Veronika Lopez-Mendez,

Yopp & Stapleton, 2008

 Language in service of reading and writing  Within Calle de Lectura day 1 & 2  Our primary objectives as Two-Way Immersion teachers: ◦ Model Language ◦ Teach with the aim to develop students oral language ◦ Support students to apply language independently ◦ Attend to the needs of both groups of students: English learners and Spanish learners

 Structured Oral Language lessons  Lesson Components: ◦ Whole group modeling of the language frames (I do it) ◦ Practice using the frames (We do it) ◦ Independent application in writing (You do it) Scope and Sequence: phonics

 Language Frames/ Marcos de lenguaje ___________ se dedican a _____________. Ellos usan_________________. Usualmente los puedes encontrar en __________. Nosotros necesitamos a ___________________ porque __________________.

 Tara Fortune and Mandy Menke: Struggling Learners & Language Immersion Education  Provides an overview of the research and suggests that: ◦ Consider the needs of each learner ◦ More English doesn’t equal better results BUT less Spanish will affect the development of strong Spanish skills ◦ Spanish speakers initially will benefit from Spanish interventions- monitor and add English interventions

Model Language Offer opportunity to rehearse language Expect that students USE language Encourage Talk…….

Academic language is the language of books, school and thinking. Complex ideas cannot be expressed using conversational language  Teachers can change and shift language by: (read and comprehend) ◦ Developing concepts- this ensures meaning making ◦ Model increasingly sophisticated vocabulary and syntax ◦ Set explicit expectations for students to USE modeled language  Ask student to talk about their thinking ◦ Why do you think that? ◦ Tell us what you are thinking? ◦ What is the character thinking?

 Modeling, Modeling, Modeling  Ask questions that make children think- Questions don’t have answers instead they spark discussion  Ask open ended questions, make students link discussion back to the text  Show us what in the text made you think that?  When you ask what happened- you get a retell! Scope and Sequence: comprehension skills & strategies

 Frame your prompts/questions so that students are expected to say more than just “the right answer”: ◦ Tell me what makes you think that? ◦ I’m wondering why the character….. ◦ Why do you think that? What are you thinking about…? ◦ Let’s look at this part, what do you think about this part?  Move away from “what happened” question- that just gives you a retell.  Every student needs to have repeated opportunities to talk

 Types of small group lessons (After reading)  Repeated reading of a text used with the whole group  Front loading of text that will be used with the whole group  Lessons can be to reinforce a strategy or teach a skill  Lessons that focus of a language function

Focus is to build Academic Language

 Expect that all students will be thinking and ready to TALK  Don’t let students create their own story- hold them accountable for thinking and the text  Hold onto what the text says- Where in the text does it say that?  Organize the instructional day so that students have multiple opportunities to talk  Neediest students need the highest expectations

 Text selection is critical- use grade level appropriate text that will spark rich discussions  Know the text  The story has to be strong both cognitively and emotionally  Figure out where to linger- what will you ask? What will you model?  When kids get stuck- model