Building Bridges for Emergent Bilinguals, Part II : Learning to Read Across Content Areas Rebecca Curinga, PD Coordinator Annie Smith, Co-Director Curriculum and PD PD Session #2 November 22, 2013

2 Agenda 8:45 Review of Oral Language as a scaffold and follow-up on Homework Assignment 9:30 What is reading? How Bridges students learn to read in English 10:15 Break 10:30 Learning to Read with the Language Experience Approach using the Bridges Curriculum 12:00 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 Bridges includes higher order thinking? How will / can [Bridges] strategies be employed when approaching complex texts? How do we support all or most of our students’ multiple intelligences? How will the Bridges Program operate in my school?

4 Activity 1: Review from last session

5 Language Abilities Oral Literacy Receptive (Input) Productive (Output) ListeningSpeaking ReadingWriting

6 Components of Oral Language Social Rules Meaning of words and phrases Word order and grammar rules Word parts Sounds, syllables and rhymes Pragmatics / World Knowledge Vocabulary Syntax Morphological Skills Phonological Skills

77 Activity 2: Homework Sharing

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 Week 1 Build Background, Provide Context, and introduce Essential Question Week 2Experience to Oral Language to Print Week 3Presentations to Writing Week 4Experience to Oral Language to Print Week 5Presentations to Writing Week 6Synthesis: Creative Projects and Presentations Week 7Claim Evidence: Response to Essential Question Unit Structure

11 Today’s Goals To be able to: 1.Recognize the components of reading and the process of reading in English for Bridges students. 2.How oral language scaffolds reading: Learn and practice the Language Experience Approach (LEA) to support the development of foundational literacy for Bridges students.

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

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

14 b. Group-share What would you need to know and do to read and understand your paragraph?

15 c. ___________ What skills were you able to apply when you tried to read your paragraph?

16 Group 1 Reading Sample Volunteer to read aloud? Is this reading?

17 Group 2 Reading Sample Volunteer to read aloud? Is this reading?

18 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.

19 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.

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

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

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

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

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

Teaching Bridges Students to Learn to Read FOUNDATIONAL SKILLS RUBRIC: What are the foundational skills students need to learn to read? 25

26 Your Role as a Bridges Teacher Shared Responsibility across the team Content Language Literacy

27 The Language Experience Approach (LEA) What I can say, I can read.

28 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, live, travel, go, walk, work, swim, play, big, small, close, far, similar, different Syntax: There is/ are ______ This is _______

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

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

31 YESTERDAY: Unit 2, Lesson 1 What happened? Why is it important?

LANGUAGE EXPERIENCE APPROACH STEP #1: Shared Experience 32

33 TODAY: Unit 2, Lesson 2 What happened? Why is it important? How did it contribute to developing Oral Language?

34 Components of Oral Language Pragmatics / World Knowledge Vocabulary Syntax Morphological Skills Phonological Skills

35 LEA Part 1: Start with the Whole Step 1: Experience (not reading) For example: Trips, speakers, personal experiences, pictures, video, games, simulation, experiments, music… Step 2: Scaffold a Discussion For example: use word wall, sentence frames, home language

36 Modeling LEA Steps 3 -9

37 Your role as we model 1.Student- You are a participant experiencing the method. 2.Teacher- You are a teacher reflecting on the method. REFLECT: What did we do? Why did we do it? How does this support learning to read?

How do organisms survive where they live? Imagine that you were in the science classroom during the ‘Experience’. Look at the images (again) and discuss what you see with your partner. Be prepared to share what you notice. 38

39 Unit 2, Lesson 2 continued What happened? Why is it important? How did it target foundational reading skills?

40 LEA Part 2: Zoom in on the Parts Extension Activities: Partner Reading What words start / end with ‘d’? Box the Words (is, in, and, not, so)

Deserts There are deserts in the world. Deserts have sand, sun, and wind. Some deserts are hot. Some deserts are cold. All deserts are dry. There is not a lot of rain in deserts, so there is not a lot of water. Some animals live in deserts. Some plants live in deserts. Some humans live in deserts. But many organisms cannot survive in deserts. 41

42 LEA Part 3: Back to the WHOLE Read whole text again. How did extension activities improve reading?

43 LEA Practice in Content Area Groups Participants practice LEA. Then, share their experiences.

44 Summary of Today’s PD Session 1.How did your experience with LEA change your understanding of how to teach your students to ‘learn to read’ in your content class? 2.What is one thing you will do in your classroom this week to help build these ‘learning to read’ skills? Print concepts Phonological awareness Sight word recognition and fluency

45 Homework Assignment: Practicing LEA Document your experience with the following and be prepared to share at the next PD: 1.Build an LEA activity using your classroom content. 2.Include one extension activity focusing on ‘learning to read.’ 3.Implement the activity with your current students.