Afternoon Agenda. Literacy Squared Workshop. What are bilingual books?

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1 Afternoon Agenda Literacy Squared Workshop Salem-Keizer February nd 3 rd Grade 1:00 1:15 Overview Why bilingual books? What does research teach us? 1:15 2:15 Bilingual Book Demonstration Braids/Trencitas 2:15 2:30 Break 2:30 3:30 Collaborative work time: Design lessons 3:30 4:00 Share ideas What are bilingual books? Bilingual books are books that are written in two languages (either in the same text or separate texts). At times, bilingual books may have slightly different versions across languages. Bilingual books can be books written from a particular genre or books that have culturally relevant themes. Bilingual books are commonly used around the world as a way of developing crosslanguage connections and metalanguage. Bilingual books in Literacy Squared Books written in Spanish and English that can be used across languages. In Spanish, bilingual books can be used to develop the literacy skills and strategies that relate to reading and language arts standards. By reading the books first in Spanish, teachers can reduce the cognitive load of English text comprehension. English versions of bilingual books can be used to focus on building oracy and fluency in English. Both versions of a book can be used to teach crosslanguage connections. NOTE: This is NOT concurrent translation. What does the research tell us? Sneddon (2009) School programs were English medium, but with families in community they created bilingual texts using the community languages Books were translated from community languages to English in an effort to get more culturally relevant texts into the school Parents were invited into the school to read the books and discuss the books with children in the community language and the teacher followed-up in English United Kingdom 7 different languages Turkish Gujarati Greek Urdu Punjabi Bengali Findings Children in this study and others in the U.K. are developing syncretic literacy they are actively engaged in creating new forms out of the different literacies that exist in their lives, understanding their purposes and associating them with their own developing identities. Bilingual (dual) texts represent a very valuable way of keeping other languages in high profile; they also offer opportunities for teachers to encourage children s biiterate development. Bilingual texts are important in defining personal identity and developing motivation for reading in Emerging Bilingual Students. Far from being confused by different languages and scripts, young children benefit greatly when the literacy practices in the home are incorporated into school. The different experiences gained in each literacy setting complement each other giving greater access to knowledge. 1

2 Spanish Literacy Lesson Demonstration Cross-language Connections Literacybased ESL Literacy Objectives Reading - Listen to text and read text to make connections and respond to a wide variety of significant works of children s literature from a variety of cultures and time periods. EL.03.LI.01 - EL.02.L1.01 Demonstrate listening comprehension of more complex literary text through discussions. EL.03.LI.02 EL.02.L1.02 Writing Create a single paragraph with a topic sentence, simple supporting facts and details, and a concluding sentence. EL.03.WR.09 Write correctly complete sentences of statement, command, question, or exclamation. EL.03.WR.12 Write brief narratives based on personal experiences: Move through a logical sequence of events EL. 02.WR.21 Write narratives: Provide a context within which an action takes place; Include well-chosen details to develop the plot; With some guidance, provide insight into why the selected incident is memorable. EL.03.WR.24 Oracy Retell known story in own words. Support opinions with examples. 2 nd grade: Time Allocations Spanish 1.5 hours English 1 hour 3 rd grade: Spanish 1 hour English 1.5 hours En español- Activar los conocimientos previos El maestro anima a los niños que hablen de sus abuelitas, de cómo son y cómo se llevan con ellos. Cómo son sus abuelas? Dónde viven? Hacen visitas a sus casas? Cuándo? Por qué? Qué cosas hacen con ellas? Hay alguién quien tiene abuela que les cuenta historias? De que tratan? Escuchar el cuento con propósito claro Vamos a hacer un estudio profundo en ambos idiomas del libro. En español vamos a enfocarnos en el mensaje de la autora. Así que escuchen al cuento pensando en... Cómo es la relación entre la abuela y su nieta? Lectura en voz alta Cuál es la importancia de los cuentos en la vida? ( Qué opinan de esto?) Por qué creen que le pusieron el título trencitas? 2

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5 Conversar sobre los propósitos originales Cómo es la relación entre la abuela y su nieta? Cuál es la importancia de los cuentos en la vida? ( Qué opinan de esto?) Por qué creen que le pusieron el título trencitas? Writing: Working From Notes to Paragraph Cuál es la importancia de los cuentos en la vida? ( Qué opinan de esto?) Whole Group Shared or Interactive Writing Los cuentos son muy importantes en la vida porque Provide template/structure for paragraph Los cuentos no tienen ningúna importancia porque Topic/thesis sentence Supporting details Conclusion that returns to topic sentence 5

6 Collaborative Writing Students work with partner. Brainstorm ideas to answer the two remaining questions. Students write paragraph following the pattern established with the group. Students read aloud paragraphs and receive feedback. Cross-language connections Function of prefix with verb unbraid/deshacer unplug/desconectar o desenchufar unpack/ desempacar unchain/desencadenar Function of prefix with other speech parts uncertain/incierto unimaginable/inimaginable undesirable/indeseable unpredictable/impredecible Possessive Los ojos negros de la abuela/abuela s dark eyes Vistar a la familia de Tía Lupe/visit Tia Lupe s family Cross-language connections Language Structures & Dialogue Expressions (Asi se dice): Isabela s heart sank a little, but she tried not to show it. o heart sank = entristeció We are two of a kind. o two of a kind = tal para cual Cognates prefer, stories, perfect, exactly, important, project, minutes Additional Vocabulary for example, Language Structures I prefer because. For example,. I agree/disagree with because. For example,. I would like to add. Dialogue Questions Do you prefer written stories or oral stories? Why? Language Structures & Dialogue Language Structures Oral language is (more/ less) important than than reading. For example, (evidence). In my opinion, you (are/ are not) ever too old to learn a new skill. For example,. Dialogue Questions 1. Abuelita learned to read. Isabela learned to tell stories without writing them down. Who learned the more important skill 2. Are you ever too old to learn a new skill? Give examples. The Dictado - Spanish Las trenzas de Isabela Cada mañana, Abuelita le hacía a Isabela dos trenzas. Luego, se las deshacía. Las trenzas de Isabela no eran tan largas como las de su Abuelita. Teaching points: 1. Comma use following introductory phrase 2. H muda y acento en hacía 3. Cross-language connection: possessive, Prefix des- 6

7 The Dictado English Storytelling Every evening, Isabela s grandmother told stories while unbraiding her hair. Isabela loves her grandmother s stories. Teaching points: 1. Comma use following introductory phrase 2. ev is always followed by a vowel 3. Cross-language connection: possessive, Prefix un- Literacy-based ESL Retell story while looking at pictures. Scribe class version, stopping often to read aloud chorally. Call attention to teaching points as they arise. If you were the author of this book, how would you tell this story in English? Co-construct Text. What happened next? Scribe students responses. Reread text chorally Literacy Literature Grades 2 & 3 - Salem-Keizer Core Standards Listen to and Read Literary Text Listen to text and read text to make connections and respond to a wide variety of significant works of children s literature including poetry, fiction, non-fiction, and drama - from a variety of cultures and time periods. EL.03.LI.01 - EL.02.L1.01 Demonstrate listening comprehension of more complex literary text through discussions. EL.03.LI.02 EL.02.L1.02 Literary Text: Demonstrate General Understanding Retell the sequence of a story. EL.02.L1.03 Identify and describe the plot, setting, and character(s) in the story. EL.02.L1.04 Identify the speaker or narrator in a selection. EL.03.LI.03 Distinguish the order of events or a specific event from a sequence of events. EL.03.LI.04 Determine significant events from the story. EL.03.LI.05 Summarize major points from literary text. EL.03.LI.06 Literary Text: Develop an Interpretation Determine what characters are like by what they say or do and by how the author or illustrator portrays them. EL.03.LI.07 Predict probable future outcomes or actions. EL.03.LI.08 Make & confirm predictions about what will happen next. EL.02.L1.05 Determine and discuss the underlying theme or author s message in literary text. EL.03.LI.09 Recognize cause-and-effect relationships in literary text. EL.03.LI.10 Describe cause & effect of specific events. EL.02.L1.06 Literary Text: Examine Content and Structure Connect and compare similarities in characters and events across stories. EL.02.L1.07 Recognize the use of rhyme, rhythm, and alliteration by a poet, and discuss their uses. EL.02.L1.08 Take part in creative responses to texts such as dramatizations and oral presentations. EL.02.L1.09 7

8 Workshop Time Using one of the books you brought and the lesson plan format as a guide, create a lesson plan. Use the book to help you decide what to teach. Focus on how you will plan structured dialogue in your classroom. Start by reading the book several times, thinking about how the author uses language to tell a story. From there, create literacy and oracy objectives and Dictados. Share out in 45 min. If you finish early, continue planning. Begin day by day planning, focusing on how you will plan structured dialogue. Lead the group with a sample of the dialogue you re planning. 8