Friday, September 28, 2018
Professional Learning
October 12: ALL BILINGUAL AIDE Staff Dual Language Bilingual Assistant Reading Professional Development
Presenter: Carla Bauer Gonzalez
Place: LINDHOLM
Time: 7:20-8:20
ALL Bilingual AIDE PD Schedule
Oct 10: DL Middle School CLM Collaboration
REQUIRED for NEW DL Teachers
October 4, 11, 18 and Nov 1 Teaching for Biliteracy ORACY-Mark your calendars/Sign up for TDP
Facilitator: D, Lisa, Jamie, Marisa, Marlene and Lindsay
Place: Room 213 Lindholm
Time 4-6PM
October 22: STAR Training, for Coaches (See Calendar invite)
October 27 Pre AP Spanish Literature (See Calendar invite)
October 29 DL Peer Mentoring Training(See Calendar invite)
Thursday, September 27, 2018
TDP: ORACY, starts October 4th
October ORACY Teaching for Biliteracy is back!
4 Sessions 4-6PM on Thursdays in October, Lindholm room 213
Sessions are in English, most of the time-ALL are encouraged to learn.
October 4, 4-6PM
Presenters D and Lindsay Vidal
Prep Reading: T4B 66-69,
Strategies Modeled: Concept Attainment, Pictorial Input Chart (Project GLAD)
Learning Intentions:
Participants will know:
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Participants will be able to:
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How Common Underlying Language Proficiency can be impacted by Oral Academic Language Instruction (Oracy)
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Describe with depth the relationship between BICS and CALP, Funds of knowledge and Language Transfer in CUP
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The features of academic language Escamilla 20-23-What the research says.
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Describe and distinguish in depth the features of academic language
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The critical importance formative assessment plays in preparing for instruction and flipping the order of instruction
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Engage with formative assessment tools
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KNow the six premises of Bilingual Education
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Align learning to one or more of six premises
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Seal of Biliteracy and Global Education Achievement Certificate-RECRUITMENT ON FOR QUALIFYING SENIORS
9-12 students with the opportunity to earn the Wisconsin Seal of Biliteracy or/and the Global Scholar Award. This year 29 States offer the Seal-our SDW students were the first in the State to earn it.
ALL SDW students have the potential to earn both or either awards. Last year we graduates 47 students, this year there appear to be well over 100 who are already prepared to earn!
Special thanks to 9-12 School Counselors and Global Ed Leaders: Maria Meyers, Tim Smilanich, Leslie Abruzzo and Melanie Forman (these are your site contacts)
In the future, work will be underway to build the continuum of Global Education and pathway awards in grades 6-8 and K5-5th.
Global Education Quicksheet 9-12
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Item
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Purpose
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Audience
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REQUIRED student sign up link. This sign up is the only way we will be able to ensure each student takes the required assessments. It also serves as a communication tool between sites.
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Students
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Seal of Biliteracy 2017 Celebration Youtube
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Celebratory video. SDW graduates in 2017 were the FIRST and only graduates in the State of Wisconsin to earn this award. 29 states recognize their multilingual graduates.
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Everyone, but particularly parents, students and staff
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Information Video to stream to students with voice over, or for Staffing viewing in preparation for Powerpoint Presentation to Parents
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Students, Parents, Staff
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Posters to place within schools/classrooms to publicize and inform about the two awards. Posters clearly outline requirements, criteria and courses for each award 9-12
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School Community
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The Official Global Education Website. The History, Awards, Student Portfolio Resources and Forms are all here.
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Everyone, public
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This information is posted on the website, but this is a quick glance sheet
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Staff
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What is BUF-ING? 2-5
BUF Grades 2-5
The 2018-2019 BUF Alignment is underway. What all Dual Language Teachers need to know:
ALL BUFs will be aligned to Writing Standards, with Common Assessment Tasks and Rubrics by the end of the year (click here to see the gaps in standards we are remediating through this process BUF/CLM Alignment Link)
The GOOGLE Team Drive Biliteracy Unit Framework Folder is where we are storing this work-please explore!
Participants in this BUF work will lead the work at the sites and communicate our curriculum development to their partners (takes a village).
Celebration!!!!
3rd Grade has aligned all of the standards, created I can statements and determined Tasks for each unit.
See the agenda of our work below :)
BUF AGENDA September 2018
1) Community Building
- Choose a card, think, share as a group
- Norms (Team develops norms for collaboration 2018-2019 on chart paper)
2) Introduction to Team Drive.
- Locate the following resources in Biliteracy Unit Framework Team Drive
- BUF/CLM Alignment Link (Link contains all of the BUF content standards. IN COLUMN 3 of this document you will be documenting your writing standards, task etc.)
- Your Grade Level
- Standards List (templates with the Opinion and Informational Writing Standards by grade-with space on the right to isolate the skill to teach and the I CAN statement)
- BUF Curriculum Template (A note taking guide for each team to check off the progress of the BUF work this year)
- Resources for BUF Rubrics (Rubric Template and links to Writing, Science and Social Studies accessible indicators to prefill into rubrics)
3) NEW Learning!!!!
There are long term and short term curriculum goals in the video.
PPT to follow along.
4) WRAP UP**Be sure the team has documented the work so far
NABE WRITING CONTEST-Entries due November 30th
"Being Bilingual" Student Essay Competition
The National Association for Bilingual Education (NABE) invites you to participate in its 47th Annual
Nationwide Writing Contest for Bilingual Students.
The competition is open to all elementary school, middle school, and high school students who are
enrolled in a bilingual classroom, or in a classroom with native language support:
THE DEADLINE FOR SUBMISSION IS: October 31st, 2018
Write an essay about being bilingual, using the correct theme for the student's grade level, as listed
below:
TOPIC:
Students in Grades 3-5: Proud to Be Bilingual
Students in Grades 6 – 8: The Importance of Being Bilingual
Students in Grades 9 -12: How Being Bilingual Will Assist Me in My Future Endeavors
CASH PRIZES -First Place Winners
• Grades 3-5: $500
• Grades 6-8: $500
• Grades 9-11: $500
TRAVEL AWARDS: First Place Winners- Student winners, along with one (1) parent/guardian will
travel to the NABE Conference to attend the NABE Conference Awards Luncheon . This
will include: air travel ticket up to $500.00 per person, two (2) nights lodging at the NABE
Conference Headquarter Hotel, (2) NABE Conference Registrations and two (2) NABE Awards
Luncheon tickets, a total value of $2,500.
ELIGIBILITY • Participation in the contest is limited to students who are enrolled in a bilingual
classroom, or in a classroom with native language support. • Participants must have a B average or
better in academic grades and at least a 90% school attendance record. • Previous winners are not
eligible to participate.
CRITERIA Each essay will be judged on:
(1) Development of the theme – 30%;
(2) Originality – 20%;
(3) Content and clarity of expression–30%; and
(4) Grammar and mechanics – 20%
CONTEST RULES: Only entries that comply with the following rules will be considered:
Language: Essay must be written in the student’s second language. For example, if the student is
participating in a dual language program and English is her/his first language, the essay must be
written in the second and not in English.
Subject: All essays must address the theme listed under “TOPICS” above for the appropriate grade
level.
Length: The number of words must be listed at the end of each essay. Lengths must be as follows:
• Grades 3-5: 150-200 words • Grades 6-8: 250-350 words • Grades 9-11: 400-500 words •
Format: The essay should be typed double-spaced, and follow the word count guidelines above for
the student's grade level. Documents must be in PDF or PDFX format. Documents must be
submitted electronically via the online application system. A cover page must be provided with the
essay title and the student’s name. The essay title must be included at the top of the essay, but
the student’s name should not appear on the essay. An additional page with a
signed acknowledgment from the student’s teacher verifying that the student meets the contest
eligibility criteria must also be submitted.
Application: The online application form must be completed. •
Copyright: All essays become the property of NABE and will not be returned. NABE reserves the right to publish all essays.
JUDGING
A panel of judges will select the national winners in each grade category.
Deadline: All entries must be received by NOVEMBER 30, 2018 11:59 PM CST via the online
application system. Contest entries to be submitted by teacher. Applicants will be notified by
December 15, 2018. Entries from students from all language backgrounds are encouraged.
Eligibility Disclaimer: NABE committee members and their family members are not eligible to enter
the contest. Family members of committee members include siblings, parents, significant others,
children, grandchildren, and grandparents. Additionally, students of committee members, or
students of family members of committee members, are not eligible to enter the contest.
Wednesday, September 19, 2018
Professional Learning 9/28-11/1
September 28: BANTING Staff Dual Language Bilingual Assistant Reading Professional Development
Presenter: Carla Bauer Gonzalez
Place:
Time: 7:20-8:20
ALL Bilingual AIDE PD Schedule
September 25, 2018: Spanish 5 Teacher Curriculum Collaboration
Facilitator: D
Place: TBD
Time: 11:30-3:30
Sept 26-27, 2018 BUF COLLABORATION SESSIONS, Standards (knowledge, skills and dispositions), Assessing learning through LITERACY.
Check your calendars/Request your SUBS!!!
Oct 3 and 10: DL Middle School CLM Collaboration
REQUIRED for NEW DL Teachers
October 4, 11, 18 and Nov 1 Teaching for Biliteracy ORACY-Mark your calendars/Sign up for TDP
Facilitator: D, Lisa, Jamie, Marisa, Marlene and Lindsay
Place: Room 213 Lindholm
Time 4-6PM
October 27 Pre AP Spanish Literature
TAKE THE PLEDGE
A person's name can carry deep emotional legacy of a family, a place in time, the hope of a new generation. Often students with names that are unfamiliar to us make it all too easy for us to disregard how synonymous their names are to their identities. Students in the face of our authority or the exhaustion of repeated explanation, help us to feel okay with not really "seeing them" by allowing the mispronunciation or even replacement of their names. Students just want to fit in and feel normal, and for students with names that might not be familiar to others, they are willing to lose part of themselves to achieve this. When we as educators demonstrate an assets based approach by caring to take the time to learn a students name, we make great strides in leveraging our relationship with ALL learners. When we ensure that this child's peers also know their name, not as a token museum piece, but as a part of everyone's identity and dignity, we help change a generation.
The #MynameMyIdentity campaign urges educators to take the pledge to say students names the way students pronounce them. Below is a resource book of five easy lessons and templates that could be done K-12th grade to ensure we make coming to school more inclusive for all students, and less socially isolating...even for those with funky Irish names.
#My Name My Identity Week Resource Book of Lessons
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