Dual Language Redesign

Austin ISD 2016-17

Follow along at https://www.smore.com/jmhx6

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The New American Reality

Goals for Today... Redesigning Dual Language in Austin ISD

PRINCIPLES

ELEMENTS

SCHEDULES

PROFESSIONAL DEVELOPMENT



AustinISD Board Policy: Dual Language Programs

EHBE (Regulation) 3/25/2013

The purpose of the Dual Language Program is as follows:

1. Students will participate in a rigorous academic program that accelerates their learning.

2. Students will develop a high linguistic proficiency in two languages.

3. Students will develop a high academic proficiency in two languages.

4. Students will develop positive cross-cultural attitudes.

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DATA about BILINGUAL PROGRAMS

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What does this data tell us about English Language Learners'

English Achievement in grades K-4/5?



What does this data tell us about the SAME ELLs' achievement for grades 6-11?

National Data From Thomas & Collier Study...

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What are your conclusions about the Texas and District data?

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PRINCIPLES of DUAL LANGUAGE

•At least 50% of the instructional time must be taught in the non-English (partner) language

[Chapter 89.1210]


•Strategic separation of the two languages for Instruction


•PK-5-12 commitment

Gómez and Gómez Components

1. Language of Instruction

2. Language of the Day

3. Authentic reading and writing opportunities

4. Language of choice (Prek-1st) or Language of Instruction (2nd-5th)

5. Group and individual accountability and assessment

6. Challenging DLE Lessons / Hands-on Instruction

7. Instructional grouping in bilingual pairs / groups

8. Conceptual refinement activity

9. Specialized vocabulary enrichment (3rd-5th)

10. Word Walls

11. Word Bank System

12. Student- Generated Alphabets

13. Student Work Displayed

14. Classroom Library

15. Bilingual Pairs

16. Bulletin Boards and Charts Displayed LOI

17. Arrangement of Student Seating

AISD Dual Language Elements

Four Corners Activity

1. Biliteracy


2. Dual Language Lesson Cycle

3. Language of Instruction


4. Teaching for Transfer

5. Vocabulary and Content Enrichment


6. School-Wide Language of the Day

7. Cooperative Learning


8. Daily Writing

9. Authentic Student Work Displayed


10. Classroom & School Libraries

11. Assessment

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WELCOME BACK

The benefits of a bilingual brain - Mia Nacamulli

ELEMENT #1: Biliteracy

Group Activity!

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Using page 5 of Escamilla book, answer the following two questions on chart paper:


  1. How are simultaneous and a sequential bilingual children defined?
  2. What is the difference between teaching literacy in a simultaneous or a sequential manner?
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Literacy-based English Language Development

•Begins in Pre-Kindergarten

•Continues through 5th grade

•“Complements Spanish literacy by allowing educators to teach explicit features and uses of the English –language differences and similarities and refine the application of literacy skills and strategies already learned in Spanish.” (Escamilla, p. 40)

Literacy-based ELD includes


–Oracy


-Word Study


–Reading


–Writing


–Teaching for Transfer



...5 components in 3 weeks...

AISD Literacy Plan

**ORACY in Literacy-based ELD

The goal of Teaching ORACY is for students to Engage, Extend, Express & Evaluate their learning

Cummins found (2000)…

In over 50% of classroom interactions, students either say nothing or supply 1-word answers.

WHAT STRATEGIES CAN BE USED TO REINFORCE ORACY?
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TEACHING ORACY

Refer to the "instructional practices" in the AISD Larts schedule



Strategies Can Include:

-Total Physical Response

-Sentence Stems

-Students conversing using descritptions

-Students having a dialogue using different forms and function of language

-Dramatizations

-Short stories

-Interviews

-Riddles

-Jokes

-Tongue Twisters

-Poetry or Rhymes

-Songs

-Debates

-Relating news events

-Readers theater

READING In Literacy-based ELD

Modeled Reading—Teacher reads FOR children

–Teacher uses text in English that kids have familiarity

–Texts that may have been read in Spanish

–Children can respond to text in Spanish


Shared Reading – Teacher reads for and with the children

–Select big books, enlarged texts, chapter books with multiple copies

–Picture walk

–Read with students


Collaborative Reading – Children read with peers

WRITING IN Literacy-based ELD

•Modeled writing

•Shared writing

•Collaborative writing

•Independent writing

giờ ăn trưa

Many Languages_ One America_ The Voices of Our Children(1)

WELCOME BACK

Review the DL Elements in the Lesson Cycle


Dual Language Lesson Cycle

Language of Instruction

Teaching for Transfer

Vocabulary and Content Enrichment

"Look Fors" During the Sheltered Instruction Video...


1. What are the four principles of Sheltered Instruction?


2. What always precedes reading and writing? Explain.


3. What is "Concurrent Translation" and why should we guard against it?


4. Why is "Language Out" important? Provide examples specific to Math, Science & Social

Studies.

What_is_Sheltered_Instruction_1
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Required Elements:

The Lesson Cycle

Language of Instruction

Teaching for Transfer

Vocabulary and Content Enrichment

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Dual Language Elements in the Lesson Cycle

A Gonzales Teaching for Transfer

Dual Language Schedules

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Please STOP and Give the ELL Staff Feedback of Today's Session

2016 on-going training priorities:



Dual Language Program Elements (PreK-5)

Biliteracy Instruction (PreK-1)

Teaching for Transfer (PreK-5)

Sheltered Instruction Lesson Design (PreK-5)

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