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Sample Bridges, Extension Ac vi es and Schedules
Teaching for Biliteracy: Sample Bridges, Extension Ac;vi;es and Schedules Karen Beeman [email protected] www.teachingforbiliteracy.com Facebook Page: Teaching for Biliteracy Areas explored during Contrastive Analysis (Metalinguistic Charts) • Phonology: letter sounds: “c” and “k” A - Ana E – Eleazar I – Isabel O - Oscar U -Ulises A – Amy E – Elaine I – Ivan O - Olivia U - Urow • Morphology (Cognates: energía – energy) – Word – Expression Level Beeman, [email protected] • Syntax and Grammar (Sentence Level): – El carro rojo – The red car – !Te adoro! – I adore you! – !El papá es guapísimo. - The father is very handsome! • Language Use (Discourse Level and SocioCultural Level): – Mensaje Indirecto – “!Y punto!” Point”) Direct Message That’s it! (not “And Beeman, [email protected] Three Types of Bridges Illustra;on Side-‐by-‐side Así se dice MetalinguisAc Charts • Stay up all year long and gather examples from different Bridges • Address the FoundaAonal Skills and Language secAons of the CCSS • Are developmental (address what you know your students are ready to learn) Part 1 of the Bridge…. Students generate a visual representaAon of what they learned, and then, aKer developing oracy, add the equivalent in the other language El Puente en Kinder Beeman, Book Study, Marie Reed, October, 2014 Verona, Wisconsin Part 2 of the Bridge…. Developing MetalinguisAc Awareness via MetalinguisAc Charts METALINGUISTIC CHART: Phonology Sonido en español Sol Tronco Papel Raíces Aire Sound in English Sun Trunk Paper Roots Air Beeman, Book Study, Marie Reed, October, 2014 METALINGUISTIC CHART: Phonology Sonido en español Sol Tronco Papel Raíces Aire Sound in English Sun Trunk Paper Roots Air Beeman, Book Study, Marie Reed, October, 2014 Integrated Science and Language Arts Unit: Kinder www.TeachingForBiliteracy.com MetalinguisAc Chart Sonido en español Sol Tronco Pantalones Sandalias Aire Sound in English Sun Trunk Pant Sandals Air www.TeachingForBiliteracy.com Bridge in second Grade Beeman, Book Study, Marie Reed, October, 2014 Villa Park, Illinois MetalinguisAc Chart Beeman, Book Study, Marie Reed, October, 2014 MetalinguisAc Chart Beeman, Book Study, Marie Reed, October, 2014 Your Turn! BRIDGE el la El problema La resolución La trama los las Los personajes las novelas The problem Las personas The resoluAon The characters The novels Metalinguis;c Chart the 1 2 3 BRIDGE 4 5 6 Sample Bridge for Middle School Sample Bridge MetalinguiAc Charts -‐ Middle School MetalinguisAc Charts Middle School El ciclo de vida de la planta Beeman, 2011 40 Language Experience Approach – Word Study Beginning the Bridge…. Spanish Going over the Bridge…. Oracy in English and then adding English equivalent to the Bridge Chart The life cycle of the plant Beeman, 2011 46 Part 2 of the Bridge…. Developing MetalinguisAc Awareness via MetalinguisAc Charts English Extension AcAviAes Beeman, 2014 56 Adapted Reader’s Theater Beeman, 2014 58 Beeman, 2014 59 Beeman, 2014 60 Beeman, 2014 61 InteracAve Read-‐Aloud Beeman, 2014 63 Beeman, 2014 64 Beeman, 2014 65 Beeman, 2014 66 Beeman, 2014 67 Student AuthenAc WriAng about the Story In English Bilingual/ Dual Language InstrucAon Integrates language, literacy and content Moves from ORACY to LITERACY Moves from the CONCRETE to the ABSTRACT Uses the STRATEGIC use of LANGUAGE (not random, no flip-‐flopping) • Reflects a language and content allocaAon plan (no sharing of content or re-‐teaching in the other language) • • • • ImplicaAons on Schedules ImplicaAons on Curriculum ImplicaAons on Assessment Teaching for Biliteracy ImplicaAons on PLC Ame, materials, pacing guides, etc. Bilingual/ Dual Language InstrucAon -‐ IMPLICATIONS • • • • • • • On schedules On pacing guides On materials On keeping pace with grade-‐level PLC On assessment On planning Other? Biliteracy ExpectaAons • Students have chunks of Spanish and of English every day • One language transiAon a day (minimal transiAoning back and forth from one language) to the other – No Flip Flopping • Consistency from day to day in the daily schedule • A seemless and strategic “flow” to the daily schedules (oracy leads to literacy which leads to word study) • Literacy in Spanish daily • Literacy in English daily • Bridge Ame – at the end of units (not daily) • “Bridging” Ame as it occurs SAMPLE Content AllocaAon Plan for 50/50 SAMPLE Content AllocaAon Plan for 80/20 ImplicaAons on Schedules ImplicaAons on Assessment ImplicaAons on Curriculum Teaching for Biliteracy ImplicaAons on PLC Ame, materials, pacing guides, etc. 80/20 K-2 Simultaneous Literacy Bilingual Unit Plan – 80/20 Model Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Spanish Language Arts through Social Studies Spanish Language Arts through Science Spanish Language Arts through Social Studies Spanish Language Arts through Science Spanish Language Arts through Social Studies Beginning of the year-Oral Lang. Development Unit 1 Social Studies bridge, then extension activities Unit 2 Science bridge, then extension activities Unit 3 Social Studies bridge, then extension activities Unit 4 Science bridge, then extension activities English Language Arts English Language Arts English Language Arts English Language Arts Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Spanish Language Arts through Science Spanish Language Arts through Social Studies Spanish Language Arts through Science Spanish Language Arts through Social Studies Spanish Language Arts through Science Unit 5 Social Studies bridge, then extension activities Unit 6 Science bridge, then extension activities Unit 7 Social Studies bridge, then extension activities Unit 8 Science bridge, then extension activities Unit 9 Science bridge, then extension activities English Language Arts English Language Arts English Language Arts English Language Arts English Language Arts K-2 Simultaneous Literacy Kindergarten, 2012-2013 Unit 1: September Unit 2: Sept/Oct Unit 3: October 3 weeks 3 weeks 2 weeks Escuela/La responsibilidad La comunidad & Ayudantes de la comunidad El tiempo/El clima Spanish Language Arts through Social Studies Beginning of the year-Oral Lang. Development Spanish Language Arts through Science Spanish Language Arts through Social Studies Unit 1 Escuela/School La responsibilidad Social Studies bridge, then extension activities Unit 2 La comunidad & Ayudantes de la comunidad/Community & Community Helpers Social Studies bridge, then extension activities Unit 4:Oct/Nov 4-5 weeks Observando objetos La familia/ La cultura (Einstein Kit?) Spanish Language Arts through Science Spanish Language Arts through Social Studies Unit 3 El tiempo/ Weather El clima/ Climate Unit 4 Observando objetos/Observing Objects Science bridge, then extension activities English Language Arts English Language Arts English Language Arts Unit 6: January Unit 7: Feb./March Unit 8: March/April 4 weeks 5-6 weeks 4-5 weeks 4 weeks Las aventuras y los opiniones Seres vivos y seres no vivientes Los recursos naturales Libros en una serie Spanish Language Arts through Literature Spanish Language Arts through Science Spanish Language Arts through Science Spanish Language Arts through Literature Unit 5 La familia/Family La cultura/Culture Unit 5: Nov/Dec 3-4 weeks Science bridge, then extension activities English Language Arts Unit 9: May/Jun Unit 6 Unit 7 Unit 8 Unit 9 Las Aventuras/ Adventure Stories Los opiniones/ opinions Seres vivos y seres no vivientes/Living and Non-Living Los recursos naturales/Natural Resources Libros en un serie/Stories in a Series Science bridge, then extension activities Bridge, then extension activities English Language Arts English Language Arts Social Studies bridge, then extension activities Bridge, then extension activities English Language Arts English Language Arts Science bridge, then extension activities English Language Arts 50/50 English 50/50 50/50 BUF BUF BUF BUF Verona'TWI'Program:''1st'Grade'Literacy'and'Math'Year;Long'Plan' January,'2014' Time Frame Early Sept Late Sept/Oct November Dec Jan Feb Spanish Literacy and SS: Me and My Community #1: School and Me - rules, classroom, community Literacy and SS: People in Families Math: (Extension activities) Literacy and Science: Structure, Function, Behavior of Organisms Math: (Extension activities) Literacy and Science: Structure, Function, Behavior of Organisms Math: (Extension activities) Literacy and SS: Long Ago & Today Math: (Extension activities) Literacy and Science: Heredity of Organisms March Math: (extension activities) Literacy and SS: Maps & Globes April Math: (extension activities) Literacy and Science: Earth and Space May/June Math: (extension activities) Literacy and Science: Sound & Light Math: (extension activities) *Extension at the end of the month Bridge English Literacy: School-supplies, rules Math Literacy: People at School Extension: Me and My Community #1: School and Me Math Literacy: Seasonal Changes for Plants & Animals Extension: Families Math Literacy: Hibernation Extension: Structure, Function, Behavior of Organisms Math Literacy: Historical Figures Extension: Long Ago & Today* Math Literacy: Animal Environments Extension: Heredity of Organisms* Math Literacy: Fairy Tales (from around the world) Extension: Maps & Globes* Math Literacy: Earth Day/Conservation Extension: Earth and Space* Math Literacy: Weather Extension: Sound & Light* Math Grade 3 Unit1 9/2-10/3; Bridge 10/610/10 Unit 2 10/13-11/7; Bridge 11/911/14 Unit 3 11/17-12/19; Bridge 12/1912/23 Unit 4 1/5-2/6; Bridge 2/92/13 Unit 5 2/16-3/13; Bridge 3/163/20 Unit 6 3/30-4/24; Bridge 4/275/1 Unit 7 5/4-6/10; Bridge 6/86/10 Spanish True Stories/ Personal Narratives Realistic Fiction/Author Study Informational Informational Space/Earth’s Systems Informational/ Lab Report Opinion Earth’s Resources Narrative (Folktales and Myths) Cultural Identity and Geography Rocks and Minerals Einstein Kit English Informationalbiographies Diversity, Personal Timeline, Hispanic Heritage Month (9/15-10/15) July 17, 2014 True Stories/Persona l Narrative Holidays/Calen dar Realistic Fiction /Author Study Forces/Simple Machines Informational Informational Persuasive Geography Social Studies Branches of Government and Rights and Responsibilitie s/Civic Responsibilitie s Producers and Consumers/ Informed Decisions and Resources Life Cycles/ Plants Plant Growth Einstein Kit Informational/ Research People and Places in History Grade 4 Unit1 9/2-10/3; Bridge 10/6-10/10 Unit 2 10/13-11/7; Bridge 11/911/14 Unit 3 11/17-12/19; Bridge 12/1912/23 Unit 4 1/5-2/6; Bridge 2/92/13 Unit 5 2/16-3/13; Bridge 3/163/20 Unit 6 3/30-4/24; Bridge 4/275/1 Unit 7 5/4-6/10; Bridge 6/86/10 Spanish Personal Narrative Persuasive Informational Realistic Fiction Research Persuasive Weather and Water Cycle Forms of Energy and Matter Informational Lab Report Science, Animals and Technology and Living Things Health Microworlds Einstein Kit English Map Skills & Immigration with a focus on Narrative Writing July 17, 2014 WI History through Literary Texts Traditional Literature/ Native American Stories and History Informational Persuasive Civics/ Government Economics Primary and Secondary Sources Erosion Electric Circuits Electric Circuits Einstein Kit Poetry, Prose, and Reader’s Theater Grade 5 Unit1 9/2-10/10; Bridge 10/1310/17 Unit 2 10/20-11/21; Bridge 11/2411/28 Unit 3 12/1-1/9; Bridge 1/12-1/16 Unit 4 1/19-2/20; Bridge 2/23-2/27 Unit 5 3/2-4/10 Bridge 4/13-4/17 Unit 6 4/20-5/29; Bridge 6/1-6/10 Spanish Opinion Realistic Fiction Informational Lab Report Informational Research Opinion Economics Solar System Ecosystems Einstein Kit Historical Fiction- Memoir: Fiction- Feature Article Citizenship English Narrative InformationalGeography: Earth’s surface July 17, 2014 Motion & Design Einstein Research- Based Opinion EssayUS History: Discovery History/American Westward Revolution Expansion Culture ImplicaAons on Schedules ImplicaAons on Assessment ImplicaAons on Curriculum Teaching for Biliteracy ImplicaAons on PLC Ame, materials, pacing guides, etc. Karen Beeman [email protected] ! ! Planning!for!Biliteracy!Development! ! Element' Unit!Design! ! ! ! ! ! Daily!Schedules! ! ! ! ! ! Pacing! ! ! ! ! ! Writer’s!Workshop! ! ! ! ! ! Guided!Reading! ! ! ! ! ! Word!Study! ! ! ! ! ! ! ! Monolingual'Literacy' Biliteracy' ! ! ! ! ! ! ! ! ! ! ! ! ! !
