© nielsen 2010 multi-lingual literacy: an integrated approach © nielsen, 2010
TRANSCRIPT
© Nielsen 2010
Multi-Lingual Literacy: an Integrated Approach
© Nielsen, 2010
Initial indicators …1. L2 moving out of NIT provision and into a whole of school approach with the support
of site leadership and classroom teachers
2. English language teachers reflecting and modifying their own pedagogical practices and learning tasks
3. Integrating the L2 into the English classrooms is engaging the classroom teachers in the use, learning and teaching of the L2 with their students
4. Translanguaging activities; use of L2 in both classrooms, each and every day (greetings, requests, morning news time etc…)
5. In-Step planning activities (taking L2 into L1 classroom): phonics-based spelling programs; integrated handwriting lessons; vocab acquisition activities using flashcards (Victor Harbor P.S. classroom teacher uses Indonesian flashcards of functional and high frequency words each day and demonstrated that her students are able to translate the target items from either language, spell and use them in sentences, sometimes in a mixed-production modality)
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Initial indicators …6. Inter-School visits; collegial networking and pedagogical sharing. Cadell P.S. has
already taken their students on a visit to Woodville P.S. and a collaborative working group has evolved between Largs Bay, Woodville and Cadell (all teachers at Cadell are now learning Indonesian through Open Access to support the integrated approach)
7. L2 use is reported to be occurring outside of the classrooms, with other students and teachers who are not directly involved in the program
8. Teachers are already using many of the introduced methods and tasks across all the year levels they teach with notable results
9. Many schools are reporting that their students are seeking to take L2 work home; they are seeking L2 homework!
It is high time we begin to treat language skills as the asset they are, particularly in this global economy. Anything that encourages a person to know more than one
language is positive – and should be treated as such. Our nation can only grow stronger if all our children grow up learning two languages.
Richard W. Riley (2000). Former U.S. Secretary of Education
© Nielsen 2010
© Nielsen 2010
Assessment and Recording
Assessing a Student
. . . is about placing an interpretation on
measurement information concerning a
student’s performance(s).*
This may happen concurrently or sequentially.
*Smith and Lovat 2003, p175
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Assessment for Monitoring Development
This involves a series of measurements and assessments that are taken over planned periods of time that allow for sufficient learning and development to take place so that it can be measured and recorded.
The purpose is to ensure that every child is making age-appropriate development – or (in this case) to assess the effect of the teaching approach.
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Assessment of Learning
HOW?• Anecdotal records and checklists
• Criterion-referenced (end-point) assessment
(TESTS with mark sheets)
• Work samples, including video and e-folios
• Standardised, normed tests
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Using Standardised, Norm-Referenced Tests
Standardised test – the procedures, administration and scoring rules are set so that as far as possible the assessment is the same at different times and places.
Norm-referencing – interpreting a student’s score by comparing his or her test performance with the performance of a well-defined group of other students who also took the same test.
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Using Standardised, Norm-Referenced Tests
Percentile rank – a norm-referenced score that tells the percentage of persons in the norm group scoring lower than a particular raw score.
Stanine score – derived from ‘standard nine’ it refers to normalised standard scores in one of nine specific segments of a normal distribution.
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Assessment for Learning
Question:
How have your base-line assessments
helped you to plan for your students’ learning?
•Standardised tests may help with developing ability groups . . .
•English oral language/literacy skills may relate to L2 learning . . .
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Class Summary Sheets• Who am I? – Class summary sheet provided
• Oral Language – Comparative summary sheets will eventually be needed . . .
• Phonemic/Phonological Awareness - summary sheet now developed . . .
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PHONOLOGICAL AWARENESS CLASS RESULTS
Teacher: …………………………… Year Level: ……. Date: ………………
Scoring: √ = developed X = Needs workName Word
conceptCounting words
Rhyme identification
Rhyme production
Syllables in words
Starting sounds
Ending sounds
Middle sounds
Blending Segmenting Repairing sentences
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Assessment of LearningCriterion-referenced assessment – comparing a student’s performance against the assessment samples to ascertain how much of the targeted learning the student achieved.
Summative evaluation – judgments about the quality or worth of a student’s achievements, learning materials, curricula or programs after the instructional process is completed.
Pre-Testing and Post-testing – allow for the measuring of “distance travelled” in learning.
√
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For Example:
Spanish Language Diagnostic (Yrs 1-2) Feb 2005 & (Yrs 2-3) Feb 2006: Distance Travelled
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COGNITIVE TASKS
Q
Avg per year level(s)
CONTENT
Oral Comprehension
Grapho-Phonological
Correspondence.
Word Knowledge – Translation.
Recall of Vocabulary.
Written Comprehension. Written Comprehension
and Written Composition.
1
Feb 2005 4.66
Feb 2006 7.3
Distance Travelled
56.6%
2
Feb 2005
3.6 / 36%(Matching 10 Spanish words with their English translation)
Feb 2006
7.3 / 73% (Matching 10 Spanish words with their English translation)
Distance Travelled
121%
3
Feb 2005
1.16 / 23%(5 target words assessed on numbers and colours)
Feb 2006
4.3 / 85% (5 target words assessed on numbers and colours)
Distance Travelled
270%
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Criterion-Referenced Tests
Need to be scrutinised for:
Validity –
the soundness of the test in
assessing what it claims to assess
and the soundness of your interpretations
and uses of student assessment results.
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For Example:
Peter demonstrated checked for validity with his Year 1 Spanish Language Diagnostic using a Table of Test Specifications . . .
How do you know?
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COGNITIVE TASKS
Name: Q.Total Marks Possible per
Q.
CONTENT
Oral Comprehension.Grapho-
Phonological Correspondence.
Word Knowledge – Translation.
Recall of Vocabulary.
Written Comprehension
.
Written Comprehension
and Written Composition.
1. 1Instruction to write name
at no.1
2. 9
Write the given sounds of the alphabet (all 5
vowels + 4 consonants)
3. 2Instruction to draw three
sisters
4.Record Total
No. Given.
5 min to write acquired
vocabulary
5. 12Translation of 12 words from class
work
6. 6
Respond to 2 written
questions requiring specific
knowledge of numbers,
colours and the use of cognates
7.1 + Qualitative Comment on Complexity.
Give a written response to: how
are you?
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Assessment for LearningFormative evaluation – judgments made before or during the learning process and used to guide the next learning steps or the development of learning materials, curricula or programs.
Diagnostic assessment – used to identify
which learning targets a student has not
mastered or to suggest possible causes
or reasons why a student has not mastered
the learning targets.
© Nielsen 2010
Assessment for Learning
Continuous Assessment – a (daily) process of gathering information about a student’s progress towards achieving learning targets, can be seen as . . .
. . .on-going Formative Assessment (or Evaluation) . . .
. . . and needs efficient or easy recording methods!
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Pete’s Sample ChecklistOngoing classroom assessment can occur in a number of ways, many of them informal, and many of which you probably already use. They include:
•Your observation of how children work and interact with others, such as how they make use of environmental print around the room, their level of interest in reading and writing, and how confident they are in speaking.•Your interaction with individual children, such as talking with them about how they have gone about solving a problem, listening to how they have reasoned a math task, discussing their understanding of what they are reading.•The outcomes of listening, reading, speaking, and writing tasks.•Portfolios of work.•Children’s own self-assessments.
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Program Assessments Summary
HOW?• Anecdotal records and checklists
• Work samples – written and video
• Criterion-referenced tests
• Standardised tests
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The Assessment and Teaching Cycle
The Process of Assessment:• Collecting evidence• Making judgments• Planning learning experiences• Teaching• Monitoring and recording student progress• Reviewing• Replanning teaching . . .
Harris, Turbill, Fitzsimmons and McKenzie 2001
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Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do
2. Identify core content and/or language
3. Consider how the students will be assessed: receptive / expressive etc…
4. Develop long- and short-term plans: early years, annual, term, week, lesson
5. Engage students in challenging, theme based instruction
6. Assess student progress
7. Reflect on teaching
8. Adjust instruction accordingly and return to 1.
© Nielsen 2010
Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do:
Assessment data
Second Language Developmental Sequence for Oral Language: Spanish
Level Descriptors Examples
Preproduction Responds with appropriate actions to simple requests and greetings. Stands, sits, opens book, lines up …
Mixed ProductionAction-based mixed oral language generally used to have wants met. Uses language of social interaction (manners etc…).
Can I go to the toilet por favor señor? Pass me the verde pencil por favor. Gracias, de nada.
Emerging MonologueSimple sentences, requests and responses but with prompting for grammatical and lexical correctness.
¿Puedo salir, por favor? ¿Qué tal amigo? Goma por favor señor.
Coherent MonologueLonger statements, usually responses that can be understood. Uses descriptors and adverbial phrases of time and place.
Por el fin de semana, me gusta andar en bicicleta.
Beginning DialogueDeveloping automaticity now allows for spontaneous interactions in the Spanish language with increasingly accurate pronunciation.
Initiates and/or responds to topics of interest/study.
Literate Oral LanguageGrammatically correct use of increasingly complex language and increasingly accurate pronunciation.
Sentence construction reflects understanding of Spanish linguistic and grammatical conventions such as word order, gender agreement, use of plurals …
© Nielsen, 2010
© Nielsen 2010
Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do
2. Identify core content and/or language for stage of development / acquisition:
Thematic units (subject integration opportunity), functional and high frequency vocabulary (translanguaging), literacy tasks such as phonics activities
(across languages)
RECEPTION TO YEAR SEVEN SPANISH LANGUAGE THEMATIC FLOWCHART
(COMPOSITE CLASSES)
RECEPTION &YEAR ONE
Term One Term Two Term Three Term Four
Year AGreetings / ClassroomInstructions
Numbers Colours Family
Year BPersonal ID; name, age etc…
Descriptions of students; self & others
ClothingClassroom Objects
Year Two to Year Three Flowchart:
YEAR TWO &YEAR THREE
Term One Term Two Term Three Term Four
Year A
Feelings, Address, Telephone etc…
DVD ViewingWeather & Seasons
Pets & Animals
Year BGames & Sports
DVD Viewing TimeDaily Routines & Activities
Reception to Year One Flowchart:
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Second Language Developmental Sequence for Writing: Spanish
Level Descriptors
Emerging
Recognises the similarities between writing in English and writing in SpanishBegins to write some commonly used Spanish wordsAble to copy simple sentences written in Spanish
Beginning
Utilises knowledge of the Spanish alphabet when attempting to write in SpanishReproduces modelled sentences in SpanishShows awareness of Spanish punctuation
Early
Utilises their knowledge of sounds and CV (consonant-vowel) syllable spelling and begins to use Spanish conventions for endings, blends, register and verbsConstructs simple sentences based on a modelWith modelling and assistance, incorporates feedback in revising and editing their own writingBegins to use conventional Spanish grammar, spelling, capitalisation, and punctuation
Independent
Able to construct a variety of sentence typesAble to effectively convey meaning through writing in SpanishRegularly uses conventional grammar, spelling, capitalisation, and punctuationAble to revise and edit written work collectively
Literate
Consistently uses conventional Spanish grammar, spelling, capitalisation, and punctuationAble to address a topic or write to a prompt creatively and independentlyRevises and edits written work independentlyProduces many genres of writing in Spanish
© Nielsen, 2010
© Nielsen 2010
Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do
2. Identify core content and/or language
3. Consider how the students will be assessed: receptive / expressive etc…
4. Develop long- and short-term plans: early years, annual, term, week, lesson:
Variety within structure: a four term, eight year developmentally scaffolded multilingual literacy program
(from 8 year sequence to 4 term program to individual lessons)
What children can do together today, they can do alone tomorrow
Vygotsky (1978)
In the early years the multilingual literacy approach is built upon an environment that allows students to work on concrete,
functional projects or experiences (e.g., greetings, shopping, cooking, constructing, creating a book etc.) in a variety of social
and cognitive groupings. The environment should enable students to work in large groups, small groups, individually, or in pairs.
Groupings will necessarily be based on the purpose of the learning task, but a variety encourages the use of language and
literacy for real purposes (informing, questioning, mediating, persuading, organizing, clarifying, hypothesizing. See Gibbons).
© Nielsen 2010
Variety within structure: a four term, eight year developmentally scaffolded (sequenced)
multilingual literacy programTerm one: Major teaching input to whole of class. Time used to establish a common working base in the class, attend to key literacy skills/strategies (incl. spelling and syntax) and thematic vocab for the year. This is the foundational term where we work as a class, pairs and individually. •routines•literacy block structure•common level (dev. seq.)•spelling – thematic vocab derived from dev. seq. (creatively repeated throughout teaching segments using activities which foster an integrated and flexible use of the four literacy macroskills)•syntax – introduce focus sentence construct / verb tense(s) for year based upon dev. seq.•thematic / functional vocab – learning to tell the time in term one leads into oral/written work on public transport, post office, shopping, hotel, doctor, school etc… in later terms
© Nielsen 2010
Variety within structure: a four term, eight year developmentally scaffolded
multilingual literacy programTerm two: Immersion in Spanish. Strong emphasis on oral language development, vocab development, comprehension strategies and pronunciation (metacognition). Oral language and strategic activities development builds on from term one and reinforces through repetition i.e. spelling.
Term three: Strong emphasis on small group work with multisensory & multimodal literacy learning activities which draw upon the first two terms work to enable (scaffold) flexible and successful use & synthesising of the four literacy macroskills of listening, speaking, reading & writing.
•Inclusivity of LD and special needs/abilities (learning styles)
•learning through multiple pathways to brain (foster rich dendritic connections thus enabling understanding and flexible, integrated use of material learnt)
•drama/oral activities using thematic vocab are an exemplar activity which requires synthesis of macroskills – write play, read play, speak parts, listen to others (incl. audience role)
•Term four: As above.© Nielsen 2010
Literacy Block Structure Rec. & Yr. 1 (Terms 1-4)
(10-15min) Songs (alphabet, numbers, thematic vocab etc…) / Greetings (salutations, calendar).
(10-15min) Story – incl. big books (in weeks where a new letter mini-book is not being introduced) &/or comparative discussion of any special event in the Spanish/Latino calendar i.e. Día de los Muertos.
(10-15min) Term one: vowel work – 2 weeks on each vowel with family of ‘a’..’e’.. High frequency words on f/cards (and in English).
Terms two – four: consonant work – as with vowels.
(20min) Alphabet mini-books – same letter as above and also for 2 weeks.
In second week use alphabet chart / big book with the class as practice/revision (introduce more vocab. and add to last page of books incl./or thematic vocab and then class colour their mini-books).
(30min) Drama/oral work – functional nouns / thematic vocab etc.. using flashcards and building on purposeful themes (make class books, act out, games, action games such as ¿Qué hora es señor lobo? What’s the time Mr. Wolf? etc..).
(20min) Interactive ICT program: Dora The Explorer.
NB: Dora computer programs for extension work along with an array of thematic worksheets, alphabet bingo, snap, Guess Who, lotto games, Twister etc…
© Nielsen 2010
© Nielsen 2010
© Nielsen 2010
Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do
2. Identify core content and/or language
3. Consider how the students will be assessed: receptive / expressive etc…
4. Develop long- and short-term plans: early years, annual, term, week, lesson
5. Engage students in challenging, theme based instruction:
In Step Language Learning Activities (task analysis)
In Step Language Learning Activities
Rationale:• Language learning is hard work; one must make an effort to understand, to repeat accurately, to
adapt and to use newly understood language in conversation and in written composition. Activities / Games help and encourage many learners to sustain their interest and work.
• Experiencing language; activities / games also help to create contexts in which the language is useful and meaningful. The learners want to take part (internal motivation), and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.
• Repeated use of language items; many games cause as much use of particular language items as more conventional drill exercises. What matters, however, is the quality of the practice. The contribution of drill exercises lies in the concentration on a language form and its frequent occurrence during a limited period of time. Many games similarly provide repeated occurrence and use of a particular language form. By making language convey information and opinion, games provide the key features of ‘drill’ with the added opportunity to sense the working of language as living communication. Games involve the emotions, and the meaning of the language is thus more vividly experienced.
• Central to learning; If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a language program’s repertoire and not merely a way of passing the time.
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In Step Language Learning Activities
Term One: a focus on oral language acquisition with … (R – 7)• Verb games – ‘corre corre’• Juan Dice …• ♫ Me gusta … ♫• ♫ Cómo se dice …♫• Silent speaking• Mosca – fly swats• Stories in 10 words, • Key words (in a topic)• Mime and guess• Guess what I’m drawing• Forget-me-not• Buscalo• I spy• Hang the Washing, Going Shopping, Visiting … (mini role-plays)© Nielsen 2010
In Step Language Learning Activities
Term Two: a focus on decoding strategies (phonics) and reading comprehension with …• MP/UP; listening post and activities (written Q & A)• MP/UP; reading conferences with individually levelled readers (most frequent words and
phrases readers made at school as a starting point)• JP; alphabet mini-books• MP/UP; syllable mini-books (Da, La, Ma, Na, Pa, Sa, Ta; De, Le, Me …)• JP; puzzle cards (Mix ‘n’ Match, memory, picture association, 1st sound-picture association …)• MP/UP; lengua fun cards – pronunciation and sentence construction games like crazy colours,
concentration, rummy …
Term Three: a focus on integrating known language through writing, decoding, reading, pronunciation and conversation with …
• MP/UP; conversation-based script writing (write what you can say, read what you can write)• JP; share the pen activities (write what you can say, read what you can write. Mixed production)• R – 7; role plays• R – 7; Performance, DVD recording – reflection and modification• MP/UP; reading conferences (individual & guided)
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In Step Language Learning Activities
Term Four: a focus on cognitive and linguistic skills and strategies with board games… (R – 7)• Guess who? • Guess where?• Twister• Head Banz• Near & Far• Who am I? Más O Menos …• Hangman• Sílabas• Sonidos• Vocales• Bingo• Cards – Fish, Gin Rummy, Memory …• Scrabble, Boggle …• Reading conferences – individual and guided• etc….
© Nielsen 2010
© Nielsen 2010
Program and In-Step Planning FrameworkA Planning Cycle
1. Determine what students know and can do
2. Identify core content and/or language
3. Consider how the students will be assessed: receptive / expressive etc…
4. Develop long- and short-term plans: early years, annual, term, week, lesson
5. Engage students in challenging, theme based instruction
6. Assess student progress
7. Reflect on teaching
8. Adjust instruction accordingly and return to 1.
© Nielsen 2010
A Little Gift For You ….
And your students!
Please start by opening to page 7, then 17
© Nielsen 2010