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Ajennda /Agenda Entwodiksyon / Introduction

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Ajennda /Agenda Entwodiksyon / Introduction

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  1. Senpozyòmsou Lang KreyòlakKiltiAyisyen, 2018/2018 symposium on Haitian Creole Language & Culture“Ann Makonnen EstandayoakEnstriksyon nan Lang Matènèl la”/ “Weaving the Standards and Home Language Instruction”Samdi, 27 oktòb 2018 / Saturday, October 27, 2018Prezantatè/Presenter: Myriam Augustin, Espesyalis nan Resous/ResourceSpecialist, NYS Language RBERN @ NYU

  2. Ajennda/Agenda • Entwodiksyon/Introduction • RefleksyonsousanouteaprannlavèysoutravayPwofesèDegraffapfèannAyiti a--Kisanouaprann?/Reflection on the work that Professor Degraff is doing in Haiti--What have you learned? • Ki rapwòchmankikafèt ant travayPwofesèDegraffapfèannAyiti a akestandapounivoklasyoisit nan VilNY la? What connection can be made between the work that Professor Degraff is doing in Haiti and the standards for your grades here in NYC? • Òtograflangkreyò la akTwaprensipfondamantalyo • So KonpetansBileng nan Eta NY la / NYS Seal of Biliteracy • PwogresyonKonsèpFondamantalpouAnseye nan KlasBileng/Bilingual Common Core Progression/Home Language Arts Progression • EstandapouSyans/Science Learning Standards • Repase epi diskite yon Modèlpou yon Leson • Diskisyonannekipsoumatyèakladrèspatisipanyopraldevlopepouelèvyo e rezonkifèyochwazimatyèakladrèssayo/Small group discussion on the subject and skills partisipants will develop for their students and the reason why they choose this subject and skills. • Chakpwofesèpraldevlope yon leson an kreyòlpouklasyo/Each teacher will develop a lesson plan in Creole for their class • Kèkpwofesèappatajelesonyoak tout gwoup la/Afew teachers will share their lesson with the whole group   • Kesyon-repons/Questionand answer • Evalyasyon/Evaluation

  3. Atelyesa a tefètpoupwofesè k apanseye nan klasbileng nan VilNouyòk la ___________________________________ • ApreprezantasyonPwofesèDegraff la yèapremidi, annpatajekèkrefleksyonsoutravayli apfèannAyiti a… • Ki rapwòchmankikafèt ant travayPwofesèDegraffap fèannAyiti a, akestandapounivoklasnouyoisit nan VilNouyòla?

  4. AlfabèKreyòl la • A, an, b, ch, d, e, è, en, f, g, h, i, j, k, l, m, n, ng, o, ò, on, ou, oun, p, r, s, t, ui, v, w, y, z 32 son

  5. ÒtografKreyòl la, TwaPrensipFondamantal • 1-Chak lèttoujoupwononsemenmjan.Egz. ‘e’ toujoupwononsetankou ‘ete’, egzamen, ekoloji; ‘è’ toujoupwononsetankou: wè, defèt, evènman • 2- Chak son langlantoujouekrimenmjan.Egz. ‘en’ toujoupwononsetankou enhen, renmen, enfeksyon; ‘in’ toujoupwononsetankouJanin, lalin, inyon; ‘ò’toujoupwononsetankouòganize, lòt, mòn; ‘w’toujoupwononsetankouwòl, woutin, wobotik, zwazo; ‘y’ toujoupwononsetankou:yanm, vwayèl, bay, yoyo • 3-Nanpwen lètkibèbè. Noupwononse tout lètnouwè, e nouekri tout son noutande. Devan ‘o’ nou pa mete ‘r’. Nou mete ‘w’. Egz. Woni, pwòp, pwoteyin Òtografsa a pèmèttimounyoansanmakgranmoun k apaprannalfabetizasyonaprann li akekri pi vitpaseòtograffranseou angle ki gen yon bannlètkiswapwononsediferanjan nan diferanmo, swayobèbè nan sètenlòt mo.

  6. GRADUATE with the SEAL OF BILITERACY The New York State SEAL OF BILITERACY recognizes students who have studied and attained a high proficiency in two or more languages by high school graduation. More languages mean better career and college opportunities: Earn the Seal of Biliteracy! For information, please contact: NYSED Office of Bilingual Education and Word Languages: OBEFLS@nysed.gov, or The Regional Bilingual Education Resource Network in your area: http://www.p12.nysed.gov/biling/bilinged/betac.html

  7. NYS Bilingual Common Core Progressions (BCCPs) • The BCCPs describe language and content scaffolds at each of the 5 language/literacy development levels: Entering, Emerging, Transitioning, Expanding and Commanding, AND across the 4 communication modalities: Listening and reading (Receptive modalities) AND Speaking and writing (Productive modalities). • The BCCPs are a tool, not a curriculum, that enables teachers to differentiate instruction. • The underlying assumption of the BCCPs is that English language learners (ELLs) can reach the same demands described in the Common Core Learning Standards (CCLS), when appropriate support and resources are provided. • The BCCPs see potential bilinguals in all ELLs and all students learning a new language. With the appropriate support for students learning English, as well as support for students developing their home language.

  8. The BCCPs • Integrate language experience and content knowledge • Build on the linguistic foundations and background knowledge of ELLs • Push ELLs toward improved language development in academic settings • Time and care must be provided as ELLs acquire academic language moving from (BICs to CALP) in both English and the home language (HL) • The 5 language proficiency levels: Entering, Emerging, Transitioning, Expanding, and Commanding are referred to as the “Progressions”, which convey the dynamic nature of language/literacy development.

  9. Organization of the Home LanguageArts templates in the BCCPs: • Color coded: HLA templates are in shades of orange • Common Core Anchor Standard • Common Core Grade Standard • Main Academic Demand (MAD) • Grade Level Academic Demand (GLAD) • 5 levels of language literacy development, just like the language proficiency levels of the NYSITELL and the NYSESLAT • Each literacy development level has the 4 modalities • Linguistic demands and examples of how to meet the demand

  10. Using the Progressions to Design Instruction • The new HLA Progressions are designed to help teachers plan instruction and develop appropriate expectations for students at different levels of language and literacy levels. It is important to implement successfully. The development of academic language rests on content area texts. Teachers can target grade appropriate texts and develop strategies to provide multiple points of entry for their students, while taking into account the range of language and literacy skills that characterize their students. • Here are some examples of how teachers can use the progressions to plan and assess language: Differentiate linguistic scaffolds: Entering students will be able to develop their listening, reading, speaking and writing skills by focusing on key words in text, while Transitioning students need less explicit teaching of language are able to replicate models. Expanding students can be supported with tools like glossaries, while Commanding students are able to work inde- pendently. All students will be working in the same content area, but the teacher will create different supports for them based on their language levels and their needs, to access the content and the academic language that is in- tegral to the content area.

  11. Determine the specific scaffolds that target the content area demands: Recognize the precise way in which content should be broken down for students learning a new language or developing their home language is key for selecting scaffolds. Ex. • Sequencing could be helpful in a science experiment • Sentence starters help students to expand their thought and language • A cause and effect graphic organizer could be essential for certain concepts • Summarizing could help to distinguish the main idea from unimportant details in a text • Rubrics can be useful for assessing how well the student understands a text

  12. Develop specific language objectives: The linguistic demands will facilitate for planning for integrating language as a teaching goal. Teachers will be able to plan for the specific language that a unit demands. For instance, knowing the words that are necessary for introducing cause and effect (i.e. because of, due to, when): Because it rained last night there’s a lot of mud on the road this morning. (Paske, lè) (Gen anpillabou nan lari a maten an paskelaplitetonbeyèswa.)These key words will reinforce and clarify the content area concepts and help guide teachers to language development for the content. The BCCPs are designed for use in: transitional bilingual programs (use the HL in the beginning stages as a springboard for developing oracy and literacy in the new language as well as the HL); dual language programs (aim at developing oracy and biliteracy) through the use of both English and the home language. The BCCPs can also be used in foreign language classes

  13. Patisipanyopralrepase “BCCPs” yopounivoklasyo. Yo praldiskitenan ekipyosousayo li a, sounivoelèv nan klasyo, soukijanyokaitilize “BCCPs” yo nan klasyo, kiadaptasyonyokafèlè y apitilize BCCPs yo, e poukisayo desidefèadaptasyonsayo.

  14. Repase yon modèlpou yon leson Diskisyonannekipsou: matyè, akestandayo, akkonesanspatisipanyopraldevlope an kreyòl Pouelèvyo

  15. Travayendividyèlpoudevlopeyon lesonpouklasnou

  16. Patajekèkleson • Kesyon-repons • Evalyasyon

  17. Michel A. F. Degrafffrom TheAtlantic by @TaragarciaM on #BPSDreyol @ Boston Schools

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