Inspiring Voice

Research-Informed Strategies for Advancing Engagement, Equity, Excellence, and Global Competency

in Dual Language Classrooms

Francisca Sánchez

Transformative teaching is characterized by teachers who transgress the boundaries that would confine each pupil to a rote, assembly-line approach to learning [and an uninspired acquiescence to their lot in life] -- one who believes that there is an aspect of their work that is sacred -- and strives to teach their students not just knowledge of books but knowledge of how to live in the world.

bell hooks

Inspiring Voice

Francisca Sánchez

Today’s Outcomes Develop understanding of what we mean by student engagement, equity, excellence, and global readiness and the pedagogical approaches that get us there in the dual language context.

1

Explore several interactive classroom strategies that support high levels of engagement, equity, excellence, and global readiness for all of our dual language students.

2

Engage with colleagues in a joyful experience that supports professional growth and leads to action in dual language contexts. 3

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Francisca Sánchez

A Little Information A Framework for Our Work Research-Informed Practice Quick Write Reflection: Wows & Wonders

Agenda Welcome & Framing

Welcome, Outcomes, & Agenda Art Card Introductions Journaling/Handouts

Reflection Reflection: After Action Review Clippings Poem Final Thoughts

Interactive Classroom Strategies

A Word about SLA Standards & Interactive Strategies La verdadera historia de los tres cerditos •  Story Charts •  Two-Way Sequencing Tasks •  Soundscapes •  Fact or Fiction Cards Big Words for Big Minds Book Making •  Strip Books •  Pocket Books •  Folded Page Books •  Hard Cover Books

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Francisca Sánchez

Handouts & Materials

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HANDBOOKS

ZIPLOCK BAG

Blank Journal Strip Book

Pocket Book Folded Page Book Blank Bound Book

STATION MATERIALS

Bookmaking Materials La verdadera historia de los

tres cerditos

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Station Work

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ROUND ONE LA VERDADERA HISTORIA

DE LOS TRES CERDITOS

Table 1 Red Table 2 Blue Table 3 Green Table 4 Yellow

ROUND TWO BOOK MAKING

Table 1 Red Table 2 Blue Table 3 Green Table 4 Yellow

Find your star card. Go to the indicated table for each round.

Making Connections with Colleagues

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Art Card Introductions

Reflect on your art card. •  How are you like this work

of art?

Find a partner. •  Introduce yourself to your

partner by saying your name, where you’re from, and how you are like your work of art.

Introduce your partner. •  Introduce your partner to

the larger group.

•  (10 second introductions!)

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Francisca Sánchez

Journaling – Why?  Apply what we know about the brain. !  Writing helps us sort things out. !  Writing helps us solve problems. !  Writing helps us move new

learnings into long-term memory.

!  Writing helps us personalize understanding.

!  Writing makes us smarter.

JOURNAL Inspiring

Voice

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Francisca Sánchez

Journals, Diaries, Logs, & Blogs TYPES

  Reflection Journals   Language Journals   Math/Science Logs   Learning Logs   Diaries   Reader Response

Journals   Double Entry

Journals   Blogs

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PURPOSES   Record experience and facilitate learning from

experience through reflection and thinking.   Support understanding and the representation of

that understanding.   Develop creativity, critical thinking, problem-solving,

and the development of a questioning attitude.   Encourage metacognition, communication, self-

expression, and planning, as well as voice.   Increase active involvement in, and ownership of,

learning, and assess learning and growth.   Enhance reflective practice, personal development,

and self empowerment, and support change. Centre for Teaching and Learning: 6 Good Practice in Teaching and Learning, 2003

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One Model

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Table of Contents

First Page

# Topic Page

Después de varias páginas

Notas

Reflexiones Preguntas

Página TEMA

CONTENIDO

Primera página

# Tema Página

Several Pages In

Notes

Reflection/Question

Page # TOPIC

Research-Informed Practice

Francisca Sánchez Inspiring Voice

Student Success

Every student will graduate from high school prepared for college and career.

Students will have the confidence, competence, and information needed to make positive choices for the future.

Students will have the strength and competence to participate fully in the 21st century economic, scientific, political, cultural, and intellectual life of our multilingual, multicultural global society.

21st Century Skills •  Academic Preparation •  College and Career Readiness •  Mastery of Advanced Literacies

and 3M Skills (Multimedia, Multilingual, and Multicultural)

•  Innovation, Creativity, and Solution Seeking Competencies

•  Social, Civic, and Environmental Responsibility

•  Technological Fluency •  Strength of Body, Mind, and

Character

A Framework for Engagement, Equity, & Excellence within a Global Context

Francisca Sánchez

A Framework for Engagement, Equity, & Excellence within a Global Context

Inspiring Voice

Student Success

How will we create culturally and linguistically responsive learning environments in our classroom, our schools, and

our community?

High Status

Rich & Affirming

Empowering

Respect Relationships Responsibility Relevance

Francisca Sánchez

A Framework for Engagement, Equity, & Excellence within a Global Context

Inspiring Voice

Student Success

Academic Preparation

College/Career Readiness

Mastery of Advanced Literacies & 3M Skills (Multimedia, Multilingual, Multicultural)

Innovation, Creativity, & Solution Seeking Competencies

Social, Civic, & Environmental Responsibility

Strength of Body, Mind, &

Character Technological

Fluency

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A Framework for Engagement, Equity, & Excellence within a Global Context

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Student Success

HIGH INTELLECTUAL PERFORMANCE

HIP Elicit high intellectual performance.

Student Strengths Identify and build on student strengths.

Relevant Learning Situate learning in the lives of students.

Enrichment Create environments of enrichment rather than mediation.

Powerful Relationships Establish powerful relationships that nurture success.

Active Engagement Engage students actively In the learning process.

Address Prerequisites

Address the prerequisites for learning.

Powerful Pedagogical Practices

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A Framework for Engagement, Equity, & Excellence within a Global Context

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Beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.

To improve conditions, viewing themselves as players in the world and participating reflectively

Others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.

Effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.

Investigate the World

Recognize Perspectives

Take Action Communicate Ideas

Student Success

HIGH INTELLECTUAL PERFORMANCE

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Four Key

Principles Building Student

Competence

Deep Engagement

Personal, Local, & Global

Significance

Integrated Performance-

Based Application &

Creation

Feedback & Assessment

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Francisca Sánchez

Checklist FOCUS QUESTION

Am I nurturing students’ substantive understanding of, and action in, the increasingly complex, diverse, and interdependent world in which they live and developing their capacities and dispositions, including multilingualism and global competence, to understand and act on significant issues in their lives?

Checklist for Research-Supported Teaching

for Global Competence & Powerful Student Success FOCUS QUESTION

Am I nurturing students’ substantive understanding of, and action in,

the increasingly complex, diverse, and interdependent world in

which they live and developing their capacities and dispositions,

including multilingualism and interculturality, to understand and act

on issues of global significance?

Check if Applicable Research-Supported Criteria for

Powerful Student Success Interactive Structures/Strategies

DEEP ENGAGEMENT Have I planned a unit of study and selected and designed globally-related topics and empowering

interactions and processes for deep student engagement?

Am I building powerful teacher-student and student-student

relationships? (Jensen)

Am I fostering leadership and teamwork, including

developing cooperative learning skills, and organizing

small group learning? (Hattie, Jensen)

Am I building trust? (Hattie)

Am I fostering student openness to new ideas? (Hattie)

Am I engaging students’ curiosities? (Jackson)

Am I using processes that allow students to engage

meaningfully with the work? (Jackson)

Tap prior knowledge, and connect learning to students’ real

lives. (Jensen, Jackson)

Am I fostering positive social-emotional responsiveness?

(Hattie)

Build on culture, language, and experiences as assets.

(Jackson, Jensen)

Am I providing students with choice and variety? (Jensen)

Am I designing authentic inquiry learning? (Jensen)

Am I communicating to students that their experiences

count and that who they are counts? (Jackson)

Am I creating culturally and linguistically responsive

learning contexts? (Jackson)

Am I providing challenging tasks? (Hattie)

Am I designing opportunities for students to engage in

personal synthesis throughout the learning process? (Boix

Mansilla & A. Jackson)

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Francisca Sánchez

  Use your journal to reflect on your experiences today. " What are the connections? " How does what I’m hearing/learning provide additional insight or

perspective to my existing knowledge, skills, or capacities? "  In what ways does what I’m hearing/learning reflect my own experiences as a

student or an educator? " What additional questions did the activity, interactions, or conversations raise

for me? " What potential do I see for what I’m hearing/seeing/learning to have a

powerful impact on the students and communities I serve? " What commitments will I make to change my thinking, behavior, or practice

based on what I’m learning/exploring?

Journal Reflection The world changes according to the way people see it, and if you can alter, even by a millimeter, the way people look at reality, then you can change the world. (James Baldwin)

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Francisca Sánchez

Two Essential Questions  How can this strategy facilitate English Learners’ development across multiple domains and languages? " Social/Affective? " Linguistic? " Cognitive/Academic? " Metalinguistic? " Metacognitive?

 How can we intentionally bridge between languages and domains to facilitate transfer of skills?

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Francisca Sánchez

How might using some of these practices help your dual language students develop their social/affec tive, l inguistic, cognitive/a c a d e m i c , m e t a l i n g u i s t i c , o r metacognitive capacities?

Quick Reflection

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WOWS Might sound like:

“This intrigues, fascinates, inspires, excites me because . . .”

WONDERS Might sound like:

“I wonder how this will apply, work, impact . . .”

NONJUDGMENTAL SHARING

Research-Informed Interactive Classroom Strategies

Francisca Sánchez Inspiring Voice

Focus Strategies

After Action Review Big

Words for Big Minds

Fact or Fiction Cards

Soundscapes

Story Charts

Two-Way Tasks

Book Making

Clippings Poem

After Action Review Art Card Introductions Big Words for Big Minds Book Making Clippings Poem Fact or Fiction Cards Journaling Quick Write Reflection Soundscapes Story Charts Two-Way Tasks Wows and Wonders

Francisca Sánchez

Strategies v. Activities Context Generic

Grade Generic

Recyclable Learnable

Strategic

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Francisca Sánchez

Anchor Standards: College & Career Readiness

Reading Literature & Informative Text

Writing Speaking & Listening

Language

Key Ideas & Details 1-3 Text Types & Purposes 1-3

Comprehension & Collaboration K -3

Conventions of Standard English/Spanish 1-2

Craft & Structure 4-6 Production & Distribution of Writing 4-6

Presentation of Knowledge & Skills 4-6

Knowledge of Language 3

Integration of Knowledge & Ideas 7-9

Research to Build & Present Knowledge 7-9

Vocabulary Acquisition & Use 4-6

Range of Reading & Level of Text Complexity 10

Range of Writing 10

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Parallel Architecture

& Design

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Spanish Language Arts Standards READING WRITING SPEAKING &

LISTENING LANGUAGE

LITERATURE & INFORMATIVE

TEXT

FOUNDATIONAL SKILLS

WRITING & COMPOSITION

Key Ideas & Details 1-3

Print Concepts 1*

Text Types & Purposes 1-3

Comprehension & Collaboration 1-3

Conventions of Standard Spanish 1-2*

Craft & Structure 4-6

Phonological Awareness 2*

Production & Distribution of Writing 4-6

Presentation of Knowledge & Skills 4-6

Knowledge of Language 3

Integration of Knowledge & Ideas 7-9

Phonics & Word Recognition 3*

Research to Build & Present Knowledge 7-9

Vocabulary Acquisition & Use 4-6

Range of Reading & Level of Text Complexity 10

Fluency 4 Range of Writing 10

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Promote the same expectations and level of rigor in the use of Spanish that educators expect in the use of English.

Address the learning points, skills, and concepts that are specific to the Spanish language and its literacy.

1

3

Indicate the skills transfer areas between English and Spanish. 2

Purpose of Linguistic Adaptations

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Francisca Sánchez

Criteria for Identifying Priority Standards

READINESS Will this provide students with essential knowledge and skills that are necessary for success in the next grade or the next level of instruction?

ENDURANCE Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date?

LEVERAGE Will this provide knowledge and skills that will be of value in multiple disciplines?

EXTERNAL EXAMS Will this prepare students with the concepts/skills they are most likely to encounter on key high-stakes exams?

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Francisca Sánchez

Criteria for Identifying Priority Standards

What are the standards that identify key linguistic characteristics for Spanish, that students will not master unless we explicitly teach them?

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Francisca Sánchez

Vertical Articulation

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K 1

2 3

4 5

6 7

8 9

10 11

12

Mathematics

Science History Discourse

Complex Text Explication

Argumentation Text Structures

Sentence Structures Δ Vocabulary Use

Visual & Performing Arts

Spanish Language Arts

Standards

Horizontal Articulation

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Linguistic Transfer

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Dual language students who understand how their languages are similar and different reach higher levels of academic achievement.

Most dual language learners require explicit instruction in the transfer of language and concepts. This instruction serves as a bridge between languages.

Students who experience this bridge instruction will begin to build bridges on their own and will continue to do so as they learn more about their languages.

Building these linguistic bridges is more effective when it is pre-planned and coincides with the content and language allocation plan of the program.

(Beeman/Urow)

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Why?

Actively involve students in contrastive analysis focusing on how the two languages are similar and different.

Generate confidence in students that they can use their knowledge in/of a language to improve their knowledge in/of their second language.

Help students transfer the academic language learned in one language to the other language.

(Beeman/Urow)

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Francisca Sánchez

Interactive Strategies – Round 1

Actively involve students in contrastive analysis focusing on how the two languages are similar and different.

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La verdadera historia de

los tres cerditos

1 Story Charts

2 Two Way

Task

3 Soundscapes

4 Fact or

Fiction Cards

Find your star card.

Go to the indicated table.

Follow the directions on your white envelope.

You have 10 minutes.

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Setting Characters Plot

Beginning

Middle

End

Story Chart – Narrative

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Story Chart - Process

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Animal Description Food Movement Protection

Plankton

Nekton

Benthos

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Two-Way Task  Timeline/Sequence " Students sequence events from a

story or process so they end up with a “story” that makes sense.

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First . . . Finally . . .

Then . . .

Time Period # Immigrants Country of Origin 1820-1860

1861-1880

1881-1900

1901-1920

Clue # 1: During the most recent period, 1981-1990, approximately 5 million immigrants came to America.

Clue #2: Most Scandinavian immigration to the Midwest occurred during the 1860's and '70's. Large numbers of Chinese immigrants came to the American West during that time period, also, but the Chinese Exclusion Act in 1882 ended most Chinese immigration until very recently.

 Clue " Students use written clues to

complete a chart or table. " Some clues may be interactive.

Francisca Sánchez

HOW?

Musical Instruments Found Sounds Vocalizations

Sounds Created with Voices

Soundscapes Explore layering sounds to recreate a place or event

Bring a story to life by using sounds alone

Explore the elements of music and how they can achieve unity and variety, tension and release, and balance in musical composition

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Francisca Sánchez

Fact or Fiction Cards

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TRUE or FALSE

Squid lay

single eggs.

FRONT

FALSE

Squid lay many eggs at a time, with groups of eggs enclosed in long cases made of material similar to that of chicken egg shells. Squid plant these egg cases in the sand of clear shallow waters. When an observer sees these hundreds of egg cases, they look like anemones waving in the water.

BACK

  Each student creates a series of true/false statements about the topic, one statement per card.   Students then prepare a paragraph (or more) providing additional details for true statements and correct information and supporting details for false statements.   The info is placed on the back of the corresponding statement page.   Cards can be shared or compiled.

Francisca Sánchez

How might using some of these practices help your dual language students develop their social/affective, l inguistic, cognitive/academic, or metacognitive capacities?

Sharing

Inspiring Voice

Might sound like: “This intrigues, fascinates, inspires,

excites me because . . .”

Might sound like: “I wonder how this will apply,

work, impact . . .”

WOWS

WONDERS

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Big Words for Big Minds Word BIG Meaning large in dimensions,

quantity, number or amount

Spanish (or other L1) grande

Synonyms large, huge

Antonyms small

Examples of the sun; an elephant

Form adjective big; bigger; biggest

Uses Literal: I live in a big house. It has 5 bedrooms. Figurative: He has a big heart.

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"  Students work in pairs as language detectives to extend their vocabulary learning.

"  For each word, students identify: !  Meaning !  First Language Equivalent !  Synonyms !  Antonyms !  Examples of !  Form (Grammatical Category/

Comparatives) !  Use

"  Students add these words and the related information as entries in their individual and/or class dictionaries.

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Another Example Word TEMPO Meaning music’s speed or pace; beat or rhythm; beats per

minute

Spanish (or other L1) tempo (m)

Synonyms cadence, pace, rhythm, beat, pulse, stroke, measure, bounce, rate, velocity

Antonyms NONE

Examples of andante grazioso, presto, allegro

Form noun

Uses Literal: The song had an upbeat, jazzy tempo that made me want to dance. Metaphoric: The tempo of life in a small town is too slow for me.

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Francisca Sánchez

Interactive Strategies – Round 2

Actively involve students in contrastive analysis focusing on how the two languages are similar and different.

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BOOK MAKING

1 STRIP BOOKS

2 POCKET BOOKS

3 FOLDED BOOKS

4 HARD

COVER BOOKS

Find your star card.

Go to the indicated table.

Follow the directions on your white envelope.

You have 10 minutes.

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  Find all your materials. "  Several long strips of paper " A smaller strip of paper " A piece of yarn " A stapler

  Place 6 of the long strips of paper one on top of the other. " Use any color scheme/pattern

that appeals to you.

Strip Books

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  Wrap the shorter paper strip around the left end of your stack of longer strips, and staple them all together.   Tie your yarn around the stapled end as a decorative touch.   Add your content.

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Pocket Books

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  Find all your materials. "  2 sheets of paper "  A piece of yarn

  Fold one piece of paper in fourths, so that you now have a ¼ sized version of the larger paper.

  Unfold the paper, and bring the bottom corners to the middle so that the are now touching.

  Bring the bottom point to the top of the paper and crease the folds well.

  Repeat the process with the other sheet of paper, and stack you’re your two folded sheets, one on top of the other.

  Tie the two pieces of folded paper together with your yarn.

  Fold the tied sheets in half.   Add your content. POCKET POCKET

FOLD

OPEN

FOLD

FOLD

FOLD

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Folded Books

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  Find all your materials. "  1 sheet of paper "  Scissors

  Fold the paper in eighths. Make sharp creases.   Unfold the paper, then fold in half,

portrait style.   Starting at the center fold, cut from the

folded side to the middle.   Unfold the paper, and holding each side

of the paper between your thumb and forefinger, press in, so the cut begins to form a diamond.   Keep pressing in and fold down flat.   Add your content.

FOLD

FOLD FOLD OPEN

CUT

PUSH SIDES IN AND FOLD FLAT

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  Find all your materials. " Cardboard Covers " Decorative Papers – 3 Sizes* " Accordion Insert

 Use the largest paper to cover the outside of the front and back covers.  Use the next largest paper to cover the inside of the front and back covers.   Insert the accordion paper.  Add the spine cover.

Hard Cover Book

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*Square books will use only TWO sizes of paper.

Francisca Sánchez

How might using some of these practices help your dual language students develop their social/affective, l inguistic, cognitive/academic, or metacognitive capacities?

Sharing

Inspiring Voice

Might sound like: “This intrigues, fascinates, inspires,

excites me because . . .”

Might sound like: “I wonder how this will apply,

work, impact . . .”

WOWS

WONDERS

Reflection

Francisca Sánchez

Re-Membering REMEMBER

Recall something forgotten Keep something in memory

Commemorate somebody or something

RE-MEMBER Reconnect

Reconstruct Re-unite

DIS-MEMBER Destroy something

by taking it apart

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Francisca Sánchez

After Action Review

What did we do that MOST touched your passion or that energized you? Why?

What did you learn about CREATING similar experiences for your students in the coming days and weeks?

What ONE thing will YOU do to RE-MEMBER and sustain yourself in this work?

Inspiring Voice

Francisca Sánchez

Clippings Poem

Spread out your clippings on the table. •  Read through them. •  How do the words/

phrases relate to your topic?

•  Select the clippings that are most powerful for you.

Organize your clippings to form a poem that makes sense. •  Connect existing ideas. Craft

new ideas. •  Make sure your poem has at

least 10 lines. •  Identify a theme/idea to serve

as the title of your “poem.”

Glue your “poem” onto the paper provided. •  Identify the “authors”

on the back of the paper.

•  Prepare to share your poem with the rest of the group.

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What did we experience and learn today, and what will we

do as a result?

FOCUS QUESTION

Francisca Sánchez

When the arts are in our lives, and when we can communicate in many languages, we become richer and more interesting. We can connect with amazing people in our own communities or all over the beautiful world that we create together.

Create a Beautiful World

Liliana Sánchez

Dual Language Immersion Program Walnut Grove K-8 School • Patterson JUSD

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LEARNING ENGLISH, SPANISH, & ARABIC!

Francisca Sánchez

Francisca Sánchez Provocative Practice

franciscasanchez53@gmail.com 209.894.7816

Thank You!

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