language arts / dual language framework two-way classrooms grades 2 & 3 august 18, 2014
TRANSCRIPT
Language Arts / Dual Language FrameworkTwo-Way Classrooms
Grades 2 & 3
August 18, 2014
Presentation Overview
Changes to Yearly Itineraries
Language Arts – Dual Language Framework overview
Daily time devoted to reading
Daily time devoted to writing
**Download the following while reviewing this presentation:• The Monolingual English and Dual Language Yearly
Itineraries • The 2nd/3rd 2-Way Language Arts / Dual Language
Framework • The Lesson Plan Cycle Terms
2014-2015• One page per 9-week
grading period! • Unit & Arcs listed• Reading & Writing in
same document• Writing connected to
reading genre or unit theme
• “Focus” SEs (readiness and tested objectives)
• “Embedded” SEs (supporting or spiraled objectives)
• Conventions SEs aligned to writing process
Grading Period Assessment Pacing Guide Texas Essential Knowledge
and Skills STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard
1st 9 weeks 38 Days
Unit 1: Structural Patterns and Features of Literary Genres Week 1 Aug 25-29 (5 days) Week 2 Sep 2-5 (4 days)
ARC 1: Reading Fictional Texts – Fantasy Writing: Reader’s Response Letters
Reading Focus TEKS: 3.8A, 3.8B
Embedded TEKS: 3.2A, 3.2B
Writing TEKS: 3.20C, 3.20B, 3.29A, 3.29B Conventions: 3.23A, 3.23B, 3.23C
ARC 2: Reading Fictional Texts – Folktales
Writing: (continued) Reader’s Response Letters
Reading Focus TEKS: 3.5A, 3.5B Embedded TEKS: 3.2B, 3.2C Writing TEKS: 3.20C, 3.20B, 3.29A, 3.29B + conventions (see week 1)
Week 3 Sep 8-12 (5 days) Week 4 Sep 15-19 (5 days)
ARC 3: Reading Fictional Texts – Realistic Fiction Writing: Personal Narratives
Reading Focus TEKS: 3.4B, 3.5A, Embedded TEKS: 3.2A, 3.5B Writing TEKS: 3.17, 3.19A Conventions: 3.22A(i)(ii)(iii)(iv)(viii), 3.23B, 3.23C, 3.24C
ARC 4: Reading Fictional Texts – Historical Fiction Writing: (continued) Personal Narratives
Reading Focus TEKS: 3.F19D Embedded TEKS: 3.F19A, 3.F19B Writing TEKS: 3.17, 3.19A + conventions (see week 3)
Week 5 Sep 22-26 (5 days) Week 6 Sep 29-Oct 3 (5 days)
ARC 5: Reading Drama Writing: (continued) Personal Narratives
Reading Focus TEKS: 3.8B, 3.F19D Embedded TEKS: 3.7A, 3.F19B Writing TEKS: 3.17, 3.19A + conventions (see week 3)
ARC 6: Reading Drama Writing: (continued) Personal Narratives
Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17, 3.19A + conventions (see week 3)
Unit 2: Structural Patterns and Features of Expository Genres Week 7 Oct 6-10 (5 days) Week 8 Oct 14-17 (4 days)
ARC 1: Reading Informational Texts Writing: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic)
Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G
ARC 2: Reading Informational Texts Writing: (continued) Writing a Short Informational Text
Reading Focus TEKS: 3.13A, 3.4A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A + conventions (see week 7)
Yearly Itineraries
Week 5 Sep 22-26 (5 days) Week 6 Sep 29-Oct 3 (5 days)
ARC 5: Reading Drama Writing: (continued) Personal Narratives
Reading Focus TEKS: 3.8B, 3.F19D Embedded TEKS: 3.7A, 3.F19B Writing TEKS: 3.17, 3.19A + conventions (see week 3)
ARC 6: Reading Drama Writing: (continued) Personal Narratives
Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17, 3.19A + conventions (see week 3)
Unit 2: Structural Patterns and Features of Expository Genres Week 7 Oct 6-10 (5 days) Week 8 Oct 14-17 (4 days)
ARC 1: Reading Informational Texts Writing: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic)
Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G
ARC 2: Reading Informational Texts Writing: (continued) Writing a Short Informational Text
Reading Focus TEKS: 3.13A, 3.4A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A + conventions (see week 7)
Monolingual English Language Arts
2014-2015 Yearly Itinerary Example
DL Language Arts 2014-2015 Yearly Itinerary
Example ARCs 5 & 6 Weeks 5 & 6 Sep 22- Oct 3 (10 days)
English Language Arts Reading Drama Writing to Learn
Reading Focus TEKS: 3.8B, 3,F19D Embedded TEKS: 3.7A, 3.F19B Writing TEKS: 3.17B
Spanish Language Arts Reading Drama Writing Process: (continued) Personal Narratives
Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17, 3.19A Conventions:3.22A(i)(ii)(iii)(iv)(viii), 3.23B, 3.23C, 3.24C
Unit 2: Structural Patterns and Features of Expository Genres ARCs 1 & 2 Weeks 7 & 8 Oct 6-17 (9 days)
English Language Arts Reading Informational Texts Writing Process: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic)
Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G
Spanish Language Arts Reading Informational Texts Writing to Learn
Reading Focus TEKS: 3.13A, 3.4A Embedded TEKS: 3.F19B, 3.F19C Writing TEKS: 3.17B
Daily 50/50 Language Arts Block
SLA and ELA taught on the same day, each day
Different text selections Texts selections in Spanish differ from texts in English
Skills learned in one language transfer to the other language
Skills that do not transfer will be explicitly taught Past tense “-ed” endings in English language
wanted, passed
Monolingual English Language Arts and DL Language Arts
Monolingual English and Dual Language will follow the 2-4 week cycle
Same genre for Spanish Language Arts (SLA) and English Language Arts (ELA)Generally two weeks per genre (reading)
Focus SEs are different to avoid translation
Grade level teams will be able to plan together
Alignment
Lesson Framework
We’ve been looking at the Yearly Itineraries
Now, let’s look at what is happening
daily within the lesson framework
Activities 1 and 2
The Language Arts lesson plan cycle includes activities 1 and 2. However, both “activities” do not occur every day as they do in other content areas due to the 50/50 block.
For example, teachers may continue with Activity 1 for a few days before moving into Activity 2.
Activity 1 and Activity 2
Are:Reading and writing
Graphic organizers to use with reading and writing
A way to introduce a concept (Activity 1)
A way to go deeper with a concept (Activity 2)
Are not:Games
Activities that are out of the context of reading and writing
Worksheets
Activity 1
• Guided Practice• Side by Side Instruction • Lower Blooms• Depth of Knowledge
(DOK) level 1 or 2 task• Acquiring Knowledge &
Skills (Wiggins & McTighe)
Activity 2
• Guided Practice• Side by Side
Instruction • Higher Blooms• DOK level 3 or 4 task• Making Meaning -
reading & writing with metacognition (Wiggins & McTighe)
Activity #2 Reading
Independent or buddy reading can occur during Activity 2 with students drawing on metacognitive reading strategies.
Writing can occur during Activity #2
and is connected to the reading
genre.
Activity #2 Writing
Daily Time Devoted to Reading
Independent reading should occur each day while the teacher is conducting small group instruction.
Independent reading and/or paired reading should also occur during Activity 2 as the teaching cycle progresses.
Students might also be reading independently or rereading as they complete their “Writing to Learn” journals.
Opportunities for independent reading should include:
Small Group
Instruction
Other Content Areas
Bilingual Learning Centers
Activity #2
Language of the
Day
Bilingual Research Centers
Daily Time Devoted to Writing
Writing in DL Language Arts
• Two to four week cyclesConnected to Reading
• Daily time devoted to writing process
• Focuses on one language at a time
Writing Process
• Take notes• Respond to reading with text
evidence• Lesson reflection, metacognition • Make connections to learning or
world
Writing to Learn
Journals
Reading and Writing Occur Daily in Both Languages
Spanish:
Reading/ Writing focus lessons
Writing Process
English:
Reading focus lessons
Writing to Learn Journal
Time for writing process:With the exception of day 1, time for the writing process is built into every day in one language. The other language focuses on writing to learn.
Writing to Learn Journals:The other language of instruction continues with a reading focus for the entire lesson cycle with Writing to Learn Journals incorporated. In these journals, students take notes, respond to reading with text evidence, reflect on the lesson (metacognition), or make connections to learning.
Opportunities for writing throughout the day
Writer’s Noteboo
k and Writing to
Learn
Journal
Other Conte
nt Areas
Bilingual Learning Centers
Activity #2
Language of the Day
Bilingual Research Centers
Reflection“Effective biliteracy educators embrace a holistic, multilingual perspective on teaching, learning, and assessment that sees the two (or more) languages that each student speaks as complimentary parts of that student’s developing linguistic repertoire.”
~ Karen Beeman and Cheryl Urow, Teaching for Biliteracy, 2013
Please look for upcoming professional learning opportunities or for additional information, contact:
Claire Hagen AlvaradoLanguage Arts
Supervisorclaire.hagenalvarado@
austinisd.org
Donna LundElementary Language
Arts Curriculum Specialist
Yvette CárdenasElementary Language
ArtsDual Language
Specialistyvette.cardenas@
austinisd.org
Julia HernándezElementary Social
StudiesDual Language
Specialistjulia.hernandez@
austinisd.org