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What Works for Family Literacy?

What Works for Family Literacy? . National Center for Family Literacy April , 2010 Heide Spruck Wrigley Literacywork International. Perspective. Environmental Print – . Have students identify and copy signs they find interesting . 3 Americans sit on a bench .

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What Works for Family Literacy?

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  1. What Works for Family Literacy? National Center for Family Literacy April , 2010 Heide Spruck Wrigley Literacywork International

  2. Perspective

  3. Environmental Print – Have students identify and copy signs they find interesting

  4. 3 Americans sit on a bench Three Americans sit on a bench in Bern, Switzerland. Along comes a Swiss and asks Entschuldigung, sprechenSie Deutsch? One American answers, Dutch, sorry, we don’t speak Dutch. So the Swiss gentleman asks, Parlez-vousfrançais, alors? Naw, says the other, American it’s a sissy language, we don’t speak French. The Swiss tries again, Parlateitaliano? Well, we can say pizza and pinot greegeeo if that helps. The Swiss gives it one more try, knowing how close to Mexico the US is, ʖPero – ustedeshablanespanol, no? Nada, nix, zilch comes the answer. The Swiss shakes his head in wonderment and gets back on his bicycle. Mhmm, says the first American to the second, maybe we should consider learning another language? To which the second replies, Why? This guys spoke 4 languages – didn’t do him any good. Bilingual and trilingual students

  5. My Goal To help each of you to find your cape and fly as high as possible

  6. Session Flow • Community Building and Persistence • Angelina Mango • What Works in Student-Centered Instruction, • Connecting Language, Literacy and Culture • Love Potion # 9 – • Video-based scenario: “Welcome Parents” • Student-generated projects : Science, Art, Food

  7. Your Expectations?

  8. The Dilemma

  9. Community building Lego Representation of M.C. Escher’s Relativity

  10. Persistence through Community Building Use pair and small group activities Create a buddy system and “welcome team” Emphasize a motto : “All for One and One for All” Do Collaborative projects Introduce Class Rules • Some set by program • Others generated by students Set daily routines and have students give 1-3 minute presentations: What’s New? • In your life – the community – at work High Expectations and High Support

  11. Community Building Through interactive role play

  12. My Name is Angelina Mango Favorite Actor Opposite Sex Favorite Fruit Favorite number (1-20) Place been wanting to visit Dream job to have one day

  13. From Classroom to Community Structured assignments Achievement charts Program as language lab How did you get your job? Students as ethnographers Virtual visits on the web

  14. Community Mapping

  15. A Better Community • In our community I think should have cleaner streets. People should know it’s important for our health. • In our community we should have more swimming pools so our children are not in the streets. • In our community we should have good friendly neighbors because we have to be united. • In our community we should have natural gas because is cheaper than butane gas. • The community needs more jobs because a lot people don’t have work and a lot factories are closed. • In our community we need transportation because a lot people don’t have cars and some don’t drive. If drivers speak Spanish and English, it would be better.

  16. The Lovely Family Home We called it the lovely family home because we always love, try to give help, support, and have fun with each other. Maria I. Mendoza

  17. My Wonderful Home My home is made of love, tears, and sacrifice. That is why we love it and take care of it. Each corner has something special. For example, the flower pot means happiness. My happiness is there because my husband and children are there. Martina Vazquez

  18. What Works in Adult ESL 4 year national study 40 programs 500 students 20 languages Pre-and post Classroom observations Extensive coding

  19. Major Findings • Strategic and judicious use of the native language • Preview/review • Varied practice and interaction • Non-structured communication AND how English works • Bringing the outside in Other Studies: • Peer to peer interactions (reciprocal teaching) • Explicit teaching of learning strategies

  20. Preview-Review in L1

  21. Heide gehtnachAmerika

  22. Comprehension Check Thumbs up Thumbs down

  23. How Language Works Varied Practice and Interaction Discovery Grammar

  24. Varied Interaction and Practice • Heide lebt in Deutschland • Heide heirateteinenAmerikaner • Heide hat ein Kind - Sylvia • Heide fliegtnachAmerika • %%%%%%%% • Heide und derAmerikaner (Norman) heiraten • Heide und Norman fliegennachAmerika • Heide und Sylvia lebenjetzt in Kalifornien In the bilingual brain both language systems are activated

  25. Connecting the Pieces Present Information (Listening – Speaking) Activate Background Knowledge Discussion Comprehension Check Present Information (Reading – Writing) Break Highlight Lesson Focus and Model the Task Guided Practice Small Group Work Highlight How English Works Quick Check and Review ESL by Design

  26. What Do You See? working with compelling visuals

  27. What’s the story? A picture is also a text

  28. A Focus on Cultural Practices

  29. Communication Skills through Songs

  30. Love Potion Number Nine I took my troubles down to Madame RueYou know that gypsy with the gold-capped toothShe's got a pad down on Thirty-Fourth and VineSellin' little bottles of Love Potion Number Nine I told her that I was a flop with chicksI've been this way since 1956She looked at my palm and she made a magic signShe said "What you need is Love Potion Number Nine“ She bent down and turned around and gave me a winkShe said "I'm gonna make it up right here in the sink"It smelled like turpentine, it looked like Indian inkI held my nose, I closed my eyes, I took a drink … but when I kissed the cop at 34 th and Vine He broke my little bottle of … Original Lyrics by Jerry Leiber and Mike Stoller. It was initially recorded by The Clovers, and later by the Searchers

  31. Connecting Language and Culture We Are New York Videos are available on YouTube

  32. Welcome Parents We Are New York ESL Learning Series – Discuss!

  33. Learner-generated projects

  34. Science Project • Students work in teams to create a science project • They present their team project to their classmates • They set up the projects in a common area • Other classes and staff walk by, hear the presentation, and ask questions Successful family literacy projects

  35. Art Gallery Project Teacher introduces art Students select their favorite Students research artist Class created a Gallery Walk Students explain their picture to audience as they walk by

  36. Frida Kahlo

  37. Leonardo Da Vinci

  38. Not everyone embraces technology

  39. Drama in the Nursery Dear Peter, I hope you are happy with your game boy - Teddy

  40. Tales of Mere Existence: Saturday By Lev Yilmazhttp://www.youtube.com/watch?v=RdYEkZL9KPM

  41. Remember A love affair with knowledge will never end in heartbreak

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