1. www.TeachingForBiliteracy.com Introduction to Teaching for Biliteracy Day 1, Cohort 9 Cheryl Urow TeachingForBiliteracy@gmail.com

2. www.TeachingForBiliteracy.com Handouts

3. www.TeachingForBiliteracy.com Please bring the text and the handouts to each session.

4. www.TeachingForBiliteracy.com Participants will be able to: Define and describe dual language and bilingual education Describe the elements of a biliteracy unit framework Implement strategies that support the development of literacy skills across two languages

5. www.TeachingForBiliteracy.com Agenda: Introductions Defining Dual Language Defining Biliteracy Instruction Sample Biliteracy Unit of Instruction Effective Strategies for Teaching for Biliteracy Workshop closure, evaluation, and reflection activities

6. www.TeachingForBiliteracy.com Defining Dual Language What defines a dual language program?

7. www.TeachingForBiliteracy.com Which reflects your program? What are the names of the programs? Blue ProgramGreen Program

8. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy

9. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy

10. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future)

11. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only

12. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish

13. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only No screening for entry – although there is information gathering

14. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only Because of political or geographical realities, some blue programs may have linguistically homogeneous classrooms.

15. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish.

16. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish. The program is only open to students with a very specific linguistic profile.

17. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish Some sort of linguistic screening usually necessary.

18. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish Green programs are, by definition, linguistically homogeneous.

19. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish. The program is only open to students with a very specific linguistic profile.

20. www.TeachingForBiliteracy.com Blue ProgramGreen Program The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K(or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish The program is only open to students with a very specific linguistic profile Which reflects your program? What are some names for the programs?

21. www.TeachingForBiliteracy.com Dual LanguageTBE The goal of the program is high levels of bilingualism and biliteracy The goal of the program is high levels of English language proficiency and English literacy The program provides instruction in both English and Spanish beginning in Pre-K (or K) and continuing through at least fifth grade (or will roll up to at least fifth grade in the future) The program provides instruction in Spanish for a limited amount of time, moving toward instruction in English only At Pre-K and K, the program is open to all students, and includes students of a wide range of academic and linguistic abilities in both English and Spanish The program is only open to students with a very specific linguistic profile Teaching for biliteracy works with BOTH Dual Language (one-way AND two-way) and TBE…

22. www.TeachingForBiliteracy.com Cheryl Urow, teachingforbiliteracy@gmail.com, 2015 Dual Language Programs The goal is high levels of bilingualism and biliteracy upon graduation from the program

23. www.TeachingForBiliteracy.com Language Acquisition program StudentsGoal Dual Language: Two way immersion Dual Language: One-way Immersion, Developmental Bilingual, Maintenance Bilingual Dual Language: One-way Immersion, Foreign Language Immersion Simultaneous AND sequential bilinguals

24. www.TeachingForBiliteracy.com Data aggregated form a series of 3-7 year longitudinal studies from well-implemented, mature programs in five school districts © Wayne P. Thomas and Virginia P. Collier, 2010 1 3 5 7 9 11 GRADE 70 60 50 40 30 20 10 1 2 3 4 5 6 Program 1: Two-way developmental bilingual education (BE) Program 2: Late-exit bilingual education and ESL taught through academic content Program 3: Early-exit bilingual education and ESL taught through academic content Program 4: Early-exit bilingual education and ESL taught traditionally Program 5: ESL taught through academic content using current approaches Program 6: ESL Pullout-taught traditionally Average performance of native- English speakers making one year’s progress in each consecutive grade.

25. www.TeachingForBiliteracy.com Dual Language Program Non- negotiables K-5 th grade, with K-12 encouraged A minimum of 50% to a maximum of 90% of daily instruction in the non-English language (Spanish, Japanese, Mandarin Chinese, etc.) for all students Strategic separation of languages on the part of the instructor – no translation What is the difference between absolute and strategic separation of languages?

26. www.TeachingForBiliteracy.com Teaching for Biliteracy, p. 2 A comprehensive approach to literacy instruction integrates content, literacy and language instruction and connects reading [comprehension] with oral language and writing. Effective biliteracy instruction enables bilingual learners to use reading, writing, listening and speaking for a wide range of purposes in two languages. Urow, 2015

27. www.TeachingForBiliteracy.com Teaching for biliteracy… Explicitly builds receptive and productive oral language Teaching for Biliteracy Integrates literacy and content

28. www.TeachingForBiliteracy.com Teaching for Biliteracy, p. 2 A comprehensive approach to literacy instruction integrates content, literacy and language instruction and connects reading [comprehension] with oral language and writing. Effective biliteracy instruction enables bilingual learners to use reading, writing, listening and speaking for a wide range of purposes in two languages. Cheryl Urow, teachingforbiliteracy@gmail.com, 2015

29. www.TeachingForBiliteracy.com Teaching for biliteracy… Allows all students to participate actively and meaningfully. Explicitly builds receptive and productive oral language Teaching for Biliteracy Integrates literacy and content Cheryl Urow, teachingforbiliteracy@gmail.com, 2015

30. www.TeachingForBiliteracy.com Teaching for Biliteracy, p. 2 A comprehensive approach to literacy instruction integrates content, literacy and language instruction and connects reading [comprehension] with oral language and writing. Effective biliteracy instruction enables bilingual learners to use reading, writing, listening and speaking for a wide range of purposes in two languages. Cheryl Urow, teachingforbiliteracy@gmail.com, 2015

31. www.TeachingForBiliteracy.com Planning for Biliteracy on a Daily Basis Teaching for biliteracy engages ALL students in Spanish literacy AND English literacy every day, beginning in Kindergarten. Cheryl Urow, teachingforbiliteracy@gmail.com, 2015

32. www.TeachingForBiliteracy.com 80/20

33. www.TeachingForBiliteracy.com 33 80/20

34. www.TeachingForBiliteracy.com 34 50/50

35. www.TeachingForBiliteracy.com 50/50

36. www.TeachingForBiliteracy.com 50/50

37. www.TeachingForBiliteracy.com Language Acquisition program StudentsGoal Dual Language: Two way immersion Dual Language: One-way Immersion, Developmental Bilingual, Maintenance Bilingual Dual Language: One-way Immersion, Foreign Language Immersion Simultaneous AND sequential bilinguals

38. www.TeachingForBiliteracy.com Sample biliteracy unit of instruction Effective biliteracy instruction… Strategically plans for the three linguistic spaces: Spanish, the Bridge, and English Allows all students to participate actively and meaningfully. Explicitly builds receptive and productive oral language Teaching for Biliteracy Integrates literacy and content

39. www.TeachingForBiliteracy.com Handouts

40. www.TeachingForBiliteracy.com Please bring the text and the handouts to each session. http://goo.gl/forms/5GxJ6eHsCs

41. www.TeachingForBiliteracy.com Thank you! In anticipation of our work together on December 17, please read chapters 1-3. try out at least one new strategy Please complete the evaluation: Cohort 9 - http://goo.gl/forms/vI8c0Hl2fm