1. Planning for Biliteracy Center for Teaching for Biliteracy
Carl Von Linne Elementary School
Chicago, Il.
August 31, 2017
Center for Teaching for Biliteracy

2. 1/12/15

3. 1/12/15

4. 1/12/15

5. 1/12/15

6. Feedback
Integration of standards: Language Arts, Social Studies

7. Reading Word Study Writing What is Balanced Literacy?
Context for Meaning
. Then ask, “how does this lesson need to change to reflect what we know about balanced literacy? What would be a good context to make this sort and the word analysis I am trying to teach meaningful?”
Melody Wharton - Center for Teaching for Biliteracy

8. Teaching for Biliteracy means always teaching
Defining Biliteracy:
Teaching for Biliteracy means always teaching
language
literacy
and
content
Because teaching for biliteracy is 3 – NOT 2!! Which is the most important???
Teaching for biliteracy – 3 fingers; always teaching lang, literacy, content –
and NOT just teaching Spanish OR English – but teaching Spanish, English, and the bridge.
Wharton, 2016

9. Feedback
Integration of standards: Language Arts, Language Proficiency, Social Studies
Focus on academic language over time and with different examples
Essential Questions allow for depth and differentiation
Objectives become formative assessment data points

10. BILITERACY UNIT FRAMEWORK (BUF)
PAGES 16 AND 17
This is in your handouts.
Turn and talk: what is the focus of the unit? Point to the white…. Standards based, focused on a theme, backwards design. Tell your elbow buddy how the elements in green reflect best practice for language learners (whether in E or S). Tell your elbow buddy what makes this unit framework bilingual. . This order is meant to allow for differentiation for diverse learners, and it reflects best practices for teaching language and content together.
Karen will ask participants to tell what the content big idea is and what the language arts big ideas (one for Spanish language arts and another for English language arts)

11. Feedback
Integration of standards: Language Arts, Language Proficiency, Social Studies
Focus on academic language over time and with different examples
Essential Questions allow for depth and differentiation
Objectives become formative assessment data points

12. Suggestions Integration of standards:
Consider adding the SS standards being addressed

13. Social Science Standards

15. Source: Illinois Social Science Standards Recommendations, May 2015
Paradigm Shifts
Inquiry is at the heart of social studies instruction.
Inquiry is collaborative and involves communication skills.
Social Studies instructors should emphasize skills and practices that prepare students for informed and engaged participation in civic life.
Source: Illinois Social Science Standards Recommendations, May 2015
This makes me think that _________________

16. C3 Framework for Social Studies

17. IL Social Science Standards K-12
C3 Framework Dimension 1
Illinois
Inquiry Standards
C3 Framework Dimension 3
C3 Framework Dimension 4
Source: Illinois Social Science Standards Recommendations, May 2015

18. IL Social Science Standards K-12 Disciplinary Concepts
Civics
Illinois
Disciplinary Concepts
History
Economics
+Financial Literacy
Geography
Source: Illinois Social Science Standards Recommendations, May 2015

19. IL Social Science Standards K-12
Elementary Themes
Use as a Framework for Addressing the Standards
Kindergarten: My Social World
First Grade: Living, Learning, and Working Together
Second Grade: Families, Neighborhoods, and Communities
Third Grade: Communities Near and Far
Fourth Grade: Our State, Our Nation
Fifth Grade: Our Nation, Our World
Source: Illinois Social Science Standards Recommendations, May 2015

20. Expanding Communities Sequence
World
Country
State
City
Community
Family
Self 8 7 6 5 4 3
Mara
Scope and sequence conceived based on an expanding communities sequence 2 1 K

21. Resource

23. Suggestions Integration of standards:
Consider adding the SS standards being addressed
Develop objectives for all 3 areas (language proficiency and social studies) so that you can formatively assess as well

24. The BUF Triangle Standards Big Ideas Learning Targets Content (SS)
Language Arts
Language D.
Summative Assessment
Learning plan is when instruc/construction starts

25. Suggestions Integration of standards:
Consider adding the SS standards being addressed
Develop objectives for all 3 areas (language proficiency and social studies) so that you can formatively assess as well
Create biliteracy maps for every grade level

26. Standards Design Matters
Melody Wharton - Center for Teaching for Biliteracy

27. Reading and Writing Standards
The CCSS
Reading and Writing Standards

28. English Language Arts Standards CCSS FOR ELA
READING
Literature
Information-al Text
Foundation--al Skills
WRITING
LISTEN-ING AND SPEAK-ING
LANGUAGE
Big ideas are written from these three areas of the standards.
They address reading behaviors and concepts. And they are
the same in Spanish and English.

32. Language Arts Standards K-5
READING
Literature
Informational Texts
Foundational Skills
Writing
Listening and Speaking
Language
The Bilingual CCSS identify how Spanish instruction should look different from English instruction.

35. The CCSS Writing Standards
Melody
Melody Wharton - Center for Teaching for Biliteracy

37. Organization of the CCSS Writing Standards8 8 8 6 7 6 7 6 7 5 5 5
Opinion
Informative
Narrative
Standard 1
Standard 2
Standard 3
Standard 4 – For purpose, task, and audience
Standard 10 – Write routinely

38. Genres within each bucket (Source: Pathways to the Common Core)
Narrative Writing
Persuasive/Opinion/ Argument
Informational/ Functional/Procedural
Personal Narrative
Fiction
Historical Fiction
Fantasy
Narrative Memoir
Biography
Narrative Nonfiction
Persuasive Letter
Review
Personal Essay
Literary Essay
Historical essay
Petition
Editorial
Op-Ed Column
Fact Sheet
News Article
Feature Article
Blog
Website
Report
Analytic Memo
Research Report
Nonfiction book
How-to-book
Directions
Recipe
Lab Report

39. Informative Explanatory
Standards Check
Writing Standards
Opinion
Informative Explanatory
Narrative
English
Spanish

40. Knowing the expectations of the literacy standards:

41. Knowing the expectations of the literacy standards:

42. The CCSS Reading Standards
Melody
Melody Wharton - Center for Teaching for Biliteracy

44. The CCSS Reading Standards Anchor Standards for Reading
Informational Texts
Literary Texts

45. Organization of the CCSS Reading Standards
The questions you will ask and answer to show comprehension
Standard 10:
With rigorous, grade level texts
Standard 1: Comprehension

46. Informational Texts Reading Standards Literary Texts Reading Standards
Use a tally chart to help you ensure there is balance between the informational and literary standards, and that all standards have been taught throughout the year.
Informational Texts Reading Standards
Spanish
English 1 2 3 4 5 6 7 8 9 10
Literary Texts Reading Standards
Spanish
English 1 2 3 4 5 6 7 8 9 10
Cheryl Urow, 2015

48. Rigor on the Diagonal
Kinder 1 2 3 4 5 6

49. Language and Content Allocation Plan Biliteracy Curriculum/Units
Determines:
Materials
Daily
Schedules
Biliteracy Curriculum/Units

50. Pages describe:
Unit design (BUF)
Schedules
Guiding Questions

52. 80/20 Content Allocation Examples

53. Biliteracy is planned for
on a daily basis
using the academic
instructional minutes
(not including specials
or lunch/recess).

58. Biliteracy Map
Melody Wharton - Center for Teaching for Biliteracy

59. Sample Biliteracy Map (80/20)
Science
Spanish Language Arts
Social Studies
Spanish Language Arts
Science
Spanish Language Arts
Bridge
Bridge
ELD/ELA time
Extension
English Language Arts applying to a context
Extension
English Language Arts applying to a context
It is planned for at when standards-based biliteracy maps are created for each grade level.

60. Sample Biliteracy Map (80/20)
1-LS1-1. Use materials to design solution to a human problem by mimicking how plants/animals use their external parts to help them survive, grow, meet needs.
RI.1.2 Identify the main topic and retell key details of a text.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
RI.1.2 Identify the main topic and retell key details of a text.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
SS.H.1.1: Create a chronological sequence of multiple events.
RL.1.3 Describe the characters, settings, and major events in a story, using key details.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events…
Science
Spanish LA
Social Studies
Spanish LA
Science
Spanish LA
Bridge
Bridge
RI.1.2 Identify the main topic and retell key details of a text.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
English Language
Development WIDA
Standards 1
and 2.
Setting routines for
English Language Arts.
RL.1.3 Describe the characters, settings, and major events in a story, using key details.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events…
English LA
English LA

61. Sample Biliteracy Map (80/20) –Literacy Standards
Read informational books about day and night.
Write notes based on observations and information from texts read aloud and use them to inform a class fact sheet that contrasts the day and night sky.
Read realistic fiction/memoirs about people at different stages of their lives.
Write personal narrative: how student has grown including details that describe key features of each stage
Read informational books about regions/climates and animal adaptations.
Write informational text: explain an animal adaptation and provides examples of how this can be applied to a human problem
Science
Spanish LA
Social Studies
Spanish LA
Science
Spanish LA
Bridge
Bridge
School: L,W,R,W
Tour of school, LEA, focused on who works in the school,language
Needed for different
Places in school.
Read informational books about schools and events that occur at school..
Write a nonfiction book about their particular school.
Read biographies people students admire.
Write biography about a special person who has impacted their lives.
English LA
English LA

62. 50/50 Content Allocation Examples

63. Melody Wharton - Center for Teaching for Biliteracy

64. Woodstock, IL.
50/50

72. Grade Level Tally

73. Biliteracy Map Audit

76. Programmatic Structures Needed for Biliteracy
Language plan: determines percentage of time in each language
Content plan: determines language for each content
Biliteracy Map: standards based plan for the grade level
Biliteracy Units: Plan instruction and assessment