Meeting the Challenges of the CCSS
Teaching Writing in the Content
Areas to Migrant Students
Presented by:
The WA State Migrant
Education Program
Supporting migrant students in K-12 education
Who Are You When Teaching Writing
to Migrant Students?
TODAY’S AGENDA
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8:00 AM
Welcome/Introductions
8:15 AM
Purpose
8:20 AM
Review of Common Core State Standards in Writing
8:30 AM
Review Handout Packet and Resources Provided
8:40 AM
Workshop Outcome and Parking Lot
8:45 AM
Inquiry into Participants’ Prior Knowledge--writing strategies and the
needs of migrant students
9:00 AM
Special considerations of Migrant Students in the Area of Writing:
What the research says
9:15 AM
Motivational and Cultural Writing Supports
9:30 AM
BREAK
9:45 AM
Challenge #1: Variety of text types
TODAY’S AGENDA
• 11:30 AM
LUNCH…(on your own)
• 12:30 PM
Challenge #2: Notetaking and Organizing
• 1:45 PM
BREAK
• 2:00 PM
Challenge #3: Teaching the Writing Process
a high yield strategy that can be applied to a variety
of text types
• 2:30 PM
Challenge #4: Writing that Expresses Metacognition
and Reflection
• 2:45 PM
Evaluation
PURPOSE OF THIS WORKSHOP
Provide participants with writing strategies that
will support migrant students in analyzing and
writing in a variety of text types as outlined in the
Common Core State Standards.
PURPOSE OF THIS WORKSHOP (continued)
The focus of the strategies will be on two of the
three text types outlined in the CCSS:
1. Argumentative
2. Informational or explanatory
3. Narrative
OUTCOME OF THIS WORKSHOP
Participants will be able to support migrant
student reading and writing by utilizing 2-3 new
strategies to support migrant students in analyzing
and writing in the two text types that are the focus
of this workshop.
Common Core State Standards
Let’s review
the Common Core State
Standards in Writing…
Common Core State Standards
Let’s review
our materials for today…
Tapping Into Background Knowledge—INQUIRY CHART
IN TABLE TEAMS, PUT YOUR HEADS TOGETHER AND DISCUSS
THE FOLLOWING TWO QUESTIONS:
“What do I know about content area writing for migrant
students?”
…and
“What is something I want to know about content area writing
for migrant students?”
Inquiry
Chart
WHAT IT
LOOKS LIKE
13
Inquiry Chart
HOW TO DO IT
• Whole group, students “on the carpet”
• Students turn and talk to discuss what they know about
the topic
• May use “call out” - children give their responses all
together - lowers affective filter – teacher selects which
response to record.
• Use the language of the students – verbatim – model
authentic revising and editing – validate student
responses – use L1 (primary language) when possible
• Process this chart regularly throughout the unit –
correct misconceptions – cite sources – add new
statements - model writing in context including
mechanics
14
Inquiry Chart
WHY DO IT?
• Student centered – inquiry – motivation – sets
purpose for learning
• Access and focus on background of students
• Fosters metacognition – “How do you know
that?”
• Uses the students’ existing language and prior
experiences to develop reading, writing and
listening skill
• Model writing, revising, editing and citing sources
• Assessment
WHY A SPECIAL WORKSHOP FOR
MIGRANT STUDENTS?
What does the data and research tell us?
Data for Washington State’s Migrant Students
Let’s first look at how
migrant students are
doing in Writing…
17
Data from 2011 MSP
Data from 2011 MSP
Data from 2011 MSP
Data from 2011 MSP
Why a special migrant writing workshop?
 What do we already know
about migrant students and
families?
 What research is available to
inform us?
22
Seven Areas of Concern for
Migrant Students
1.
2.
3.
4.
5.
6.
7.
Educational Continuity
Instructional Time
School Engagement
English Language Development
Educational Support in the Home
Health
Access to Services
23
Seven Areas of Concern for Migrant Students
• 1: Educational Continuity
– When students move from place to place they
often encounter different expectations,
curriculum, course requirements, assessment,
etc. This is especially difficult for high school
students who are trying to accrue credits and
meet graduation requirements.
Seven Areas of Concern for Migrant Students
• 2: Instructional Time
– When students move they often miss
instructional days between the time they leave
one school and finally enroll in a new school.
Seven Areas of Concern for Migrant Students
• 3: School Engagement
– Research shows that feeling part of the school
community is an important protective factor and
predictor of school success. When students
change schools frequently, they often feel like the
new kid who doesn’t really belong
Seven Areas of Concern for Migrant Students
• 4: English Language Development
– Parents of MEP students often do not speak
English. Students are often English Language
Learners.
Seven Areas of Concern for Migrant Students
• 5: Education Support in the Home
Parents often work long hours:
• living conditions are often crowded and noisy
• Often there are no books in the home
• Often parents have low levels of education
Seven Areas of Concern for Migrant Students
6: Health
MEP students frequently
have unmet health needs
including dental and vision
issues
29
Seven Areas of Concern for Migrant Students
7. Access to Services
Families often do not know
how to access community
services or participate in the
American school system.
They are often isolated
because of lack of
transportation or language
barriers
30
Build Background and Schema
 Assumptions must not be made
about the background or schema
that our migrant students have
 Additive versus Subtractive
(Cummins, Krashen, Escamilla, Wolfe, Jensen, Hart and Riley, Payne, Graves,
Caulkins)
31
Provide Models and Experience
 Don’t ask student to write in a
genre for which they have no
models
 Allow for a common experience
to set students up for success
(To, With, and By- Margaret Mooney, I, We, You – Anita Archer, Gradual Release of
Responsibility-Project GLAD)
32
Scaffold for Support
 Aim for the Zone of Proximal Development
(ZPD differentiation)
 Provide scaffolds that are culturally relevant
and sensitive
 Provide scaffolds that are intended to make
the learning accessible and increases the rate
of learning
(Vygotsky, Bransford, J., Brown, A., & Cocking, R, Ellis, E., Larkin, M., & Worthington, L Hartman, H.,
Jaramillo, J , McKenzie, J. )
33
Provide Many Opportunities for Discourse
 Oral language development comes prior
to written communication
 Use Collaborative and Individual
Structures
 Discourse Patterns




Teacher to Student
Student to Student
T-S-S-S-T-S-T-S-SCultural and Linguistic Differences
(Kaplan, Cardenas, Tannen, King, O’Donnell, Chan)
34
Motivational and Cultural Writing Supports
“Students live in two worlds: home and
school. If these two worlds do not
recognize, understand, and respect
each other, students are put in a
difficult predicament.“
Alma Flor Ada
35
Motivational and Cultural Writing Supports
 Access the home and family to
provide connections and
springboards for writing
 Access the expertise within the
family and community to share
writing, experience, and information
(Ada, A. F., Moll, L. CG Vélez-Ibáñez, JB Greenberg)
36
Motivational and Cultural Writing Supports
 Home School Connections
 Super Scientist Awards
(Brechtal, M. & Haley, L.)
37
Cause and Effect
Cause and Effect
EnvironmentalMelting of the
Ice Cap
What could be
some of the
effects caused
by global
warming on the
polar ice cap?
Extinction of
species (i.e .
Polar Bears)
Over
Population
of a species,
unbalanced
Cause and Effect
Global warming may have a significant impact on
planet Earth. Some of the major effects of global
warming may cause and be traced to the environmental
changes that may result in the melting of the polar ice
cap. Due to the warming of the earth, the polar ice cap
will melt; thus causing extinction of species such as the
Polar Bear. The end result is that there may be a change
in the trophic levels in the polar ice cap . This will
potentially lead to the overpopulation of a species,
resulting in an environmental imbalance.
EXPLAINING AND DESCRIBING IN
SCIENCE
Different Roles in an Ecosystem
Sorting out life: What do these words mean?
• Get a deck of ecosystem
sorting cards.
• Work with a partner to sort
the cards into different
piles.
• The piles should represent:
– Individuals
– Populations
– Communities
– Ecosystems
– Abiotic (Non-Living)
Components
Using Discussion Cards…
Agree/ Disagree Statements
• Simple: “I agree because…”
Sufficient: “I don’t think that’s right since…”
Sophisticated: “Another way to look at it is…”
Build on an Idea
• Simple: “Another idea is…”
Sufficient: “Yes, but it’s also true…”
Sophisticated: “Wouldn’t that also mean…”
Possible Graphic Organizers
Consists of
multiple
organisms
living together
Community
Examples
include
guppies and
organisms
Displays the
interactions
between two
or more
organisms
Using Graphic Organizer Card To Define Parts Of An Ecosystem
• Using sentences with simple language:
A community has more than one type of organism
living in an area.
• Using sentences with sufficient
language:
A community consists of having two or more
organisms living in the same location.
• Using sentences with sophisticated
language:
A community in an ecosystem is characterized by
multiple organisms inhabiting the same location.
To open
To explain or
describe
To support your
ideas
To close

_________________ is best described as _____________________.

To define ____________, it is necessary to understand_____________.

__________ is known for ____________ and is important because ___________.

______________ is an illustration of ______________.

_________________ is frequently referred to ________________.

Critical attributes of ______________ include __________ and ___________.

A defining characteristic is ___________________ and ____________.

The key components are ____________ and __________________.

An explanation of ________________ provides insight into ____________.

A complete definition of ____________ allows us to ______________.
Using a frame for describing/explaining:
A community is best described as different
organisms living together. Guppies and
elodea are an illustration of a community.
Critical attributes of a community include
more than one species living together, and
that there are also interactions between the
organisms. A complete definition of a
community allows us to see that it is only a
small part of a larger ecosystem.
Using Writing Frames
Observational Organizer
Think of properties you can see such as size, shape, color,
lines, texture, pattern, behavior…
“I observed…”
“I noticed…”
“It reminds me of…”
“This is so because…”
“I am curious about…”
Observational Organizer
Think of properties you can see such as size,
shape, color, lines, texture, pattern,
behavior…
I observed…
Think of the other senses of smell, sound,
touch, and perhaps taste!
I noticed…
Connect it with something that you already
know.
Add more detail as needed.
It reminds me of…
Be curious and ask questions you could
investigate.
I am curious about… It surprised
me that… OR … I wonder what
would happen if…
This is so because…
Observational Organizer: Examples
I observed…
I observed with the community group that there was more than one type of living
organism represented in the card.
I noticed…
I also noticed that the organisms might be all plants, all animals or even a
combination of a plant and animal.
It reminds me of…
A community reminds me of going to the fair.
This is so because…
This is so because you see goats, sheep and rabbits all in the same barn.
I am curious about…
I am curious about other places you would find communities.
It surprised me that… OR … I wonder what would happen if…
Putting it all together
I observed with the community group that there
was more than one type of living organism represented in
the card. I also noticed that the organisms might be all
plants, all animals or even a combination of a plant and
animal. A community reminds me of going to the fair. This
is so because you see goats, sheep and rabbits all in the
same barn. I am curious about other places you would
find communities.
COMPARE & CONTRAST
Using energy flow to note the similarities
and differences in an ecosystem
.
Food Chains
How does the energy flow?
The arrows show the direction of energy flow in a system.
Food Chain
Mono Lake
What are the Organisms in the Mono Lake Ecosystem?
1. Read and become
familiar with the
organisms and their
natural history.
2. Organize the cards
on your table picture
side up.
3. Use arrows to show
feeding relationships
between organisms
and energy flow
through the system.
What are the Organisms in the Mono Lake Ecosystem?
1. Visit each others’
food chains.
2. Take the “Ask a
Question” card
with you.
3. Practice asking
different levels of
language as you
ask questions.
Compare - Contrast
California Gull ~ Coyote
Box and T-Chart
Box:
Illustrates the similarities
between two species
T-Chart:
Defines the differences using
a one to one correspondence
between two species
California Gull
Coyote
Compare - Contrast
Box and T-Chart
Box:
Illustrates the similarities
between two species
California Gull ~ Coyote
Both animals are part of the Mono Lake
Ecosystem
Similarly, they both are scavengers and will eat
carrion (dead or decaying flesh)
California Gull
T-Chart:
Defines the differences using
a one to one correspondence
between two species
Coyote
Compare - Contrast
Box and T-Chart
Box:
Illustrates the similarities
between two species
T-Chart:
Defines the differences using
a one to one correspondence
between two species
California Gull ~ Coyote
Both animals are part of the Mono Lake
Ecosystem
Similarly they both are scavengers and will eat
carrion (dead or decaying flesh)
California Gull
Coyote
Makes nests in hollows Lives in a den that is
in ground
marked by their scent
Predators include
coyotes, raccoons,
weasels and Caspian
terns
Eggs are laid in May
and hatch in June
Predators include
wolves
Mating occurs in
February/March and
pups are born in
April/May
Using Transition Words…
Use the language of compare and contrast when you are asked to:
 discuss the similarities and differences
 choose the best option
 identify common characteristics

but

contrary

in common

however

same

on the other hand

yet

both

as opposed to

unlike

share

a distinction between

like

each

share the same

similarly

produced

just alike

whereas

although

in contrast

compared to
Compare-Contrast
Compare Statements
Contrast Statements
•
Simple language: The gull and the coyote are
the same because they both live in the Mono
Lake ecosystem.
•
Simple Language: California gulls make their
nests in hollows of the ground unlike the
coyote that makes a den with their scent
somewhere in their hunting area.
•
Sufficient Language: The gull and the coyote
are similar because they are both considered
scavengers in the ecosystem sometimes
eating carrion.
•
Sufficient Language: Gulls are hunted by
many animals such as coyotes, other small
mammals and even birds in contrast the
coyote is only hunted by one animal, the
wolf.
•
Sophisticated Language: Common
attributes of the gull and the coyote include a
diet of carrion, dead or decaying fish.
•
Sophisticated Language: The reproductive
habits of the coyote and gull are different.
Gulls will lay their eggs in May and hatch in
June, whereas coyotes mate during February
and March and birth their young in April and
May.
Using a Compare / Contrast Frame…
To open
By comparing the _________ and the _______, it becomes clear that…
To compare or
contrast
Although ______ and ______ are _____, _________ is ________.
To support your ideas
One similarity / difference is __________ .
To close
By comparing _____ to __________, we learn ____________.
Prepared paragraph using frame to show differences:
By comparing the gull to the coyote, it becomes clear tha,
even though they live in the same ecosystem they are organisms
with different needs. Although gulls and coyote are both
organisms in the Mono Lake ecosystem, each organism has
different predators. One difference is that the gull has many
predators including the coyote and the Caspian tern, whereas
the only predator the coyote has is the wolf, which is not part of
this ecosystem. By comparing their predators, we learn that
gulls have more predators in this location that the coyote.
Compare and ContrastStart with how things are the same or The _____ and the ______ are the same because they both
similar.
___________.
Add more details as needed.
The coyote and gull are the same because they both live in the Mono
Lake Ecosystem.
In addition, they both ________________.
In addition, they both tend to be scavengers and will sometimes eat on
the dead and decaying flesh of animals known as carrion.
Explain how they are different. You
can compare the same property or
characteristic in the same sentence.
Use “and”, “but”, or “whereas” to set
up the contrast.
Add more detail as needed.
They are different because the ______, but the ______ does not.
The gull and coyote are different because the gull lays eggs in the
spring, but the coyote gives birth to live pups.
Also, the ________, whereas the ________________.
Also, the gull has many predators within the Mono Lake Ecosystem
including the tern and the coyote, whereas the coyote has no predators
living in the area.
Remember to ask, “Will it be clear to the reader what I mean when I use pronouns such as they and it? If not,
how can I edit the sentence to make it clearer?”
Using other frames to show similarities…
The coyote and gull are the same because they both live in the
Mono Lake Ecosystem. In addition, they both tend to be scavengers and
will sometimes eat on the dead and decaying flesh of animals known
as carrion. The gull and coyote are different because the gull lays eggs
in the spring, but the coyote gives birth to live pups. Also, the gull has
many predators within the Mono Lake Ecosystem including the tern
and the coyote, whereas the coyote has no predators living in the area.
ARGUMENTATIVE WRITING
Using Claims, Evidence and Reasoning to write Argumentatively
Making a Case for Argumentative
Writing
Student Data Collection for Fat and Soap
Color
Hardness
Solubility
Melting Point
Density
Fat
Off-white or
slightly yellow
Soft-squishy
Water—no
Oil—yes
_ 37_ C
0.92 g/cm3
Soap
Milky white
Hard
Water—yes
Oil—no
Higher than
100_ C
0.84
g/cm3
Making a Case for Argumentative
Writing
Organizer: Questions- Claims-Evidence-Reasoning
Question:
Claim:
1.
Evidence:
1.
2.
2.
3.
3.
Explanation:
Questions- Claims-Evidence-Reasoning
Question: Questions can be created to cover a single lesson, or an
overarching question that may encompass gathering claims and evidence
from many lessons.
Claim: A deduction, pattern, or finding from their investigation. It could also
be considered a statement that answers a question or a problem.
Evidence: Scientific data that supports the claim. Evidence could come from
data collected during an investigation. It may also come from labeled
diagrams, drawings, graphs that were developed during the investigation.
Data can come solely from these first hand experiences or from
supplementary sources such as reading materials or internet sources after
the investigation has been completed.
Explanation/Reasoning/Conclusion: A justification that links the evidence to
the claim.
Let’s try…
• What would happen to the coyote if algae
were taken out of the Mono Lake System?
– What claims can you make…
– What evidence do you have…
– How do you state your position…
Before we write, remember…
Oral Language should precede written language.
Discussion cards: Cite Evidence
• From the food web, it states that….
The food web proves that….
Based on the evidence provided in the movie….
Discussion cards: Ask a Question
• Why do you think…
Can you give me an example of…
What would happen if….
Questions- Claims-Evidence-Reasoning
Question: What would happen to the coyote population if the planktonic algae population dies
out?
Claim:
1. The coyote would not survive.
Evidence:
1. Although the coyote does not eat planktonic
algae, it does eat and get energy from animals
that directly eat the algae.
Explanation: Algae is a producer, which means it converts energy from the sun to energy that can
be consumed by other animals in the ecosystem. Brine shrimp eats the algae and gulls feed on the
shrimp, while finally coyotes eat the gulls or eggs from the gull. The energy flows from the algae
to the shrimp to the gull then to the coyote. If there were no algae there would be no energy for
the animals below the coyote, therefore any energy for the coyote.
Differentiation for language levels
Simple Language:
I think/believe coyotes need the algae … because
One reason that the coyote needs…. because
Sufficient Language:
In my opinion, the coyote needs algae
From my point of view, the coyote…
Sophisticated language:
From the perspective of the coyote, algae are
important….
Using Stems/Frames as Scaffolds…
To open



In regards to ______, I believe_______.
In regards to the Mono Lake Ecosystem, I believe that humans have made an impact that
changed that system.
In regards to the Mono Lake Ecosystem, I believe that humans have made
To state a
position
 My views are based on ______________.
 My views are based on lower water levels as a result of transferring water to residents of Los
Angeles in 1941.
To support
your ideas


According to _______________, _____________.
According to the video “Fire and Ice” redirecting the water caused lower water levels
which resulted in changes in the salinity of the water and greater access to nesting sites by
secondary consumers.
To close


________ urges us to _______________.
The change in this system urges us to consider all the attributes of the ecosystem before
making major impacts on this type of system.
Putting your ideas together…
In regards to the Mono Lake Ecosystem, I believe that humans
have made an impact that changed that system. My views are based
on lower water levels as a result of transferring water to residents of
Los Angeles in 1941. According to the video “Fire and Ice,” redirecting
the water caused lower water levels which resulted in changes in the
salinity of the water and greater access to nesting sites by secondary
consumers. The change in this system urges us to consider all the
attributes of the ecosystem before making major impacts on this type
of system.
Making a Case for Argumentative
Writing
Student Data Collection for Fat and Soap
Color
Hardness
Solubility
Melting Point
Density
Fat
Off-white or
slightly yellow
Soft-squishy
Water—no
Oil—yes
_ 37_ C
0.92 g/cm3
Soap
Milky white
Hard
Water—yes
Oil—no
Higher than
100_ C
0.84
g/cm3
Brandon’s revised explanation about fat and soap…
A framework for middle school science instruction should included three components:



Claims: A deduction, pattern, or finding from their investigation. A statement that answers
the question or problem.
Evidence: Scientific data that supports the claim. Data collected (observed or measured) and
analysis of labeled drawings, diagrams, and graphs that were created during the
investigation.
Reasoning: A justification that links the evidence to the claim.
LUNCH (on your own)…
FOUR SQUARE WRITING,
CORNELL NOTES,
PROCESS GRIDS
Strategies for Notetaking, Organizing, and Summarizing
Four Square Writing
©
for Secondary Sciences
Based on the writing program of Judith and Evan Gould
WHAT IT LOOKS LIKE
INVESTIGATIONS
Question
Prediction
Evidence
Claim
Study/Investigation
Procedures
Reasoning /
Conclusion
Transitions
words
FOUR SQUARE WRITING
HOW TO DO IT?
• Divide the paper in quarters, with a box in the middle
for the theme
• Label each quadrant with a component of the type of
writing
• Provide picture cards to scaffold organizing and
vocabulary development when needed
• Students add written details, examples, graphs, tables
and or evidence… in each quadrant
• Revisit adding more sentences, detail, transitions,
correct mechanics
• Transfer information to finished document (essay, EOC
response, report…)
• Assessment with rubric and feedback
FOUR SQUARE WRITING
WHY DO IT?
• Build academic vocabulary – balance of direct
instruction and indirect acquisition
• Organize thinking - main themes have subsets
• Organize writing
• Scaffold prewriting
• Use heterogeneous cooperative grouping –
negotiate for meaning – use of L1
• Lower affective filter
WHAT IT LOOKS LIKE
PROCEDURES
Transitions
words
Procedures
WHAT IT LOOKS LIKE
MATH STORY PROBLEMS
Basic
Question
Numerical
Sentence
Distractors
Problem
Written
Answer
WHAT IT LOOKS LIKE
MATH STORY PROPORTIONALITY
Table
Write
equation
Graph
Question
Answer
WHAT IT LOOKS LIKE
ARGUMENTATIVE
Introduction /
Proposed
solution
Cons /
Opposing
viewpoints /
Disadvantages
Pros /
supporting
details/
advantages
Observation
or Challenge
Procedures
Conclusion/
Rationale
Transitions
words
WHAT IT LOOKS LIKE
SOCIAL STUDIES
Geography /
Time
Cause
Governmental
Role
Observation
or Challenge
Procedures
Result
Transitions
words
Step 4: Writing a Paragraph
• Paragraphs are several
sentences on the same
topic.
• Now transfer the
sentences from the four
blocks to lined paper for
paragraph building.
• Whole class modeling is
best to teach this.
Step 5: Adding More Details
• Moving from a 5 sentence to an 8 sentence paragraph; go back into
the 4 square.
• Add one additional detail sentence in each box.
• Elaboration: tell more about the topic or tell what is so great about
it.
Reason: We learn here.
Reason: We meet friends.
Detail: I like to learn
Detail: My best friend is in
Complete sentence –
my class.
science.
School is a great place.
Reason: We do experiments.
Detail: I built a volcano
yesterday.
Feeling Sentence: I
love school.
Cornell Notes
Cornell Notes…Step 1
Cornell Notes…Step 2
Cornell Notes…Step 3
Cornell Notes…Step 4
Cornell Notes Step 5
Cornell Notes Step 6
Example of Cornell Notes
READING TO LEARN is a complex task
– Knowing the purpose for our reading
– Comprehending what we’ve read
– Taking notes
– Organizing our information
– Talking about what we’ve read/what we learned
– Leads to Writing (whether it’s
compare/contrast, argumentative, explaining or
describing, etc.)
Process Grid
Process Grid—Why do it?
• form of pre-write
• can be used in all content areas
• teaches summarizing, categorizing, classifying
and interrelatedness
• very effective in teaching expository writing
• aids in comprehension and recall
• helps students organize information for
paragraph writing
• bridges ideas into sentences
• provides oral discourse prior to writing
Process Grid
Process Grid
What are the steps?
Let’s watch a demonstration of the whole
sequence:
1. Expert Groups
2. Mind Map
3. Process Grid
TEACHING THE WRITING PROCESS
USING THE COOPERATIVE STRIP
PARAGRAPH
A Project GLAD strategy
The Cooperative Strip Paragraph
• Developed by Nancy
Whistler and adapted by
Project GLAD
• Teaches and models the
expository writing
process, including revising
and editing
• Promotes metacognition
regarding writing quality
The Process:
• After studying a topic,
taking notes, and
organizing the
information in a
bulleted grid.
• Class reviews the
information
• Teacher provides a topic
sentence
Topic sentence and model forming sentences
• Read the topic sentence
together
• Highlight key words
• Review categories of
information
• “Walk the grid” by modeling
how to form sentences that
combine important
information
• Target vocabulary can be
posted nearby
Event
The Dust
Bowl
Black
Tuesday
Causes
-hardy grasses held the soil
-homesteaders planted wheat and
row crops
-cattle grazing
-soil was exposed to erosion by
winds
-severe droughts
-Dow Jones industrial average
doubled in 2 years
-“bubble” scheme
-confidence faltered
-credit exhausted, people spending
to pay for past purchases
-unsold inventories piled up
Bonus Army -payment of cash bonuses to war
of 1932
veterans to be paid in 1945
-Crash of 1929 wiped out veterans’
savings and jobs
Soup
-in the Great Depression, by 1932
Kitchens and -5000 banks failed
Breadlines
-32,000 companies closed and 25%
unemployed
-some people starved
Description
-southern Great Plains
-parts of KS, OK, TX, NM, and CO
-extensive wind erosion
-1930s
-blowing soil darkened the sky as far as the Atlantic coast
-sand
drifted
Process
Grid – The Great Depression
-October 29, 1929, the stock market plummeted
-investors sold stocks
-stocks lost $10-$15 billion in value
-by mid-Nov. gains wiped out and $30 billion lost
-beginning of the Great Depression
-sense of defeat, despair
-little consumer demand
-factories closed
-unemployment soared to 24.9%
-banks failed, peoples savings were wiped out
-group of traveled to Washington DC in 1932
-petitioned for cash payment immediately
-25,000 people in Anacostia “Hooverville”
-Bonus Bill defeated
-20,000 Veterans protested in “Death March”
-Hoover & congressmen avoided demonstrators
-On 7/28/32, 2 veterans killed by police
-Troops evicted marchers by force, contributing to Hoover’s
defeat in the 1932 election
-Breadlines and soup kitchens fed the poor
-Beggars went house to house asking for food
-hobos traveled on freight trains, looking for work
-people felt ashamed and desperate
-suicide rates increased
-protests were local
-when people refused to bid at auctions, it was called “farm
holidays”
-protests sometimes turned violent
Gov’t Outcomes/Results
-farms ruined, families migrated westward
-1/3 families on gov’t relief
-soil conservation and rehabilitation
-seeding grasses
-3 year rotation
-contour plowing, terracing, strip planning
“shelter belts” of trees
-New Deal programs
-SEC regulated the stock market
-FDIC insures bank accounts
-Banking Act of 1935 regulates money supply
-Economy Act of 1933 cut veterans disability
allowances by 25%
-$2.5 billion awarded to WWI veterans in 1936
-New Deal programs;
FERA provided aid
WPA created jobs
Social Security Act

Unemployment insurance

Old-age insurance

AFDC aid to families
Team Work
• Heads together
• Oral sentence
• Teacher approval
• Sentences are written
in each team’s color
on a sentence strip
• Placed in pocket chart
Read and Respond
• Read aloud together (Do
this often.)
• Highlight:
– High-level words
– Strong, interesting,
compelling language
• Rearrange sentences into
logical order
• Do all sentences relate to
the topic sentence?
Revise the Rough Draft
• Eliminate repetition
• Clarify
• Add more descriptive or
compelling words
• Use more academic
vocabulary
• Combine sentences?
• Add transitions
• Add missing information
• Compose a concluding
sentence
Edit using the Editing Checklist
•
•
•
•
•
•
•
•
•
•
Read aloud
Author’s name (class)
Date
Does it make sense?
Is it clear?
Correct capitals?
Proper punctuation?
Good grammar?
Add a Title
Write a clean final draft.
Extensions
• Group cooperative strip
paragraphs
• Individual strip paragraphs
• “Three Before Me” editing
• Paragraphs for different
purposes:
–
–
–
–
–
Explain or describe
Compare/contrast
Proposition & Support
Problem/Solution
Sequence
• Struggling readers text –
reconstruct the paragraph
LEARNING LOGS & INTERACTIVE
JOURNALS
Writing for Metacognition and Reflection
Learning Logs WHAT IT LOOKS LIKE
Learning Logs HOW TO DO IT
• Divide paper into two sections; “TEXT” (What
the student learned from the lesson) and
“YOU” (How the students relates the learning
to their life experiences; questions, or
opinions)
• Encourage sketching, graphics, tables…
• On-going – several minutes at least once a day
• Read and scored by the teacher
Learning Logs WHY DO IT
• Frequent brief writing exercise helps students
integrate content, process learning, and
reflect on personal feelings
• Develops metacognitive skills; students learn
from their writing
• Enhances long term memory by establishing
real life connections and relevancy
• Provides formative assessment
• Research from UCI Writing Project
Interactive/Dialog Journals WHAT IT LOOKS LIKE
Interactive/Dialog Journals HOW TO DO IT
• Students write as much as they choose about
a topic
• Encourage use of L1, illustrations, sketches
and other non-linguistic representations
• Focus on communication over mechanics
• Teacher writes back regularly, responding to
students' questions and comments
• Teacher guides the dialogue by introducing
new topics, and asking questions
Interactive/Dialog Journals
WHY DO IT
• Develop language and literacy in a student
centered way that makes writing meaningful
• Learn about each other's backgrounds, interests,
and needs
• Address unique social and cultural challenges
facing migrant students
• Facilitate use of English in a non-threatening
atmosphere, in interaction with a proficient English
speaker
• Build relationships and increase levels of
engagement
Student Centered Writing – Finding a Balance
What makes language very easy or very hard to learn?
It’s easy when:
It’s real and natural.
It’s whole.
It’s sensible.
It’s relevant.
It belongs to the learner.
It’s part of a real event.
It has social utility.
It has a purpose for the learner.
It’s hard when:
It’s artificial.
It’s broken into bits and pieces.
It’s nonsense.
It’s dull and uninteresting.
It’s irrelevant to the learner.
It belongs to someone else.
It’s out of context.
It has no social value.
It has no discernible purpose.
CLOSING & EVALUATION
Reflecting on what we have learned today…
1. Process our Inquiry Chart
2. Review outcomes from our workshop… Did
we meet our outcomes?
3. What is one new strategy (or more) that you
will implement when you return to your
classroom?
4. Formal evaluation of workshop
OUTCOME OF THIS WORKSHOP
Participants will be able to support migrant
student reading and writing by utilizing 2-3 new
strategies to support migrant students in analyzing
and writing in the two text types that are the focus
of this workshop.
Closing Reflection:
Please turn in to us.
On Behalf of the Presenters, “THANK YOU!”