Building Bridges for Emergent Bilinguals, Part II: Learning to Read Across Content Areas

1. Rebecca Curinga, PD Coordinator Suzanna McNamara, Co-Director Curriculum PD Session #3 December 7, 2013 Building Bridges for Emergent Bilinguals, Part II: Learning to Read Across Content Areas

2. Agenda • 9:45 Review of Oral Language as a scaffold and follow-up on Homework Assignment • 10:30 What is reading? How Bridges students learn to read in English • 11:30 Learning to Read with the Language Experience Approach using the Bridges Curriculum • 12:30 Lunch • 1:00 Practicing the Language Experience Approach across content areas using the Bridges Curriculum • 2:15 Wrap-Up, Homework and Evaluation

3. Your Questions • How to accomplish this in classes with several languages and different levels of HL and English proficiency? • How to keep pace with curriculum and make sure kids are grasping it? • How will the Bridges Program operate in my school / with my population?

4. Activity 1: Review from last session

5. Language Abilities Productive (Output) Receptive (Input) Listening Speaking Oral Reading Writing Literacy

6. Social Rules Meaning of words and phrases Word order and grammar rules Word parts Sounds, syllables and rhymes Components of Oral Language

7. Activity 2: Homework Sharing 7

8. Scaffolding Oral Language Think-pair-share: • Find a partner to discuss your notes on the assignment from the last PD, on either: • Teacher talk: Making Input Comprehensible • Student talk: See-Think-Wonder • You have five minutes to share your experiences and come up with ONE important take-away. • Then you will share with the group.

9. Scaffolding and PD Sessions • Session #1 focused on scaffolding input to make it comprehensible and to develop oral language (through See-Think-Wonder). • Session #2 (today) will focus on how oral language is a scaffold for foundational reading. 9

10. Oral Language Scaffolds Reading in the Bridges Curriculum Unit Structure 10

11. To be able to: Recognize the components of reading and the process of reading in English for Bridges students. How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support thedevelopment of foundational literacy for Bridges students. Today’s Goals

12. Activities for Goal 1: What is Reading? How do Bridges students learn to read in English? 12

13. a. Read Something Break into 4 Groups: • Group 1 (no Bangla speakers) • Group 2 (no Spanish speakers) • Group 3 • Group 4 13

14. Group-share b. What is preventing you from reading this passage? c. What is helping you to read this passage?

15. Group 1 Reading Sample • Volunteer to read aloud? • Is this reading?

16. Group 2 Reading Sample • Volunteer to read aloud? • Is this reading?

17. Group 3 Reading Sample • Volunteer to read aloud? • Is this reading? 'Twas brillig, and the slithy toves     Did gyre and gimble in the wabe; All mimsy were the borogoves,     And the mome raths outgrabe.

18. Group 4 Reading Sample The procedure is actually quite simple. First, you arrange the items into different groups. Of course one pile may be sufficient depending on how much there is to do. If you have too go somewhere else due to lack of facilities that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another fact of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, that is part of life.

19. d. ___________ Which skills do Bridges students bring to the task of reading?

20. Oral Language Skills in HL Some print concepts Directionality of the text Concept that print carries meaning Some phonological skills Alphabetic principles (in HL or English) Sound-Letter correspondences Bridges Students’ Skills

21. Reading is complex! • Everyone learns to understand and speak a home language • Not everyone learns to read and write in a home language • It is not a natural process – it has to be taught! • 2 major processes: • Deciphering print -- bottom up • Comprehending meaning -- top down

22. Oral Language to Reading Pre-Reading: Print Concepts Top Down Reading Comprehension Fluency Bottom up

23. Reading Stages • Learning to Read: infancy to 3rd grade • Learning the ‘mechanics’ of reading • Confirmation of oral language and concepts you already know • Reading to Learn: 4th grade and up • Fluency and automaticity in reading • New concepts are learned through reading

24. Activities for Goal 2: How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support thedevelopment of foundational literacy for Bridges students.

25. Oral Language to Reading Pre-Reading: Print Concepts Top Down Reading Comprehension Fluency Bottom up

26. Oral Language Foundational Skills Top Down • Fluency • Decoding • Sight recognition • Sound-Symbol Pre-Reading: Print Concepts Bottom up

27. Teaching Bridges Students to Learn to Read FOUNDATIONAL SKILLS RUBRIC: What are the foundational skills students need to learn in order to read?

28. CCSS Foundational Skills (FS)

29. Bridges Rubric for FS

30. What are you already doing to teach FS?

31. Core Knowledge Text for K www.engageNY.org

32. Stretch & Support scaffolding

33. Text Complexity

36. Role of the Bridges Teacher • Content • Language • Literacy

37. Bridges Power Method Language Experience Approach (LEA) MODEL PRACTICE

38. LEA Simulation Unit 2 Science, Week 1 Unit 1 Science Unit 1 SS

39. What happened in Unit 1? Science Vocabulary: organisms, plants, humans, resources, water, sun, soil, air, body, need, live / die, breathe, eat, grow, use, similar, different Syntax: ____ is/ are ______ ____ have _______ Social Studies Vocabulary: world map, land, continent, water, ocean, place, country, culture, desert, mountain, river, live, travel, go, walk, work, swim, play, big, small, close, far, similar, different Syntax: There is/ are ______ This is _______

40. Building the Context Know where you came from! Know where you are going! Understand the‘big picture’of the unit goals Sequencing Layering Recycling

41. YESTERDAY-BEGAN SCIENCE:Unit 2, Lesson 1 What happened? Why is it important?

42. Unit 2 Science EQ: How do organisms survive where they live? Focus: Plant, human, and animal adaptations to two extreme biomes: tundra and desert.

43. The Language Experience Approach (LEA) I can say what I know. I can read what I say. I can read what I know.

44. Your Role 1. student 2. teacher PARTICIPATE: • Be active • Imagine yourself in the shoes of your students REFLECT: What did we do? Why did we do it? How does this support learning to read?

45. LEA whole part whole

46. Steps #1-2 What happened? Why is it important? How does this support learning to read?

47. Oral Language Foundational Skills Top Down • Fluency • Decoding • Sight recognition • Sound-Symbol Pre-Reading: Print Concepts Bottom up

48. Step #1 Share an experience (trips, images, experiment) & discuss with partner • Prompt with see-think • Circulate • Encourage L1

49. Step #2 Report Out, Teacher Scaffolds and Jots • Teacher acts out, draws, points to scaffold language • Label images in ‘see’

50. Step #3 What happened? Why is it important? How does this support learning to read?