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Two-Way Dual Immersion: From Theory to Practice

Two-Way Dual Immersion: From Theory to Practice . Veronika Lopez-Mendez, vlopez-mendez@sandi.net. Phonemic Awareness in Spanish . Yopp & Stapleton, 2008. Oral Language Development. Language in service of reading and writing Within Calle de Lectura day 1 & 2

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Two-Way Dual Immersion: From Theory to Practice

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  1. Two-Way Dual Immersion: From Theory to Practice Veronika Lopez-Mendez, vlopez-mendez@sandi.net

  2. Phonemic Awareness in Spanish Yopp & Stapleton, 2008

  3. Oral Language Development • Language in service of reading and writing • Within Calle de Lectura day 1 & 2 • Our primary objectives as Two-Way Immersion teachers: • Model Language • Teach with the aim to develop students oral language • Support students to apply language independently • Attend to the needs of both groups of students: English learners and Spanish learners

  4. A Model for Developing Oral Language • Structured Oral Language lessons • Lesson Components: • Whole group modeling of the language frames (I do it) • Practice using the frames (We do it) • Independent application in writing (You do it) Scope and Sequence: phonics

  5. Gradual Release of Responsibility

  6. Whole group instruction (I do it)

  7. Modeled Writing (I do it)

  8. Partner Talk (We do it)

  9. How do students apply what they know? (You do together)

  10. The Bridge to Writing (you do it alone) • Language Frames/ Marcos de lenguaje ___________ se dedican a _____________. Ellos usan_________________. Usualmente los puedes encontrar en __________. Nosotros necesitamos a ___________________ porque __________________.

  11. Share-out (you do it alone)

  12. Should interventions be provided in students’ first language, second language or both? • Tara Fortune and Mandy Menke: Struggling Learners & Language Immersion Education • Provides an overview of the research and suggests that: • Consider the needs of each learner • More English doesn’t equal better results BUT less Spanish will affect the development of strong Spanish skills • Spanish speakers initially will benefit from Spanish interventions- monitor and add English interventions

  13. Encourage Talk…….

  14. How do we build Academic Language? • Teachers can change and shift language by: (read and comprehend) • Developing concepts- this ensures meaning making • Model increasingly sophisticated vocabulary and syntax • Set explicit expectations for students to USE modeled language • Ask student to talk about their thinking • Why do you think that? • Tell us what you are thinking? • What is the character thinking? Academic language is the language of books, school and thinking. Complex ideas cannot be expressed using conversational language

  15. Teacher practice that impacts Academic Language • Modeling, Modeling, Modeling • Ask questions that make children think- Questions don’t have answers instead they spark discussion • Ask open ended questions, make students link discussion back to the text • Show us what in the text made you think that? • When you ask what happened- you get a retell! Scope and Sequence: comprehension skills & strategies

  16. How to encourage talk….. • Frame your prompts/questions so that students are expected to say more than just “the right answer”: • Tell me what makes you think that? • I’m wondering why the character….. • Why do you think that? What are you thinking about…? • Let’s look at this part, what do you think about this part? • Move away from “what happened” question- that just gives you a retell. • Every student needs to have repeated opportunities to talk

  17. Support for Building Academic Language

  18. Supporting through small group instruction • Types of small group lessons (After reading) • Repeated reading of a text used with the whole group • Front loading of text that will be used with the whole group • Lessons can be to reinforce a strategy or teach a skill • Lessons that focus of a language function

  19. 1st grade lesson Focus is to build Academic Language

  20. Student expectations • Expect that all students will be thinking and ready to TALK • Don’t let students create their own story- hold them accountable for thinking and the text • Hold onto what the text says- Where in the text does it say that? • Organize the instructional day so that students have multiple opportunities to talk • Neediest students need the highest expectations

  21. Planning for Academic Language… • Text selection is critical- use grade level appropriate text that will spark rich discussions • Know the text • The story has to be strong both cognitively and emotionally • Figure out where to linger- what will you ask? What will you model? • When kids get stuck-model

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