Bridges New ELA:
Supporting SIFE with Low
Home Language Literacy
Session 2: March 19, 2015
Session 2
Part 2 ELA
Centers 1-5
2
How does this three strand design meet
the instructional needs of LL SIFE?
COURSE 1
COURSE 2
ELA
FLL
English Language Arts
Foundational Language & Literacy
For all LL SIFE reading
at or below 3rd grade level in L1
ELA Part 1
45 minutes
Build new conceptual
understanding and
academic language
using more complex,
rich text.
For a subset of LL SIFE reading
at or below 1st grade level in L1
ELA Part 2
45 minutes
Learn to read and write through small
group Guided Reading & Writing.
Practice and apply ELA Part 1 skills
and content in rotating centers.
FLL
45 minutes
Develop foundational
oral English and
foundational literacy
skills.
How does this three strand design meet
the instructional needs of LL SIFE?
COURSE 1
COURSE 2
ELA
FLL
English Language Arts
Foundational Language & Literacy
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 1
ELA Part 2
FLL
45 minutes
45 minutes
45 minutes
Build new conceptual
understanding and
academic language
using more complex,
rich text.
Learn to read and write through small
group Guided Reading & Writing.
Practice and apply ELA Part 1 skills
and content in rotating centers.
Develop foundational
oral English and
foundational literacy
skills.
Balanced Literacy in ELA Part 1 & Part 2
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 Characteristics Bridges Curriculum
Low literacy in
home language
Teach foundational literacy so
students can use text as a resource
to learn
Limited exposure
to academic concepts
Build conceptual
knowledge across content areas
Limited exposure to
academic thinking
and language
Explicitly develop academic
language, literacy & habits of mind
10
2. Experience &
Analyze Centers
Think about the students…
Jorge
Fatou
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 1-4
1: Reading Comp
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
2: Writing
3: Words & Sentences
4. Oral Reading
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
Session 2
Part 2 ELA
Centers 5: Guided Reading & Writing
(GRW)
21
How does this three strand design meet
the instructional needs of LL SIFE?
COURSE 1
COURSE 2
ELA
FLL
English Language Arts
Foundational Language & Literacy
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 1
ELA Part 2
FLL
45 minutes
45 minutes
45 minutes
Build new conceptual
understanding and
academic language
using more complex,
rich text.
Learn to read and write through small
group Guided Reading & Writing.
Practice and apply ELA Part 1 skills
and content in rotating centers.
Develop foundational
oral English and
foundational literacy
skills.
Balanced Literacy in ELA Part 1 & Part 2
Center 5
Center
5
Goals: Center 5
1. 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
What are students doing?
What is the teacher doing?
THINK
How does this support
emerging readers?
WONDER
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 McKerrow
Wellstone 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/foun
tasandpinnell/handouts/TextLev
elLadderOfProgress.pdf
2. Matching Text to
Readers
GRW Groups: 2 Critical Questions
1. Who is ______ as an English language learner?
ELL proficiency level
1. Who is ______ as a literate person?
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
What do you see in the
texts?
THINK
How might these texts
support emerging readers?
WONDER
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/77
6/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 Lesson
1.Text Analysis
2. Lesson Plan
Be a detective!
Look for teaching points
in the text that match
student needs.
Design a lesson plan
across 3 sessions (2030 mins each). Include
before, during and after
activities.
Text Analysis & Teaching Points
Group 1: Content
Group 2: Genre & Text Structure
Group 3: Syntax & Grammar
Group 4: Vocabulary
Group 5: Word Deciphering
Group 6: Comprehension
4. Q & A
4. Wrap Up