Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eBIMah915187; Mon, 18 Dec 2000 17:36:43 -0500 (EST) Date: Mon, 18 Dec 2000 17:36:43 -0500 (EST) Message-Id: <B28BD16DA07FD4119BF80030482121780EB01F@aguirre04.aiweb.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Heide Wrigley <hwrigley@aiweb.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5391] Re: newspaper summaries X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: Internet Mail Service (5.5.2650.21) Status: O Content-Length: 6014 Lines: 121 This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_001_01C06942.A032B690 Content-Type: text/plain; charset="iso-8859-1" Hi, I've not been able to follow the entire thread so if someone already mentioned this, please forgive me. One way of building the background knowledge or "schema" that students need to understand a story (and you can't summarize what you don't understand obviously) is to use stories that are a couple of days old but are still hot. Students can be invited to watch the news the night before (in English or in the native language if that option is available), and discuss what is happening the next day (this works best for big stories that get a lot of coverage; storms, natural disasters and extreme weather are always good). Learners who have a hard time accessing the meaning of a news story and summarizing the key points may need to get lots of opportunities to work with items that have a highly familiar content so that they have brain energy left to deal with the meaning-making tasks inherent in summarizing. In other words, if the content is new to students, the format of a news story is new, the cognitive strategies used for summarizing are unfamiliar to students, and they are struggling with English, we'll need to give them a break on at least three of the five challenges. cheers ' Heide Spruck Wrigley -----Original Message----- From: BJTeach@aol.com [mailto:BJTeach@aol.com] Sent: Monday, December 18, 2000 1:58 PM To: Multiple recipients of list Subject: [NIFL-ESL:5390] Re: newspaper summaries One way to get ESL students to summarize news stories is to use the Internet and find the newspaper in their native language.. Have them read it then write a short paragraph in English about what they have read. The native language work gives them the background knowledge they need to write summary. It is difficult to summarize things of which you have no previous knowlege. The old training mantra for adults: "work from what they know to what they don't know" Barb Sabaj District 214 Adult Education & Literacy bjteach@aol.com ------_=_NextPart_001_01C06942.A032B690 Content-Type: text/html; charset="iso-8859-1" <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META HTTP-EQUIV="Content-Type" CONTENT="text/html; charset=iso-8859-1"> <META content="MSHTML 5.00.2614.3500" name=GENERATOR></HEAD> <BODY> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>Hi, I've not been able to follow the entire thread so if someone already mentioned this, please forgive me. </SPAN></FONT></DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000></SPAN></FONT> </DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>One way of building the background knowledge or "schema" that students need to understand a story (and you can't summarize what you don't understand obviously) is to use stories that are a couple of days old but are still hot. Students can be invited to watch the news the night before (in English or in the native language if that option is available), and discuss what is happening the next day (this works best for big stories that get a lot of coverage; storms, natural disasters and extreme weather are always good). Learners who have a hard time accessing the meaning of a news story and summarizing the key points may need to get lots of opportunities to work with items that have a highly familiar content so that they have brain energy left to deal with the meaning-making tasks inherent in summarizing. </SPAN></FONT></DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000></SPAN></FONT> </DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>In other words, if the content is new to students, the format of a news story is new, the cognitive strategies used for summarizing are unfamiliar to students, and they are struggling with English, we'll need to give them a break on at least three of the five challenges. </SPAN></FONT></DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000></SPAN></FONT> </DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>cheers </SPAN></FONT></DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>'</SPAN></FONT></DIV> <DIV><FONT color=#0000ff face="Comic Sans MS"><SPAN class=210333522-18122000>Heide Spruck Wrigley </SPAN></FONT></DIV> <DIV><FONT face=Tahoma size=2><SPAN class=210333522-18122000></SPAN></FONT> </DIV> <DIV><FONT face=Tahoma size=2><SPAN class=210333522-18122000></SPAN></FONT> </DIV> <DIV><FONT face=Tahoma size=2><SPAN class=210333522-18122000> </SPAN>-----Original Message-----<BR><B>From:</B> BJTeach@aol.com [mailto:BJTeach@aol.com]<BR><B>Sent:</B> Monday, December 18, 2000 1:58 PM<BR><B>To:</B> Multiple recipients of list<BR><B>Subject:</B> [NIFL-ESL:5390] Re: newspaper summaries<BR><BR></DIV></FONT> <BLOCKQUOTE><FONT face=arial,helvetica><FONT size=2>One way to get ESL students to summarize news stories is to use the Internet <BR>and find the newspaper in their native language.. Have them read it then <BR>write a short paragraph in English about what they have read. <BR><BR>The native language work gives them the background knowledge they need to <BR>write summary. It is difficult to summarize things of which you have no <BR>previous knowlege. <BR><BR>The old training mantra for adults: "work from what they know to what they <BR>don't know" <BR><BR>Barb Sabaj <BR>District 214 Adult Education & Literacy <BR>bjteach@aol.com</FONT> </FONT></BLOCKQUOTE></BODY></HTML> ------_=_NextPart_001_01C06942.A032B690--
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