Podcast
Questions and Answers
Which of the following genres were NOT incorporated into the Around-the-World Quilt Museum project?
Which of the following genres were NOT incorporated into the Around-the-World Quilt Museum project?
- Fictional stories
- Poetry (correct)
- Family trees
- Nonfiction narratives
What inspired Carmela Rademacher's approach to teaching her students about different cultures and family histories?
What inspired Carmela Rademacher's approach to teaching her students about different cultures and family histories?
- The student population's diverse backgrounds
- Her personal interest in quilt-making
- Her desire to teach ESL students English through a creative medium
- African American and Hmong story quilt traditions (correct)
How did the students' quilts and accompanying texts contribute to the Around-the-World Quilt Museum?
How did the students' quilts and accompanying texts contribute to the Around-the-World Quilt Museum?
- They provided a visual display of the students' creativity.
- They helped students learn about different cultures.
- They fostered a sense of community and shared experiences.
- All of the above (correct)
Based on the passage, what is a key characteristic of the Around-the-World Quilt Museum?
Based on the passage, what is a key characteristic of the Around-the-World Quilt Museum?
Through her project, how did Carmela Rademacher encourage her students to develop diverse skills?
Through her project, how did Carmela Rademacher encourage her students to develop diverse skills?
What type of texts were NOT used in the Around-the-World Quilt Museum project?
What type of texts were NOT used in the Around-the-World Quilt Museum project?
Which of the following genres were used to create the Around-the-World Quilt Museum?
Which of the following genres were used to create the Around-the-World Quilt Museum?
What type of writing was NOT used in the Around-the-World Quilt Museum project?
What type of writing was NOT used in the Around-the-World Quilt Museum project?
What is a key difference between typical narrative assignments and genre-with-purpose projects?
What is a key difference between typical narrative assignments and genre-with-purpose projects?
Which method is highlighted as part of conducting research for narrative writing?
Which method is highlighted as part of conducting research for narrative writing?
What role does inquiry play in the narrative writing process according to expert practices?
What role does inquiry play in the narrative writing process according to expert practices?
How do genre-with-purpose projects enhance students' understanding of narratives?
How do genre-with-purpose projects enhance students' understanding of narratives?
Which of the following is NOT mentioned as a characteristic of genre-with-purpose narrative projects?
Which of the following is NOT mentioned as a characteristic of genre-with-purpose narrative projects?
What can enhance students' engagement in narrative writing according to the principles discussed?
What can enhance students' engagement in narrative writing according to the principles discussed?
What aspect of narrative forms do students learn about through genre-with-purpose approaches?
What aspect of narrative forms do students learn about through genre-with-purpose approaches?
Which activity is suggested as beneficial in uncovering details for narrative writing?
Which activity is suggested as beneficial in uncovering details for narrative writing?
What is the term for the section of a narrative that introduces the setting and characters?
What is the term for the section of a narrative that introduces the setting and characters?
What is the main purpose of an abstract in a narrative?
What is the main purpose of an abstract in a narrative?
Which of the following is NOT a common language characteristic of narratives?
Which of the following is NOT a common language characteristic of narratives?
How do evaluations contribute to the theme of a narrative?
How do evaluations contribute to the theme of a narrative?
Which literary elements help develop a character's personality in a narrative?
Which literary elements help develop a character's personality in a narrative?
In narrative writing, what is the role of transitions?
In narrative writing, what is the role of transitions?
Which of these is NOT a common element of a narrative?
Which of these is NOT a common element of a narrative?
What is the main function of the rising action in a narrative?
What is the main function of the rising action in a narrative?
Flashcards
Family History Project
Family History Project
A classroom activity where students share family experiences through quilts and texts.
ESL Classroom
ESL Classroom
A learning environment focused on teaching English to non-native speakers.
Around-the-World Quilt Museum
Around-the-World Quilt Museum
An exhibit showcasing culturally themed quilts and their stories.
Carmela Rademacher
Carmela Rademacher
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Traditional Outfits
Traditional Outfits
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Narrative Genres
Narrative Genres
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Cultural Heritage Celebration
Cultural Heritage Celebration
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Multi-age Learning
Multi-age Learning
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Genre-with-Purpose Approach
Genre-with-Purpose Approach
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Narrative Inquiry
Narrative Inquiry
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Expert Narrative Practices
Expert Narrative Practices
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Purpose of Narrative Texts
Purpose of Narrative Texts
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Conducting Research in Narratives
Conducting Research in Narratives
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Narrative Forms
Narrative Forms
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Immersive Learning in Narratives
Immersive Learning in Narratives
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Social and Historical Actions in Narratives
Social and Historical Actions in Narratives
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Abstract
Abstract
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Setting
Setting
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Characterization
Characterization
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Plot
Plot
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Conflict
Conflict
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Rising Action
Rising Action
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Resolution
Resolution
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Theme
Theme
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Study Notes
Genre Project: Family History Project (K-8)
- English as a second language (ESL) specialist Carmela Rademacher transformed her classroom into an "Around-the-World Quilt Museum"
- Students displayed quilts, stories, placards, and family trees to share family experiences
- Parents, classmates, and teachers visited the museum
- Students wore traditional outfits to celebrate family heritage
- Students shared experiences with their classmates
- Learned about personal, family, or community experiences and places
- Practiced social skills while sharing experiences
- Learned about the experiences of others
Narrative Genres
- Students read fictional and non-fiction stories
- Students created and read family trees and wall placards
- The genres involved included fictional stories, written and oral nonfiction narratives, family trees, and wall placards.
- These were integrated into the quilt museum display
- Students were inspired by African American and Hmong story quilt traditions
Designing a Communicatively Meaningful Environment
- Carmela's classroom was decorated with beautiful quilts
- She engaged students in examining quilt patterns, similarities, and differences
- Classmates and parents were invited to the museum to view and appreciate the students' quilts
Providing Exposure and Experience
- Students read literary stories (such as The Keeping Quilt) and nonfiction narratives to understand heirlooms and family history
- They had virtual (online) visit to the National Quilt Museum
- They had oral-history interviews videtaped with the parents
- Interviews focused on family culture and immigration
- Texts such as family trees and placards were pivotal in setting up the museum
Explicitly Teaching Genre Features
- Carmela used model texts to teach narrative features
- Examples included plot development, characterization and setting
- Students reviewed the format and purpose of wall placards using real and virtual museum models
Offering Ongoing Coaching and Feedback
- Students wrote and revised their pieces on multiple drafts with feedback from Carmela
- Students and Carmela worked together to make sure the pieces were properly ready for exhibition
- Students created wall placards in their families' languages as well
- Students were encouraged to research, use visuals, and oral texts as the basis of their narratives
The Value of Oral Storytelling
- Oral narratives can be important for students struggling with written narratives
- Students could be excellent storytellers in their native language and in translation
- Teachers should use familiar oral practices as a starting point for written narratives
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