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Field Tenor Mode Planning Sheet

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Deconstructing Field Tenor Mode

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Looking for a super power for teaching ELLs how to write? We've got great news. You don't need an expensive cape, superhuman strength or a magic wand. Shared and Interactive Writing are powerful tools for ALL students, but they are especially beneficial for students who are learning English. If you are not using Shared and Interactive Writing in your classroom, you'll be thrilled to know that these "super power" approaches do not require flashy materials, grand spaces, or extensive setups...and they can be executed successfully in a multitude of educational settings. Using Shared and Interactive Writing with ELLs looks a lot like it does with native English speakers, but with a few additional scaffolds.
Shared and Interactive Writing are tools teachers use to instruct children in the writing process. Building upon their observations about what children can already do, teachers coach students to record their thinking and experiences on the page, expanding their knowledge of English in the process. These experiences reinforce that writing has a purpose; it is a way to communicate thoughts and ideas to oneself and to others.

Although both Shared and Interactive Writing lessons involve the writing process, teachers approach each procedure with different goals in mind.

The goal of Shared Writing is reading . A process developed by Moira McKenzie, Shared Writing is a way for teachers and students to construct messages based on shared knowledge and experiences. Teachers elicit information and ideas from students. They help them organize and develop their thinking as they demonstrate how to record messages on paper. In the end, all participating students will be able to read the constructed text.

Teachers choose Shared Writing over Interactive Writing when they want to generate lengthy, or more complex, text in a shorter amount of time. Beginning writers record very slowly and often "forget" the messages they are writing. Shared Writing gives students a break from the physical act of writing, freeing them to expend their energy on the message and language of the text.
Shared Writing supports ELLs by:

reinforcing and extending vocabulary and grammar structures

developing comprehension of text through oral rehearsal and discussion

providing physical demonstration of instruct ions and procedures

providing a readable English text for all students

When writing a story, for example, plan stopping places to reinforce comprehension through gestures or role play. Attach picture cards next to lines of text to cue the characters, setting, or problem in the story. When writing an evaluation or response, model facial expressions or place emojis in text to prompt emotion words and opinions. Create cloze texts to cue emotive vocabulary through context clues. And, in every lesson, point to keywords to build vocabulary knowledge and understanding.

In the experience pictured above, the class just completed an interactive read aloud of the The Three Billy Goats Gruff. During the reading, they annotated the text to show what the characters were thinking or feeling. Kim is using Shared Writing to record these text responses. As beginning language learners, these students have general language about the content (character names, emotions) and can speak in short phrases or simple sentences.
Teacher: (Pointing to the troll.) Who is this?
Students: (Shouting) The Troll!
Teacher: Yes! And the troll is very (making a mad face)...
Students: Mad!
Teacher: The troll is mad. Why is the troll mad?
Students: He no want goat on bridge. Go away!
Teacher: Yes! The goat is mad because he doesn't want the goat on the bridge.
The teacher has chosen Shared Writing in this instance to reinforce comprehension and expand the vocabulary and grammatical structures of the children. As the students negotiate the text, they repeatedly practice these structures orally. After the teacher scribes, the new learning will be reinforced as students read and revisit the text in the future.

POSSIBLE SHARED WRITING GOALS

The goal of Interactive Writing is writing . Defined by McCarrier, Fountas, and Pinnell in Interactive Writing: How Language and Literacy Come Together, K-2 , Interactive Writing is a "dynamic, collaborative literacy event in which children actively compose together, considering appropriate words, phrases, organization of text, and layout." During Interactive Writing lessons, as in Shared Writing, teachers elicit information and ideas from students. However, during Interactive Writing lessons, children take on the role of writing apprentice. Teachers share the pen with a few students, guiding them as they record messages on the page.

Teachers choose Interactive Writing over Shared Writing when they want to teach students elements of the writing process, including the physical aspects of putting writing on paper. Teachers choose 1-2 memorable writing points to demonstrate and reinforce while the class composes a short piece of text. The class may revisit the text to build on the previous day's message.
Interactive Writing supports ELLs by:

establishing word boundaries that may be difficult to distinguish when spoken

providing immediate feedback and demonstration for writing attempts

slowing the writing process and giving students additional "wait time" to negotiate new learning in English and in their home language(s)

reinforcing what they know about letters, sounds and words in a variety of ways

In the Interactive Writing experience shown above, the teacher and students are writing an opinion about a folk tale read in class. The teacher chose Interactive Writing to reinforce the spellings of high frequency words to help students develop automaticity in writing. Small anchor charts are posted near the easel for quick student reference.

POSSIBLE INTERACTIVE WRITING GOALS

Although Shared Writing and Interactive Writing have different procedures and goals, they can both be used to generate a single text. For example, teachers may scribe an introduction to an experiment, but share the pen when writing the steps.

In this mural, the teacher has used a combination of Shared and Interactive Writing to compare two versions of Goldilocks. They used Shared Writing to generate the main idea. Interactive Writing was used to record the evidence.

Kindergarten students used Interactive Writing to create a mural of The Three Billy Goats Gruff. The writing goals were beginning and ending sounds. The teacher also wanted to reinforce word boundaries, so she used cut up sentence strip as labels to accentuate each word.

In this example, the class generated an original folk tale using the story structure and patterns in The Three Billy Goats Gruff. The teacher used Shared Writing so the students could focus on the structure and content, without becoming overwhelmed with spelling and conventions.
Whichever writing strategies you choose, explicit writing instruction reinforces language and literacy skills for all students.

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Looking for a super power for teaching ELLs how to write? We've got great news. You don't need an expensive cape, superhuman strength or a magic wand. Shared and Interactive Writing are powerful tools for ALL students, but they are especially beneficial for students who are learning English.

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The way children use narrative elements is culturally specific. Organization, content, and meaning create a narrative structure that is part of every language. However, this universal nature only goes so far in explaining the broader components of a narrative.

Narrative development has been shown to be highly significant in the acquisition of complex language and literacy skills. Comprehension of large tasks, sequencing, interpretation of time-ordered events, and expository skills all require some skill that has been developed along with narrative abilities. Studies that have primarily focused on English-speaking monolinguals suggest that narrative development can reveal basic elements of academic readiness (Gutierrez-Clellen 2002). The cultural influences in children's narratives can play a large role in classroom success.

Let's start by answering some of the most common questions such as how age, language, and socio-economic status affect story-telling. At the bottom, we have included a great chart to help you note the differences between Spanish and English narratives.

How does narrative development change as a child gets older?

A natural increase in complexity is evident in different aspects of a story's composition. Clausal compliments (We thought that they were coming.) expand from simple to complex. Stories transition from being egocentric (I liked it) to awareness of other characters' thoughts (He was angry). Understanding of time is even relative to narrative development as a child moves from present-tense stories to working in the past. The majority of the research that provides an explanation of narrative development is specific to one language, English. If narratives develop differently among different cultural and language groups, then criteria that have been developed for English may not be accurate for evaluating the non-mainstream population.

How can differences in narrative ability affect academic performance?

Spanish-speaking children often perform more poorly than monolingual children on national indicators of achievement. The disparity between success rates of cultural groups may be the result of the testing criteria and not indicative of the Spanish-speaking population's story telling abilities or other academic abilities. The tests include identifying facts from written passages, making inferences from passages, searching for specific information from a passage, and meshing ideas (Gutierrez-Clellen, 2002). It is expected for a child use the text and his or her own world knowledge to answer the questions. When a child's personal knowledge differs from that of mainstream America, it can only be expected that a discourse, story recount, or story telling will not match the standards currently used in assessing narrative ability.

Do we ask children to tell stories differently than their parents?

In a study on cultural variations in the construction of personal narratives, Metzi (2000) examined narrative elicitation styles of Spanish-speaking Central American mothers and English-speaking mothers with European origin. The results showed that the two groups differed in how they elicited a story, as well as what aspects of the narrative they chose to emphasize. European American mothers primarily focused on the organizational aspects of the narrative. The Central American mothers emphasized the conversational aspects of the narrative. The Spanish-speaking children had greater responsibility in recalling the story as their mothers played a listening role in the conversation. This is in contrast to the English-speaking children who acted as co-narrators with their parents. Metzi concludes that the elicitation styles correspond to socialization goals of each culture. This suggests that conversational patterns are inherently different based on cultural demands (Metzi 2000).

How does socio-economic status (SES) affect narratives?

Use of listener feedback and critique (evaluative talk) is the basis for learning competent story telling. In a study of Venezuelan school children, Shiro (1998) sought to identify whether or not appropriate use of evaluative talk differed across age, gender, and class. Evaluative feedback was studied in the creation of fictional and personal narratives. Shiro found that evaluative language varied considerably with age and social class. The stories expanded in correlation with an increase in age. Not only did stories improve with social status, but it was also noted that children of a lower social class had difficulty even producing fictional narratives (Shiro, 1998).

How does the grammar of each language affect story telling?

Cultural Influences in children's narratives can affect Differences in narrative type extend past what is purely influenced by culture. Grammatical variations can also be dictated by rules or sentiments of a host language. A study of Spanish and English highlights a multitude of these differences. Morphologically, English conveys variations in meaning by manipulation of word order. To accomplish the same task, Spanish relies on the inflection of the morphemes. Syntactically, Spanish employs verb forms not often used in English to show conditionality or actions that have continued from the past. Spanish also enjoys more flexibility in word order. With the large culmination of differences, Silliman and colleagues (2002) noted that the application of Spanish or English monolingual norms to a group of bilingual children would be inappropriate, whether for research, educational, or clinical purposes.

Narrative Elements that are Culturally Specific

Spanish

English

Acting as a listener or a participant

Spanish-speaking cultures often have the role of speaker or listener and may not simultaneously engage.

English-speaking cultures may tell a story together, ask questions, or interject during a story.

Through studies on race, culture, gender, socio-economic status, and educational experience, we are increasingly able to understand differences that govern the students that we serve. Our job as professionals in special education is to identify if a student is performing academically at an expected grade level. When this is not the case, we identify how we can intervene to bring the performance up to grade level. Much of how we diagnose and intervene is based on our appraisal of the narrative that a student generates. We can account for cultural, economic, and language influences in order to help us understand what should actually be present in a child's story.

References

Content for this essay adapted from Literacy-Based Speech and Language Activities. Use it to learn how to create powerful language therapy using predictable books.

Gutierrez-Clellen, Vera F. (2002). Narratives in Two Languages: Assessing Performance of Bilingual Children. Linguistics & Education, Vol.13 Issue 2, p199.

Metzi, Gigliana. (2000). Cultural variations in the construction of personal narratives: Central American and European American mothers' elicitation styles. Discourse Processes. Vol. 30(2). 153-177.

Shiro, Martha Klein (1998). A discourse analysis approach to evaluate stance in Venezuelan children's narratives. Dissertation Abstracts International: Sediton B: the Sciences and Engineering. Vol. 58 (8-B),

Silliman et. al. (2002). Spanish and English Proficiency in the Linguistic Encoding of Mental States in Narrative Retellings. Linguistics and Education, Vol.13 Issue 2, p175.

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Cultural Influences in Children's Narratives - Bilinguistics

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The way children use narrative elements is culturally specific. Organization, content, and meaning create a narrative structure that is part of every language. However, this universal nature only goes so far in explaining the broader components of a narrative. Narrative development has been shown to be highly significant in the acquisition of complex language and literacy skills.

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Genre Pedagogy ("Meaty" look into Genre Theory)

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Genre Pedagogy ("Meaty" look into Genre Theory)

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B. Derewianka

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Exploring How Texts Work
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B. Derewianka

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Teaching Language in Context
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