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DOCUMENT RESUME ED 359 744 FL 020 283 AUTHOR Snyder, Sharon, Ed.; and Others TITLE Strategy Notebook: a Compilation of Open-Ende

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DOCUMENT RESUME ED 359 744 FL 020 283 AUTHOR Snyder, Sharon, Ed.; and Others TITLE Strategy Notebook: a Compilation of Open-Ende 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, withnumerous line drawings. Pages are 8.5 in. by 13 in. AVAILABLE FROMInternational 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; fr *Introductory Courses; *Literacy Education;Second Language Instruction ABSTRACT This strategy notebook is designedas a resource for teachers of English as a Second Language (ESL)and literacy education. It consists of a series ofclass activities and recommendations for instructional materialscontributed to the International Catholic Migration Commission (ICMC)by experienced ESL and literacy teachers. The first sectiondescribes instructional activities, subdivided into general and p topical strategies. The general strategies are useful for teachingany content, and make use of stories, pictures, and elements ofthe arts: drama, poetry, music, and drawing. Some are intended to be integratedinto the curriculum as regular features of instruction or to takean entire instructional cycle to carry out, and still others focuson classroom management issues as opportunities for learning.The topical strategies are sample curriculum units usingsome of the general strategies outlined previously. The second section of thenotebook conta;ns teacher-designed instructional materials, includingstory books and class exercises, copies ofsome appropriate materials located in the ICMC learning resource center, andannotated listings of photos, slides, and videos from the learningresource center. (MSE) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** 1'W - Z PERMISSION S DEPARTMENT OF EDUCATION MATERIAL TO REPRODUCE Office of Educational Research and Improvement HAS BEEN THIS EDUCATIONAL RESOURCES INFORMATION GRANTED CENTER (ERIC) By Tnts dotument has been reproduced as Y-6 (Th received from the person or organization originating it O Minor changes nave been made to .mbrove reproduction quahty TO THE Points of view or opinions Versz; in this docth EDUCATIONAL ment do not necessarily represent °Moral INFORMATION RESOURCES DERI position or policy CENTER (ERIC! "idt-,14 BIM WVAV AE 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 11II the Strategy Notebook that we have been talking about and contributing toover the past five years! Asyou look through these pages, you will find many of the strategies and materials which you helped to develop as a II contributor, as a member of a committee, or as a user and adapter in your own classrooms. The 1111 Strategy Notebook documents much of whatwe have been doing. However, it is more than simply documentation. For those of us who have been in ESL-ABfor some time, it is a way of sharing with each other ideas and materialswith I which we may not all be equally familiar. For newteachers joiningESL-AB, it is a source from which to learnsome of ESL-AB's -tried and true" strategies andmaterials. I bothnew and experienced staff, the Strategy Notebook isFora convenient reference book for daily lesson planning and a Icompanion volume to the ESL curriculum_ Why -Strategies"? The title of this book is StrategyNotebook The choice of the word "strategy" to describewhat is included in this book was quite purposeful_It was chosen toreflect a focus on teacher and student thinking andgrowth in using the language, rather thanon teacher and student behavior andsurface forms of language. The term "strategy" can be usedto describe the former, while theterm "activity" has been commonly used to describethe latter. The distinction between strategies andactivitief3 may seemsuperficial at first glance, but shifting the focus from one to the other in lessonplanningcanhave far reaching effects. Strategies focus on cognitionwhile activities focus on behavior, on thinking ratherthan on action, on process rather thanon product, on what a student understandsrather thanon what a student does. While cognitionandbehavior, thinking and action. process and product, understanding anddoing are certainly very closely intertwined, a shift in focus from behavior (the surface manifestationof cognition) to cognitionitself is a shift to a focus on the root of learning_We can learn a great deal by observing students' behaviorsand products, but trying to change those behaviors andproducts without developingstudents' underlying understandingis a losing battle. Using the term"strategy" is one way of keepingthis distinction in mind. One otherpoint should be made about the term "strategy." It has been used intwo contexts in the of field 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'smilitary origin, in settingup instructional eventswhich will leadstudents to something. learn The latter refers to a student's "plan attack" of as s/he engages in learningsomething. While two are certainly related the (i.e. teachers who designlearning 4 experiences rather than rote lessons are also by definition U settingupsituations in which students developlearning strategies), instructional strategies have to do withwhat goes on in the teacher's mind while learningstrategies have 1 to do with what goes on in the student's mind. Thisbook describes instructional strategies and materials, and, but for its cumbersome sound, might be better titled, "Instructional Strategy Notebook." 1 What Does "Open- Ended" Mean? 1 All of the lessons andmaterialsincluded in the Strategy Notebook were chosen, as the sub-title of the book indicates, because they were open-ended. Open-ended instructional strategies are those which do not set a ceilingonwhat students can learn and do. Rather they allow students to stretch as far as they can go in using the language and pushing the edges of their currentknowledge about the language. At the same time, they allowall students to succeed, no matter what their level. 1 In deciding whether or not a strategy or materialwas open-ended, a number of criteria served as ourreference points. We asked ourselves: 1 Will this strategy or material allow eachstudent to respondat hisor her own level? i.e.: Will each student succeed? 1 Will this strategy or material allow each student to discoversomethingnewabout the language s/he is learning? I.e.: Will each student stretch asfar a.s s/he can go? Related to the aboveprimary criteriawere four 1 supporting criteria, stated, again, in the form of questions: 1 Will this strategy or material connect with the students' background? I.e.: Will it interest them? Is it relevant to their lives? 1 Are supportive communication systems (e.g. illustrations and non-verbal cues) built into the strategyor material? I.e.: Will they understand the meaning without the language? 1 Will all the language arts (reading, writing, listening, and speaking) be engaged through the use of this strategyor material? I.e.: Will students be able to go from one language art to another to support 1 learning from the other? Will all the language systems (phonology/grapho- 1 phonemics, syntax, semantics, andpragmatics) be engaged through the use of this strategy ormaterial? I.e. Is the language "real?" Is it in context? While some of the instructional strategies in this book are written as though a certain level of oral andwritten knowledge is necessary, all can be used with students at any 1 level. Carrying thisout is largely a function of the teacher's expectations about the language and other symbols 1 (illustrations, gestures) the studentsuse. For example, a newspaper for Level A students at the beginningof the cycle will have more illustrations thanprint. A play by LevelA studentswill include quite a bit ofmime as well as language. From newspapers to plays topoems to stories, the use of oral and written language andother symbolsystems such as gestures and illustrationscan be combined in such a way that any level can succeed. How to Use the Strategy Notebook TheStrategy Notebook is divided intotwo parts, each ofwhich is further divided into sectionsand 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 storybooks) IMS ESL Materials Learning Resource CenterMaterials Photos and Slides Videos Part I, on InstructionalStrategies, gives examples how to construct lessons of which allow students to succeedand to go as far as theycan go in learning language. on Part II, Instructional Materials, includes the ICMC which are available materials to you to use in
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