Summer Learning-Teaching for Biliteracy

Teaching for Biliteracy

Course for SDW Dual Language Teachers, Aides, Coaches, Admin

To ensure your success, the Teaching for Biliteracy Course is required before beginning the school year or within the first year of teaching.

Please “Save the Dates”!

August 1 and 8, 9am-12pm

Rm 129, tech lab @ Lindholm

This course consists of 12 hours of coursework and additional outside reading and qualifies meets the SDW Credits requirement for new teachers.  We will meet twice this summer and continue to meet six hours in the fall.

To maximize our time together, all participants will be asked to do some preparatory reading before we meet.  The reading preparation is on the back of this sheet.

A calendar invite has been sent to your google calendar.  Please accept both dates so that I can send the texts to you!

See you there!

Teachers and aides will be compensated for participation with successful completion.

Session 1

Essential Questions:

• What are our easy connections and our challenges in fully embracing the Learner profiles of 2014, rather than those of prior generations of emergent bilinguals?
• How does the Language Allocation Plan support a consistent plan for Bilingualism, Biliteracy, Academic Achievement and alignment? How might fidelity to the Language Allocation impact a program and student achievement?
• What evidence can you provide to support the 3 Premises?  How are these premises different from other thoughts, models or beliefs about bilingualism?

Readings (Read prior to class #1):

Teaching for Biliteracy, Cheryl Urow, Karen Beeman

P1-4 What do we mean by Teaching for Biliteracy

P4-14 Sociolinguistic Premises about Teaching for Biliteracy

P 23-32 Learner Profiles

P34-35 Premises

Optional:

P 36-42 Teacher Profiles

P 46-47 Premises

DL HBK-Language Allocation Plan

Session 2

Essential Questions

• An emergent bilingual includes all students learning through two languages, What planning and instructional choices might you make for emergent bilinguals in 2014 to ensure a common background experience from which to teach new content and language?
• How does today’s learning and discussion connect, relate or provide evidence for the 3 Premises of Teaching for Biliteracy?

Readings (Read Prior to class #2):

Teaching for Biliteracy, Cheryl Urow, Karen Beeman

P14-15 Creating Biliteracy Unit of Instruction, A Biliteracy Unit Framework

P15-18 PLanning for Biliteracy at the Classroom Level from the Learners Perspective

P 48-50  Planning for Strategic Language Use,

P 51-57 Integrate Content and Language,

P 60-61 Making Cross Linguistic Connections, The Biliteracy Unit Framework and the Three Premises

Biliteracy from the Start, Escamilla

P5-6 Simultaneous Emerging Bilingual Children: The new normal, Paired Literacy

P7 Literacy Based ELD Instruction

P8 Equal Attention to Oracy, Reading, Writing and Metalanguage

P9 Emphasis on Explicit Instruction and Collaborative Approaches

P 11 Table 1.4