This link holds the Dual Language Allocation Plan
This link holds the Dual Language Pacing Calendar
Friday, August 7, 2020
Coteaching for ELLs with your building ESL teacher
When you learning something new, you learn new language that goes with the task. Since many students are learning new and not previously exposed content-we must also assume that most of our students are also learning the academic language that accompanies the content. With this in mind, we must accept that all of our learners are language learners.
What do our students need to learn and be able to do?
What is the language that they will need to acquire in order to be able to demonstrate their learning?
Wouldn't it be great to be able to write objectives for student learning that are inclusive of the language they will be using and acquiring?
What's your function?
All learning tasks have a function. A function represents what students have to do with language. We can think broadly that there are four main communicative functions that students will be engaged in: Recounting, Explaining, Arguing and Discussing.
What's the Language?
To be able to recount, explain, argue and discuss, you know as content area teachers, that students need vocabulary that is precise and technical. Students need to differentiate the meaning of words that might have multiple meanings depending on context. As teachers we are often great at figuring out the specific vocabulary our students need to be exposed to.
Vocabulary alone falls short. Most of the time our vocabulary learning stays at the "comprehension level" and helps students to understand text and content, and infrequently transfers to speaking and writing. Why does this happen? This is likely to happen when we have not planned for the language that connects vocabulary word to longer speech and writing applications.
Planning for the phrases and the connected frames of language that allow students to recount, explain, argue and discuss with compound and complex sentences is what binds vocabulary to speech and writing.
Students need to have models and supports of language that helps them sequence, compare, contrast, infer, and cite evidence. These models provide frames for students to use that helps them to apply vocabulary to their cognition. Sample frame looks like: In contrast with _______, ______., ______is in contrast with _____ because...... As you can see, these frames help to support students to apply their extended and compound, complex language.
Am I on my own-who are my allies?
Planning for language (Vocabulary and Compound/Complex Sentences/Phrases) can seem like a very big job. Sometimes content area teachers-those who know their content and it's language best, still struggle to make the language accessible and most of all....learned. To achieve the goal educators have to ensure access and learning of all learners must include planning for the academic language students need. This is especially true for students we know are learning English as their partner language.
Know and Doing-closing the Breach
Now we know a lot, much more than we did when we started reading. What is our next step. In future blogs and resources you will have access to tools to help you plan for language, but for this blog, I am forwarding the idea that the best way to plan for language is to grab a friend! Grad a friend (ie. your ESL teacher) and coplan together. Coplanning allows you both to bring your expertise in content, and language, to serve the learners before you both!
Tools to do the job!
The tools below are tools that you can use to engage with your ESL teacher at your building. ESL teachers are specialists in language and culture. Our SDW ESL teachers are very skilled in ensuring planning is grade level, standards based, inclusive of the language needed to achieve the communicative purpose-but most importantly, these specialists can the key to close the breach between knowing and doing. We are waiting for your collaboration!
Monday, August 3, 2020
Free and Accessible Digital Books in Spanish for staff and families
These 1st-6th grade texts are FREE and can be used to screen shot for ppt. whole group and/or small group instruction. There are several different types of text available for virtual learning, lots of poems and informational texts as well.
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This website offers many books in English and Spanish that can be used for small group and guided instruction. The target population is 4K-1st grade, maybe some second grade. This site also reads the books to the students!
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This site has books in many languages including English and Spanish. They offer many books in all genres to students preK-age 13. Could be useful for small group instruction, definitely a support for families in both Spanish and English.
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Wednesday, July 22, 2020
Jumpstart Summer Learning for Multilinguals: Self paced courses!
Engage in summer learning to increase your
confidence and impact!
There are three asynchronous classes that you can join this summer to specifically support your multilingual learners
(that's right: just you, on your time)
1) NEW! Success for Linguistically and Culturally Diverse Students
via google classroom. The course features 3 modules and a total of 15 lessons, an anchor text, and lots of opportunity for asynchronous collaboration. You will learn perspectives on your students assets, engagement strategies, and how to leverage students multilingualism.
- Go to classroom.google.com and click Sign In. Sign in with your Google Account. ...
- Make sure to sign in with the correct account. ...
- At the top, click Join class .
- Enter the class code from your teacher and click Join. (Code is g65flcg)
Classes Still Available...
2) Dual Language Essentials (ignore the 2018)This course is intended to guide you through the essential preparation for leading and teaching in a Dual Language Program and will be available from August 2020-July 2021. Comprised of 11 sessions, each session will provide a reading resource and essential questions to guide your thinking and learning. Your opportunity will be to use the reading to prepare a discussion post to share and collaborate with other colleague in the course.
- Go to classroom.google.com and click Sign In. Sign in with your Google Account. ...
- Make sure to sign in with the correct account. ...
- At the top, click Join class .
- Enter the class code from your teacher and click Join. (Code is xuplc2m)
3) Intro to Global Education (ignore the 2017-2018) Welcome to Intro to Global Education. This course allows you to develop your disposition around Global Education and the easy ways to link our students to the essential dispositions they will need now and into the future. Global Education outcomes include our students ability to communicate effectively with diverse audiences, to know their own and other's perspectives, the ability to investigate the global issues that will certainly impact them locally, and the development of their disposition to take action. The course will bring you through reading and posting, in a completely independent and asynchronous environment.
- Go to classroom.google.com and click Sign In. Sign in with your Google Account. ...
- Make sure to sign in with the correct account. ...
- At the top, click Join class .
- Enter the class code from your teacher and click Join. (Code is gpvtf6q
)
Friday, April 24, 2020
Listen to La GRANDE!!!!
This month we will be promoting our
Dual Language Program on La Grande!
Take a listen
https://drive.google.com/open?id=1WcgCdC52-x86KEdXgJSTpvbA6-VGjIqs
Monday, April 20, 2020
Wednesday, April 8, 2020
Time for MY learning-Spanish Courses
UWM is offering online Spanish Courses, contact their program manager for more information.
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