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

Bridges New ELA: Supporting SIFE with Low

Literacy in the Home Language

Session 1, March 19, 2015

(2 mins)

Who We Are

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Building a Comprehensive Program

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GoalsParticipants 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.

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.

The Learner

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How are the learners distinct?

Learner Profiles

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K 1 2 3 4 5 6 7 8 9 10 11 12

College and Career Ready

What characterizes learners at this level?

Teachers differentiate using scaffolds, the temporary supports that learners need to meet standards.

CCLS

What characterizes an LL SIFE Learner ?

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K 1 2 3

What characterizes learners at this level?

Learners in the Bridges Classroom

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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.

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

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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.

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

Balanced Literacy

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How does this three strand design meet the instructional needs of LL SIFE?

COURSE 2

FLL Foundational Language & Literacy

COURSE 1

ELAEnglish Language Arts

For all LL SIFE reading at or below 3rd grade level in L1

For a subset of LL SIFE reading at or below 1st grade level in L1

ELA Part 145 minutes

Build new conceptual understanding and academic language using more complex, rich text.

ELA Part 245 minutes

Learn to read and write through small group Guided Reading & Writing.

Practice and apply ELA Part 1 skills and content in rotating centers.

FLL45 minutes

Develop foundational oral English and foundational literacy skills.

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?

Part 2: Tackling Text

The Reading Process

• What is this about?

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)

Suzanna McNamara

Of proficient readers?

Suzanna McNamara

I would take out this word- not needed

Processing Text Involves

• Background Knowledge about topic

• Semantic Knowledge – word meaning

• Syntactic Knowledge – how English is structured.

• Discourse Knowledge

- text structure

Comprehension involves:

content schema textual schema linguistic schema

academic concepts

text features

genre

text structure

graphics

• Mental framework that helps us organize andassimilate new information

• help us to judge what is important

schema

Phonology

Morphology

Vocabulary

Syntax

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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)

BREAK

15 minutes

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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


7. Whole class retell (teacher charts)

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Suzanna McNamara

I don't see RESPOND steps anywhere, and not clear on what decision is around that move.

Annie Smith

need to discuss

Analyzing the protocol: Why is it valuable?

1. Glossary and background2. Read silently3. Annotate glossary words4. Read silently5. Think Pair Share: What Happened? (home language and then English)5. Teacher interactive read aloud6. Think Pair Share: What Happened? (home language and then English)7. Whole class retell (teacher charts)

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Suzanna McNamara

I see A and C for one group bc they go together

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

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Suzanna McNamara

Maybe also something about support being ACTIVE as a reader?



2. Read silently


4. Read silently



7.Whole class retell (teacher

charts)

• Builds academic language

• Emphasizes that reading is active and about meaning making.

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2. Read silently


4. Read silently



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.

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2. Read silently


4. Read silently




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

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2. Read silently


4. Read silently




Output Hypothesis: weacquire language whenwe notice a gap betweenwhat we want to say and what we are able to say.

Linguistic Spillover: whenwe retell we take up thelanguage of the text toexpress our ideas.

Interaction Hypothesis:learners acquire languagewhen they negotiate meaning with others

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2. Read silently


4. Read silently




• 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.

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Addressing Student Needs with Read Retell

Teach foundational literacyso students can use text asa resource to learn

Build conceptualknowledge across contentareas.

Explicitly develop academiclanguage, 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

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Tackling Text: Close Read

Close Read

What is meant by proposition in the article?

How does it connect to an understanding of the text?

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Addressing Student Needs through Close Reading

Teach foundational literacyso students can use text asa resource to learn

Build conceptualknowledge across contentareas.

Develop academiclanguage, literacy, & habits of mind

RI/RL 2- 6: Key ideas and details and craft and structure.

CCLSCracks in the Foundation

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How are Read Retell and Close Reading different?

Work with a partner to compare the two methods.

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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

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• 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)

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Suzanna McNamara

Have partners do this

Read Retell in the Bridges Classroom

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Read Retell

A. Label Text and DiscussB. 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)

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Read Retell

1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5.. Annotate glossary words6.. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)

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Read Retell

1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5. Annotate glossary words6. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)

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Student Annotation

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Read Retell

1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5. Annotate glossary words6..Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)

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Read Retell

1. Label Text2. Glossary and background3. Read silently4.Think Pair Share: What Happened?5.. Annotate glossary words6.. Read silently7. Teacher interactive read aloud8. Think Pair Share: What Happened? (home language and then English)9. Whole class retell (teacher charts)

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Read Retell in the Bridges Classroom

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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?

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Read Retell Respond

1. Label Text2. Glossary and background

3. Read silently

4.Think Pair Share: What Happened?

5. Annotate glossary words

6. Read silently

7. Teacher interactive read aloud


9. Whole class retell (teacher charts)

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Close Read Lesson

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Slide35.jpgSlide35.jpg

Addressing Student Needs through Close Reading

Build conceptualknowledge across

content areas.

Develop academiclanguage, literacy,

& habits of mind

•RI/RL 2- 6: Key ideas and details and craft and structure.

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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 READINGREAD RETELL

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ClosingParticipants 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.

Documents

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