High-Impact Literacy Instruction in the Immersion Classroom D R. M YRIAM M ET I NDEPENDENT C ONSULTANT O FELIA G. W ADE U TAH S TATE O FFICE OF E DUCATION

Literacy: A catalyst for language acquisition

LanguageLiteracyAcademics

Language, Literacy, and Academics Students need to use literacy as a tool to acquire, enhance, and display their learning. Literacy is critical to success in an academically rigorous curriculum.

Language, Literacy, and Academics Students need to use literacy as a tool to acquire, enhance, and display their learning. Literacy is critical to success in an academically rigorous curriculum.

Literacy and Academics Academics in the primary grades Academics in the primary grades Concept development in later grades Concept development in later grades describe the characteristics of sounds and vibrations, including how sounds are produced, received and used. describe the relationship between fractions and decimals Identify situations that are represented by negative numbers. explain how early European and African cultures influenced colonial lifestyles. What does it mean to ‘think like a scientist’?

Immersion Literacy and Academics INTENTIONAL SYSTEMATIC EXPLICIT

Immersion Literacy and Academics Where are we? Where do we need to be?

Intentional & Explicit Literacy Instruction Utah Dual Language Immersion Model

Provides a cohesive pathway to connect proficiency, curriculum, pedagogy, assessment and student outcomes Systematic

WHY WHY WHAT WHAT WHEN WHEN HOW HOW HOW WELL HOW WELL Explicit

THE COMPELLING WHY Proficiency Targets

WHEN Allocated Time Within the Model

WHAT Scope & Sequence

Pedagogy Pedagogy Support Materials Support Materials Teacher PD Teacher PD HOW

Pedagogy

Pedagogy

Scaffolding Strategies

Support Materials

Teacher PD One-Week Summer Institute One-Week Summer Institute Four Full-Day PD’s During the Year Four Full-Day PD’s During the Year Instructional Coaching Support Instructional Coaching Support Peer Modeling Peer Modeling

HOW WELL

Comprehensive Assessment Plan Formative: Utah 1 st Grade Spanish Proficiency Report Summative: None Formative: Utah 1 st Grade Spanish Proficiency Report Summative: None Formative: Utah 2 nd Grade Spanish Proficiency Report Summative: AAPPL (Practice) Formative: Utah 2 nd Grade Spanish Proficiency Report Summative: AAPPL (Practice) Formative: Utah 3 rd Grade Spanish Proficiency Report Summative: AAPPL Formative: Utah 3 rd Grade Spanish Proficiency Report Summative: AAPPL Formative: Utah 4 th Grade Spanish Proficiency Report Summative: AAPPL Formative: Utah 4 th Grade Spanish Proficiency Report Summative: AAPPL Formative: 5 th LinguaFolio: Online Summative: STAMP Formative: 5 th LinguaFolio: Online Summative: STAMP Formative: 6 th LinguaFolio: Online Summative: STAMP Formative: 6 th LinguaFolio: Online Summative: STAMP

Challenges Monitor fidelity of Implementation. Monitor fidelity of Implementation. Provide effective & ongoing professional support. Provide effective & ongoing professional support. Provide continous updates and refinements to the programs. Provide continous updates and refinements to the programs.

Recap If you want it, you must build the structures that address: If you want it, you must build the structures that address: Why (Proficiency Targets) Why (Proficiency Targets) When (Instructional Model) When (Instructional Model) What (Scope and Sequence & Materials) What (Scope and Sequence & Materials) How (Strategies and Assessment How (Strategies and Assessment Remember, if you build the right structures, explicit and systematic literacy instruction will come to your immersion classrooms and the students will achieve proficiency ! Remember, if you build the right structures, explicit and systematic literacy instruction will come to your immersion classrooms and the students will achieve proficiency !

WHAT A DIFFERENCE! SHOW VIDEOS HERE of Eagle Bay gr 4 then grade 3 SHOW VIDEOS HERE of Eagle Bay gr 4 then grade 3

HIGH QUALITY INSTRUCTIONAL STRATEGIES CONTENT-SPECIFIC LITERACY LITERACY MATH MATH SCIENCE SCIENCE ETC. ETC. LANGUAGE- SPECIFIC INPUT INPUT OUTPUT/INTERACTI ON OUTPUT/INTERACTI ON ENGAGEMENT ENGAGEMENT

Effective Literacy Instruction Is integrated into unit and lesson plans Is integrated into unit and lesson plans Requires professional development Requires professional development Uses criteria-based assessments of teacher performance  Classroom observations, mentoring and coaching Uses criteria-based assessments of teacher performance  Classroom observations, mentoring and coaching

Considerations Principles of practice Principles of practice Criteria-driven texts Criteria-driven texts Connecting curriculum, instruction, and assessment Connecting curriculum, instruction, and assessment Expanding strategic repertoire Expanding strategic repertoire Adapting text Using L1 background knowledge in text selection vs. authentic texts in L2 Multimedia : You Tube; read alongs; video write and listen to your own books Making mini books

Questions? (Answers???)