Bridges New ELA: Supporting SIFE with Low Home Language Literacy

Session 2: March 19, 2015

2

Session 2Part 2 ELA

Centers 1-5

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.

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.

Center 5

Centers 1-4

Balanced Literacy in ELA Part 1 & Part 2Center 1

Center 2

Center 4

Center 3

ELA Part 1

ELA Part 1

ELA Part 1

Goals: Centers 1-4

1. Experience and analyze centers 1-4.

2. Connect centers to the needs of LL SIFE.

3. Discuss implications for centers in secondary classrooms.

Agenda: Centers 1-4 (1:30-3:30)

1:40- 1:50 1. Overview of ELA Part 2

1:50- 3:00 2. Experience & Analyze Centers 1-4

3:00- 3:20 3. Share Out

3:20-3:30 4. Wrap Up

1. Overview

Centers At a Glance

How are centers 1-4 helping to fill the cracks in the foundation?

Student CharacteristicsLow literacy in home language

Limited exposure to academic concepts

Limited exposure to academic 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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2. Experience & Analyze Centers

Think about the students…

Fatou

Sand

arJorge

Rotating through Centers 1-4

Directions for Centers 1-4

1. Groups of 3 people will rotate to each of the 4 centers

2. Group will stay at each center for 15 minutes

3. Group will:

1. Do and discuss the center activity

2. Analyze the activity & complete organizer

Analyzing Centers 1-41: Reading Comp 2: Writing 3: Words & Sentences 4. Oral Reading

1. What is the purpose?

2.What CCLS does this target?

3.How can this be differentiated for different profiles?

4.What additional activities might be included in this center?

5.What are the implications for a secondary classroom?

Other Notes

3. Share Out

Centers Logistics● ELA Part 2 is a daily 45 minute period.

● Teacher is stationed at Center 5: Guided Reading (GR).

● T meets with 1-2 GR groups per day (3-5 students at same level).

● Students rotate through Centers 1-4 when not at GR.

● Activities in Centers 1-4 connect to ELA Part 1.

● Activities foster independence and movement from basic to academic

language and literacy.

● Over a 6 day cycle, students complete all center activities.

Launching Centers• Center 5 GR does not begin until students know Centers 1-4 • First two months of school in ELA Part 2:

a. Build routines for Centers 1-4 activities accountability rotation

b. Assess students for GR groups

4. Wrap Up

Break 3:30-3:45

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Session 2Part 2 ELA

Centers 5: Guided Reading & Writing (GRW)

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.

Center 5

Centers 1-4

Balanced Literacy in ELA Part 1 & Part 2Center 1

Center 2

Center 4

Center 3

ELA Part 1

ELA Part 1

ELA Part 1

Center 5

Center 5

Center 5

Center 5

Goals: Center 51. Describe Guided Reading & Writing (GRW) and distinguish it

from other ways of reading and writing in ELA Part 1 & 2.

2. Identify features of GRW texts.

3. Analyze a text for GRW teaching points.

4. Connect GRW to LL SIFE needs.

5. Discuss implications for GRW in secondary classrooms.

Agenda: Center 5 (3:45-5:20)

3:50- 4:20 1. What is GRW?

4:20- 4:35 2. Matching text to readers

4:35- 4:55 3. Analyze one GRW text

4:55- 5:10 4. Q & A

5:10- 5:20 5. Wrap Up

1. What is GRW

What do you already know about Guided Reading & Writing?

Video Clip: An Elementary Classroom

SEE THINK WONDER

What are students doing? What is the teacher doing?

How does this support emerging readers?

What questions does this raise for you?

Center 5 (GRW) Logistics• Use assessments/ observations to make GRW groups.

• Groups should have 3-5 students.

• Groups are fluid. Students move across groups.

• Build classroom libraries with single titles (for Independent

Reading) and sets of 6 (for GRW).

• Select texts and design lessons for each group.

• Start with one GRW group per day, and progress to two.

GRW in a High School Class

Melissa Persson & Heather McKerrowWellstone International High School, Minnesota

Benchmark Assessment

Classroom library/ Group boxes

Guided Reading

Independent Reading

Benefits

• Students understand themselves as readers

• Students have choice

• Reading and responding build independence

• Students ARE reading- lots of time in text

http://www.heinemann.com/fountasandpinnell/handouts/TextLevelLadderOfProgress.pdf

2. Matching Text to Readers

GRW Groups: 2 Critical Questions1. Who is ______ as an English language learner?

2. Who is ______ as a literate person?

ELL proficiency level

Home language reading & writing

Balancing Reading and Language Learning: A Resource for Teaching English Language Learners, K-5 by Mary Cappellini (Jan 1, 2005)

Think about the students…SEE THINK WONDER

What do you see in the texts?

How might these texts support emerging readers?

What questions do the texts raise for you?

What is the difference between GRW texts and ELA Part 1 texts?

One of the girls, Mina, sat next to Nasreen everyday. But they never spoke to each other.While the girls were learning,Nasreen stayed inside herself.

My worry was deep.

What is the difference between GRW texts and decodable readers?

http://www.coreknowledge.org/mimik/mimik_uploads/documents/776/G1_U1_Rdr_sample.pdf

Text Gallery Walk

Key Points: GRW Texts• Each student reads text with “just enough” challenge.

• Pattern books support newest readers, and we believe these are more effective than decodable texts.

• Texts related to the theme of ELA Part 1 can support more comprehension (content knowledge, vocabulary).

• Informational texts tend to be more age appropriate.

• Narrative texts with child pictures can live in classroom libraries, so students can choose or not.

3. Analyze one GRW text

Two Parts of the GRW Lesson1.Text Analysis

Be a detective! Look for teaching points

in the text that match student needs.

2. Lesson Plan

Design a lesson plan across 3 sessions (20-30 mins each). Include

before, during and after activities.

Text Analysis & Teaching PointsGroup 1: ContentGroup 2: Genre & Text StructureGroup 3: Syntax & GrammarGroup 4: VocabularyGroup 5: Word DecipheringGroup 6: Comprehension

4. Q & A

4. Wrap Up