Using a multilingual perspective to plan instruction for small groups and individuals Teaching for Biliteracy Summer Institute, July 2016 Emily Cecile Zoeller Madison Metropolitan School District & Edgewood College

Session objectives I can look at language alongside literacy to plan instruction I can look at Spanish alongside English to plan instruction

The Boat in the Basement A woman was building a boat in her basement. When it was finished she couldn’t get the the boot out of the basement because it was too wide to go though the door. So she had to to take the boat a part to get it out. Perhaps he should of planned ahead.

Literacy Processing System Anticipate What might this be about? Confirm or Disconfirm If confirmed, read on. If not, problem-solve Search Attempt/initiate/sample with what we think might work Monitor Check for graphophonic match, semantic and syntactic sense

Sources of Information Semantic: Knowledge and Experience meaning Syntactic: structure Graphophonic: Letter/Sound

Planning teaching moves (prompts) for individuals or small group instruction For students who might not self-monitor: For students who might be word-callers/decoders: For students who might not attend to orthography/word parts:

Think, Pair,Share: How might reading behaviors differ for language learners? What implications are there for teaching moves/prompts?

A miscue analysis (Sofia, Alexis, Jasmin) I noticed the student________ It seems like he/she might be ___________ the strategy of and/or the cues of ________________ ______________ Plan: what teaching moves / prompts would balance the child’s processing? (one example from record) (using or neglecting) Present. Model example with boat in the basement. Show resource. TFB encourages us to consider language profile of students, in order to better understand them as a language learner and as a reader and writer. Let’s apply this to understanding a few different “types” of readers. What inferences can we make about Sofia as a language learner? What about Sofia’s strategic activity? What prompts might help her? (anticipating/searching/monitoring/self-correcting) (meaning, structure, visual info)

Honoring approximations of bilingual learners “I lab may famali ivin Tessa ivin yesica tu bat Tess is crezi” See tool Common Approximations of Spanish-dominant ELLs

Valeria’s Oral Language Clip Communicable message Vocabulary Language structures Strategic behavior TFB text link: Chapter 5

Running Record / / / / tree / The little girl saw three beds.      /      /       /        /       tree        /   The  little girl  saw three  beds.  /    /    /        /        he      / “ I like this one,” she said. /       tree    beers   come     / The three  bears  came  home. /         /      went     /       /             /      /        /       / Mama Bear saw   the  bowls. “Oh no!” she said.

Valeria’s oral language snapshot  Valeria’s reading snapshot She can communicate her message! She seemed to grasp the message of the story Valeria pronounces some words in English with an accent She read “tree” for “three” and “beers” for “bears”, which is exactly how she’d say it orally She seems more comfortable in present tense, but tries on a handful of past tense verbs. She partially controls subject-verb agreement. (“she go to eat”) She read correctly “saw” and “said”, but substituted “come” for “came” She interchanges pronouns (“she sat in a chair and he broke it”) She attempted with “he” for  actual word “she” Valeria uses multiple attempts and self corrects herself orally (“to the house about/to/of the bears”) In this example, there were no cases of multiple attempts or self-correcting

Implications Interpret running records through the lens of oral language Choose texts carefully, and support accordingly. Teach for strategic activity in places where the reader can be set up for success Blog link: http://www.teachingforbiliteracy.com/literacy-processing-and-language-development/

https://www.youtube.com/watch?v=moSFlvxnbgk

“She was comfortable in the present tense so I would push her to write it in different tenses.  Her development of -ed endings happened more through oral language development than "word work."  While I did do a couple lessons on the different ending sounds that -ed words can have (-ed, -d, -t) I wouldn't correct her when she came across those words in the reading.  I knew that by correcting her she would start to overgeneralize the ending sounds of those words and probably get more confused.  I waited for her oral language to catch up and eventually it did!  I think the discussions and time were what led to that. ”

Opportunities for Language Development Opportunities for Language Development? Opportunities for Strategic Processing? Valeria reading part 1 – oral language can lift reading, but reading can lift oral language!!

Opportunities for Language Development Opportunities for Language Development? Opportunities for Strategic Processing?

Looking across languages Jot down something you don’t want to forget! Summarize, point to resources, move to looking across languages. Drawing from one blog post – using multilingual… Change into small groups (rule: can’t have worked with them already, have to have something on them of same color) Holistic analysis in writing, p. 112

Compare speaking across languages Valeria’s oral language clip in English Valeria’s oral language clip in Spanish

Compare reading across languages

Compare writing across languages

Compare across domains

Summarize behaviors across languages

Develop learning outcomes based on strengths I can use what I know about phrasing and punctuation in writing to help me with phrasing and punctuation in reading (in Spanish). See clip. I can use what I know about monitoring my reading in English to help me with monitoring my reading in Spanish. See clip. When I arrive at a difficult word in English, I can write the word and reread the sentence to help myself. See clip. In writing, (both languages), I can reread my writing to make sure it sounds right.

In closing, I can look at language alongside literacy to plan instruction! I can look at Spanish alongside English to plan instruction!

Additional Resources Article: Honoring Approximations Dual Language on Demand Spring, 2012 Blog post: http://www.teachingforbiliteracy.com/rti-and-biliteracy-how-can-we-gather-data-on-oral-language/