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Enriching Dual Language Education

Integrated Thematic Unit on Skagit County History

Maya Romero-Third Grade Dual Language Teacher mromero@mvsd320.org

Michael Shapiro-Dual Language Consultant shap40@frontier.com

10/20/2016 1

Our Target for Today

• Dual language education is not remedial! It's enriched! This session will examine how to develop enriched dual language education where students can't wait to deeply explore subjects that excite them. We'll explore powerful education that is grounded in intentional reading, writing, math, social studies, and science and gets the results all educators want! You will experience an English/Spanish unit with social studies as the subject matter through five modalities of literacy, science, math, and social studies.

10/20/2016 2

Thematic Approach Soltero, Collier & Thomas, Lindholm-Leary, Freeman & Freeman, Calderon, Carrilo & Smith,

Hamayan/Genesee/Cloud and Beeman & Urow

• Organizes instruction, learning, and assessments around a topic, theme, author or literacy genre

• Aligned to specific learning goals

• Integrates language arts and content area subjects around broad concepts or understandings

• Works exceptionally well in dual language education

• Builds on students’ interests and prior knowledge by focusing on topics that are relevant to them

• Linking their background knowledge to new concepts

• Interactive and collaborative ways

10/20/2016 3

Engagement Marzano

• High Energy

– Incorporate movement

• Missing Information

– Academic games

• Mild Controversy and Competition

• The Self System

• Mild Pressure

10/20/2016 4

Build Background Knowledge

• Foss Kit-Earth Materials

• Maps & Landforms Study

• Geologic History of Skagit County

– Builds on previous thematic units

• Volcanoes and earthquakes

• Whales of Puget Sound and local ecosystems

10/20/2016 5

Setting the Tone-Simulation

Based on Storypath-Early Northwest Coast People Margit E. McGuire, Ph.D.

• Lights dimmed with fire pit blazing

• Skagit Native American music playing

• Teacher dressed in Skagit NA traditional regalia

• Classroom setting prepared – Traditional and contemporary NA artwork

– Artifacts

– Student work from previous years

10/20/2016 6

Big Book Presentation GLAD

• Directly focus on content standards of the unit

• Imbed important concepts and vocabulary

• Expose students to comprehensible expository text

• Patterned text gives access to all students – “Skagit Native Americans are closely interconnected with

their resources and environment.” • TPA with patterned text of Big Book used throughout entire

simulation

10/20/2016 7

Input Resources GLAD

• Make vocabulary and concepts comprehensible

– Begin Cognitive Content Dictionary

• Organizes information

• Becomes a resource for students

• Grows student curiosity

10/20/2016 8

Skagit Studies Pictorial Input

• On a map of Skagit County, the information is organized into sections: – General information pertaining to all groups

– Shelters (Longhouses and summer huts)

– Story poles

– Customs

– Specific information for each distinct geographic group

• All information supported with realia

10/20/2016 9

Geologic Subgroups

• Teacher divides the class into 4 distinct geologic subgroups (tribes) – Saltwater – Mountain – Prairie – River

• Students learn 2-column notes to record information from pictorial

• Students jigsaw information pertaining to their particular tribe – All sudents held accountable for information shared during jigsaw.

• Extension of learning and sharing enhanced through Kidblog (language arts)

10/20/2016 10

Daily Routines

• Setting the tone with fire, music, stories and a reminder “Your elders will teach you everything you need to know to survive”. – Constant questioning of previous lessons to reinforce

understanding and maintain engagement (mild pressure)

– Morning Sponge activities in math and LA incorporate elements of the simulation

– Kidblog assignments to share information from home

– Fast paced drama feeds students excitement and engagement

10/20/2016 11

Establishing the Simulation

• Storypath character biography and community role descriptions – Family position and interconnected responsibilities – Personality/characteristics

• Establish Native American names based on simulated personality and flora/fauna found in distinct geographic location of tribe

• Make name tags

– Jobs and skills required – Leisure activities – Interesting past experience – Focus on language arts elements

• Vocabulary • Types of words (parts of speech)

10/20/2016 12

Storypath character

biography and community role

descriptions

10/20/2016 13

Preparing for the Potlatch

• Share our stories

• Build our longhouse

• Plan and organize the potlatch

• Invite other tribes (other classes)

• Create artwork

• Make gifts

• Learn Potlatch ceremonies

10/20/2016 14

Creating our Spirit Stories

• Writers Workshop format – Narrative Input Chart

– Utilize interesting past experience from character biography and role in the community as the foundation for a personal narrative (simulated character). • How I Got My Name

– Develop a story map (brainstorm)

– Create story character list (and traits) • Must include members of their families (tribes)

10/20/2016 15

Character Development and Story Planning

10/20/2016 16

Writers Workshop Elements

• Writing Process guided by rubrics – Brainstorm

– First draft • Beginning

• Middle

• End

– Revise

– Edit

– Publish (final draft)

– Present

10/20/2016 17

Writing Rubrics

10/20/2016 18

Building the Longhouse Continuing the Drama

• Math integrated – Measurement (weight and length) of longhouse

pieces • Conversion of standard units of measure

• Following button blanket directions with measurement

– Utilization of schematics

• Poetry writing using Poetry Frame and Flip Charts

• Teamwork required for ‘survival’ – Positive interdependence

• Classroom transformation

10/20/2016 19

Longhouse Projects

• Blanket weaving – Guest appearance of Native American weaver

• Basket weaving

• Story Pole creation

• Button Blanket

• Headdress

• Gift making

• Song and Dance

• Games

10/20/2016 20

Potlatch Ceremonies

• Invitation protocol • Slahal • Dance • Salmon Ceremony • Honoring of elders • Fire protocol • Story telling • Potlatch meal • Reciprocal invitation among classrooms

10/20/2016 21

Missing Information, Mild Controversy and Competition, The Self System

• All students participating and pulling their own weight – Cooperative learning – Self system

• Solving mysteries of first trader contact – Disease spread – Scarcity

• Solving controversy around first white settlers – Civics – Self system

• Navigating the Port Elliot Treaty – Civics – History – Controversy

10/20/2016 22

Culminating Activities

• Field trip

– Skagit County Historical Museum in La Conner

– Visit with tribal elder in the Swinomish Longhouse

– Visit with Swinomish master carver

– Exploration of Padilla Bay National Estuary

• Ongoing connection with web-based videos

10/20/2016 23

Thematic Approach- To Review Soltero, Collier & Thomas, Lindholm-Leary, Freeman & Freeman, Calderon, Carrilo & Smith,

Hamayan/Genesee/Cloud and Beeman & Urow

• Organizes instruction, learning, and assessments around a topic, theme, author or literacy genre

• Aligned to specific learning goals

• Integrates language arts and content area subjects around broad concepts or understandings

• Works exceptionally well in dual language education

• Builds on students’ interests and prior knowledge by focusing on topics that are relevant to them

• Linking their background knowledge to new concepts

• Interactive and collaborative ways

10/20/2016 24

Engagement-To Review Marzano

• High Energy

– Incorporate movement

• Missing Information

– Academic games

• Mild Controversy and Competition

• The Self System

• Mild Pressure

10/20/2016 25