Click to edit title style Los Tres Cerdos & The Three Little Pigs Grades K-­‐1 Lucinda Soltero-­‐González Lesson co-­‐created with Sandra Butvilofsky Co-­‐taught with Leticia Arroyo, kindergarten teacher Literacy Squared® Summer Institute Wednesday, June 27, 2012 Breakout Session 1 Click t
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dit t
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tyle Connecting Language Environments Reading,
Writing &
Oracy in
the early
grades
Session Overview Click to edit title style *  Literacy Squared Comprehensive Model for Biliteracy *  Literacy Squared Pedagogical Approaches for Spanish Literacy and Literacy-­‐Based ESL *  Connecting Literacy Environments *  A Kindergarten Literacy Unit Click to edit title style CROSS LANG
UAG
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ON
NE
CT
ACY-BAS
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COMPREHENSIVE
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NS
IO
SPANISH
Connecting Language
Environments
LIT
BILITERACY
MODEL
ER ACY
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CR
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LA
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UA
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CO
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C TIO N S
ESL
Click to edit title style Meta-­‐Language *  Thinking about language (reading, writing, oracy) *  Language analysis within and across languages *  Raising awareness about similarities and differences across languages (anchor posters, word walls, The Dictado, etc.) *  Being explicit about how one language helps you to make sense of the other *  Bilingual strategies: Así se dice, cognate instruction, morphological word analysis, etc. Click to edit title style Biliteracy Trajectory
EDL DRA Levels
60
50
40
30
20
10
0
EDL Level
DRA Level
Literacy Squared Pedagogical Approaches for Click to K-­‐e1 dit t
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K
1st
Spanish literacy
Literacy-based ESL
Reading:
Reading:
Modeled, Shared, Teacher led small groups Modeled & Shared
(COP, PA), Independent reading
Writing:
Modeled, Shared, Dictado
Writing:
Shared
Oracy
Cross-language connections
Oracy
Cross-language connections
Reading:
Reading:
Modeled, Shared, Teacher led small groups Modeled, Shared, Repeated
Reading (Lotta Lara), Indep.
Independent reading, Word work
Writing:
Shared, Collaborative, Dictado
Writing:
Shared & Collaborative, Dictado
Oracy
Cross-language connections
Oracy
Cross-language connections
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Click to Reead dit tAitle style Interactive loud within Literacy Squared *  In Literacy Squared, oracy is a central part of interactive read aloud to promote the acquisition and expansion of: *  Vocabulary & Language structures through scaffolded conversations Oracy: Instructional Component in both Click t
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tyle Spanish Literacy & Literacy-­‐based ESL *  The purpose of oracy instruction is that children interact with the text and with others about text in meaningful ways *  Includes: •
•
•
•
scaffolded conversations/dialogue attention to language structures vocabulary development oral rehearsal & transformation exercises *  Planning for oracy instruction: -­‐What is the task? (narration, persuasion, compare/contrast) -­‐What is the language necessary to be successful at the task? Interactive Read loud & style Click to eAdit title Shared Reading Interactive Read Aloud *  It models the processes and strategies an expert reader uses when reading *  Trade books *  Book selection (cultural relevance, rich and authentic language, engaging plots and lively characters) *  Skills and CAP are only demonstrated *  Oracy and comprehension activities Shared Reading *  It requires more active participation of students in the actual reading of the story *  Big books or enlarged text *  Book selection (cultural relevance, appropriate complexity of text) *  Skills and CAP are explicitly taught during Spanish literacy *  Oracy and comprehension activities Click Shared to edit title style Writing
*  Construction of text WITH students Teacher-­‐student interaction while writing *  Text is constructed after teacher modeling and through guidance for language practice (oracy, reading and writing) What I can say I can write, and what I can write can be read *  Shared writing in ESL assumes that children are acquiring a number of emergent writing skills and concepts about print in the Spanish literacy block *  Explicit, guided and interactive instruction in Spanish literacy will facilitate emergent writing in English *  Negotiation of the message and conventions Click to edit title style Modeled Writing Shared Writing *  Co-­‐construction and negotiation of text (authentic & meaningful) *  Encoding of ideas by the teacher *  Explicit instruction that will facilitate emergent writing *  Reinforce concepts about print and emergent writing skills *  Co-­‐construction and negotiation of text (authentic & meaningful) *  Encoding of ideas by the teacher AND students *  Explicit + guided and interactive instruction in Spanish will facilitate emergent writing *  Children apply concepts about print in their writing edit t
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tyle Click tlo Connecting iteracy e
nvironments Spanish Literacy Spanish & English versions of a fairy tale Literacy-­‐
based ESL Planning Usnit Click to edit the title tyle Connecting literacy environments *  Spanish and English version of the folk tale, The Three Little Pigs *  A rule of thumb: the “heavy lifting” happens in Spanish literacy *  English literacy focuses on developing the language students need to successfully engage with text Planning Usnit Click to edit the title tyle *  Time *  Two-­‐week unit *  Lessons were staggered *  Book selection *  Spanish book: cultural & personal relevance, appropriateness of language *  English book: Consider students’ literacy & language abilities/needs *  Modified version Planning Usnit Click to edit the title tyle English book adaptation:
• Linguistic simplification
• Shortening of the text
Planning Usnit Click to edit the title tyle Scaffolding
Gradual Release of Responsibility
I do.
I do.
You watch.
You help.
Modeled
Shared
You do.
You do.
I watch.
I help.
Independent
Guided/
Collaborative
Dictado in Stitle panish Click to edit style *  Teaching Points *  Use of capital letter at the beginning of a sentence *  End period *  HFW: El, muy, la, de, los El lobo muy malo tiró la casa de los tres cerdos. Biliteracy nit title Overview
Click to eUdit style (3 week unit) Spanish Literacy Lessons (20-­‐30 min. daily) *  Whole group Interactive Read Aloud *  Modeled writing *  Oracy *  Cross-­‐language connections *  Dictado Literacy-­‐based ESL Lessons (20-­‐30 min. daily) *  Whole group Shared Reading *  Shared writing *  Oracy *  Cross-­‐language connections Click to edit title style Lecto-­‐
escritura *  Título: Los tres cerdos. Nacho, Tito and Miguel *  Relatado e ilustrado por: Bobbi Salinas *  Piñata Publications Objetivos de Lecto-­‐escritura y Oralidad Métodos de enseñanza • Comprensión lectora de textos narrativos • Lectura Interactiva en Voz Alta • Hacer y confirmar predicciones • Oralidad • Análisis de los personajes • Lectura Compartida ORALIDAD: • Escritura Compartida • Vocabulario y estructuras de lenguaje para entender el cuento, discutirlo y recrearlo en juego dramático • Juego Dramático • Dictado • Conexiones linguísticas entre los dos idiomas • Participar en la discusión del cuento haciendo predicciones • Vocabulario y lenguaje descriptivo Basados en estándares de lecto-­‐escritura Sesión 1 Lectura Interactiva en Voz Alta 1.  Explicar el objetivo de esta lectura: Hacer predicciones sobre el cuento 2. Introducir el cuento • Activar conocimientos previos: ¿Alguien conoce el cuento de los tres cochinitos? • Estructura del libro: Discutir las características de un cuento y en particular de ésta versión bilingüe Sesión 1 Ltectura Click o edit Itnteractiva itle style en Voz Alta y Oralidad 3.  Preveer el cuento (picture walk) • Mostrar los dibujos • Oralidad: -­‐ Vocabulario: Paja, adobe, chiquero; predicción -­‐ Estructura de lenguaje: “Por las barbas de mi abuela no entrarás aunque te duela” “Entonces bufaré, soplaré, y tu casa tiraré” Sesión 2 Lectura Interactiva en Voz Alta y Oralidad 4. Lectura interactiva en voz alta (Objetivo: Hacer predicciones) • Oralidad (diálogo): Hacer predicciones ¿ Qué piensan que va a pasar después? ¿Cómo lo saben? ¿Qué piensan de lo que dijo ______? ¿Quién tiene otra idea diferente? Estructura de lenguaje: “Yo pienso que __________ porque _______” Click t3o dit title D
style Sesión Oeralidad, ibujo 5. Volver a leer el cuento en voz alta (Objetivo: analizar los personajes del cuento) *  Oralidad (diálogo): Analizar los personajes Vamos a pensar cómo son los personajes del cuento. ¿Qué observan en…? ¿Qué cosas le gusta hacer? ¿Por qué creen que ____ hizo su casa de ____? Vocabulario descriptivo: trabajador, inteligente, flojo, artista, lector 6. Responder a la historia • Los niños escogen un personaje y representan con dibujos y palabras su percepción del mismo • Presentan su trabajo a todo el grupo Responder a
l
a h
istoria Click to edit title style Respondiendo a la historia: representar con dibujos y Click edit title palabras su tpo ercepción de un sptyle ersonaje Click 4t Lo ectura edit title style Sesión Compartida y Dramatización 7. Actividad de extensión – Lectura compartida y dramatización Actuar la historia: El maestro es el narrador de la historia y los niños recitan el diálogo entre José y cada uno de los tres cerditos *  Se pueden hacer máscaras de los personajes para que los niños las usen durante la actuación (ver ideas al final del libro) *  Se puede poner material en el centro de juego dramático *
4 style Click to Sesión edit title Ejemplo (p. 5 y 6) Lectura Compartida Maestra: Niños (lobo): Maestra:
Niños (Nacho):
Maestra:
Niños (lobo): Miró por la ventana y dijo: -­‐ Nacho, Nacho: déjame entrar. Y Nacho contestó -­‐ Ni lo sueñes, José! Por las barbas de mi abuela no entrarás aunque te duela. José respondió diciendo: Entonces bufaré, soplaré, y tu casa tiraré. Sesión 5 Etscritura Compartida Click o edit title style *  La maestra modela el uso de la escritura con una función social: Escribir una invitación para la representación teatral de la historia •  La maestra invita a algunos niños a venir al pizarrón a escribir algunas palabras •  La maestra modela el uso convenciones del lenguaje (mayúscula, punto final), escritura de la fecha y hora y espacio entre las palabras. Click t
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Social function
Click to edit title sEtyle Literacy-­‐
based SL Title: Three Little Pigs Scott Foresman Click t
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tyle Objectives Literacy and Oracy Objectives Teaching Methods • Similarities and differences between versions of the text and characters • Shared Reading • Reading comprehension -­‐ written retell • Oracy ORACY: • Strategic Use of Spanish • Literary language and vocabulary to • Shared Writing identify similarities and differences between the 2 stories • Literary language and vocabulary to participate in a reconstruction of the story Click to dit title style Session 1 Sehared Reading Shared Reading 1.  Explain the purpose for reading the English version: We will talk about how the two stories are the same and different 2.  Introduce the book *  Explain that this is the traditional version 3.  Picture walk *
Introduce, clarify and practice vocabulary and language structures Vocabulary: straw sticks bricks chin Language structures: Once upon a time; “Not by the hair of my chinny chin chin”; “Then I’ll huff and I’ll puff and I’ll blow your house down!” 4.  Read the story for pure enjoyment Session 2 Sehared Reading Click to dit title style 1. Establish purpose for reading: Identify the similarities and differences between versions 2. Reading with the students: *  Invite children (whole group) to join you in reading the characters’ dialogue *  Tell them that when they see a little icon next to the text they should read with you *  Use echo reading as way to scaffold their involvement with the text Click t2o Setrategic dit title sUtyle Session se of Spanish 3. Strategic use of Spanish as a scaffold to English oracy instruction: • Dialogue about similarities and differences in the 2 stories (in Spanish or in both languages) How are the two stories the same? How are they different? ¿En qué se parecen las dos historias? ¿En qué son diferentes? ¿Cómo es diferente el lugar donde se desarrolla cada historia? ¿Por qué son diferentes las casas de los cerditos en ambas historias? ¿Las dos terminan igual o tienen un final diferente? Click to edit title style Oracy instruction Click to edit title style Scaffolding
Gradual Release of Responsibility
I do.
I do.
You watch.
You help.
Shared
Modeled
Language structures to compare & contrast
You do.
You do.
I watch.
I help.
Independent
Guided/
Collaborative
Gradual Release of
Responsibility:
• Teacher modeled
• Whole group practice
• In pairs w/ guidance
• In pairs independently
Session 3 Sehared Reading Click to dit title style -­‐  Character reading: Teacher will be the narrator and different students will read one of the character’s dialogue -­‐  Group students according to the character they chose -­‐  Tell students to pay attention to the icon next to the text Click t4o Celoze dit title style Session Interactive Writing Activity Once upon a time there were three ____ ____. The first little pig made a house with _______. The wolf huffed and puffed and blew the house down. The second little pig made a house with ______. The wolf ____ and _____ and blew the house down. The third little pig made a house with ____. The wolf ____ and _____ and blew the house down. The wolf landed in the hot water and that was the end. Click to edit title style Shared Reading Literacy Squared®
Session hared riting Click to 5e Sdit title W
style *  Purpose for shared writing: Identify similarities/
differences between characters *  Oracy:  Vocabulary: scared, afraid, happy, hungry, mean, angry  Language structures: How do you think the pig/wolf felt? •  The ______little pig/wolf was _____. •  The first little pig was not _____. (transformation) *  After discussion and dialogue about the characters’ similarities and differences, students will choose one character for whom to complete a cloze sentence. Click to edit title style Questions? ¡¡Gracias!!