Instructional Practices in DLI Settings April 24, 2015

Today’s conversation Bilingualism ●language production ●comprehensible output Biliteracy ●literacy in two languages Grade Level Content ●CCSS, Science, Social Studies

Reading “floats on a sea of talk” (Britton, 1970, p. 164) Bilingualism

Speaking Language Production ●Safe environments ●Student-centered instruction ●Language scaffolds ●Cooperative Learning ●Gradual Release of Responsibility

Listening Comprehensible Output ●Clearly state learning targets ●Use multisensory supports ●Establish and follow instructional routines ●Check for understanding ●Engage in full Gradual Release of Responsibility Cycles ●Provide Adequate Time for Task Completion

Clearly established language performance and language proficiency benchmarks per grade level in both targeted languages!

Same, same, different! Literacy

Spanish Literacy Same, same… ●Reading per CCSS ●Writing per genre per CCSS ●Attention to Speaking and Listening per CCSS ●Attention to Foundational Skills per CCSS rigor different! ●Writing utilizing Spanish Language rhetoric and discourse ●Listening and speaking to “writing-reading” phenomenon in Spanish. ●Systematic, targeted and sequential teaching to Spanish Foundational Skills

English Literacy Same, same… ●Reading per CCSS ●Writing per genre per CCSS ●Attention to Speaking and Listening per CCSS ●Attention to Foundational Skills per CCSS rigor different! ●Writing utilizing English Language rhetoric and discourse ●Listening and speaking to reading and then writing ●Systematic, targeted and sequential teaching to English Foundational Skills

Clearly established literacy (reading and writing) benchmarks per grade level in both targeted languages!

"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." ~Albert Einstein Content

Eternal struggle for time Integration ●Science and Social Studies thematic teaching of literacy ●Targeted opportunities to achieve science and social studies experiences ●Student-centered and self- directed learning

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.” Benjamin Franklin Assessing

I ntegrated Performance Assessments Classroom Level Interpretative Listening Interpretative Reading Interpersonal Communications Presentational Speaking Presentational Writing

Assessments Framework Program Level Language Performance Language Proficiency Literacy Content

Samples

Scopes for Biliteracy

Unit Plans

IPA

Assessment Framework

In summary...

Bilingualism Biliteracy Grade Level Content Assessments

Thank you!