1. Bridges New ELA: Supporting SIFE with Low Literacy in the Home Language Session 1, March 19, 2015

2. (2 mins)

3. Who We Are 3

4. Building a Comprehensive Program 4

5. 5

6. Goals Participants will be able to: ●Identify the unique instructional needs of SIFE. ●Analyze and reflect on the instructional methods that support LL SIFE to read to learn.

7. Agenda Distinguish low literacy SIFE from ELLs and other SIFE. Identify the processes involved in reading. Examine two instructional methods that support LL SIFE to use text as a resource to learn.

8. The Learner 8

9. How are the learners distinct?

10. Learner Profiles 10 K 1 2 3 4 5 6 7 8 9 10 11 12 College and Career ReadyCollege and Career Ready What characterizes learners at this level? Teachers differentiate using scaffolds, the temporary supports that learners need to meet standards. CCLS

11. What characterizes an LL SIFE Learner ? 11 K 1 2 3 What characterizes learners at this level?

12. Learners in the Bridges Classroom 12 Level 1 – New to print Students new to print. The home language may not have a written form Level 2 – Emerging Literacy Students with emerging literacy (approximately grades K-1) in their home language Level 3 - Transitional Literacy Students with transitional literacy (approximately grades 2-3) in their home language.

13. Cracks in the Foundation Student Characteristics Low literacy in home language Limited exposure to academic concepts Limited exposure to academic ways of thinking and language Bridges Curriculum Teach foundational literacy so students can use text as a resource to learn Build conceptual Knowledge across content areas Explicitly develop academic language, literacy, & habits of mind 13

14. Two Learning Paradigms Oral transmission of knowledge and skills Experience & practice Participate and contribute to family and community Immediate relevance Text-based learning Abstract thinking (Analysis) Independent learning & Individual accountability Future relevance (Prepare for College and Career) HIGH CONTEXT SETTING LOW CONTEXT SETTING SIFE Home Cultures U.S. Classrooms Adapted from DeCapua, A. & Marshall. H. W. (2011). Breaking new ground: Teaching English learners with limited or interrupted formal education in U. S. secondary schools. Ann Arbor, MI: University of Michigan Press.

15. How does the SIFE program design meet the instructional needs of learners?

16. Balanced Literacy 16

17. How does this three strand design meet the instructional needs of LL SIFE? COURSE 2 FLL Foundational Language & Literacy COURSE 2 FLL Foundational Language & Literacy COURSE 1 ELA English Language Arts COURSE 1 ELA English Language Arts For all LL SIFE reading at or below 3 rd grade level in L1 For all LL SIFE reading at or below 3 rd grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 For a subset of LL SIFE reading at or below 1 st grade level in L1 ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 1 45 minutes Build new conceptual understanding and academic language using more complex, rich text. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. ELA Part 2 45 minutes Learn to read and write through small group Guided Reading & Writing. Practice and apply ELA Part 1 skills and content in rotating centers. FLL 45 minutes Develop foundational oral English and foundational literacy skills. FLL 45 minutes Develop foundational oral English and foundational literacy skills.

18. Challenges Consider the students in your classroom that fit this profile. What are the challenges you encounter supporting students to use text as a resource to learn?

19. Part 2: Tackling Text

20. The Reading Process What is this about?

21. Reflection on the Reading Process What resources & strategies did you use to make sense of the text? What caused sense- making to break down? What was this experience like? (affective)

22. Processing Text Involves Background Knowledge about topic Semantic Knowledge – word meaning Syntactic Knowledge – how English is structured. Discourse Knowledge - text structure

23. Comprehension involves: content schema textual schema linguistic schema academic concepts text features genre text structure graphics Mental framework that helps us organize and assimilate new information help us to judge what is important Mental framework that helps us organize and assimilate new information help us to judge what is important schema Phonology Morphology Vocabulary Syntax

24. 24 Reading to Learn “ Meaning does not reside solely in the words and structures of the text, but is constructed in the course of a transaction between the text and the reader” “Process of simultaneously extracting and constructing meaning through interaction and involvement with written language” From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (p.80) From Scaffolding Language, Scaffolding Learning by Pauline Gibbons (2007)

25. BREAK 15 minutes 25

26. Read Retell 1. Glossary and background 2. Read silently 3. Annotate glossary words 4. Read silently 5. Think Pair Share: What Happened? (home language and then English) 5. Teacher interactive read aloud 6. Think Pair Share: What Happened? (home language and then English) 7. Whole class retell (teacher charts) 26

27. Analyzing the protocol: Why is it valuable? 1. Glossary and background 2. Read silently 3. Annotate glossary words 4. Read silently 5. Think Pair Share: What Happened? (home language and then English) 5. Teacher interactive read aloud 6. Think Pair Share: What Happened? (home language and then English) 7. Whole class retell (teacher charts) 27

28. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts ) Interaction with words supports vocabulary understanding. Builds academic vocabulary 28

29. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts ) Builds academic language Emphasizes that reading is active and about meaning making. 29

30. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts) Provides readers with time to process and think. Reinforces that the meaning needs to be found in the text. Provides students control and ownership over their understanding of the text. 30

31. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts) Builds foundational literacy Tracking print matching oral language to written language (phonology) Hear a native reader model fluency Reinforces that reading is about meaning making, not word calling 31

32. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts) Output Hypothesis: we acquire language when we notice a gap between what we want to say and what we are able to say. Linguistic Spillover: when we retell we take up the language of the text to express our ideas. Interaction Hypothesis: learners acquire language when they negotiate meaning with others 32

33. How do these moves support understanding? 1.Glossary and background information 2. Read silently 3. Annotate (vocab, key words etc..) 4. Read silently 5.Teacher interactive read aloud 6. Think Pair Share: What happened? (home language and then English 7.Whole class retell (teacher charts) Consolidate understanding. Put it in language that is comprehensible. Linguistic Spillover: when we retell we take up the language of the text to express our ideas. 33

34. Addressing Student Needs with Read Retell Teach foundational literacy so students can use text as a resource to learn Build conceptual knowledge across content areas. Explicitly develop academic language, literacy, & habits of mind. FS 1-4:print concepts, phonological awareness, phonics and word recognition, fluency RI/RL 1: Read closely to determine what the text says explicitly and make logical inferences. RI/RL 7: Integrate words and images. CCLSCracks in the Foundation 34

35. Tackling Text: Close Read

36. Close Read What is meant by proposition in the article? How does it connect to an understanding of the text? 36

37. Addressing Student Needs through Close Reading Teach foundational literacy so students can use text as a resource to learn Build conceptual knowledge across content areas. Develop academic language, literacy, & habits of mind RI/RL 2- 6: Key ideas and details and craft and structure. CCLSCracks in the Foundation 37

38. How are Read Retell and Close Reading different? Work with a partner to compare the two methods. 38

39. Why both approaches to reading? Focuses on what the text says explicitly (What is happening? What is this about?) Focuses on key detail sand logical inferences Approach is a protocol that students internalize 39 Read to interpret and analyze text (How are ideas communicated?) Focuses on craft and language Approach is flexible and strategic (dictated by the text). Close Reading(s)Read Retell(s) 39

40. Read Retell in the Bridges Classroom 40

41. Read Retell A. Label Text and Discuss B. Glossary and background C. Read silently D. Annotate glossary words E. Read silently F. Teacher interactive read aloud G. Think Pair Share: What Happened? (home language and then English) H. Whole class retell (teacher charts) 41

42. Read Retell 1. Label Text 2. Glossary and background 3. Read silently 4.Think Pair Share: What Happened? 5.. Annotate glossary words 6.. Read silently 7. Teacher interactive read aloud 8. Think Pair Share: What Happened? (home language and then English) 9. Whole class retell (teacher charts) 42

43. Read Retell 1. Label Text 2. Glossary and background 3. Read silently 4.Think Pair Share: What Happened? 5. Annotate glossary words 6. Read silently 7. Teacher interactive read aloud 8. Think Pair Share: What Happened? (home language and then English) 9. Whole class retell (teacher charts) 43

44. Student Annotation 44

45. Read Retell 1. Label Text 2. Glossary and background 3. Read silently 4.Think Pair Share: What Happened? 5. Annotate glossary words 6..Read silently 7. Teacher interactive read aloud 8. Think Pair Share: What Happened? (home language and then English) 9. Whole class retell (teacher charts) 45

46. Read Retell 1. Label Text 2. Glossary and background 3. Read silently 4.Think Pair Share: What Happened? 5.. Annotate glossary words 6.. Read silently 7. Teacher interactive read aloud 8. Think Pair Share: What Happened? (home language and then English) 9. Whole class retell (teacher charts) 46

47. Read Retell in the Bridges Classroom 47

48. Discuss how to adapt to learner profiles How would you create access for students who are emergent readers? How would you extend understanding to students who are transitional readers? 48

49. Read Retell Respond 1. Label Text 2. Glossary and background 3. Read silently 4.Think Pair Share: What Happened? 5. Annotate glossary words 6. Read silently 7. Teacher interactive read aloud 8. Think Pair Share: What Happened? (home language and then English) 9. Whole class retell (teacher charts) 49

50. Close Read Lesson 50 Slide35.jpg

51. Addressing Student Needs through Close Reading Build conceptual knowledge across content areas. Develop academic language, literacy, & habits of mind RI/RL 2- 6: Key ideas and details and craft and structure. 51

52. Common Core Learning Standards RI/RL 1: Read closely to determine what the text says explicitly and make logical inferences. RI/RL 7: Integrate words and images RI/RL 2- 6: Key ideas and details and craft and structure. CLOSE READING READ RETELL 52

53. Closing Participants will be able to: ●Identify the unique instructional needs of SIFE. ●Analyze and reflect on the instructional methods that support LL SIFE to read to learn.