high-impact literacy instruction in the immersion classroom d r. m yriam m et i ndependent c...
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High-Impact High-Impact Literacy Literacy
Instruction Instruction in the in the
Immersion Immersion ClassroomClassroom
DR. MYRIAM METDR. MYRIAM METINDEPENDENT CONSULTANTINDEPENDENT CONSULTANT
OFELIA G. WADEOFELIA G. WADEUTAH STATE OFFICE OF UTAH STATE OFFICE OF
EDUCATIONEDUCATION
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Literacy: Literacy: A catalyst for language A catalyst for language
acquisitionacquisition
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Language, Literacy, and Language, Literacy, and AcademicsAcademics
Students need to use literacy as a tool to acquire, enhance, and display their learning.
Literacy is critical to success in an academically rigorous curriculum.
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Language, Literacy, and Language, Literacy, and AcademicsAcademics
Students need to use literacy as a tool to acquire, enhance, and display their learning.
Literacy is critical to success in an academically rigorous curriculum.
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Literacy and Literacy and AcademicsAcademics
Academics in Academics in the primary the primary gradesgrades
Concept Concept development development in later in later grades grades
describe the characteristics describe the characteristics of sounds and vibrations, of sounds and vibrations, including how sounds are including how sounds are produced, received and produced, received and used. used.
describe the relationship describe the relationship between fractions and between fractions and decimals decimals
Identify situations that are Identify situations that are represented by negative represented by negative numbers.numbers.
explain how early European explain how early European and African cultures and African cultures influenced colonial influenced colonial lifestyles. lifestyles.
What does it mean to ‘think What does it mean to ‘think like a scientist’?like a scientist’?
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ImmersionImmersionLiteracy and AcademicsLiteracy and Academics
INTENTIONAL •SYSTEMATIC •EXPLICIT
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ImmersionImmersionLiteracy and AcademicsLiteracy and Academics
Where are we?
Where do we need to be?
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IntentionalIntentional & &
ExplicitExplicit
Literacy Literacy InstructionInstruction
Utah Dual
LanguageImmersion
Model
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Provides a Provides a cohesive cohesive
pathway to pathway to connect connect
proficiency, proficiency, curriculum, curriculum, pedagogy, pedagogy,
assessment and assessment and student student
outcomesoutcomes
Systematic
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•WHYWHY•WHATWHAT•WHENWHEN•HOWHOW•HOW WELL HOW WELL
Explicit
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THE COMPELLING WHYTHE COMPELLING WHY Proficiency TargetsProficiency Targets
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WHENWHENAllocated Time Within Allocated Time Within
the Modelthe Model
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WHATWHAT Scope & Sequence Scope & Sequence
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•PedagogyPedagogy•Support Support Materials Materials•Teacher PDTeacher PD
HOW
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PedagogyPedagogy
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PedagogyPedagogy
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Scaffolding Scaffolding StrategiesStrategies
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Scaffolding Strategies
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Scaffolding Scaffolding StrategiesStrategies
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Scaffolding Scaffolding StrategiesStrategies
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Support Support MaterialsMaterials
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Teacher PDTeacher PDOne-Week Summer InstituteOne-Week Summer Institute
Four Full-Day PD’s During the Four Full-Day PD’s During the YearYear
Instructional Coaching Instructional Coaching SupportSupport
Peer ModelingPeer Modeling
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HOW WELLHOW WELL
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HOW WELLHOW WELL
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Comprehensive Comprehensive Assessment PlanAssessment Plan
Formative: Utah 1Formative: Utah 1stst Grade Spanish Grade Spanish Proficiency Report Summative: NoneProficiency Report Summative: None
Formative: Utah 2Formative: Utah 2ndnd Grade Spanish Grade Spanish Proficiency Report Summative: AAPPL Proficiency Report Summative: AAPPL (Practice)(Practice)
Formative: Utah 3Formative: Utah 3rdrd Grade Spanish Grade Spanish Proficiency Report Summative: AAPPLProficiency Report Summative: AAPPL
Formative: Utah 4Formative: Utah 4thth Grade Spanish Grade Spanish Proficiency Report Summative: AAPPL Proficiency Report Summative: AAPPL
Formative: 5Formative: 5thth LinguaFolio: Online LinguaFolio: Online Summative: STAMPSummative: STAMP
Formative: 6Formative: 6thth LinguaFolio: Online LinguaFolio: Online Summative: STAMPSummative: STAMP
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ChallengesChallengesMonitor fidelity of Monitor fidelity of
Implementation.Implementation.
Provide effective & ongoing Provide effective & ongoing professional support.professional support.
Provide continous updates Provide continous updates and refinements to the and refinements to the programs.programs.
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RecapRecap If you want it, you must build the structures that If you want it, you must build the structures that
address:address:
Why (Proficiency Targets)Why (Proficiency Targets)When (Instructional Model)When (Instructional Model)What (Scope and Sequence & What (Scope and Sequence &
Materials)Materials)How (Strategies and AssessmentHow (Strategies and Assessment
RememberRemember , if you build the right , if you build the right
structuresstructures , explicit and systematic , explicit and systematic literacyliteracy
instruction will instruction will comecome to your to your immersion immersion classroomsclassrooms and the and the studentsstudents will achieve will achieve
proficiencyproficiency!!
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WHAT A DIFFERENCE!WHAT A DIFFERENCE!
SHOW VIDEOS HERE of Eagle Bay gr 4 then SHOW VIDEOS HERE of Eagle Bay gr 4 then grade 3grade 3
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HIGH QUALITY INSTRUCTIONALHIGH QUALITY INSTRUCTIONAL STRATEGIESSTRATEGIES
CONTENT-SPECIFICCONTENT-SPECIFIC
LITERACYLITERACYMATHMATHSCIENCE SCIENCE
ETC.ETC.
LANGUAGE- LANGUAGE- SPECIFIC SPECIFIC
INPUTINPUTOUTPUT/OUTPUT/INTERACTIONINTERACTIONENGAGEMENTENGAGEMENT
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Effective Effective Literacy InstructionLiteracy Instruction
Is integrated into unit and lesson Is integrated into unit and lesson plansplans
Requires professional developmentRequires professional development
Uses criteria-based assessments of Uses criteria-based assessments of teacher performance teacher performance Classroom Classroom observations, mentoring and observations, mentoring and coachingcoaching
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ConsiderationsConsiderationsPrinciples of Principles of
practicepracticeCriteria-driven Criteria-driven
textstextsConnecting Connecting
curriculum, curriculum, instruction, and instruction, and assessmentassessment
Expanding Expanding strategic strategic repertoirerepertoire
Adapting textAdapting textUsing L1 background Using L1 background
knowledge in text knowledge in text selection vs. selection vs. authentic texts in L2authentic texts in L2
Multimedia : You Multimedia : You Tube; read alongs; Tube; read alongs; video write and video write and listen to your own listen to your own booksbooks
Making mini booksMaking mini books
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Questions? (Answers???)Questions? (Answers???)