
product, understanding and
doing are certainly very
closely
intertwined,
a
shift in focus from behavior
(the
surface
manifestation
of cognition) to cognition
itself is a
shift
to
a
focus on the root of learning_
We can learn
great
a
deal
by
observing students' behaviors
and
products,
but
trying
to
change
those
behaviors
and
products without
developing
students' underlying understanding
a
is
losing
battle. Using the term
"strategy" is one way of keeping
this
distinction in mind.
One
other
point
should
be
made
about
the
term
"strategy."
It has been used in
two contexts in the
field
of
education:
firstly,
in
relation
to
instructional
strategies
and,
secondly,
in
relation
to
learning
strategies.
The
former
refers to a
teacher's
-plan
of
attack," to recall the term's
military origin, in setting
up
instructional
events
which
will lead
students
to
learn
something.
The
latter
refers to
student's
a
"plan
of
attack"
as s/he engages in learning
something.
While
the
two are certainly related
(i.e. teachers who design
learning
4
U
definition
experiences rather than rote lessons are also by
learning
develop
situations in which students
up
setting
what
instructional strategies have to do with
strategies),
1
strategies have
goes on in the teacher's mind while learning
book
This
do with what goes on in the student's mind.
to
but
instructional strategies and materials, and,
describes
titled,
better
be
might
sound,
1
cumbersome
its
for
"Instructional Strategy Notebook."
What Does "Open- Ended" Mean?
1
the
included
materials
in
lessons and
the
of
All
book
Strategy Notebook were chosen, as the sub-title of the
Open-ended
open-ended.
were
they
because
indicates,
set
not
a
those which
do
are
strategies
instructional
they
Rather
what students can learn and
do.
ceiling
on
allow students to stretch as far as they can go in using the
knowledge
current
and pushing the edges of their
language
all
allow
they
At the same
time,
language.
about
the
students to succeed, no matter what their level.
1
was
deciding whether or not a strategy or material
In
reference
our
number of criteria served as
open-ended,
a
1
We asked ourselves:
points.
student
to
this strategy or material allow each
Will
each
Will
or her own level?
i.e.:
his
respond
at
1
student succeed?
student
to
this strategy or material allow each
Will
s/he
new
language
about the
something
discover
is
far
I.e.: Will each student stretch as
learning?
a.s
s/he can go?
1
were
four
criteria
primary
above
Related
the
to
form
of
the
stated,
supporting
criteria,
again,
in
questions:
1
with
the
material
connect
strategy
Will
this
or
I.e.: Will it interest them?
students' background?
Is
1
it relevant to their lives?
systems
communication
supportive
Are
(e.g.
built
non-verbal
the
cues)
and
illustrations into
I.e.: Will they understand
the
strategy or material?
meaning without the language?
1
writing,
Will
arts
language
the
(reading,
all
listening, and speaking) be engaged through the use
of
1
students
Will
or material?
strategy
be
this
I.e.:
support
able to go from one language art to another to
learning from the other?
1
Will systems
language
(phonology/grapho-
all the
pragmatics)
and
phonemics, be
semantics,
syntax,
engaged
material?
through the use of this strategy or
I.e. Is the language "real?" Is it in context?
While some of the instructional strategies in this book
written
written as though a certain level of oral
1
are
and
knowledge is necessary, all can be used with students at any
out is largely a
Carrying
this
function
level.
the
of
teacher's expectations about the language and other
symbols
1
(illustrations, gestures) the students
use.
For example,
a
newspaper for Level A students at the beginning
of the cycle
will have more illustrations than
A play by Level
print.
A
students
will
include
quite
a bit of
mime
well
as
as
language.
From newspapers to plays to
poems to stories, the
use
of oral and written language and
other
symbol
systems
such as gestures and illustrations
can be combined in such a
way that any level can succeed.
How to Use the Strategy Notebook
The
Strategy Notebook is divided into
two parts,
each
of
which is further divided into sections
and
sub-sections
as follows:
Part I:
Instructional Strategies
General Strategies
Stories
Pictures (photos, videos)
Arts (drama, poetry, music,
drawing)
Cycle Long
Classroom Management
Topical Strategies
Meta-Unit on Continuing Learning
Unit 1
Unit 2
Etc.
Part II:
Instructional Materials
Books (the 54 ESL-AB story
books)
IMS ESL Materials
Learning Resource Center
Materials
Photos and Slides
Videos
Part I, on Instructional
Strategies, gives examples
of
how to construct lessons
which allow students to succeed
and
to go as far as they
can go in learning language.
Part
II,
on
Instructional
Materials, includes
the
ICMC
materials
which are available
to you to use in lessons.
The
Strategy
Notebook can be used in
a variety of ways:
to get ideas on how to
carry out a strategy
of
a
particular kind (e.g. story
telling, newspaper writing,
photo gallery, interest
clubs, etc.),
to get ideas on how to
integrate
strategies
into
the
entire cycle as part of the
classroom
environment
or
as part of a project (see the
section in Part I
on
cycle long strategies),
to
get
ideas on how to
carry
out
a
strategy
related
to
a
particular
curricular
topic
(e.g.
Continuing Learning,
Post Office, Banking, etc.),
get
to
ideas
on
how
deal with classroom
to
management
problems
(see
the section in
Part
on
I
classroom management
strategies),
1,1
I
to find out what materials are available for you to
*
Resource
Learning
the
classroom or
in
the
use
in
Centers,
1
material
is
particular
where
find
a
out
to
material
available (each inclusion indicates where the
1
is located), and
or
like
recall exactly what a material looks
to
what language is includes.
1
that
the
mind
book, please keep
in
this
using
In
as
and materials are here for you to use and adapt
lessons
their needs
and
you and your students see fit, according to
an
It is ultimately your responsibility to gain
interests.
understanding of your students and to use that understanding
which
experiences
1
design, together with them, learning
to
simultaneously challenge them and allow them to succeed.
Acknowledgments
1
Thanks go first and foremost to all the contributors of
all
strategies and materials found in this book and to
the
1
Celsa
the committee chairpersons (Ben Vacio, Helen Aguilar,
committee
and
Laurie
Kuntz)
and
Josie
Pajel,
Alojado,
which
in
who helped to develop them into the form
members
materials
and
Each of the strategies
find them here.
1
you
represents a lot of thought and hard work on the part of the
contributors and the colleagues who supported them.
1
would
Many hours of work were devoted to deciding what
inclusions
into
a
and to putting
the
here
included
be
did
Pindie Stephen and William Mitchell
consistent format.
Aguilar
Helen
book
and
editing
of
the
initial
the
of
design and layout of Part IT
and
the
coordinated
the
Assisting Helen Aguilar was
Jesus
title and section pages.
undertook
Ben Vacio
Abraham Ocfemia, and Rex Pe.
Mercado,
1
gargantuan task of coordinating the preparation of
the
the
Helen
Ben
Section
Vacio,
and laying it
Book
of
out.
Aguilar, Celsa Alojado, and their teams of illustrators (see
1
the material concerned) went way beyond the call of duty
in
materials.
copies of our
illustrated
miniature
preparing
pressure
of each of these people, under
work
the
of
The
was
simultaneously
demanding responsibilities,
other
excellent.
department
Media
Services
Instructional
The
(IMS)
1
production
an important role in the development and
played
It was, of course, with the
of the Strategy Notebook.
IMS"
and technical support that the materials
this
artistic
in
1
book
were developed and produced. thanks
Special
go
to
Norberto Alojado for his willing support in every aspect
of
section
this project, from layout assistance and title and
Special thanks
page design to binding and distribution.
go
to Nelia Villanueva for proofreading
also
manuscript,
the
preparing
and
copy
printer,
final
for
the for
the
coordinating with the printer.
1
Computer Center played an important
supportive
ICMC's
role as well.
Frederick Pabia facilitated the scheduling of
1
computer
time for this project, often in the face of
other
urgent
demands
computer time.
This was very much
for
appreciated.
Elizabeth Lagonera's assistance
printing
in
some final copies of pages in Manila was also of great help.
1
I
Many
thanks
go also to Anna Liza
Perez
for
initial
typing
many
of
parts of the
manuscript
and
Lourdes
to
Castro,
who also assisted in initial typing.
Josie
Pajel,
1
addition
in
to contributing materials
and
strategies
as
chairperson
of
the Photo/Slide Committee,
pitched
by
in
typing some sections of Part II of the book.
Above all, thanks go to Alfa Dacela who
completed
the
initial typing of the manuscript and tirelessly, calmly, and
patiently
did
the countless revisions,
reformatting,
and
printing of the final copies.
Her pleasant, efficient,
and
unflappable manner made all of our efforts
so much easier.
1
Finally,
thanks
to Steve
go
Cook
making
for
this
project a priority, to Nick Miscione for clearing the
way so
that staff time could be devoted to it, to Denis Nihill
for
1
facilitating ICC staff support and the use of ICC equipment,
and
William Burns for
to
final
proofreading
and
moral
support.
1
It is my hope that the Strategy Notebook will become
a
well
used addition to teachers" and
supervisors'
resource
materials,
an addition that will prove useful not only
for
the
ideas
which
are in it, but also
as
resource
a
for
stimulating new ideas.
Happy lesson planning!
Sharon Snyder
1
1
1
1
1
1
3
1
I
PART I
INSTRUCTION
ST
TEG
9
INTRODUCTION
1
Part
I of the Strategy Notebook contains
a variety
of
open-ended
instructional
which
strategies
have
been
1
developed by ESL-AB staff.
It is hoped that this
selection
of
many
the
which have
instructional
strategies
been
developed
and
shared in the department, will
serve
as
a
valuable
resource for new and experienced teachers as
they
daily plan their lessons and develop and
test
instructional
strategies
appropriate
for
their
particular
classes
of
students.
1
Each
of the strategies included here is
an example
of
an
open-ended
instructional
strategy,
that
of
an
is,
1
instructional strategy which allows each student
to
succeed
at
his or her own level and to stretch
as far as
s/he
can
given
his or her current language knowledge.
None
of
the
strategies
is
too difficult and none is too
easy
any
for
I
student.
Each provides a framework which allows
students to
use
their
current
knowledge
of
the
language
while
discovering
more about the language.
[See the
Preface
of
1
this
book
for
a more detailed
discussion
of
open-ended
strategies.]
General Strategies
1
The
instructional
strategies in
the
first
section,
General
Strategies,
recognize
that
students'
talent,
knowledge
and
interests are fertile
ground
for
language
learning.
Any
of
these strategies can
used
be
the
in
context of teaching any content material
and, of course,
in
the
general development of second language
use.
The
focus
throughout
is on students learning through
exploration
and
reflection.
1
This
section includes instructional
strategies
using
stories, pictures (photos and
videos), and the arts
(drama,
poetry,
music, and drawing).
It also
includes
cycle-long
1
strategies,
some designed to become regular features
of
a
classroom repeated
over the course of the cycle, and
others
designed to take
an entire cycle to carry out.
The
final classification of
strategies in the
General
Strategies
section
on
classroom
is
management.
These
strategies transcend traditional
modes of handling classroom
problems
by turning them into
opportunities
for
learning.
They
encourage
students
themselves
to
identify
problem
areas, consider their sources and
consequences, and
propose
1
workable solutions, all while
using the second language.
Topical Strategies
1
In
the Topical Strategies
s.ection, you will find
many
of the instructional strategies
described in the section
on
General
Strategies,
but here applied to the
units
our
in
1
curriculum.
Most of the strategies
incorporate topics
from
several
units.
It
is important that,
you
as
plan
your
lessons, you do not feel that
you have to present curricular
material
in a unit by unit
sequence.
All of the topics
in
the
curriculum,
and many more besides,
can
be
creatively
addressed through
a myriad of combinations of
content.
1