CODE-SWITCHING LESSONS Grammar Strategies for Linguistically Diverse Writers Catholic Educators’ Convention Milwaukee, 2016 Rebecca Wheeler, PhD.

Forecast: 1: Needs Analysis & Research Foundations 2: Code-switching Approach 3: Unit 1 - Diversity in Life & Language 4: Unit 2 & 3 Showing Possession, Showing Plurality 5: Unit 4 – Showing Past Time 6: Getting Started in your Classroom 7: Wrap Up – CS Works! Slide Objective: Introduce Part One: Need Analysis and Research Transition: “Let’s begin by taking a look at a typical student writing sample. Think about the students in your classrooms. Consider what approaches you currently use to improve student writing and reading.”

Part One: Needs Analysis and Research Foundations
Slide Objective: Introduce Part One: Need Analysis and Research Transition: “Let’s begin by taking a look at a typical student writing sample. Think about the students in your classrooms. Consider what approaches you currently use to improve student writing and reading.”

Activity: Student Writing Sample
What grammar issues do you see? Are these familiar? Distinguish Grammar Mechanics Spelling Punctuation Capitalization Slide Objective: Engage audience in discussion of student writing Notes to Presenter: Share the student writing example. Ask participants to read silently or talk with a partner. Ask participants to work in pairs or small groups to discuss the three bulleted questions. Allow 5 minutes. Transition to next slide: “Let’s discuss what you noticed.” © Wheeler & Swords, 2016

Activity: Student Writing Sample
Plural? The? Possessive? S-V agreement Possessive Plural Slide Objective: Engage audience in discussion of student writing Notes to Presenter: Call the group back together and ask participants to share responses. Allow 5 minutes for group discussion. Note whether or not participants identify the boxed portions as errors and if any participants see a pattern in the “mistakes.” Taking note of this will establish a baseline for the discussion of dialect and home vs. school language. Transition to next slide: “Let’s take a look at another writing sample.” © Wheeler & Swords, 2016

Activity: Student Writing Sample Everyday English in NCLB writing (8th grade)
What grammar issues do you see? What do you assume? Slide Objective: Engage audience in discussion of student writing Notes to Presenter: Share the student writing example. Ask participants to read silently or talk with a partner. Ask participants to work in pairs or small groups to discuss the question. Allow 5 minutes. Transition to next slide: “Let’s talk about what you found.” © Wheeler & Swords, 2016

Activity: Student Writing Sample Everyday English in NCLB writing (8th grade)
Multiple Negative Be understood Plurality Multiple negative Possessive It vs. There Slide Objective: Engage audience in discussion of student writing Notes to Presenter: Call the group back together and ask participants to share responses. Allow 5 minutes for group discussion. Note whether or not participants identify the boxed portions as errors and if any participants see a pattern in the “mistakes.” Taking note of this will establish a baseline for the discussion of dialect and home vs. school language. Transition to next slide: “Let’s take a look at another writing sample, this time with teacher commentary.” © Wheeler & Swords, 2016

What conventional wisdom looks like: the deficit view of dialects
Slide Objective: Examine current corrective approach to writing Notes to Presenter: Read aloud this second student writing sample. Ask: Does this look familiar? Do these teacher comments look similar to the ones you makes on student writing? How many of you take a corrective approach to student writing? How is that working in the classroom? Are you getting improved student results? Transition to next slide: “But look how much this conventional approach misses.” © Wheeler & Swords, 2016 8

But look how much the conventional approach misses!
“The fire is warm like a mitten.” “The wood make a crackling sound like cereal.” “There’s a smoky smell like a campfire.” Slide Objective: Demonstrate how a corrective approach overlooks the student as writer Notes to Presenter: Many teachers may have overlooked this student’s strong descriptive writing and use of metaphors and similes with a narrow focus on “grammatical errors.” Some teachers may have noted these student strengths while discussing the sample on the previous slide. Be sure to recognize those comments. Discuss how we normally take an error-based approach to evaluating student work yet we continue to see the same “mistakes” over and over again. …Misses the student as writer! “It cool like the evening breezes.” © Wheeler & Swords, 2016 9

Indeed… correction does not work
While “various strategies can be useful for learning Standard English equivalents… …[o]ne that does not work is correcting vernacular features.” Adger, Wolfram & Christian, Dialects in Schools and Communities © Wheeler & Swords, 2016 10

The familiar fate of correction…
Slide Objective: Share an anecdotal teacher-student interaction to highlight the cycle of correction Notes to Presenter: Read the scenario aloud. Ask: How many of you have experienced this? Is this a familiar challenge in your classrooms? Are you “correcting” the same “errors” over and over again, year after year? Transition to next slide: “But what if we take another approach? What if these aren’t errors but features of students’ home dialect? Let’s take a look at what we mean by this.” © Wheeler & Swords, 2016 11

Lay down the red pen! Instead of correction…
Contrastive Analysis & Code-Switching Best Practices for Standard English Learners (SEL) Speakers of Standard English as a Second Dialect (SESD) © Wheeler & Swords, 2016

Core Linguistic Insights: We All Speak A Dialect
Dialects are a variety of the language associated with a regionally or socially defined group All dialects are linguistically equal, even if they are socially unequal Standard Academic English (SAE) is a dialect, the prestige dialect All language is structured: Differences from SAE are not random but governed by systematic rules Difference ≠ deficiency Slide Objective: Define dialect and establish core understanding that we all speak a dialect Note to Presenter: Everyone who speaks a language speaks some dialect of the language; it is not possible to speak a language without speaking a dialect of the language. Dialect speakers acquire their language by adopting the speech features of those around them, not by failing in their attempts to adopt standard language features. Dialects, like all language systems, are systematic and regular; furthermore, socially disfavored dialects can be described with the same kind of precision as standard language varieties. Transition to next slide: “What are some examples of dialects?” © Wheeler & Swords, 2016

One linguistic insight…
When students write or say… “Mama walk to the store” or “I want to play on Derrick team,” etc. They are not making mistakes inside Standard English Instead, they are CORRECTLY following grammar patterns of the community language variety (home dialect) Slide Objective: Summarize the key learning point about dialect differences and moving away from correction to patterns Notes to Presenter: Use this slide to summarize the discussion so far and emphasize a key learning point and mindset shift. Gauge audience acceptance of this assertion. Transition to next slide: “We accept this linguistic insight. What does it mean for classroom practice? This is at the core of Code-Switching Lessons.” © Wheeler & Swords, 2016 14

“My goldfish name is Scaley” “My goldfish’s name is Scaley”
That one linguistic insight… transforms classroom practice Build on student’s existing knowledge of their own community grammar patterns To add new knowledge of Standard English So students are empowered to make grammatical choices Slide Objective: Provide a high-level preview of the Code-Switching approach that will be discussed in detail in Part Two Notes to Presenter: This transformation is the goal of Code-Switching Lessons. Introduce it here but it will be discussed in much further detail in the next part of the session. Transition to next slide: “Let’s recap our conversation.” “My goldfish name is Scaley” “My goldfish’s name is Scaley” © Wheeler & Swords, 2016

Before After Assessment: Teacher sees grammar error
Assessment: Teacher sees vernacular features Teacher Response: Correct “Error” Teacher Response: compare /contrast Standard and vernacular Before After Student Response: Ignore correction Student Response: Code-Switch Slide Objective: Recap key takeaways Notes to Presenter: Use this slide to recap key takeaways from Part One of the session Transition to next slide: “We are going to explore this approach in much more detail in Part Two. But, first, let’s take a few minutes for you to discuss what we have presented thus far.” Why? Misdiagnosis of vernacular student grammar Why? Teacher building on familiar grammar patterns © Wheeler & Swords, 2015

Moving From “Error” to Pattern
Conventional Wisdom Linguistically informed approach Think in terms of improper/bad English Students use home English Talking about right and wrong Talk about patterns and how language varies by setting Thinking that students make mistakes, errors have ‘problems’ with grammar leave off endings See that students follow grammar patterns of the home dialect Students ‘should have’ used the ‘right’ grammar Invite students to code-switch (choose language to fit the setting) Teachers red pen in the margin, correcting student grammar Lead students to compare & contrast, build on existing knowledge to add new knowledge, and code-switch to fit the setting. Slide Objective: Define a linguistically informed approach to student writing, reading, and speaking Notes to Presenter: A linguistically informed approach recognizes the patterns in students’ home dialect, or language, and teaches students how to “translate” or switch to Standard Academic English. This approach also teaches students how to choose the language to fit the setting. Contrast the Conventional Wisdom with the Linguistically Informed approach. Read first the conventional wisdom, and then the contrasting Linguistically Informed approach Ask: Does this approach make sense? Use this question to gauge the shifting mindset of the audience and the acceptance of the basic tenets of a linguistically informed approach. Transition to new slide: “Now you will have the opportunity to consider these insights as they pertain to your own classroom.” © Wheeler & Swords, 2016 17

De-brief What do you notice?… What do you wonder? Please chat with your neighbors?

Part Two: Code-Switching Approach and Model
Slide Objective: Transition to Part Two, Code-Switching Approach and Model Transition statement: “In the next part of today’s session, we are going to explore the key concepts that provide the foundation for Code-Switching Lessons. Let’s start with a working definition of code-switching.”

What Is Code-Switching?
Choosing the (language) style to fit the setting (time, place, audience, communicative purpose) Linguistic versatility Slide Objective: Define code-switching Notes to Presenter: Review definition. Ask participants if they are familiar with code-switching. In what contexts have they used this term or had experience with code-switching? Take a minute to gauge the level of familiarity and expertise of the audience. © Wheeler & Swords, 2016

Why Teach Code-Switching?
Code-switching develops kids’ awareness of and attention to language differences and choices. Research shows code-switching works where correction doesn’t. Slide Objective: Discuss why code-switching is the best approach Notes to Presenter: **See pages x-xiv in the Code-Switching Lessons book for more detail.** With diversity of ethnic and U.S. regional groups comes diversity of dialects and diversity of culture. Our classrooms have become culturally and linguistically diverse, and we need teaching strategies that celebrate and use that diversity as a springboard to wider knowledge. Code-switching develops kids’ awareness of and attention to language differences and choices. Building on the richness that children’s oral language brings to the classroom, code-switching uses strategies of active discovery to help students recognize alternative language styles and own their language choices. See two student stories in introduction for examples. Use own student stories and examples if possible. Code-switching works where correction doesn’t. Experience and research show that correction just doesn’t work very well to teach Standards English grammar. If it did, then by middle or high school, student’s wouldn’t be making the same “errors.” Think back to the student writing examples we discussed in the opening activity. Experience and research show that code-switching does work. See research references on page xiv. Transition to next slide: “So, how did Code-Switching Lessons come to be?” © Wheeler & Swords, 2015

The Code-Switching Lessons Story
Slide Objective: Introduce the research and experience that informed the development for Code-Switching Lessons Notes to Presenter: See pages vii-x in Introduction of Code-Switching Lessons: WHEELER/SWORDS – either do a short video clip, or build slides to tell this story. © Wheeler & Swords, 2016

Contrastive Analysis & Code-Switching
Linguistically informed approach “Both/And” mindset Contrastive Analysis & Code-Switching Slide Objective: Introduce two key terms that are the foundations to the lessons Transition from previous slide and to next slide: “Code-Switching Lessons is built upon a linguistically informed approach. Contrastive Analysis and Code-Switching are the two keys to the program design. Let’s take a look at each of these terms in detail.” © Wheeler & Swords, 2016 23

Contrastive Analysis: Introduction
Technique from Second Language Acquisition Applied to Second Dialect Acquisition Slide Objective: Introduce the concept of contrastive analysis Notes to Presenter: **Slides introduce the concept of Contrastive Analysis. The possession pattern and how to use the code-switching chart will be discussed in deep detail in Part 5.** Comparing and contrasting the grammar of the home to the grammar of the school is called contrastive analysis, a technique that is adapted from Second Language Acquisition and English as a Second Language. In the code-switching lessons, we use contrastive analysis for second dialect acquisition. © Wheeler & Swords, 2016 24

Code-switching works! Elementary school results (Fogel & Ehri, 2000; Wheeler & Swords, p. 252) Under experimental conditions, 3rd graders taught with the traditional approach showed only a slight improvement or actually lost ground in their Standard English performance. Students taught with contrastive analysis showed a marked increase in their command of Standard English grammar. Slide Objective: Share data that code-switching WORKS as an approach to teach Standard English to vernacular speaking students © Wheeler & Swords, 2016

Code-switching works! Middle school results (Wheeler & Swords, p. 252)
A study funded by the State Council of Higher Education of Virginia (SCHEV), demonstrated that students in code-switching classrooms increased their Standard English usage by 32.19% from fall to spring. In contrast, students from traditional English classrooms increased their Standard English performance by only 9.9%. Slide Objective: Share data that code-switching WORKS as an approach to teach Standard English to vernacular speaking students © Wheeler & Swords, 2016

Code-switching works! College level results (Taylor, 1991; Wheeler & Swords, p. 253) Students taught with traditional methods actually used 8.5% more vernacular features in their formal writing. Students using contrastive analysis showed remarkable success. These students used 59.3% fewer African American vernacular features in their formal writing. Contrastive Analysis brings substantial improvement in vernacular speaking students’ command of Standard literacy skills (Taylor, 1991). Slide Objective: Share data that code-switching WORKS as an approach to teach Standard English to vernacular speaking students © Wheeler & Swords, 2016

Code-switching works! Rachel’s classroom (Wheeler & Swords, p. 253)
Before Rachel Swords began working with code-switching in her urban elementary school, her Black and White students showed a 30 point gap in scores and a greater than 50-point achievement gap in passing the NCLB test. The very year she implemented code-switching (2002), she closed the achievement gap in her classroom, and in 2006, her last testing year, 100% of African American students passed 100% of the NCLB tests. Slide Objective: Share data that code-switching WORKS as an approach to teach Standard English to vernacular speaking students © Wheeler & Swords, 2016

Part Three: Unit 1 – Diversity in Life and Language
Slide Objective: Introduce Unit 1 – Diversity in Life and Language Transition to next slide: “We’ve spent quite a bit of time introducing the ideas of dialect patterns, vernacular and standard English differences, code-switching, and contrastive analysis. How do we introduce these concepts to our students?”

Students explore fitting style to setting: Middle School
Notes to Presenter: Note student’s attention to both clothing and hair when considering different settings. Students are keenly attuned to the FEATURES that distinguish informal from formal settings. Ask participants, “How many contrasts can you find? What are they?” © Wheeler & Swords, 2016

Students explore fitting style to setting: High School
Notes to Presenter: Note how the student recognizes differences in clothing, gestures, and posture. Informal side: Outdoors, guy sitting on the concrete, wearing sneakers, copping a brew. Friend is wearing baggies, a hoodie and backwards ball cap, doing Loud Talk Formal side: Indoors, man wearing pin striped suit with bow tie, wing tips, sipping punch in a glass, served from a punch bowl. Friend is in business suit. No loud talk. © Wheeler & Swords, 2016

It’s not about right vs. wrong. It’s about fitting style to setting.
Remember: It’s not about right vs. wrong. It’s about fitting style to setting. Slide Objective: Introduce Unit 1 – Diversity in Life and Language Notes to Presenter: Unit 1 begins by anchoring in common daily experiences. We make use of students’ intuitive understanding of how we all vary our self-presentation to fit the setting – for example, how places and clothing can vary from formal to informal. We brainstorm a list of places that are informal and formal and move to types of clothing that are more formal or less formal. Then, we combine these, matching informal clothing to informal settings and so on. Finally, we extend the comparison to language, as we see formal and informal styles of greeting or vocabulary. From this point, we’re ready to explore contrasts in vernacular and Standard English grammar, or what we call home and school English. Transition to next slide: “Let’s take a look at some of these activities.” © Wheeler & Swords, 2016

Setting up code-switching: We ALL vary our language to fit the setting
Greetings Informal Formal Hey y’all! Good afternoon! Slide Objective: Preview types of activities students will engage in during Unit 1 Notes to Presenter: Give participants 1-2 minutes to brainstorm in pairs. Ask participants to share a few examples. Transition to next slide: “These are the same types of activities that students will engage in during Unit 1. We start with more familiar topics like clothing and places before moving on to grammar patterns in Units 2 through 10.” Activity: brainstorm with partner © Wheeler & Swords, 2016 33

Setting up code-switching: We ALL vary our style to fit the setting
Slide Objective: Preview types of activities students will engage in during Unit 1 Notes to Presenter: Give participants 1-2 minutes to brainstorm in pairs. Ask participants to share a few examples. Transition to next slide: “These are the same types of activities that students will engage in during Unit 1. We start with more familiar topics like clothing and places before moving on to grammar patterns in Units 2 through 10.” And so, we’ve built bridges to teaching grammar… © Wheeler & Swords, 2016 34

Part Four: Modeling Unit 2 – Showing Possession
Slide Objective: Introduce Part 5 – Modeling Unit 2 Notes to the Presenter: In this part, you will model how to teach Unit 2 as if the participants were students in your classroom. You will pause periodically to discuss the guiding questions on the following slides and gauge participants’ understanding and engagement. “”Have chart paper with code-switching chart and all materials prepared to teach the lesson.** Transition to next slide: “Welcome to my classroom! I am going to model how to teach Unit 2 and you will get to participate in the student experience of code-switching.”

Code-Switching Chart Features
Drawn from authentic student work Notes to Presenter: Note that the charts are drawn from authentic student work and that code-switching charts are provided in the lesson book for each unit/pattern. Teachers can and should use these charts as provided, especially in the first year of implementation. Transition to next slide: “Next, we see the principles that guide us in building code-switching charts” © Wheeler & Swords, 2016

Code-Switching Chart Features
Drawn from authentic student work For noun patterns: 4-6 sentences Only 1 vernacular pattern per sentence Correct any errors in mechanics (spelling, capitalization, spelling) Shorten examples so each fits on one line Provide Standard English equivalent in right hand column Underline contrasting pattern Note: Code-switching charts are provided for each pattern. Slide Objective: Discuss key features and guidelines for the code-switching chart Notes to Presenter: Highlight each key feature using your chart for Unit 2. Code-switching charts are provided in the lesson book for each unit/pattern. Teachers can and should use these charts as provided, especially in the first year of implementation. Transition to next slide: © Wheeler & Swords, 2016

Discovering the Home Pattern
Show students the chart Read the sentences under the home column Help students discover the home pattern for showing possession Model finding the Home pattern for showing possession How do we know that the house belongs to my aunt? How do we know that the neck belongs? Lead participants to notice that “aunt” and “house” are side-by-side nouns. Explain that in each example, there is an owner + what is owned Note that if a student says the home pattern is missing the apostrophe s, the teacher directs the student to describe what he/she sees, not what is absent Transition to next slide: Now we will look at the pattern for showing possession in school language © Wheeler & Swords, 2016

Discovering the School Pattern
Read the sentences the under school column Lead students in discovering the school pattern. Ask “how does the school pattern differ?” Model finding the Home pattern for showing possession How do we know that the house belongs to my aunt? How do we know that the neck belongs? Lead participants to notice that “aunt” and “house” are side-by-side nouns. Explain that in each example, there is an owner + what is owned Note that if a student says the home pattern is missing the apostrophe s, the teacher directs the student to describe what he/she sees, not what is absent Transition to next slide: Now we will look at the pattern for showing possession in school language © Wheeler & Swords, 2016

A quick peek: Unit 3 – Showing Plurality
Slide Objective: Introduce Part 5 – Modeling Unit 2 Notes to the Presenter: In this part, you will model how to teach Unit 2 as if the participants were students in your classroom. You will pause periodically to discuss the guiding questions on the following slides and gauge participants’ understanding and engagement. “”Have chart paper with code-switching chart and all materials prepared to teach the lesson.** Transition to next slide: “Welcome to my classroom! I am going to model how to teach Unit 2 and you will get to participate in the student experience of code-switching.”

Unit 3: Showing Plurality
? Slide Objective: Discuss the code-switching chart for Unit 3 and the contrastive analysis process. Notes to Presenter: Have participants not similarities and differences between the plural and possessive charts. Similarities – charts use same headings, students discover patterns; differences – the number of patterns under each heading is not equal Introduce Unit 3: In this unit, we’ll explore plural patterns, ways to show more than one. Since the first unit, Showing Possession, dealt with nouns and noun phrases, it’s natural to extend our focus to other noun patterns – those showing plurality. Also, this unit will deepen students’ abilities in critical thinking as they work to discover a slightly more complex rule for informal English plural. Turn to pages Call participants’ attention to the unit introduction and key features on those pages. Model Lesson 1 – fully demonstrate how the lesson would be taught. Participants can follow along beginning on page 56. Use animation to recap the code-switching patterns and the contrastive analysis process. Reveal question. Discuss for 1-2 minutes as a group before advancing to next slide. QUESTIONS: What similarities do you see between the plural and possessive charts? Differences? Wheeler & Swords

Part Five: Exploring Unit 4 – Past Time Patterns
Slide Objective: Introduce Part 5 – Modeling Unit 3 Notes to the Presenter: In this part, you will model how to teach Lesson 1 of Unit 3 as if the participants were students in your classroom. You will pause periodically to discuss the guiding questions on the following slides and gauge participants’ understanding and engagement. “”Have chart paper with code-switching chart and all materials prepared to teach the lesson.** Transition to next slide: “Welcome back to my classroom! I am going to model how to teach the first lesson of Unit 2 and you will get to participate in the student experience of code-switching.”

Unit 4: Showing Past Time
A glance at a more complex pattern What do we just assume is the past time pattern? Notes to Presenter: Give participants a 2-3 minutes to respond to question with a partner or small group. Have participants share their responses. ? © Wheeler & Swords, 2016

Why? They signal a different meaning (not simple past time) (Present/past perfect, passive, predicate adjective, etc.) © Wheeler & Swords, 2016

Tip: Only examples with 1 main (regular) verb Present: Rebecca walks Bogey Past: Rebecca walked Bogey (No irregular verbs) (No helping verbs) © Wheeler & Swords, 2016

Part Six: Getting Started in Your Classroom
Slide Objective: Introduce Part Seven – Getting Started in Your Classroom

Implementation Guidelines
Aimed at grades 2–6 Begin Code-Switching Lessons approximately 4 weeks into the school year Allot 1–2 weeks per unit, teaching 2 lesson per week Timing: Lesson = 30–40 minutes Lessons 2–4 = 15–20 minutes Code-Switching Lessons easily integrates with other classroom activities and curriculum Slide Objective: Share some best practices for classroom implementation Notes to Presenter: Discuss implementation guidelines. Be sure to check if this matches with school’s or district’s plan for implementation. May need to customize slide. © Wheeler & Swords, 2016

Scope and Sequence Unit 1: Diversity in life and language
Slide Objective: Share some best practices for classroom implementation Notes to Presenter: Discuss implementation guidelines. Be sure to check if this matches with school’s or district’s plan for implementation. May need to customize slide. © Wheeler & Swords, 2016

Scope and sequence? Noun patterns first Then on to verbs
Unit 2: Showing Possession Always start with possession! Simple pattern Gives students practice with CS charts Gives students practice with discovering patterns Unit 3: Showing Plurality Then on to verbs Past time Subject-Verb Agreement Is/are; was/were, be Each unit has 4 lessons, integrated into the writing process Slide Objective: Share some best practices for classroom implementation Notes to Presenter: Discuss implementation guidelines. Be sure to check if this matches with school’s or district’s plan for implementation. May need to customize slide. © Wheeler & Swords, 2016

Grading? Remember: pattern vs. error From correction to contrast
Code-switching as part of integrated writing Grade only what you have taught Tools for the classroom The Cycle of Instruction Code-Switching Needs Assessment C/S Grading Rubric Slide Objective: Share some best practices for classroom implementation Notes to Presenter: Discuss implementation guidelines. Be sure to check if this matches with school’s or district’s plan for implementation. May need to customize slide. © Wheeler & Swords, 2016

Working the CS Cycle of Instruction:
1. Assessing need 2. Building teaching tools Read student essays Make notations on Needs Assessment to show student use of informal grammar pattern(s) Type examples of sentences with selected grammar pattern from student essays Create anchor charts to illustrate contrastive informal/formal grammar pattern Provide explicit instruction on grammar pattern. Follow with independent practice in writing and editing during the writing process Grade: Add pattern(s) to the grading rubric Slide Objective: Introduce the CS Cycle of Instruction Notes to Presenter: Give overview of the CS cycle of instruction. Each step will be discussed in detail on subsequent slides. Start with assessing need. 3. Teaching the skill 4. Grading for the skill © Wheeler & Swords, 2016

Code-Switching Needs Assessment
Columns: grammar patterns addressed in Code-Switching Common Core Rows: Identify need by Student Whole class Slide Objective: Show needs assessment tracking tool Notes to Presenter: Start by emphasizing that the most common African-American vernacular patterns have been built and sequenced appropriately into Code-Switching Lessons. Strongly encourage teachers to follow the order of units, especially in the first year of implementation. Teachers can use this tracking chart to see which students are displaying the vernacular features but still teach the unit to the whole class. Transition to next slide:: “Once you have assessed the needs of your students, the next step is to prepare your teaching tools.” © Wheeler & Swords, 2016

C-S Grading Rubric: Remember: We grade what we have taught!
pattern vs. error Slide Objective: Introduce grading recommendations Notes to Presenter: This is a good time to emphasize key takeaways and mindset shifts that are necessary for student success: Move away from a deficit view and correction Look for patterns, not errors – there is a difference between patterns and errors Patterns are seen in speaking and writing, across multiple students in a dialect group Patterns are regular in appearance and occurrence Suspend the assumption of error, assume a pattern first Errors are usually in mechanics – punctuation, capitalization, its/it’s, to/too, etc. A both/and approach Move away from correction in reading and speaking too © Wheeler & Swords, 2016

Part Seven: Code-switching works!
Slide Objective:

Final Activity Identify 2-3 key takeaways from this session
List any remaining questions Let’s discuss! Slide Objective: Assess level of understanding and address any outstanding questions or concerns Notes to Presenter: Use this activity to gauge participants'’ level of understanding of key concepts to the CSL approach and instructional model. Answer questions as time allows. If short on time, gather master list of questions and follow-up via or webinar as possible. Activity Instructions: Note: Animated slide Click through first two items and explain task. Allow 5 minutes for activity. Click for third item and discuss as a group.

Contact Information Dr. Rebecca Wheeler For in-school training Please contact Ventris Learning Slide Objective: Keep lines of communication open!

CODE-SWITCHING LESSONS Grammar Strategies for Linguistically Diverse Writers Catholic Educators’ Convention Milwaukee, 2016 Rebecca Wheeler, PhD.

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CODE-SWITCHING LESSONS Grammar Strategies for Linguistically Diverse Writers Catholic Educators’ Convention Milwaukee, 2016 Rebecca Wheeler, PhD.

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