Los tres cerdos - Literacy Squared

Transcription

Los tres cerdos - Literacy Squared
6/24/12
Click to edit title style Los Tres Cerdos & The Three Little Pigs Click wtriting o edit atnd itle style Reading, oracy in the early grades Grades K-­‐1 Lucinda Soltero-­‐González Lesson co-­‐created with Sandra Butvilofsky Co-­‐taught with Leticia Arroyo, kindergarten teacher Literacy Squared ® Summer Institute Wednesday, June 27, 2012 Breakout Session 1 CROSS LANG
UAG
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SPANISH
COMPREHENSIVE
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*  Literacy Squared Comprehensive Model for Biliteracy *  Literacy Squared Pedagogical Approaches for Spanish Literacy and Literacy-­‐Based ESL *  Connecting Literacy Environments *  A Kindergarten Literacy Unit Click to edit title style L
Session Overview Click to edit title style Connecting Language
Environments
LIT
BILITERACY
MODEL
ER ACY
ESL
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CR
SS
Literacy Squared Pedagogical Approaches for Click to K-­‐e1 dit title style Grades Grade
K
1st
Spanish literacy
Literacy-based ESL
Reading:
Reading:
Modeled, Shared, Teacher led small groups Modeled & Shared
(COP, PA), Independent reading
Writing:
Modeled, Shared, Dictado
Writing:
Shared
Oracy
Cross-language connections
Oracy
Cross-language connections
Reading:
Reading:
Modeled, Shared, Teacher led small groups Modeled, Shared, Repeated
Reading (Lotta Lara), Indep.
Independent reading, Word work
Writing:
Shared, Collaborative, Dictado
Writing:
Shared & Collaborative, Dictado
Oracy
Cross-language connections
Oracy
Cross-language connections
LA
NG
UA
GE
CO
NNE
C TIO N S
Click to Reead dit tAitle style Interactive loud within Literacy Squared *  In Literacy Squared, oracy is a central part of interactive read aloud to promote the acquisition and expansion of: *  Vocabulary & Language structures through scaffolded conversations 1
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Oracy: Instructional Component in both Click to edit title style Spanish Literacy & Literacy-­‐based ESL *  The purpose of oracy instruction is that children interact with the text and with others about text in meaningful ways *  Includes: • 
• 
• 
• 
scaffolded conversations/dialogue attention to language structures vocabulary development oral rehearsal & transformation exercises *  Planning for oracy instruction: -­‐What is the task? (narration, persuasion, compare/contrast) -­‐What is the language necessary to be successful at the task? Click to edit title style Modeled Writing Shared Writing *  Co-­‐construction and negotiation of text (authentic & meaningful) *  Encoding of ideas by the teacher *  Explicit instruction that will facilitate emergent writing *  Reinforce concepts about print and emergent writing skills *  Co-­‐construction and negotiation of text (authentic & meaningful) *  Encoding of ideas by the teacher AND students *  Explicit + guided and interactive instruction in Spanish will facilitate emergent writing *  Children apply concepts about print in their writing Planning Usnit Click to edit the title tyle Connecting literacy environments *  Spanish and English version of the folk tale, The Three Little Pigs *  A rule of thumb: the “heavy lifting” happens in Spanish literacy *  English literacy focuses on developing the language students need to successfully engage with text Interactive Read loud & style Click to eAdit title Shared Reading Shared Reading Interactive Read Aloud *  It models the processes and strategies an expert reader uses when reading *  Trade books *  Book selection (cultural relevance, rich and authentic language, engaging plots and lively characters) *  Skills and CAP are only demonstrated *  Oracy and comprehension activities *  It requires more active participation of students in the actual reading of the story *  Big books or enlarged text *  Book selection (cultural relevance, appropriate complexity of text) *  Skills and CAP are explicitly taught during Spanish literacy *  Oracy and comprehension activities edit style Click tlo Connecting iteracy environments title Spanish & English versions of a fairy tale Literacy-­‐
based ESL Spanish Literacy Planning Usnit Click to edit the title tyle *  Time *  Two-­‐week unit *  Lessons were staggered *  Book selection *  Spanish book: cultural & personal relevance, appropriateness of language *  English book: Consider students’ literacy & language abilities/needs *  Modified version 2
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Planning Usnit Click to edit the title tyle Scaffolding
Gradual Release of Responsibility
I do.
I do.
You watch.
You help.
Shared
Modeled
Dictado in Stitle panish Click to edit style *  Teaching Points *  Use of capital letter at the beginning of a sentence *  End period *  HFW: El, muy, la, de, los El lobo muy malo tiró la casa de los tres cerdos. You do.
You do.
I watch.
I help.
Guided/
Collaborative
Independent
Unit verview Click to eOdit title style Spanish Literacy (20-­‐30 min.) *  Whole group Interactive Read Aloud *  Modeled writing *  Oracy Literacy-­‐based ESL (20-­‐30 min.) *  Whole group Shared Reading *  Shared writing *  Oracy *  Cross-­‐language connections *  Cross-­‐language connections Objetivos de Lecto-­‐escritura y Oralidad Métodos de enseñanza • Comprensión lectora de textos narrativos • Lectura Interactiva en Voz Alta • Hacer y confirmar predicciones • Oralidad • Análisis de los personajes • Lectura Compartida ORALIDAD: • Escritura Compartida • Vocabulario y estructuras de lenguaje para entender el cuento, discutirlo y recrearlo en juego dramático • Juego Dramático • Dictado • Conexiones linguísticas entre los dos idiomas Lecto-Escritura
• Participar en la discusión del cuento haciendo predicciones *  Dictado • Vocabulario y lenguaje descriptivo Basados en estándares de lecto-­‐escritura Click to beased dit title Literacy-­‐
ESL style Literacy and Oracy Objectives Teaching Methods • Similarities and differences between versions of the text and characters • Shared Reading • Reading comprehension -­‐ written retell • Oracy ORACY: • Strategic Use of Spanish • Literary language and vocabulary to • Shared Writing identify similarities and differences between the 2 stories • Literary language and vocabulary to participate in a reconstruction of the story Based on literacy standards Click to edit title style Questions? ¡¡Gracias!! Lucinda.soltero@colorado.edu 3