Celebrations October 28, 2015
Advocate this Trick or Treat, by being sure to post the Dual Language Program Flier in your front window or door. DL Community Educators at sites received these fliers to distribute to all DL students/staff for posting. Neighborhood brand awareness and visibility is really important and what a great event to take advantage of!
Dual Language Program Goals:
Bilingualism and Biliteracy
Academic Achievement
Global and Multicultural Competence
Yesterday, 3rd grades from Mrs. Vankempen/Vidal's class performed in the bilingual classrooms at Bethesda by singing and dancing a Peruvian song.
They learned that in Peru , every 31st October people celebrate Dia de la Cancion Criolla (day of the Creole Song). The day honors a style of Peruvian music that dates back to the Afro-Peruvian music of the colonial period. Over the years, Cancion criolla has grown to include African, Spanish and Andean influences. These students and many others across the district are really meeting the goals of Global and Multicultural Competencies!
Here they are SINGING!
Here they are DANCING!
WI State Seal of Biliteracy
Tomorrow morning, D Garcia will be presenting the Wi State Seal of Bi-literacy to State Superintendent Tony Evers at DPI. Along with the Global Education Achievement Certificate, the Seal offers a pathway for students to demonstrate their global competency, college and career readiness, and in particular, the Seal offers SDW students to be recognized for their achievement of Bilingualism and Biliteracy at levels of advanced mastery. More information over the next few weeks are to come on this. To become further educated about the "Seal", scroll down and read the last item in this Thursday Update!
CCSS-Mentor Texts By Lindsay Vidal
The Upside Down Boy
El niño de cabeza
por Juan Felipe Herrera, ilustrado por Elizabeth Gómez
3er grado
Temas del libro: Biculturalismo, cambios en la vida, relaciones (entre Juan y su familia, su maestra y sus compañeros), la identidad, “el poder de las palabras”
Temas posibles de CLM: Relaciones, Identidad
Sinopsis: Este libro está basado en la vida del autor, Juan Felipe Herrera. Su familia se va a vivir a la ciudad después de trabajar como campesinos migrantes. Juan entra a la escuela por primera vez, sin saber hablar inglés y no entiende a la maestra ni a sus compañeros. El se siente “de cabeza” porque no entiende el horario, las tareas, y por que su vida había cambiado mucho. Pero cuando su maestra descubre que tiene un talento especial para el arte, la música y la poesía, Juan encuentra donde pertenece.
Lenguaje:
-Uso de lenguaje poético: -Mis pies flotan por las nubes cuando todo lo que quiero es tocar tierra. Soy el niño de cabeza.-
-Uso de las metáforas y lenguaje figurativo: -Papi Felipe con un bigote de palabras...-, -Derramo letras de la punta luminosa como un río flaquito.-
-Muchas metáforas se refieren a sus experiencias de vivir como campesino migrante en el pasado, y de su talento como escritor y artista
-La organización de las estrofas y las palabras en la página de forma creativa; en forma de olas, letras más grandes que otras
Vocabulario: canturrear, la armónica, relumbrante, ensayar, enroscarse
Las ilustraciones:
-Coloridas y brillantes, expresan las ideas y los sentimientos del personaje principal desde su punto de vista, dan pistas al lector sobre las experiencias de Juan en el pasado
Ideas para usar este libro en clase:
-Estudiando al autor; los estudiantes pueden leer y conversar acerca del libro El canto de las palomas por Juan Felipe Herrera que se trata de su vida como campesino migrante, para hacer comparaciones y conexiones entre los dos libros
-Uso de las estrategias bilingües para hablar de...
la frase “soy el niño de cabeza” y porque el autor decide usar esa frase para hablar de él mismo
las metáforas que se refieren a las verduras, al campo, a la naturaleza y a la música y porque el autor decide usarlas durante el cuento
las ilustraciones que muestran las experiencias de la vida de Juan y su familia
Lindsay Vidal dual language 3rd grade, Bethesda
Biliteracy Strategy by Marla Larsson
El dictado
We completed our first dictado in Kindergarten at the end of September during guided reading groups. Students were first shown how to write their names using one box for each letter. 100% of my class was successful with this. Then I asked them to write our first two sight words yo and soy. I have never before completed a dictado so early in the year, but I dove in to give it a try this year and was pleasantly surprised. 75% of my students were able to correctly write yo on their grid paper. Only 10% had success with soy, but many had one or more of the letters correct. I’m looking forward to our next one for me and gusta. The practice of dictado addresses three common core standards:
CCSS K 2d Deletrear fonéticamente palabras sencillas, usando el conocimiento de la relación entre fonemas y grafemas.
CCSS RF 3c Leen a simple vista palabras comunes de uso frecuente
CCSS RF 3a Demuestran el conocimiento básico de la correspondencia entre letra y sonido(de una en una) al producir el sonido principal o los sonidos más frecuentes que representan cada consonante.
¡Buena suerte con tu primer dictado!
We are so fortunate to have 1:1 technology for our students to augment, modify or redefine learning.
This contest encourages a celebration of being bilingual.
Submissions due Dec 15!
What a great way to promote Waukesha One in our Dual Language Program!
● To promote early bilingualism and/or multilingualism, and to recognize and appreciate the achievement of young children who have invested their time and effort in speaking or signing in at least one other world language.
● To provide an opportunity for young children to start developing global awareness and the linguistic skills necessary to succeed in the 21st century.
● To provide a platform for children to showcase their multilingual talents and cross-cultural competency.
SEAL OF BI-LITERACY
History of the Seal
In 2008, a group called Californians Together, designed a vision of the concept of the Seal of Biliteracy in response to state legislation making multilingual education illegal. By 2011, the California Legislature passed a bill creating the California State Seal of Biliteracy. In 2011, 165 school districts participated in the Seal, and by 2012, over 10,000 were awarded the Seal of Biliteracy. In 2012 New York State joined the coalition, and today 13 states have approved a State Seal of Biliteracy including Minnesota, Illinois, and Indiana. Iowa and MIchigan, like Wisconsin and seven other states are in the process of developing the legislation to support their State Seals. The State of Wisconsin Dual Language Collision comprised of School districts of Waukesha, Milwaukee, Racine, Kenosha, Greenbay, Middleton, Verona, Madison, and Delavan/Darien have been collaborating across the state to bring legislation to create the Seal of Biliteracy since 2011. The effort is in it’s final phases and a Seal is expected by July 2016.
Video Resources:
Seal of Biliteracy, Click Here
Stanislaus School District Seal of Biliteracy Recipient Interviews, Click Here
Educating for Global Competence, CLick Here
Global Competencies by grade, Click Here
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