NEW TDP: Teaching Foundational English Literacy

Are you teaching Kindergarten to 3rd grade standards of English Literacy to:

• young students, 
• struggling students, 
• older students, 
• students who are literate in another language

Do you know what a struggling reader needs??

NEW TDP COMING SOON: Teaching and Assessing Foundational Literacy COURSE (Up to 3 TDP Credits) (Link)

This course will acquaint the participant with the basics in foundational literacy skills, informal assessments, and effective instructional practices for addressing literacy difficulties for all students with an emphasis on the multilingual student.  This course will also include preparation for the FoRT test.  

Learning Outcomes:

• Demonstrate an understanding of established purposes for assessing the performance of all readers including tools for screening, diagnosis, progress monitoring, and measuring.
• Administer and interpret appropriate assessments for students, especially those who struggle with reading and writing.
• Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.
• Demonstrate the ability to plan appropriate intervention to address the needs of a struggling reader.
• Demonstrate an understanding of the content covered by the FoRT test
• Demonstrate an understanding of the EL student along with the students’ strengths and areas needing support. 

Dates:

Jan -April 4-6pm

(1/8 1/15, 1/22, 1/29)

(2/5, 2/12,  2/26)

(3/11, 3/18, 4/1)

(4/8, 4/15, 4/22, 4/29)

4th, 7th and 9th Graders: The Critical Importance of These Students Experiences At School

SHADOWING Bilingual, Biliterate Learners

In the School District of Waukesha, Dual Language Programing has made the biggest impact on our student's opportunity to become biliterate (and proficient in English).  Students that make this achievement of biliteracy by 5th grade are at the greatest likelihood progressing through middle school and into high school with the opportunity to experience all the advantages of their bilingualism and biliteracy: AP Courses, AVID, college and career preparation.  Students who enter into middle school on the cusp of proficiency as bilinguals and biliterate learners (and English proficient) can reach their full potential by 7th grade-in fact it is most typical that this is when they would reach their fullest biliteracy according to Jim Cummins, Internationally renowned researcher on second language acquisition. 

When students are not able to leave elementary with strong biliteracy, they enter into middle school challenges to their literacy that they cannot cognitively "keep up".  By the time these students pass through 7th grade and on to 9th grade, they continue to carry the label of English Learner, and are disproportionately represented on the lists of students who are failing classes as Freshman.  As you might imagine, failing even one credit in high school, can set a student on a trajectory, foster a  mindset in the students, teachers and the system itself, on what is possible or even desired.  We believe it does not have to be this way.  We know there are learners we are not reaching sufficiently-and that these learners experience school very differently that their peers. We believe if we can perceive the ways these students experience school, then we can impact it.

What do we know for sure about learning?  S/he who does the talking, does the learning.  S/he who does the talking, can do the writing. Without talking-there is no literacy.  And yet, the National Literacy Panel suggests that English Learning students spend less than 2% of their day using Academic Language.  Do we perceive this in SDW?

Courageous leaders at Banting, Bethesda, Hawthorne, Hillcrest, Heyer, Les Paul, Butler, Horning, West, North and South will be engaging in Action Research in grades 4, 7 and 9 to understand what the learning experience is like for students who are at risk becoming long term English Learners striving for biliteracy.  This courageous team will be looking through the lenses of Access Level 3 students, in essence shadowing these students,  in these grade levels for targeted periods of time, so that they might make some generalizations around what the learning experiences are of these students throughout the days and years they are under our care.  The data that is gathered will be used to make small "hacks" to teaching that will significantly impact learning.  If you are a teacher in grades 4, 7 or 9-you will be brought into the conversation as the learning of your leaders unfolds.    As we perceive what the learning experience look like for students on the path to biliteracy but at risk of becoming a long term English learner, as their experience with our instruction becomes clearer, we will be engaging in small ways to significantly address our opportunity and responsibility to impact.  The links here can provide more insight into the work this team is doing:
The Action Research Approach to PD

Shadowing a Student

WIABE April 24-26 Kalahari Hotel

Dear TEAM. 
Teacher leadership is key to our State's development of programing for Dual Language Learners.  WIABE is a small component of that leadership opportunity that exists every day.

Our Budget this year will allow me to reserve 5 ROOMs and to pay for conference attendance for 5 STAFF.  There are no monies available for subs on April 24th.  This means I can send 5 staff in single occupancy, or 10 in double occupancy (if at least five are presenting)

If you are interested in attending the conference or presenting at it, I want to be really clear about the the expectations in order for me to fund your experience:

1.  If you plan to present, you need to share your proposal to me before submitting to WIABE.   I will let you know whether I will be able to support it.  When you share your proposal, you must indicate if you will share a hotel room or not.

If I do not support your proposal, yet you choose to submit and are accepted, you will be on your own for hotel accommodations unless we have space (ie. the resources I can provide are not already assigned to other staff).

• Your proposal is most likely to be supported if you have never presented before
• Are presenting with someone you will share a hotel room with

2. I will prioritize our department support around the following topics:

• Secondary 6-11 Dual Language
• Biliteracy Development, teaching for Biliteracy
• ENIL
• Content Based Paired Biliteracy

WIABE Conference Presentation Submission

WIABE Student Art Contest

NEW ELD Standards

New ELD Standards are now open for public viewing. If you would like to be on the list serve to receive updates and survey's to engage with your voice in the process of standards adoption, please send an email to join-opt-in-wida@lists.wisc.edu with the subject "Yes, sign me up for WIDA Standards Reminder Emails!".

Word Study FAQs

Do I need to prepare materials to teach word study?

Answer: Yes, literally all word study curriculum you will ever use will require preparation if you believe that student needs to make words, segment and blend combinations of sounds/letters. This has kept several educators from historically providing effective word study instruction, but now we know the moral imperative, we can offer that older students, support staff and even parents can help in our preparation of materials.

Do I need to translate the instructions for the word study home link?

Answer: Our Word Study Writers will be sure to include the home link in Spanish and in English when appropriate.

Can I change the language of the focus phrase for my students?

Answer: The focus phrase is intended to communicate the standard for performance, and often requires the use of specific, technical and precise language.  You are free to converse with your students, reflect and paraphrase with them as well. The expectation is that they know the meaning and application of the concepts in the phrase.

Will students be asked about their perception of the Word Study Units?

Answer: Yes, an age appropriate survey will be provided in the Spring.

How do I evaluate whether the word study lessons are transferring to student writing?

Answer: We are working on a checklist of skills for the grade level.  The checklist places the skills across the top and the students names below, allowing for you to check when and which skills are transferring.Example 

Where do students keep their word study lists?  A word wall?

Answer: There are lots of ways that students can keep their word study supports and resources.  Since many students go between classrooms, it is becoming more and more critical that their word study resources go with them-especially because of the Content Based Paired Biliteracy Writing Summatives and the opportunity for transfer.  Coaches have been shared several options of word study and phonics booklets in English. Letras Tramposas (B/V, H, ll/y, c/z/s, etc) need to be available in each classroom in a designated space . Please keep your tools and creative resources coming my way so that we can share them with all.

Day one lessons are quick but day three is very long.  Do I have flexibility in sequence?

Answer: Yes!!! WE trust you.  Take advantage of your instructional minutes.  If you finish early on day one, start day two.

My students are making lots of errors on the high frequency words-what do I do?

Answer: Just remember, in Spanish there are high frequency syllables-rather than words.  Spanish is different that way. In English there are high frequency words. KEY: When a student makes an error in writing a high frequency word, KEY: have them erase the whole word, not just the part they missed.  This way, we focus the eye, brain and hand on transferring the learning.

I do not agree with phoneme segmentation in Spanish.  There is no reason to do this. Can’t I skip that in my lesson?

Answer: The Common Core Standards Written in Spanish for Spanish Foundational skills requires that we teach phoneme segmentation for a very specific purpose, scarey as that might seem.  Silvia Duque-Dorta, one of the authors of the Spanish Common Core, wrote this especially for us in the School District of Waukesha Dual Language Program (for real she did!)

How can I be aware of translanguaging connections in my lessons.  Can the writers cue me up to those opportunities-like a power note?

Answer: YES! We’d love to.  Future Lessons will have an TRANSLANUAGING CONNECTION in a POWER NOTE for you to support your children’s biliteracy and the connections that they might make and that you can certainly help them to make.  Thanks for being champions of Biliteracy!!

ENIL-One month in! Lot's to celebrate!!! Go Team

Our Journey with ENIL started for real in mid September-here is how we are doing!  Staff at all three middle schools, and Heyer Elementary are using ENIL for the assessment of Spanish Reading! 
1: not yet, 4:I am a pro

Multilingual Theory of Action: A multi-year guide to organizational excellence for Multilingual

The Department of Multilingual Education performs complex functions for our School District, Staff, Students and Families.
The 2019-2020 Theory of Action Refers to the Leadership Support and Action in the District.  These are the strategic plan to develop the system to create impactful outcomes for students.

IF ALL educators ensure access to language learning and content,
If leaders ensure systems to develop, share, implement and monitor the utilization of SMART Individualized Language Plans Ex.  Links to system learning here: Individualized Language Plans-the foundation of co-serving English Learners Blog on coservice Link to sample ILP ACCESS Proficiency Continuum  Language Objective Learning	Then English Language Development Teachers will develop the expertise to strategically co-plan, co-serve, and coach for linguistic accessibility and proficiency.
If leaders ensure that teachers are willing and able to gather, analyze and use ENIL data for strategic, personalized instruction of Spanish Literacy	Then biliteracy teachers strategic and standards based instruction will cause at least one year growth in ALL students.
If leaders create the systems to analyze school wide and sub group data using SST, PST and PLC	Then these structures will ensure that teachers link practice to impact on student learning
If leaders gather and analyze shadowing data on the cognitive engagement of grade 4, 7 and 9 English Learners who are at risk of/are L-TELL Link to System Learning Here	Then the system will draw attention and focus for targeted feedback, professional development and action research to significantly impact the learning  and cognitive engagement of L-TELL student through the improvement of instruction.
Then Language Learning* Students will equitably access and demonstrate achievement in language proficiency and grade level standards.

LTELL-Long term English Learner.  A student who has been enrolled 6 or more years, or at risk of
being enrolled 6 or more years and who does not reach proficiency in English or Academic Content.

Language Learning Students-Students who are learning a new language, simultaneous bilinguals
and those who are learning new language in their home language.

2018-2019 

Multilingual and Global education 

Theory Of Action

If the multilingual, global education department develop and embed themselves in an adult learning framework
If data drives development of language acquisition (Oracy) and transfer of skills (ie.Meta-linguistic Awareness)	Then teachers will plan, and deliver effective and rigorous instruction for academic language learners.
If ELD Teacher Leaders “embed” themselves in the learning environment purposefully,  visibly and consistently	Then relationships,  trust and feedback will lead to authentic and sustaining partnerships, practices and learner performance
If we create a system  (quarterly, grade levels, and monthly site PLCs) for district wide collaboration around specific ELD/DL curriculum	Then fidelity of ELD/BUF curriculum implementation will be met, and ALL (academic language learners) will access a guaranteed and viable paired literacy curriculum upon which our model depends.
If we develop a consistent leadership framework for administration, ECs, and teacher leadership driven by learner performance and teacher practice data	Then we collectively ensure the consistency in messaging, development of skill in each role and ensure site based skills and support for ALL (academic language learners).
Then  the multilingual, global education department will ensure the skill and the will to meet the needs of ALL (academic language learners).

PRACTICE:

Oracy: Oral Academic Language Acquisition/Language Objectives

DL Only, Transfer: Metalinguistic Awareness

EL Only, Transfer: Content Driven Language Learning/Co-Teaching

NEW DL TEACHER REQUIRED PD: Teaching for Biliteracy 4-Metalinguistic Awareness

Teaching for Biliteracy 4: Metalinguistic Awareness

Nov 6, 13, 20 and Dec 4

Each language has its own dedicated space, we use English ONLY for some instruction and Spanish ONLY for other instruction. We do not mix languages, although we value bilingualism and the skills students bring as bilinguals.  So, where do we ensure that our students are putting their languages in contact?  During moments of bilingual meta-linguistic awareness, and in Dual Language Classrooms, specifically in the BRIDGE.

Join all NEW DUAL Language Teachers November 6, 13, 20 and December 4th for Teaching for Biliteracy 4: Focus on Bilingual Metalinguistic Awareness.

In this session, participants will learn how and when to facilitate a Side by Side comparison of the phonology, morphology, syntax and grammar, and pragmatic use of each of their languages IN CONTACT.
These practices are used after the summative assessment of learning in the target language so that our students are able to learn the new labels in their partner language.  This is how content transfers!
ALL NEW TEACHERS ARE SIGNED UP FOR THE PD-You do not need to sign up.  Room numbers are being worked out now!  Your trainers are the wonderful Alyssa Briester and Yazmin Duran!

Link to deeper learning here! http://vivabiliteracy.com/the-bridge/

Department of Multilingual Education, Theory of Action

Link to LearningDepartment of Multilingual Education, Theory of Action

Link to Learning

DL WORD STUDY SURVEY-YOUR VOICE IS NEEDED!

If you haven't yet, please take the Dual Language Word Study Survey  

https://forms.gle/c4g27vyDmMoEAQcr7


UPDATES:
DL Word Study First Grade: Word Study Lesson are for 3-4 Weeks, sometimes months are longer than that.  First grade teachers should feel empowered to review the skills of the month for mastery based upon writing samples that reveal continued need amongst student groups.

DL Word Study Units 4-6:  Units are underway.  Your comments have been very, very helpful to support our team with essential feedback to make these lessons as strong as they can be.  Please continue to share your experiences.

DL Word Study 1st Units Survey

The Dual Language Word Study Units are new and refreshed for 2019-2020.  All Word Study Units are aligned to Common Core Standards for the grade level in Spanish with adaptations to the Word Study Continuum in English to accommodate for the start of English Reading in 2nd grade and the Biliteracy transfer that our students bring to all of their literacy.

The Units are intended to be used as Universal Instruction and there may be students who are not yet ready to master all of the skills.   Mastery at the individual level occurs within a student's zone of proximal development; however, we all believe all of our students deserve access to grade level standards and instruction.

This month, third grade students have been learning a lot about words "esdrújulas y sobreesdrújulas".  These skills are review skills in fourth grade.    Next year, fourth grade teachers will be in for a treat when their students have these skills because of consistent instruction the year before.

Let us know how the units are going!  Your feedback is critical!  Also, please contact your coach to model any of the units-we want you to be successful in this much needed area of instruction for our Dual Language Learners!


Please take the Dual Language Word Study Survey https://forms.gle/c4g27vyDmMoEAQcr7

Update Spanish Reading Assessment Pilot: ENIL

In the 2018-2019 school year, a skilled team of Dual Language teachers came together to explore the potential of leaving STAR reading behind.  As a department, we felt that we needed better information about our students reading, the kind that was diagnostic enough to situate the needs of our learners around standards based skills to move them ahead.
The settled on the ENIL: Evaluacion del Nivel Independiente de Lectura.

Last week, teachers from Heyer, Butler, Les Paul and Horning took a deep dive into baselining our students using the ENIL. What we discovered was AMAZING!  The tool allows teachers to dig very deeply into the places that might be holding our students reading comprehension back. And, what we found, was that many of our students struggled with the Tier II and Tier III academic vocabulary and language they need to read successfully, with literal and inferential comprehension much above a 3rd or 4th grade level.  We also know, that with the implementation of our word study units- we will be closing the gap for our students, gaps that keep them from choosing to read in Spanish because they simply cannot comprehend deeply!  ENIL is different from Rigby in its intention to secure independent reading levels, create agency and aficcion por la lectura en espanol, and in its specific diagnosis and then direction for teaching points in small groups, conferring and in independent practice.
Below, a video of a student engaged with the ENIL Assessment and the visual of the Developmental Reading Taxonomy.  More to come on ENIL as it unlocks pandora's box around what real reading could be for a bilingual kid.

Content Based Paired Biliteracy: New Social Studies Standards

The School District of Waukesha has adopted the 2019 Wisconsin Social Studies Standards.  Within the standards, we are expecting to address some major shifts that will impact our Content Based Paired Biliteracy curriculum in Dual language. 

We are fortunate to celebrate that we have aligned CCSS Reading and Writing Standards and expectation to our current curriculum, and that we have several units that address standards within the grade level.  The challenge is that some whole grades and several units within grades do not meet the standards of the grade.   No worries! Our state social studies representative is very happy we are teaching with the old standards for now.   As new standards are developed, new learning and perspectives on the vision of graduate also develops-and will require us to shift, change, and enhance our work. We have found great value in the texts choices made in our BUFs and CLM units and hope to continue the conversation about how learning coalesces for kids across their daily and annual experiences in our classes.


I want to recognize the contribution of each of you in developing a curriculum made with our learners in mind. Because our work has been such a team effort, I felt it extremely important to understand how we could continue to leverage it and access it as we move ahead to implement standards rather than adopting a new curriculum without our work in mind.  So, a team got together Monday, September 30th to complete a cross walk between our current Social Studies content and the new standards.  One teacher per grade level collaborated cohesively across grades 2-5 to map out SS standards in the areas of History, Geography, Economics, Poli. Sci. and Behavior.   As a result of this work, this team is clearer about suggestions to move forward. The work completed this week will inform a larger team on the potential of using Dual Language Curriculum for all learners, as well  as adaptations, enhancements or renewal that must occur to ensure that our students are college and career ready.
A social studies multidisciplinary team is meeting throughout this year to continue the work over the
next few years: these members include administrators, coaches, and teachers K-12.  
Link to SS Standards

What is your name story?

My Name, My Identity

Take the challenge: Tweet your name story @sdwduallanguage #mynamemyidentity

DL Updates September 13, 2019

WELCOME BACK EVERYONE!!

I hope that you are braving the heat and enjoying connecting with your students!  This update will be a quick one.  Don't forget to check out this weeks BLOG (Is "Good Teaching" Enough?).

WEEK IN SCHOOLS-AVID Excel 8th grade-Horning Middle School

With great expectation comes great support-then they achieve! AVID Excel explicitly attends to the language demands our students need to master as they succeed into high school and beyond.  This is just one way it is done.  Look at the volume and complexity of this writing by an English learning student-do you expect the same?  do you get it?  More to come on this Excel Routine!

News for you!

NEW TEACHER Changes in MENTORING:  This year, our grant allows for us to bring you skilled mentoring as always, however, your mentor will likely be your building literacy coach, rather than another building colleague. 

• Minerva is DL Spec Ed Mentor K-8
• Jamie, Lisa, Marlene, Carina are “DL Mentors K-8”
• Barbara Sanchez FORT Mentor

NEW TEACHER PD AND SUPPORT: New to teaching?  In your first three years?  if you answered YES! you will be invited to participate in these trainings to support your learning.  Your secretary and principal will help to support you in getting a substitute!

• Classroom Management Training October 15
• Data Based Instructional Planning Nov 13
• Progress Monitoring February 7
• Foundations of Reading, Wednesdays in Spring TBA

NEW and RETURNING TEACHERS:  All new Bilingual Teachers are required to attend Teaching for Biliteracy-Metalinguistic Awareness.  Returning teachers, your expertise is welcomed.  If you want to brush up or just share in our community of learning, contact Sara Orcholski to sign up.  (new teachers-I signed you up already)

• TDP-Required Teaching for Biliteracy Metalinguistic Awareness

Language Routines

The Importance of Routines

As classrooms around the district start the first week of school, dual language classrooms are focused on  developing classroom routines and procedures that students will use and follow to facilitate their learning this year in halls, bathrooms, lunch rooms etc.

We’ve thought of everything, but have we?

The strength of a Dual Language Program rests in our collective ability to ensure Bilingualism and Biliteracy, and if we do this we get Academically and Multiculturally proficient students.  Have we thought about teaching our students procedures to maintain their linguistic higiene?  Our students code switch because they can, but what would happen if we taught our learners a procedure to grow their language.  It’s very simple!

--------------------------------------------------------------------------------------------------

Procedure: ¿Cómo se dice?

Instead of only using the code-switching to navigate new language, it is appropriate for us to teach our students to use ¿Cómo se dice?.  

 ¿Cómo se dice? solicits linguistic support from the listeners when the speaker is searching for what or how to say it-reinforcing listening engagement, cognition and problem solving, and increasing the status of the partner’s linguistic abilities.  It indicates linguistic meta-cognition-key to growing language and ensuring the outcomes we want. If we explicitly teach and model ¿Cómo se dice? With our students, and set the expectation that they use this procedure-we will ensure bilingualism that is transferable anywhere in the world!

Dual Language Summer Learning August 19-22

Summer Learning in August

starts the week of August 19

New 4K-1st Grade Bilingual Teachers attend:

La Estrellita Workshop August 20th 9am-2pm

Location: Lindholm 213

Facilitators: Deyse and Martha

Spanish Phonemic awareness and phonics are a priority in the School District of Waukesha.

Learn how to use your Estrellita curriculum to maximize early literacy and ensure that students use the

Estrellita methods from 4K and beyond!

NEW 4K-12th Grade Dual Language and

ESL Teacher Leaders

Teaching for Biliteracy 1&2 August 21-22 8-4

Location: Lindholm 213

Facilitators: D, and Marlene and Lindsay

Teaching is a practice, we must continually hoan. In Teaching for Biliteracy 1&2, new teachers to

Waukesha will learn how to ensure their students become:

1. Bilingual and Biliterate

2. Academically Proficient in both languages

3. Are multiculturally and globally competent

*this course is required and will fulfill Professional Development Requirements

within the first five years of employment

**fall courses include Teaching for Biliteracy 3 and 4