Feedback on Oral Language Production

Feedback and Error Correction of Oral Language

Is More English Better? Long Term Impacts of English Immersion on Literacy for English Learners

Is More English Better?

BUF Planning Tools and Support

This link will provide you with the tools you need to think about, plan and deeper your knowledge around BUFS.

BUFS are units for language acquisition, content inquiry and literacy.  They run concurrently with your CLM units to ensure that students are accessing paired literacy found to be critical in meeting the goals of Bilingualism and Biliteracy, Academic Achievement and Global Competency.

BUFS are unique and feature qualities and shifts in learning that are not represented the same way throughout the curriculum.

Here are some key shifts:

Disciplinary Literacy-----in BUFS----Disciplinary Literacy for Biliteracy Transfer

Essential questions-------in BUFS are------Debatable, arguable essential questions of Global relevance

Learning to read and write--------in BUFS are-----Learning language for transfer to literacy

Guided Reading---------------in BUFS is--------Strategic Inquiry Reading

Leveled Reading------in BUFS is------- Read and Write on Grade level with scaffolds

This link contains  much of the work done this year to develop the framework that your coaches are developing with the Bilingual Department and C&I Coordinators.
https://docs.google.com/a/waukesha.k12.wi.us/document/d/1nM2-F15FizMRRx_z_X6FyyBwbWHbu0AOB3h8v6S_ZP8/edit?usp=sharing

DL Instructional Practice of the Week

Total Physical Response in Math

by Martha Smilanich

In March the Heyer Elementary dual language teachers  gathered to learn more about how to grow the Bridging / Contrastive Analysis. We developed an “I commit” poster as  part of that meeting.

Most of us agree that the use of the TPR is a key strategy at all levels.

TPR is used to introduce and make many academic concepts comprehensible. Each key vocabulary word or concept is represented by a gesture or a pantomime, allowing students to associate new information with a picture, image or words and an action. It requires little in the way of productive language (speaking or writing) by the students.

Following up on our meeting this month, we are proposing to create a Universal TPR for DL ​​Math. We need your help and suggestions for achieving our purpose:

Here we present our suggestions.

Video 1 Video 2 Video 3

If you are using something different and want to share with us, please do not hesitate to contact Martha Smilanich or Jamie Martinson.

The Importance of 4K Bilingual Education for English Learners

Click here!!!

It is widely accepted in the research, that students who read well in their first language acquire literacy in their second language with greatest ease and achievement.  It is critical for our young 4K English Learners to have accessibility to a quality Bilingual/Dual Language Environment.  This year, Ms. Campos and Ms. Mushel have been using La Estrellita to develop literacy in our young learners.  Here is a video of a child just starting to read en espanol!  We know the solid foundation he has received this year in vocabulary and oral language development, and phonemic awareness and phonics will set this child up for continued success as a kindergartener and first grader, and beyond.  Special Thanks to these amazing teachers!
Enjoy

CCSS Spanish-Wide Reading Across Genres

Wide Reading Part Two:

The books shown above all deal with the topic of "the other", and differences and how to classify things and people in ways that "make intuitive" sense.  In Tili y el muro by Leo Lioni, all of the rats are afraid of what is on the other side of the wall.  As a result of hearing how terrible it is, and how the "other" is different and thus wrong or worse, Tili becomes curious and decides to go over the wall.  La otra orilla is another text with a similar story line.  A mother tells her daughter not to go across the water because different and "other" people live over there. The girl does go across the water, makes a friend and learns about humanity, joining her village to her new friend'svillage.  The book, Pero, ?Donde esta ornicar? is about trying to classify a platapus (un ornicorico) because he is a mammal who lays eggs, he is neither like a bird nor like a mammal, so where does he fit?  Finally the book "No te metas conmigo" talks about bullying at school and using differences not as strengths but as sources for division and misunderstanding.

Students, a traves de estos libros, can develop a sense of purpose behind our need to classify ourselves into groups of like and different, as well as our unity as living things, and as humanity.
All of these books are in your CCSS collection in your library.  Ask Marlene at Banting how she plans to use them :)
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Sociolinguistic Trends amongst the "Spanish Speaking"

https://drive.google.com/a/waukesha.k12.wi.us/file/d/0B9Q3s0JBxsrvamNmaU52SDF2d0U/view?usp=sharing