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Reading Global Literature

NYS TESOL & WORDS WITHOUT BORDERS

Wednesday, March 27, 2024

Nadia Kalman, Maggie Vlietstra, Stephanie Chiu, Dr. Sandra Vargas, Tinglei Huang

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Meet the Secondary SIG

WORDS WITHOUT BORDERS

NYS TESOL

Stephanie Chiu

Tinglei Huang

Dr. Sandra Vargas

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Meet Words Without Borders

WORDS WITHOUT BORDERS

NYS TESOL

Nadia Kalman, Global Education Director

Maggie Vlietstra, Education Program Coordinator

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NYS TESOL

http://journal.nystesol.org/index.html

editors@journal.nystesol.org

https://nystesol.org/blog/nys-tesol-blog

vpcommunications@nystesol.org

https://sites.google.com/nystesol.org/nys-tesol-mosaic/current-issue

NYS TESOL Communications and Publications

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What are your thoughts on how to make this poem and related resources accessible to ELLs?

How might you teach the poem? What language or references might students need support with?
How might you support ELLs in using the informational texts to build background knowledge?
How might you support ELLs in using the Haiti Beyond the Headlines photo essay and/or video montage to learn about a different portrait of Haiti?

What other ideas or questions come to mind?

WORDS WITHOUT BORDERS

Breakout Rooms

TESOL

NYS

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WORDS WITHOUT BORDERS

NYS TESOL

Amplify the Text

Add line numbers
Pre-teach vocabulary
Glossary and/or translation for unfamiliar words
Pictures or other visuals
Listen to and read the text in the students’ L1

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WORDS WITHOUT BORDERS

Unfamiliar words: “budge,” “conks out,” “veins,” “slit”
Figurative language: “engineer,” “concrete of death”

Linguistic Demands

TESOL

NYS

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THOUT BORDERS

NYS TESOL

Close Reading & Collaborative Annotations

WORDS WI

Enlarge poem and place in middle of poster paper
Work in groups to discuss and annotate poem

Checklist of ideas to annotate

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THOUT BORDERS

NYS TESOL

Rotate posters
Respond and add to another group’s annotations
Rotate and repeat
Minimum 2 rotations before returning posters to original group → reflection

Close Reading & Collaborative Annotations

WORDS WI

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THOUT BORDERS

NYS TESOL

Match visual details to the word choice, imagery, and mood of the poem
One-pager

Illustrate the Poem

WORDS WI

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THOUT BORDERS

NYS TESOL

Analyze Diction & Imagery

WORDS WI

BEFORE reading: give students list of words/phrases (from poem) & determine if positive/negative/neutral
AFTER reading: connotations

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THOUT BORDERS

NYS TESOL

Analyze Diction & Imagery

WORDS WI

Word or Phrase	Positive, Negative, or Neutral?	What feeling and images does it evoke?

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WORDS WITHOUT BORDERS

NYS TESOL

Give students from the country the opportunity to explain references and background information, if they want.

But be careful not to put students on the spot!

Context

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What background information is needed to understand “Poem for Children with Trouble Sleeping”?

Gang violence, police abuse, government corruption
Poverty
Earthquake
Reginald Boulos

WORDS WITHOUT BORDERS

NYS TESOL

Context

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Build the background information that students need to know to understand and interpret the text:

Pictures
Videos
Interviews
News reports
Informational texts

WORDS WITHOUT BORDERS

NYS TESOL

Context

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Provide additional context to show another dimension of the country.

“Haiti Beyond the Headlines” photo essay in the Columbia Journal and video montage

WORDS WITHOUT BORDERS

NYS TESOL

Context

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Gallery Walk
Generate language

Label pictures and co-create word bank with students
Sort words by part of speech
Use word bank to write sentences describing the pictures

WORDS WITHOUT BORDERS

NYS TESOL

Picture Description

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See-Think-Wonder

What do you see?
What do you think is going on?
What do you wonder?

WORDS WITHOUT BORDERS

NYS TESOL

Picture Description

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Costa’s levels of questioning
GATHER: observe and identify
PROCESS: infer, analyze, compare/contrast, explain
APPLY: evaluate, imagine, judge, predict, hypothesize

WORDS WITHOUT BORDERS

NYS TESOL

Picture Description

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What visual details do you observe? → Based on the visual details, what is the mood and message of the image?
Categorize images: explain the categories and what the images within the category highlight about Haiti

WORDS WITHOUT BORDERS

NYS TESOL

Picture Description

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D’Amérique’s essay “What it Means to Be Haitian Now” after the 2021 assassination of Haitian president Jovenel Moïse
Human Rights Watch report on police brutality in Haiti from 2021 (when this poem was first published)
Myriam J. A. Chancy’s essay for NPR: critical look at depictions of Haiti and Haitian history
“What’s Happening in Haiti?” - news report from NPR’s 1A on current issues in Haiti (listening)

WORDS WITHOUT BORDERS

NYS TESOL

Informational Texts

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Build background knowledge and practice non-fiction readings skills

Collaborative reading (e.g., Reciprocal Reading)
Side-by-side versions in English and students’ L1

WORDS WITHOUT BORDERS

NYS TESOL

Informational Texts

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Use AI to rewrite texts in more accessible reading level (*always double check the work of AI)
Chunking

Add subheadings
Add summary of section in students’ L1

Excerpts

WORDS WITHOUT BORDERS

NYS TESOL

Informational Texts

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Glossary for unfamiliar words (with translations and/or definitions)
Pictures and other visuals
Guiding questions
Note-taker
Jigsaw different texts

WORDS WITHOUT BORDERS

NYS TESOL

Informational Texts

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Ask students to compare and contrast the imagery in the poem and the images of Haiti in the photo essay and/or “Beyond the Headlines Haiti” video photo montage.

WORDS WITHOUT BORDERS

NYS TESOL

Compare & Contrast