566+Sandbox

http://www.youtube.com/watch?v=bVKgGoiGc0Y - Czech boy reading aloud http://www.youtube.com/watch?v=KduFyBohX4g&feature=plcp - building community in a multilingual classroom - 4th grade


 * Learning Outcomes**
 * I can explain a model of interactive literacy (top-down + bottom-up)
 * I can explain the "big ideas about schooling for ELLs" with research-based and ethical rationales - explain why
 * I can describe the relationship between L1 and L2 literacy development, including transfer issues; I can support "bootstrapping"; strategically use bilingual texts
 * I can work with a model of L2 literacy development to design stage-appropriate instruction
 * I can identify descriptors of different stages of literacy development
 * I can design a skeleton unit for emergent English literacy
 * I can explain the relationship between oral language and literacy
 * I can design a theme-based unit, including creating a text set
 * I can explain to skeptics a rational for promoting L1 literacy
 * In my curriculum, I demonstrate a commitment to and respect for home language literacy and culture
 * I can select texts and other materials that are culturally responsive
 * I can tap into ELLs' reservoir of bilingual skills and knowledge
 * I can conduct and evaluate an informal home-literacy assessment
 * I can work with, help, and encourage parents to support students' L1 literacy
 * I am aware of and can access tech tools/resources to support biliteracy
 * I can explain the relationship between language and identity
 * I can learn about and support the "literacy landscape" of my students
 * I can provide a rationale for blending language and grade-level content instruction
 * I can distinguish between academic and social language and identify features of AL in specific content areas
 * I can select language and literacy objectives from academic content
 * I can effectively scaffold work with an academic text (pre, during, post activities)
 * I can select which words to teach when presenting a lesson and/or a text and have a repertoire of strategies to teach new vocabulary
 * I can identify appropriate writing tasks for various levels of English/literacy
 * I can explain the benefits of connecting reading and writing
 * I can describe the assessment cycle and explain why classroom-based assessment is crucial when teaching ELLs
 * I can distinguish between language and content learning and appropriately assess for both
 * I can explain the affordances and limitations of ELLs' results on high-stakes tests
 * I can advocate for and suggest fair accommodations for ELLs when taking standardized assessments
 * I can explain how assessment for ELLs is different from assessment for "mainstream" students


 * Possible Assignments**
 * Design unit plan ala p. 66-67
 * Develop a "text set" - w/ rationale
 * Something to connect with home/community; literacy landscape assignment - 109
 * To keep track of strategies: what, when, why
 * Role-play co-planning sessions


 * Key Concepts:**

Big Ideas about Schooling for ELLs (p. 8)
 * Chapter 1**
 * Learning takes time
 * ELLs are resourceful learners
 * It is easier to learn something new when it stems from something familiar
 * Language learning is culture learning
 * Classroom-based assessment is essential

Assess for the best - p. 12 Underlying language competencies - p. 13

Big Ideas about L2 Literacy Development (P. 16)
 * L2 literacy development is complex
 * L2 and L1 literacy development are similar in some important ways
 * L2 literacy development differs from native-language development
 * What matters depends on the learner's stage of development
 * Explicitly addressing two languages - building metalinguistic awareness
 * Biliterate does not have to mean equal and full proficiency in both languages for all students
 * Three categories of home literacy - p. 89 (no, some, expected)
 * Importance of having a sense of students' home language literacy (p. 90)
 * How to conduct an informal home-literacy assessment -91

Getting to know ELLs (p. 21) Ways of describing proficiency in English as a Second Language - p. 21-22

Literacy Development Framework - p. 24-25

RTI with ELLs - p. 33

Best to learn to read in L1 first if at all possible
 * Chapter 2 - Stages of English Literacy Development**

Planning stage-appropriate instruction - 40

Relationship between oral lang and literacy - 41

Theme-based instruction - p. 42

Principles of Emergent Literacy Instruction - p. 43

INTERACTIVE literacy instruction - p. 44

Emergent Literacy - planning template - p. 51
 * Wordless picture books (47)
 * Repetition -48
 * Work on "small parts" of reading only when students are //meaningfully engaged -// small parts should only be a fraction of the time spent on meaning
 * English - opaque orthography
 * Proper way to use word lists - 53
 * Connect reading and writing - 54
 * Text sets - p. 54-55

Strategies
 * chants
 * TPR

Connect school literacy with literacy at home and in the community

Promoting Growth from One Stage to the Next (p. 60)

Beginning Level
 * Guided reading and writing - 61-62

Sample Daily Schedules and Unite Plans - 64-67

Culture and Literacy - 68
 * Using culturally responsive texts
 * Familiar themes
 * Use literature for cross-cultural learning and to promote multi-cultural understanding

Curriculum Design Principles - 72


 * Chapter 3 - Cultivating Biliteracy**
 * Understanding role of L1 in English literacy
 * Even monolingual teachers can help students become biliterate
 * Advantages of development literacy in home language - p. 83
 * Advantages of Developing Literacy in the Home Language - p. 83
 * Bootstrapping - p. 84, 96-97 how-to
 * Learning something about your students' home language - p. 85
 * Using someone who knows L1 to help you discern home language literacy - p. 92
 * Ideas for promoting initial literacy in home language - p. 94
 * Strategically using bilingual books - p. 99-100
 * Social aspects of biliteracy - language and identity - p. 104-105
 * Reflecting and honoring complex identities - p. 105 (mirror vs. window)
 * Ways to select multicultural literature - p. 106 - Recognizing the limitations of translated books - 107
 * The importance of community support for biliteracy - p. 108
 * "Literacy landscape" of ELLs - p. 109
 * "To Do" list for teachers to support biliteracy - 110-111


 * Chapter 4 - Combining Academic and Language Learning**
 * Rationale and suggestions for collaborating and co-planning, 121-124
 * Promoting language learning in the classroom - chart, p. 119
 * Rationale for blending content and language teaching - chart, p. 121
 * How to plan for language-rich content instruction, identifying language and literacy objectives from content lessons
 * Understanding the difference between academic and social language - what makes content texts difficult - p. 125
 * Academic language features of different disciplines - charts - p. 127-132
 * Importance of and how to frontload a text - p. 132
 * Ideas and frameworks for creating CBI curriculum
 * How to select which words to teach and strategies for teaching them
 * Projects and field trips to support content/language learning and provide hands-on experiences
 * Sample unit
 * Criteria for selecting text sets - p. 132


 * Chapter 5 - Connecting Reading and Writing**
 * Connecting reading and writing - importance of
 * Writing and reading must always be meaningful
 * Look for opportunities where students can "read what they have written and write about what they have read" - p. 157
 * Criteria for connecting reading and writing - p. 157
 * Sample writing tasks appropriate for various levels
 * Value of connecting writing to students' lives, interests, and homes
 * Helping ELLs see themselves as authors
 * Focus on meaning first rather than mechanics and accuracy
 * (Need more about giving feedback to student writing)


 * Chapter 6 - Assessment**
 * Great definition of assessment - p. 186
 * Assessment cycles
 * Why grade level assessments for native English speakers don't necessarily apply to ELLs - 187-188
 * Importance of being familiar with your district's ESL framework
 * Essential to observe/assess individual students, not just whole class; with ELLs be able to assess content and language learning separately - 188; guidelines on page 189
 * Individualizing assessment - p. 189
 * High-stakes tests and ELLs - p. 190
 * "It is important that you are skilled, confident and actively engaged in assessing the performance of your students in the classroom as they learn with you." (191-192)
 * How to accommodate ELLs and assessments - 193-194
 * Differences between ELL assessment and "mainstream" assessment - p. 195
 * Detailed case studies of three ELLs - helpful! 194- 218 (maybe this is the first reading assignment)