docLos tres cerdos - Literacy Squared
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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 EC ON NE CT NS IO SPANISH COMPREHENSIVE ACY-BAS E ER IT D * 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 O 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 6/24/12 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 6/24/12 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
