Reading Prompt #7

Egbert Chapter7: Content-Based Instruction


Content based instruction attempts to meet students' needs in both content and language. The content in a content based language learning classroom is purposeful, according to Egbert Ch. 7. Content not only helps to learn language but also the language also lends itself to learn the content.

There are 2 techniques:
1) Teach content in a culturally responsive manner.
The teacher must use literature that is culturally relevant. Use first language cognates to help students comprehend what
they are reading adn finally adapting lessons to reflect the contributions of all relevant groups.
2) Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.
Suggested materials:
-use of graphic organizers
-use of text outlines
-Rewrite the text
- Use audiotapes
- provide live demonstrations
-use alternative books

An example of a content based lesson that incorporates technology and supports language learning is:

Tell Us a Tale: Teaching Students to Be Storytellers


Introduction:
Throughout history, storytellers handed oral tales down from person to person, generation to generation. This lesson borrows from that tradition by helping students take an existing story and make it their own.

Encourage readers to create an oral story about an illustrated book or one picture from a book. Check the images from our Teaching with Illustrators feature for ideas.

website: Teaching with Illustrators

http://content.scholastic.com/browse/article.jsp?id=4516


Using a tape-recorder, have them tell a story based on the pictures. They can listen and alter the tale until they're satisfied and have learned it well enough to perform for the class. Tape their final performance; then help storytellers write out their tales to create books they can re-read along to with the audiotape. Students can also have the option to retell the scenes in the book.

If the students would like to retell the scenes by rewriting what happened in the story then the following lesson can be easily incorporated after they have viewed the website "Teaching with Illustrators" for ideas.

Student Objective

Students will:
-Read and choose a folktale or short story that they want to retell
-Map the story's sequence of events with a graphic organizer
-Identify and summarize story elements
-Write a script that elaborates upon or interprets parts of the story
-ELL learner will also build confidence and practice using English to create expression as they tell their story to the class and/or record it.
-Students may be placed in partners or small groups to complete activity

Materials
-Graphic Organizer for Sequence of Events — one copy for each student
-Selection of books for students to choose from.
-Watch or timer that can track 10 minutes
-Tape recorder
-Website " Teaching with Illustrators" for ideas. Some illlustrators have information listed in Spanish as well.

Directions:

Step 1: Choose a story.
-Explain to students that any book or story can be told as an oral story. Storytellers take existing stories and use their imaginations, body movements, and expressive tones of voice to retell the story in their own way.
-Invite students to look over your selection of stories and to choose one they think they think will grab the audience's attention.
- They may also look at the website for ideas. The website has some illustrators provide information in Spanish

Step 2: Read or review the illustrations of the story 4-5 times.
-Students should read or review the story several times within their groups
-If it is a chapter book or long story, have them choose a specific episode that they can retell within the time limit (recommended time for each storyteller group performance is 10 minutes).
-Explain that they don't need to learn the story by heart, but they should concentrate on remembering facts and details in the story, including:
• The order in which things happen
• Characters' names
• How characters feel in different situations
• Descriptions of locations or sounds

Step 3: Outline what happens.
-Using a graphic students should outline each scene in the order it occurs. Model this for students by outlining "The Three Little Pigs." For instance:
Scene 1 - First pig is in his straw house
Scene 2 - At the same time, Big Bad Wolf is in the village looking for a pig
Scene 3 - Big Bad Wolf comes to the first pig's straw house
-Students can add boxes to the organizer in order to outline all the events in their tale. Remind students that they will be telling a story in 10 minutes. If their story has too many scenes, they will need to shorten them or combine events to keep the story short.

Step 4: Describe each scene.
Have students write descriptions of the settings and characters' actions for each scene. They can use the book and these questions as guides:
-Where and when does the scene take place?
-Who is in the scene?
-What happens?
How can you use movements to illustrate the action (i.e., pretend to open a door)?
Besides characters' words, what sounds are heard (thunder, birds)?

Step 5: Use your imagination.
Once students have laid out the story "as written," ask them to look for ways in which they can make the action more exciting. For instance, what if their hero drove a racecar instead of riding a horse? Tell them not to be afraid to add or change things
— that's part of the storytelling tradition!

Step 6: Create a script.
- Using quotes from the book or lines they write themselves by looking at the pictures, have students write a description and character dialogue for each scene.
- Model creating a script based on the sequences of events created for "The Three Little Pigs." For example:

"The Three Little Pigs" SCENE 1
[sit with eyes closed]
One morning, Pig was napping, when suddenly….
[open eyes, jump up]
bam! bam! bam! There was a loud knock on his door.
Pig jumped up in surprise.
And went to see who was knocking.
[pretend to turn a doorknob]
In rushed his brother pigs and knocked him right over!


Step 7: Perform it or record it!
- Have students practice reading the script or story. Storytellers don't have to memorize it perfectly, though. Explain that they should feel free to add on or alter the story as they perform it for the class or record it (as long as they can keep it within or around 10 minutes). ELL learners will learn vocabulary and practice creating sentences and retelling stories.
- Hold a storytelling festival and invite other classes to listen to your students tell their tales!