Friday, February 19, 2016
Thursday, February 18, 2016
Thursday Update February 18, 2016
Thursday Update
February 18, 2016
K-2 CPAA is BACK! Details at your site.
K-2 CPAA is BACK! Details at your site.
Wow! Kindergarten Writing Sample-Ms. Martha, Heyer
DATES
***coming soon, 7 Steps to a Better Dictado (joins the 7 Steps to a Better Bridge and Extension Video)
Upcoming Dates:
February 18 9-2pm DL SEE IT LIVE!!!
February 25 4-4:30 NABE PRE-CONFERENCE MEET UP at LIN. 121
March 3-6 NABE Conf.
March 11 or 12th CES Field Trip (Spanish Book Warehouse), Bollingbrook Illinois
***coming soon, 7 Steps to a Better Dictado (joins the 7 Steps to a Better Bridge and Extension Video)
La bella durmiente del bosque
Escrito por Gabriela Mistral, ilustrado por Carmen Cardemil
3er grado
Temas del libro: diferentes versiones culturales de cuentos de hadas, poesía, celebración de la cultura latina
Temas posibles de CLM: Lessons Learned (cuentos de hadas, cuentos populares)
Sinopsis: Esta historia clásica es una versión del cuento de hadas escrito cómo poema, por una de las más famosas poetisas de latinoamérica. Gabriela Mistral usa lenguaje descriptivo muy hermoso para recrear este cuento de hadas y agrega sus propios toques interesantes que capturan la atención de los estudiantes.
Ideas para usar este libro en clase:
-La poesía, lenguaje descriptivo y cómo este ayuda a los estudiantes a visualizar los eventos y el escenario.
-Comparar otras versiones del cuento de hadas, La bella durmiente, comparar el estilo/el lenguaje de otros cuentos de hadas que ha escrito Gabriela Mistral.
-Investigar la vida de Gabriela Mistral.
Lindsay Vidal dual language 3rd grade, Bethesda
DL Practice of the Week: Transition SONGS for 5K
By Marla Larsson Dual Language Kinder at Bethesda
Using Song & Rhyme to Have a Good Time
(with transitions and behavior)
Transitions can be a difficult time for many students; causing you to be late for specials, frazzled before students go to lunch or recess or stressed out before you can begin a new lesson. Why not try to make them more fun using songs and rhymes? Here are some well tested, bilingual ideas from my classroom to yours:
LINING UP
F-I-L-A L-I-N-E
Fila, fila I’m in line
Cha, cha, cha Good for me
CONFLICT RESOLUTION
El que fue a Sevilla perdió su silla Move your feet, lose your seat
CRYING STUDENT/INJURY
¿Qué te pasa, calabaza? Did you bump your head
Nada, nada limonada on a piece of cornbread?
GOING TO SPECIALS
Vamos a la biblioteca Let’s all go to the library
Vamos a la biblioteca Let’s all go to the library
Vamos a la biblioteca Let’s all go to the library
Vamos a leer We are going to read
(to the tune of One little, two little)
Use for all specials changing the verb of last line
la clase de Música-cantar Music class-sing
al gimnasio-correr, saltar Gym-run, jump
la clase de Arte-pintar Art class-paint
la cafeteria-comer Cafeteria-eat
BEGINNING A NEW SUBJECT
I tried to create a song for each subject so that students know it’s time to transition. Usually, by the time we are done singing the song, students are settled and ready to learn.
Lectura (Tune of La cucaracha)
La lectura, la lectura It’s time for Reading, It’s time for Reading
Ya es hora de leer Everyone will have a turn
Leemos libros y compartimos To read some books and to share Mucho, mucho que aprender So much to learn
Matemáticas
M-A-T-E M-A-T-H
Mate, Mate Math, Math
Olé Is great!
Ciencias (Tune of Twinkle, Twinkle)
Somos científicos We are scientists you know
El momento ya llegó Let’s begin the science show
Descubrimos el mundo We’ll discover lots of things
Con los 5 sentidos Using all our 5 senses
Somos científicos We are scientists you know
El momento ya llegó Let’s begin the science show
Escritura (Tune of Are You Sleeping?)
Tengo cuentos, tengo dibujos I have stories, I have pictures
Están durmiendo en mi cabeza They’re asleep in my head
Los despierto, los escribo I wake them up, I write them down
Luego los comparto con un amigo Then I share them with a friend
What songs, rhymes or other tricks do you have for transitions? I encourage you to share them with your colleagues or create some new ones. I hope I’ve inspired you to do this. Let me know how they work for you.
Karel's "Letras Tramposas"
This image presents the Spanish Letras Tramposas, formal and informal language and cognate growth in Karel Corredor's 1st grade classroom at Heyer Elementary School. These words are built from careful planning, dictados, and opportunities to learn and support students in being able to work with words that have "tramposa" sounds and combinations, as well as builds their meta-linguistic cognition.
Tuesday, February 16, 2016
HS with College Bound ELLs Share Common Practices
High Schools With College-Bound ELLs Share Common Practices, Study Finds
A study of six high schools with higher-than-average academic outcomes for English-language learners found that the schools share common design elements, including intentionally hiring immigrants and former ELLs, according to a Stanford University Graduate School of Education study.
Staff members at the schools often speak students' home languages and have significant international traveling experience, which helps them "understand ELLs' perspectives, communicate with them, and serve as role models for students," the report found. In a recent Education Weekstory, we wrote about how more districts are searching abroad for bilingual educators.
ELL students "still face a significant achievement gap in relation to other students," the report reads, in part. "These high schools can serve as 'North Stars.'"
The featured schools, which have higher-than-average graduation and college-going rates for ELLs, are all in Boston and New York: Boston International High School and Newcomers Academy in Boston; the High School for Dual Language and Asian Studies in the Manhattan borough of New York; It Takes a Village Academy in Brooklyn; Manhattan Bridges High School; and Marble Hill School for International Studies and New World High School, which are both in the Bronx.
The 245-page report found that the schools frequently assess student language capacity from entry through graduation and adjust student instruction and course offerings based on the data.
The authors also cite frequent communication between staff members and families in their home languages and the availability of wraparound services such as health, housing, food security, and employment resources as tools that can help students achieve their fullest potential. A report released last May by the Center for American Progress also makes the case that communities looking to improve education for school-age English-language learners should also offer services to their parents.
The schools also have English-as-a-second-language instructors and content-area teachers team up to develop lesson plans, and focus on "building strong foundational language, literacy, and college readiness skills" during the first two years of high school, allowing students to enroll in more advanced college-preparatory courses later in high school.
The Carnegie Corporation of New York funded the Stanford report LINK
Course: Intro to Global Education now through June 30th
Course: Introduction to Global Education
The Introduction to Global Education Course, offered through google classrooms in this completely online mooc, is intended for Administrators, Guidance, and Instructional Faculty,Coaches and Coordinators.
The course will guide participants through 10 modules designed to prepare participants with the knowledge and tools to frame conversations around Global Education, develop teams to support growth of Global Educational Opportunities and guide thinking around how what we do now supports global competency.
The course presents with a shared reading from the Asia Society and Partnerships for 21st Century Learning (amongst other) and opportunities to show and share thinking, apply strategies to your context and think deeply about your next action step. (This course will not utilize a rubric for responses, nor require responses to posts that others make-but quality and collaboration are encouraged)
Course modules include:
1: Developing a Rationale for Global Education
2: Making meaning about the world from a local point of view
3: Easy shifts in Curriculum and Instruction so that students can Investigate the World
4: Cultivating the skill to recognize one’s own and other’s perspectives
5: SDW Frameworks which support Global Competency
6. Taking Action on issues of Global Significance
7. My next unit...gentle shifts towards Global Competency
8. Preparing for a School Wide Vision of Globally Competent Learners
9: Mobilizing the “people”-building the learning community
10: Recognizing Global Competency and Scholarship in SDW
The course is accessible through google classrooms with the pin rgzpwsy; however, email dmgarcia to receive an invite to participate.
Let me know if you experience any difficulty in accessibility.
UNIVERSITY CREDIT THROUGH VITERBO IS AVAILABLE.
Contact D. Garcia at dmgarcia@waukesha.k12.wi.us if you are interested in taking this course for credit.
Thursday, February 11, 2016
Course: Dual Language Essentials, online mooc
Dual Language Essentials course is intended to guide you through the essential preparation for leading and teaching in a Dual Language Program and will be available from January through June 30, 2016. 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. A rubric to support the quality of your responses is below. A Since each participant enters the course with diverse background knowledge, this course has become a vibrant opportunity to grow as learners, leaders and advocates for the Dual Language Program-a program whose goal is to eliminate the achievement gap by providing students with a Bilingual and Biliterate Education in Spanish and English so that they are competent linguistically, academically, culturally and globally.
Participants will meet once midway and likely at the end of the course either through google hangout or face to face.
The course is accessible through google classrooms with the pin i6ql4k
UNIVERSITY CREDIT THROUGH VITERBO IS AVAILABLE.
Contact D. Garcia at dmgarcia@waukesha.k12.wi.us if you are interested in taking this course for credit.
February 12, 2016 Thursday Update
Thursday Update
February 12, 2016
"Children grow into the intellectual life around them" -Lev Vygotsky
How are we creating an intellectual classroom culture for our learners?
Upcoming Dates:
February 18 9-2pm DL SEE IT LIVE!!!
February 25 4-4:30 NABE PRECONFERENCE MEET UP at LIN. 121
March 11 or 12th CES Field Trip (Spanish Book Warehouse), Bollingbrook Illinois
***coming soon, 7 Steps to a Better Dictado (joins the 7 Steps to a Better Bridge and Extension Video)
Celebrating Dual Language at the Middle School
Talk moves/Spanish/English DL Middle School PLC-Growing Biliteracy LEADERSHIP
email Elizabeth Gould for link
SPANISH MENTOR TEXTS ARRIVING SOON TO YOUR LIBRARY
El barco de los ninos por Mario Vargas Llosa, (2016)
Para lectores de 5to-7mo. "En este mundo hay muchas cosas que escapan al control de la razón. Cosas extrañas, sorprendentes, increíbles y fantásticas. Son ellas las que convierten la vida en una impredecible aventura. Mi historia es una de esas, mi joven amigo. Aquí comienza el relato de una increíble aventura: la de un grupo de ninos que decidieron imitar a los cruzados y emprendieron un sorprendente viaje.
Un álbum lleno de magia evocadora, bellamente ilustrado por Carme Solé, que nos muestra cómo Iliana, su pequeña protagonista, afronta con gran valentía e imaginación la pérdida de un ser muy querido, su madre: «Iliana era una niña gitana de pelo como el cobre viejo y ojos oscuros y brillantes. Antes había tenido otro nombre del que y
The first grade dual language students at Blair are busy learning about the science behind what causes seasons. Mrs. Sosa and Mr. Masis are using visuals as well as TPR to better understand the concept of how the earth rotates around its axis.
The students below are using TPR to learn the vocabulary word “inclinación”.
In the pictures below Mrs. Sosa and Mr. Masis are demonstrating with their globes how the earth rotates. This great visual allows the students to better comprehend the concept of the science topic that the teachers are trying to achieve.
 
In conjunction with these wonderful teaching methods in a dual language classroom, the first graders are using technology to better enhance their learning.
Below are some pictures that demonstrate the use of technology within this science topic.
  
Mrs. Sosa and Mr. Masis’ class have also taken nature walks around the school grounds to get a better understanding of the changes in climate and in nature as the seasons change.
This lays a great concrete fundamental practice in a dual language classroom to better enhance future learning.
It is evident that a lot of thought and planning went into this lesson to make it engaging for all students.
The strategies incorporated in this lesson consisted of academic vocabulary, oracy, and collaboration within science context.
Great job first grade dual language at Blair!!
Yvette Beilfuss
K5 Dual Language Teacher
Blair Elementary
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