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Urow Aug 31 Intro to Teaching for Biliteracy
IntroductiontoTeachingforBiliteracy inDualLanguageandTransitional BilingualPrograms CherylUrow,M.Ed. [email protected] www.TeachingForBiliteracy.com @T4Biliteracy TeachingforBiliteracy www.TeachingForBiliteracy.com https://www.caslonpublishing.com/con ference/beeman_urow/ Agenda Introductions DefiningDualLanguageandBiliteracy SampleBiliteracyInstruction InstructionalStrategiesforEffectiveBiliteracy Instruction • Establishing,Implementing,andSupportinga ProgramforTeachingforBiliteracy • Q&A • WorkshopClosureandEvaluation • • • • Introductions Introductions Sequentialbilingual Sequentialbilingual SimultaneousBilinguals • Usealloftheirlinguisticresourcesasthey developlanguage,literacy,andacademics “Accompanyme,mamá.” – Hannah,3years old “I’mtooyoungtoconductacar.” – Hannah, 15yearsold “Myfrentehurts.” - Lucía,3yearsold “Didyouputmyphonetocharge?” –Lucía, 15yearsold SimultaneousBilinguals • Usealloftheirlinguisticresources astheydeveloplanguage,literacy, andacademics • Theirpathtobilingualismand biliteracyisdifferentfromthepath ofthesequentialbilingual. - Japimothersdai! - Laflorteneohas. Beeman&Urow,Teaching Hh Hernández hijo hermana había hace hizo hoja Biliteracywordwall Gg Jj Gema Monge jirafa jugar Hh happy hi hungry SimultaneousBilinguals • Usealloftheirlinguisticresourcesasthey developlanguage,literacy,andacademics • Theirpathtobilingualismandbiliteracyis differentfromthepathofthesequential bilingual. • Atsomepoint,allbilingualstakeonsome ofthequalitiesofsimultaneousbilinguals - Élnopuedeescribirunasentencia. - Oh,that’stoobad.Pobrecito. ResearchConnection • Two-thirdsofELLscurrently intheUSwerebornhere (EducationWeek,2009). CherylUrow,[email protected],2015 SimultaneousBilinguals Whyisitimportantto • Usealloftheirlinguisticresourcesas understandthedifference theydeveloplanguage,literacy,and academics betweensimultaneousand • Theirpathtobilingualismand sequentialbilingualsaswe biliteracyisdifferentfromthepathof definelanguageacquisition thesequentialbilingual. programs? • Atsomepoint,allbilingualstakeon someofthequalitiesofsimultaneous bilinguals SimultaneousBilinguals • Effectivebiliteracyprogramsproduce bilingualswhousealloftheirlinguistic resourcesastheylearnnewacademic content. • Manyteachersareeithermonolingualor sequentialbilinguals. • MoststructuresintheUSschoolsystem aredesignedformonolingualsor sequentialbilinguals. SimultaneousBilinguals • Effectivebiliteracyprogramsproduce bilingualswhousealloftheirlinguistic resourcesastheylearnnewacademic Teachingforbiliteracyis content. • Manyteachersareeithermonolingualor differentthanteachingfor sequentialbilinguals. monoliteracy. • MoststructuresintheUSschoolsystem aredesignedformonolingualsor sequentialbilinguals. Introductions Sequentialbilingual Sequentialbilingual Simultaneous bilingual DefiningDualLanguageand Biliteracy BiliteracyInstructionmeetsthe needsofawiderangeof students Defining biliteracy instruction Biliteracy is for ALL students – all students participate actively and meaningfully Explicitly builds receptive and productive oral language along with content and literacy Teaching for Biliteracy Integrates literacy and content Strategically plans for the three linguistic spaces: Spanish, the Bridge, and English SampleBiliteracyInstruction InstructionalStrategiesforEffective BiliteracyInstruction Takenotesandbereadytoshare– Howdidmyteachinginclude(ornot) theelementsofthedefinitionof biliteracyinstruction? SQA Elements of biliteracy instruction Biliteracy is for ALL students – all students participate actively and meaningfully Explicitly builds receptive and productive oral language along with content and literacy Teaching for Biliteracy Integrates literacy and content Strategically plans for the three linguistic spaces: Spanish, the Bridge, and English Atraditionalunitorlessonmay begin… • WithaKWL(orotherstrategyfor gettingatstudentprior knowledge) • withareadaloud • withaletterorsyllable(phonics) Teachingforbiliteracyisdifferent thanteachingformonoliteracy • Therefore,ourlessonsandunits needtolookdifferent. • Biliteracyinstructionactively buildslanguage,content,and literacy. Day1 Science– withintegrated languageandliteracyand content ORACYBUILDING– language buildinginanticipationof literacyandcontentinstruction CherylUrow,[email protected],2015 El ciclo de vida de la mariposa Cheryl Urow, 2014, [email protected] Day2 Science– withintegrated languageandliteracy andcontent MOREORACYBUILDING CherylUrow,[email protected],2015 El ciclo de vida de la mariposa Cheryl Urow, 2014, [email protected] AlsoonDay2 Science– withintegrated languageandliteracy andcontent Experimentsandinvestigations withinsectsandlifecycles CherylUrow,[email protected],2015 Day3 Science– withintegratedlanguage andliteracyandcontent Movingfromoracy toliteracy– writingandphonics Moreexperimentsand investigations mariposa a e i o u mariposa ma me mi mo mu mariposa ma - mariposa me - come mi- comida mo - monarca mu- mucho Sílabas CherylUrow,2014, Days4,5,6,7… Science– withintegratedlanguageand literacyandcontent Reading Continuedexperimentsand investigations AboutDay14… Science– withintegrated languageandliteracyand content Finalprojectonlifecycles (summativeassessment) CherylUrow,[email protected],2015 AboutDay15… TheBridgeand MetalinguisticFocus CherylUrow,[email protected],2015 elBridge lamariposa monarca elciclo ponehuevos se convierte laoruga come crece lacrisálida the monarch butterfly thecycle layeggs becomes thecaterpillar eats grows thechrysalis AboutDay16… TheBridgeand MetalinguisticFocus CherylUrow,[email protected],2015 possiblemetalinguisticfocus el los elciclo los huevos la las the la las the mariposa orugas caterpillars thecycle AboutDay17… TheExtensionintoEnglish literacy CherylUrow,[email protected],2015 Take some time to reflect on the elements of biliteracy instruction Biliteracy is for ALL students – all students participate actively and meaningfully Explicitly builds receptive and productive oral language along with content and literacy Teaching for Biliteracy Integrates literacy and content Strategically plans for the three linguistic spaces: Spanish, the Bridge, and English Mybiggesttake-awayfromthe sampleunitis… Iwouldstillliketolearnmore about... www.TeachingForBiliteracy.com www.TeachingForBiliteracy.com LanguageAllocation Beeman andUrow TeachingforBiliteracySummerInstitute2015 LanguageAllocation– forbiliteracy Beeman andUrow TeachingforBiliteracySummerInstitute2015 Possible Kinder 80/20– all yearlong Time Subject Language 8:30 – 8:50 Journals Student choice 8:50 – 10:00 Science and Language Arts • Science experiments • Guided reading • Writing • Word Work Spanish 10:00 – 10:15 SSR Student choice 10:15 – 11:30 Social Studies and Language Arts • Guided reading • Writing • Word Work Spanish 11:30 – 12:15 Lunch/Recess Student choice 12:15 – 1:15 Math • Writing • Word Work English 1:15-2:00 English Language Arts • Guided reading • Writing • Word Work English 2:00 – 3:00 Specials English th By4 grade… 50/50– all yearlong– mathhas movedto English ! th At5 grade,also 50/50, mathin Spanish, butSSin English Possible 80/20– all yearlong Time Subject Language 8:30 – 8:50 Journals Student choice 8:50 – 10:00 Spanish Language Arts • Guided reading • Writing • Word Work SSR Spanish 10:00 – 10:15 10:15 – 11:30 Spanish 11:30 – 12:15 Lunch/Recess Student choice 12:15 – 1:15 Inquiry –STEM & Social Studies • Experiments • Inquiry based projects English Language Arts • Guided reading • Writing • Word Work Spanish 1:15-2:00 8/31/16 Math • Writing • Word Work Student choice 2:00 – 3:00 Specials 51 English English www.TeachingForBiliteracy.com https://www.caslonpublishing.com/con ference/beeman_urow/ ¡Milgracias! CherylUrow,M.Ed. [email protected] www.TeachingForBiliteracy.com @T4Biliteracy TeachingforBiliteracy
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