division of bilingual education and world...
TRANSCRIPT
Dr. Joanne H. UrrutiaDivision of Bilingual Education and World Languages
andMs. Amy Guerra
Baird and Associates
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Joanne H. Urrutia 305‐756‐2902Beatriz C. Pereira 305‐756‐2904Oscar Fragas 305‐756‐2901Region I Olga Carballo 305‐795‐1030Region II Deland Innocent 305‐795‐1032Region III Cary Perez 305‐795‐1031Region IV Lourdes Menendez 305‐795‐1033Region V Yvonne Petersen 305‐795‐1035Secretary Raybelle Miller 305‐795‐1034
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Jennifer BoyleSussie CaballeroJoann FinneganChristine RodriguezCarmen Concepcion
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Day 1 – August 13, 2009
8:15 ‐ 10:00 AM General Session
10:00 ‐ 10:15 AM Break
10:15‐11:30 AM Concurrent Sessions
11:30‐12:30 PM Lunch
12:30‐2:00 PM Concurrent Sessions
2:00‐2:15 PM Break
2:15‐3:30 PM Concurrent Sessions
Day 2 ‐ August 14, 2009
8:15‐10:00 AM Concurrent Sessions
10:00‐10:15 AM Break
10:15‐11:30 AM Concurrent Sessions
11:30‐12:30 PM Lunch
12:30‐2:00 PM Concurrent Sessions
2:00‐2:15 PM Break
2:15‐3:30 PM Concurrent Sessions
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Longitudinal review of ELLs performance in FCAT ReadingReview of research literatureImplement program based on more current results of researchAim to standardize instructional materials in order to facilitate development of support resources and professional development.
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Percentages of Different ELL Cohort Students Scoring at or above Achievement Level 3 on the Reading Component of the FCAT‐SSS and Florida’s AYP Benchmark (in Red)
ELL Cohort Analysis
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What does the research say?
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Comprehension
Fluency
Vocabulary
Phonics
Phonemic Awareness
We cannot possibly teach all the concepts and skills that our students will need.
We must teach them the tools so they can continue to acquire and use new skills.
Reading is KEY to successfully function in the 21st century.
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What we know about reading instruction (the big 5) is also good for ELL students; but,When instructing ELL students in English, teachers must modify instruction to take into account students’ language limitations.
Teaching English Language Learners by Claude Goldenberg, Stanford University
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The ability to distinguish and manipulate the individual sounds of language. ◦ Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. ◦ Some sounds do not exists in other languages and English language learners (ELLs) students may not be able to discriminate small nuances.
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Method that stresses the acquisition of letter‐sound correspondences and their use in reading and spelling. ◦ This helps beginning readers understand how letters are linked to sounds, patterns of letter‐sound correspondences and spelling in English, and how to apply this knowledge when they read.
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A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context.Many ELL students may not have the vocabulary and background knowledge to use context to derive meaning.
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The word "unbreakable" has three morphemes: "un‐", a bound morpheme; "break", a free morpheme; and "‐able", a bound morpheme. Native speakers of English are able to use these morphemes to make meaning of the word.The same is not true of ELL students.
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Code Switching entails alternating between two languages or linguistic codes within a single sentence or conversation and is a common practice of ELLs, which teachers can use to increase students’ awareness of their linguistic practices.Cognates are words in two languages that have a common etymology.Metalinguistic Awareness means understanding what language does rather than just how to use it.
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ELLs require explicit instruction in phonemic awareness, phonics and vocabulary that goes beyondwhat native speakers need.Instructional materials and classroom teachers need to address explicitly the language differences that may interfere.Instructional materials and classroom teachers need to incorporate links to native language to support literacy development in English.
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The ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automaticity of reading serves as a bridge between decoding and comprehension.
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Initially, children’s level of listening comprehension determines what they can comprehend when reading (Biemiller, 1999).Listening comprehension skills are predictive of English reading comprehension (Royer & Carlo, 1991).ELLs need daily opportunities to listen and practice oral English language in order for their literacy skills to flourish.
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Comprehension
Fluency
Vocabulary
Phonics
Phonemic Awareness
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If we ask children to write in response to their reading from the beginning, they will be able to use this tool in response to reading and to expand their own thinking about texts.
Understanding reading begins with thinking, talking, and representing ideas.
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We must address all the modalities of the language: listening, speaking, reading, and writing at all levels of proficiency.We must systematically and consistently incorporate the Big 5 + 1 into our lessons.
The new adopted textbooks are well designed tools that can facilitate this task.
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What was order for each school?Order based on projections may not be adequate to meet school needs.Textbook exchangeAdditional funds will be available to order more textbooks if necessary.What to do with obsolete instructional materials?
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First steps for a successful TeenBiz implementation:◦ Receive TeenBiz3000 Materials and Kick Off Instructions via School Mail (Dept Chair)◦ Set up Class Periods, Print Student Logins (ITS is uploading daily)◦ Schedule LevelSet Assessment ◦ Model the Five‐Step Literacy Routine◦ Plan Computer Access for Differentiation
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First few weeks you may continue to use the daily articles.
Inside & Edge Unit Development:◦ Achieve 3000 is developing units correlated to the themes in the Inside and Edge textbooks. ◦ First units should be ready in mid September.
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M/J Developmental Language Arts Through ESOLhttp://curriculum_materials.dadeschools.net/pacing_guides/Q1/SDeveESOLQ1MJ.html
Developmental Language Arts Through ESOLhttp://curriculum_materials.dadeschools.net/pacing_guides/Q1/SDeveESOLQ1Grade9‐12.html
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