1. Using a multilingual perspective to plan instruction for small groups and individuals
Teaching for Biliteracy Summer Institute, July 2016
Emily Cecile Zoeller
Madison Metropolitan School District & Edgewood College

2. Session objectives
I can look at language alongside literacy to plan instruction
I can look at Spanish alongside English to plan instruction

3. The Boat in the Basement
A woman was building a boat in
her basement. When it was
finished she couldn’t get the
the boot out of the basement
because it was too wide to go
though the door. So she had to
to take the boat a part to
get it out. Perhaps he should
of planned ahead.

4. Literacy Processing System
Anticipate
What might this be about?
Confirm or Disconfirm
If confirmed, read on. If not, problem-solve
Search
Attempt/initiate/sample with what we think might work
Monitor
Check for graphophonic match, semantic and syntactic sense

5. Sources of Information
Semantic:
Knowledge and Experience
meaning
Syntactic:
structure
Graphophonic:
Letter/Sound

6. Planning teaching moves (prompts) for individuals or small group instruction
For students who might not self-monitor:
For students who might be word-callers/decoders:
For students who might not attend to orthography/word parts:

7. Think, Pair,Share:
How might reading behaviors differ for language learners?
What implications are there for teaching moves/prompts?

8. A miscue analysis (Sofia, Alexis, Jasmin)
I noticed the student________
It seems like he/she might be ___________
the strategy of and/or the cues of
________________ ______________
Plan: what teaching moves / prompts would balance
the child’s processing?
(one example from record)
(using or neglecting)
Present. Model example with boat in the basement. Show resource. TFB encourages us to consider language profile of students, in order to better understand them as a language learner and as a reader and writer. Let’s apply this to understanding a few different “types” of readers. What inferences can we make about Sofia as a language learner? What about Sofia’s strategic activity? What prompts might help her?
(anticipating/searching/monitoring/self-correcting)
(meaning, structure, visual info)

9. Honoring approximations of bilingual learners
“I lab may famali ivin Tessa ivin yesica tu bat Tess is crezi”
See tool Common Approximations of Spanish-dominant ELLs

10. Valeria’s Oral Language Clip
Communicable message Vocabulary Language structures Strategic behavior
TFB text link: Chapter 5

12. Running Record / / / / tree / The little girl saw three beds.
    
/      /       /        /       tree        /  
The  little girl  saw three  beds. 
/    /    /        /        he      /
“ I like this one,” she said.
/       tree    beers   come     /
The three  bears  came  home.
/         /      went     /       /             /      /        /       /
Mama Bear saw   the  bowls. “Oh no!” she said.

13. Valeria’s oral language snapshot
 Valeria’s reading snapshot
She can communicate her message!
She seemed to grasp the message of the story
Valeria pronounces some words in English with an accent
She read “tree” for “three” and “beers” for “bears”, which is exactly how she’d say it orally
She seems more comfortable in present tense, but tries on a handful of past tense verbs. She partially controls subject-verb agreement. (“she go to eat”)
She read correctly “saw” and “said”, but substituted “come” for “came”
She interchanges pronouns (“she sat in a chair and he broke it”)
She attempted with “he” for  actual word “she”
Valeria uses multiple attempts and self corrects herself orally (“to the house about/to/of the bears”)
In this example, there were no cases of multiple attempts or self-correcting

14. Implications
Interpret running records through the lens of oral language
Choose texts carefully, and support accordingly.
Teach for strategic activity in places where the reader can be set up for success
Blog link:

16. “She was comfortable in the present tense so I would push her to write it in different tenses.  Her development of -ed endings happened more through oral language development than "word work."  While I did do a couple lessons on the different ending sounds that -ed words can have (-ed, -d, -t) I wouldn't correct her when she came across those words in the reading.  I knew that by correcting her she would start to overgeneralize the ending sounds of those words and probably get more confused.  I waited for her oral language to catch up and eventually it did!  I think the discussions and time were what led to that. ”

17. Opportunities for Language Development
Opportunities for Language Development? Opportunities for Strategic Processing?
Valeria reading part 1 – oral language can lift reading, but reading can lift oral language!!

18. Opportunities for Language Development
Opportunities for Language Development? Opportunities for Strategic Processing?

19. Looking across languages
Jot down something you don’t want to forget! Summarize, point to resources, move to looking across languages. Drawing from one blog post – using multilingual…
Change into small groups (rule: can’t have worked with them already, have to have something on them of same color)
Holistic analysis in writing, p. 112

20. Compare speaking across languages
Valeria’s oral language clip in English
Valeria’s oral language clip in Spanish

21. Compare reading across languages

22. Compare writing across languages

23. Compare across domains

24. Summarize behaviors across languages

25. Develop learning outcomes based on strengths
I can use what I know about phrasing and punctuation in writing to help me with phrasing and punctuation in reading (in Spanish). See clip.
I can use what I know about monitoring my reading in English to help me with monitoring my reading in Spanish. See clip.
When I arrive at a difficult word in English, I can write the word and reread the sentence to help myself. See clip.
In writing, (both languages), I can reread my writing to make sure it sounds right.

26. In closing,
I can look at language alongside literacy to plan instruction!
I can look at Spanish alongside English to plan instruction!

27. Additional Resources
Article: Honoring Approximations Dual Language on Demand Spring, 2012
Blog post: