Language Arts Dual Language Framework TwoWay Classrooms Grades

Language Arts / Dual Language Framework Two-Way Classrooms Grades 2 & 3 August 18, 2014

Presentation Overview Changes to Yearly Itineraries Language Arts – Dual Language Framework overview Daily time devoted to reading Daily time devoted to writing **Download the following while reviewing this presentation: • The Monolingual English and Dual Language Yearly Itineraries • The 2 nd/3 rd 2 -Way Language Arts / Dual Language Framework • The Lesson Plan Cycle Terms

Yearly Itineraries 2014 -2015 • One page per 9 -week grading period! • Unit & Arcs listed • Reading & Writing in same document • Writing connected to reading genre or unit theme • “Focus” SEs (readiness and tested objectives) • “Embedded” SEs (supporting or spiraled objectives) • Conventions SEs aligned to writing process

Monolingual English Language Arts 2014 -2015 Yearly Itinerary Example

DL Language Arts 2014 -2015 Yearly Itinerary Example

Daily 50/50 Language Arts Block SLA and ELA taught on the same day, each day Different text selections Texts selections in Spanish differ from texts in English Skills learned in one language transfer to the other language Skills that do not transfer will be explicitly taught Past tense “-ed” endings in English language wanted, passed

Alignment Monolingual English Language Arts and DL Language Arts Monolingual English and Dual Language will follow the 2 -4 week cycle Same genre for Spanish Language Arts (SLA) and English Language Arts (ELA) Generally two weeks per genre (reading) Focus SEs are different to avoid translation Grade level teams will be able to plan together

Lesson Framework We’ve been looking at the Yearly Itineraries Now, let’s look at what is happening daily within the lesson framework

Activities 1 and 2 The Language Arts lesson plan cycle includes activities 1 and 2. However, both “activities” do not occur every day as they do in other content areas due to the 50/50 block.

For example, teachers may continue with Activity 1 for a few days before moving into Activity 2.

Activity 1 and Activity 2 Are: Reading and writing Graphic organizers to use with reading and writing A way to introduce a concept (Activity 1) A way to go deeper with a concept (Activity 2) Are not: Games Activities that are out of the context of reading and writing Worksheets

Activity 1 • • Guided Practice Side by Side Instruction Lower Blooms Depth of Knowledge (DOK) level 1 or 2 task • Acquiring Knowledge & Skills (Wiggins & Mc. Tighe)

Activity 2 • • • Guided Practice Side by Side Instruction Higher Blooms DOK level 3 or 4 task Making Meaning -reading & writing with metacognition (Wiggins & Mc. Tighe)

Activity #2 Reading Independent or buddy reading can occur during Activity 2 with students drawing on metacognitive reading strategies.

Activity #2 Writing can occur during Activity #2 and is connected to the reading genre.

Daily Time Devoted to Reading

Independent reading should occur each day while the teacher is conducting small group instruction.

Independent reading and/or paired reading should also occur during Activity 2 as the teaching cycle progresses.

Students might also be reading independently or rereading as they complete their “Writing to Learn” journals.

Opportunities for independent reading should include: Other Content Areas Small Group Instruction Bilingual Learning Centers Bilingual Research Centers Activity #2 Language of the Day

Daily Time Devoted to Writing

Writing in DL Language Arts Connected to Reading Writing Process Writing to Learn Journals • Two to four week cycles • Daily time devoted to writing process • Focuses on one language at a time • • Take notes Respond to reading with text evidence Lesson reflection, metacognition Make connections to learning or world

Reading and Writing Occur Daily in Both Languages Spanish: English: Reading/ Writing focus lessons Reading focus lessons Writing Process Writing to Learn Journal

Time for writing process: With the exception of day 1, time for the writing process is built into every day in one language. The other language focuses on writing to learn.

Writing to Learn Journals: The other language of instruction continues with a reading focus for the entire lesson cycle with Writing to Learn Journals incorporated. In these journals, students take notes, respond to reading with text evidence, reflect on the lesson (metacognition), or make connections to learning.

Opportunities for writing throughout the day Other Content Areas Bilingual Learning Centers Bilingual Research Centers Writer’s Notebook and Writing to Learn Journal Activity #2 Language of the Day

Reflection “Effective biliteracy educators embrace a holistic, multilingual perspective on teaching, learning, and assessment that sees the two (or more) languages that each student speaks as complimentary parts of that student’s developing linguistic repertoire. ” ~ Karen Beeman and Cheryl Urow, Teaching for Biliteracy, 2013

Please look for upcoming professional learning opportunities or for additional information, contact: Yvette Cárdenas Claire Hagen Alvarado Language Arts Supervisor claire. hagenalvarado@ austinisd. org Elementary Language Arts Dual Language Specialist yvette. cardenas@ austinisd. org Donna Lund Elementary Language Arts Curriculum Specialist donna. lund@ austinisd. org Julia Hernández Elementary Social Studies Dual Language Specialist julia. hernandez@ austinisd. org