Urow Aug 31 Intro to Teaching for Biliteracy

IntroductiontoTeachingforBiliteracy
inDualLanguageandTransitional
BilingualPrograms
CherylUrow,M.Ed.
TeachingForBiliteracy@gmail.com
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,teachingforbiliteracy@gmail.com,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,teachingforbiliteracy@gmail.com,2015
El ciclo de vida de la mariposa
Cheryl Urow, 2014,
teachingforbiliteracy@gmail.com
Day2
Science– withintegrated
languageandliteracy
andcontent
MOREORACYBUILDING
CherylUrow,teachingforbiliteracy@gmail.com,2015
El ciclo de vida de la mariposa
Cheryl Urow, 2014,
teachingforbiliteracy@gmail.com
AlsoonDay2
Science– withintegrated
languageandliteracy
andcontent
Experimentsandinvestigations
withinsectsandlifecycles
CherylUrow,teachingforbiliteracy@gmail.com,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,teachingforbiliteracy@gmail.com,2015
AboutDay15…
TheBridgeand
MetalinguisticFocus
CherylUrow,teachingforbiliteracy@gmail.com,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,teachingforbiliteracy@gmail.com,2015
possiblemetalinguisticfocus
el
los
elciclo
los
huevos
la
las
the
la
las
the
mariposa orugas caterpillars
thecycle
AboutDay17…
TheExtensionintoEnglish
literacy
CherylUrow,teachingforbiliteracy@gmail.com,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.
TeachingForBiliteracy@gmail.com
www.TeachingForBiliteracy.com
@T4Biliteracy
TeachingforBiliteracy