1. Literacy and Language Learning: Two Peas in a Pod
Terry NeSmith

2. Do Now
Think about your own reading habits.
Have you thought about how YOU read is reflected in your instruction?

3. Norms Be present and engaged.
Be respectful of differences in perspective while challenging each other productively and respectively.
Monitor “air time.”
Make the most of the time we have.
Stay focused on students.
Keep this slide – do not alter
We will adhere to the following norms.

4. Objectives Know: how literacy manifests in foreign language learning.
Understand: The foreign language classroom is a place to reinforce core literacy skills using the language as a vehicle.
Be Able to Do: Apply 3 powerful learning strategies and 3 key literacy strategies in the WL classroom.

5. (Readence, Bean, Baldwin 200)
Overall knowledge of text structures can aid students in comprehending, studying, and discussing key concepts.
(Readence, Bean, Baldwin 200)
To support CLIP Implementation across content areas and specifically in WL classrooms, connections will be made between key literacy strategies and WL instruction via the research cited above as well as other core literacy examples.

6. Three Powerful Learning Strategies
Predicting
Connecting
Organizing
Connecting these 3 powerful learning strategies to the CLIP implementation in the WL classroom as an organizing structure for the 3 literacy strategies that will be introduced later in the presentation.
Define strategy. Provide gen ed. examples.
How does this look in WL classroom?
Discuss with your elbow partner…
At the end of each strategy partners will share out.

7. Giraffes Can’t Dance
Presenter will demonstrate the 3 strategies while modeling with the children's books Giraffes Can’t Dance – ELMO will be used to project bookUse book to model how teachers would apply the strategies to a written text in the WL classroom.

8. What resonated with you? What is similar to your current practice?
Reflection: MODELING
What resonated with you?
What is similar to your current practice?
What is different than your current practice?
What are you going to change as a result?
Turn and discuss with your partner
Then share out in groups
What are our big takeaways?

9. T3 Key Literacy Strategies that transcend all content
Knowledge rating
F.L.I.P
Text Structures
Moving form general practices to specific literacy strategies to reinforce clip implementation in the WL classroom.
The role of CLIP in the WL classroom is to reinforce core literacy strategies on LANGUAGE APPROPRIATE selections. These will not be the same types of readings they are doing in English class or other content areas in their first language. It is essential that we use core literacy strategies to further develop literacy IN L2 .
Reading passages should be in the TARGET LANGUAGE . For novice learners in character-based languages transliterated passages such as pin yin for Chinese or Romaji for Japanese would be appropriate. Reading passages should NOT be in English. If you have been directed to do reading in English as a part of the WL class, please contact Alyssa or Jane to help mediate. It is essential for the Interpretive skill development that must be evidenced in the portfolio, that this occur in the target language.

10. T3 Key Literacy Strategies that transcend all content
Knowledge rating
F.L.I.P
Text Structures
Moving form general practices to specific literacy strategies to reinforce clip implementation in the WL classroom.
The role of CLIP in the WL classroom is to reinforce core literacy strategies on LANGUAGE APPROPRIATE selections. These will not be the same types of readings they are doing in English class or other content areas in their first language. It is essential that we use core literacy strategies to further develop literacy IN L2 .
Reading passages should be in the TARGET LANGUAGE . For novice learners in character-based languages transliterated passages such as pin yin for Chinese or Romaji for Japanese would be appropriate. Reading passages should NOT be in English. If you have been directed to do reading in English as a part of the WL class, please contact Alyssa or Jane to help mediate. It is essential for the Interpretive skill development that must be evidenced in the portfolio, that this occur in the target language.

11. T3 Key Literacy Strategies that transcend all content Knowledge Rating
Before reading strategy
Designed to evaluate students’ prior knowledge or background knowledge of a topic or concept.
Moving form general practices to specific literacy strategies to reinforce clip implementation in the WL classroom.
The role of CLIP in the WL classroom is to reinforce core literacy strategies on LANGUAGE APPROPRIATE selections. These will not be the same types of readings they are doing in English class or other content areas in their first language. It is essential that we use core literacy strategies to further develop literacy IN L2 .
Reading passages should be in the TARGET LANGUAGE . For novice learners in character-based languages transliterated passages such as pin yin for Chinese or Romaji for Japanese would be appropriate. Reading passages should NOT be in English. If you have been directed to do reading in English as a part of the WL class, please contact Alyssa or Jane to help mediate. It is essential for the Interpretive skill development that must be evidenced in the portfolio, that this occur in the target language.

12. T3 Key Literacy Strategies that transcend all content Knowledge Rating
Rating scales help students to actively look at and be aware of new vocabulary and to help activate prior knowledge.
Moving form general practices to specific literacy strategies to reinforce clip implementation in the WL classroom.
The role of CLIP in the WL classroom is to reinforce core literacy strategies on LANGUAGE APPROPRIATE selections. These will not be the same types of readings they are doing in English class or other content areas in their first language. It is essential that we use core literacy strategies to further develop literacy IN L2 .
Reading passages should be in the TARGET LANGUAGE . For novice learners in character-based languages transliterated passages such as pin yin for Chinese or Romaji for Japanese would be appropriate. Reading passages should NOT be in English. If you have been directed to do reading in English as a part of the WL class, please contact Alyssa or Jane to help mediate. It is essential for the Interpretive skill development that must be evidenced in the portfolio, that this occur in the target language.

13. T3 Key Literacy Strategies that transcend all content Knowledge Rating
An example strategy
Turn to your partner and discuss how you could implement this strategy as a pre-reading activity instead of merely translating new words.
Ask group to share out how it might be used at each level.
Follow-up question: How can the teacher stay in the target language while introducing new vocabulary?

14. T3 Key Literacy Strategies that transcend all content
Knowledge rating
F.L.I.P
Text Structures
Moving form general practices to specific literacy strategies to reinforce clip implementation in the WL classroom.
The role of CLIP in the WL classroom is to reinforce core literacy strategies on LANGUAGE APPROPRIATE selections. These will not be the same types of readings they are doing in English class or other content areas in their first language. It is essential that we use core literacy strategies to further develop literacy IN L2 .
Reading passages should be in the TARGET LANGUAGE . For novice learners in character-based languages transliterated passages such as pin yin for Chinese or Romaji for Japanese would be appropriate. Reading passages should NOT be in English. If you have been directed to do reading in English as a part of the WL class, please contact Alyssa or Jane to help mediate. It is essential for the Interpretive skill development that must be evidenced in the portfolio, that this occur in the target language.

15. T3 Key Literacy Strategies that transcend all content F.L.I.P Strategy
F = Friendliness
How easy is this text to read?
L = Language
Is the language easy or difficult to read?
I = Interest
How can you find this text interesting?
P = Prior Knowledge
What do you already know about ___ just by looking at the pictures, titles, and key words?

16. T3 Key Literacy Strategies that transcend all content F.L.I.P Strategy
Using a text they will read in the last session, presenter will lead participants through applying the F.L.I.P strategy to preview the afternoon session.

17. T3 Key Literacy Strategies that transcend all content
Knowledge rating
F.L.I.P
Text Structures

18. T3 Key Literacy Strategies that transcend all content Text Structures
How information is organized in a text
Helps students recognize common structures just as
Main idea
Cause and effects
Different views of a topic

19. T3 Key Literacy Strategies that transcend all content Text Structures
Same Structures:
Description
Cause and effect
Comparison and contrast
Order/sequence
Problem-solution
How would you align these structures to proficiency levels?
How does this affect which texts you choose to present to students?
What is the transfer effect to presentational writing?

20. Reflection: Application
What was easiest for you?
What was most difficult?
What else do you need to learn/do prior to applying to your classroom?
Share your responses with a partner!

21. Objectives Know: how literacy manifests in foreign language learning.
Understand: The foreign language classroom is a place to reinforce core literacy skills using the language as a vehicle.
Be Able to Do: Apply 3 powerful learning strategies and 3 key literacy strategies in the WL classroom.
Review objectives

22. Reflection: One minute paper on post-it
Jot down your “Take-Aways”
Consider what you need to know and be able to do to successfully implement what you have learned in this session.
What is still unclear?
What professional development or additional resources do you need?
Presenters please collect post-it notes at the end of each session.
Prepare an analysis of the responses and be prepared to share out in DLD debrief.

23. Contact us
Alyssa
Jane