the correlation of visualization using picture books and

8/6/2019 The Correlation of Visualization Using Picture Books And

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The Correlation of VisualizationUsing Picture Books and Second

Grade English Language Learners

Written Performance.

By Kimberley M. Jones


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Overview

In the group setting when ESL teachers use

picture books, students are able to not only

hear but also see how the story is presented

which allows for easier transition to their own

writing.


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Two Approaches to ESL

Direct Grammar Translation

Unnatural

Relies on direct translations

Focus on rules not use

Communicative Approach

Focus on grammatical

structures

Communicative Language

versus Academic Language


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Content-based Approach

Focus on meeting language objectives through

curriculum content

Learning contextualized

Greater flexibility and adapt-

ability of curriculum


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Purpose of the Study

A qualitative approach to using picture books

as a graphic organizer or with one to enhance

writing of English Language Learners.

Research was based on studies conducted in

mainstream classrooms with English speakers

and one study of a secondary ESL classroom.


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Research Questions

Will the strategy of using picture books to

support writing work the same with ELLs as

native English speakers?

Will the use of picture books enhance their

ability to discern text structure variation?

Will they be able to translate different

structures into their own writing?


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Literature Review

Books and articles on teaching

writing to ELL students

5 Key Influences:

Katie Wood RaySteve Lancia

Quiocho & Ulanoff

Robert Brooke

Ralph Fletcher &Joann

Portalupi

Hadaway and Mundy


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Design Methods

Individual Case Study

using read aloud texts

for the purpose of

teaching text structure

Integration between

Language Arts and

Social Studies

Follow up study with

group of 5 students

-various backgrounds

-similar proficiency level

Read aloud with

purpose of teaching

text structure Language Arts


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Materials

Individual Case study

A repetitive text, narrative,

list, letter, and journal

Follow Up Group

Narrative, fairytale, letter,

biography


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Why read aloud as a method?

Scaffold necessary vocabulary as it is

encountered

Present the text as the graphic organizer Build background knowledge with the text

Create opportunity for students to make

connections to the text


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Analysis

It works!

Is it perfect?

What did I learn?


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Samples


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More samples


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What does this mean for ESL

teachers and writing? A tool for the tool box

A new type of graphic organizer

Provides a meaningful opportunity for

interaction between teacher and students


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What is wrong with graphic

organizers? Nothing!

Not all picture books work for modelingwriting of text structure or other elements.

This study does not advocate not using agraphic organizer; instead, it offers another

alternative.


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Future Recommendations

Broader study (participants and structures)

More time in research period

Older participants with focus on literary

elements: Personification, imagery, etc.

More formal writing (science, documentary,

etc)

the correlation of visualization using picture books and

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