An Overview of Literacy Squared. Tucson Unified School District Summer Institute 2014

Transcription

1 An Overview of Literacy Squared Tucson Unified School District Summer Institute 2014

2 What kind of Asian are you? * What does this video have to do with today s topic of Literacy Squared and dual language?

3 Language learning is.. * Linguistic: Learning Language

4 Language learning is.. * Cognitive: Using language to learn & learning about language

5 Language learning is.. * Psychological: Inside our head & outside our head

6 Language learning is * Emotional

7 Language Learning and Identity Development * To have a second language is to possess a second soul (Charlemagne )." * Learning a second language is a long and complex undertaking. Your whole person is affected as you struggle to reach beyond the confines of your first language and into a new language, a new culture and a new way of thinking, feeling and acting (Brown, 2000)" * Acquiring a second language well necessitates the acquisition of a second identity.(brown, 2000)."

8 Literacy Squared: Our Mission * The mission of Literacy Squared is to further the development of instructional programs and practices that develop bilingualism/ biliteracy in Spanish and English while concomitantly developing the assessment tools and research base to support the academic legitimacy of biliteracy development in the U.S. Biliteracy is a higher form of literacy than monoliteracy.

9 What is Literacy Squared? * Literacy Squared began in 2004 and, over the past decade, has developed and refined four basic components: * Research - research based and research tested * Assessment developing trajectories toward biliteracy in reading and writing in Spanish and English * Professional Development theoretical, practical, done with teachers and not to them * Instructional Holistic Biliteracy Framework

10 Lecto- escritura al cuadrado

11 Research research base * Holistic Bilingualism/biliteracy (Grosjean, 1998; Valdés, 1994) * Teaching students to read in their first language promotes higher levels of achievement in English (August & Shanahan, 2006; Slavin & Cheung, 2006; inter alia) * Direct and explicit instruction accelerates language acquisition (Genesee & Riches, 2006) * Children can learn two languages at the same time, including reading and writing without becoming confused and without impeding progress in either * Oracy instruction is critical to literacy acquisition

12 Research Partners

13 Research tested * Partners ( ) * Colorado (Denver & Boulder) * Oregon (Salem & Hillsboro) * Washington (Pasco) * Arizona (Mexicayotl) * Teachers * Children 5,000 * TUSD

14 Research result: The impact of Literacy Squared State-ALL District- ALL State-LEP District-LEP Lit Sq

15 Salem 4 th Grade OAKS - Reading State-ALL District- ALL State-LEP District-LEP Lit Sq

16 Salem 5 th grade OAKS State-ALL District- ALL State-LEP District-LEP Lit Sq

17 Assessment: Building Trajectories toward Biliteracy * Based on theories of Francois Grosjean, Guadalupe Valdes and Richard Figueroa. * Emerging Bilingual Students must be assessed as bilingual and not parallel monolinguals. * In the realm of language learning: * * > 2

18 Our assessment framework * A complex phenomena, a simple example * Reading Assessment Benchmark Assessment DRA2/EDL2 * Level 16 is benchmark (grade level) for first grade * Pilar and Brooke * Brooke scored an 18 on DRA2 at end of 1 st grade * Pilar scored a 12 on EDL2 and a 10 on DRA2 * Two students discuss what people at your school would say about each of them.

19 Literacy Squared View * Who is more advanced? * Brooke * Brooke s overall profile is 18 (18 Eng. + 0 Span.) * Pilar * Pilar s overall profile is 22 (12 in Span in Eng.) * 22 > 18 * Pilar is ahead of Brooke

20 To consider as we strive to improve dual language programs.. * The most insidious psychological damage to second language learners is the current high stakes testing environment in the U.S. * When a bilingual individual confronts a monolingual test both the test taker and the test are asked to do something that they cannot. The bilingual test taker cannot perform like a monolingual and the monolingual test cannot measure the other language. (Váldes & Figueroa, 2004). * Monolingual testing practices will not encourage biliteracy development.

21 Our current assessment conundrum

22 Holistic Biliteracy Framework CROSS LANGUAGE CONNECTIONS SPANISH HOLISTIC LITERACY-BASED Connecting Language Environments LITERACY BILITERACY FRAMEWORK ELD CROSS LANGUAGE CONNECTIONS

23 Unique features of Literacy Squared * Instructional Components * Paired literacy * Oracy * Metalanguage * Cross- language connections * Instructional Strategies (in both languages) * TheDictado * Lotta Lara * Así se dice * Whole group instruction * Direct and explicit teaching

24 Spanish Literacy CROSS LANGUAGE CONNECTIONS SPANISH HOLISTIC LITERACY-BASED Connecting Language Environments LITERACY BILITERACY FRAMEWORK ELD CROSS LANGUAGE CONNECTIONS

25 La meta de lecto- escritura * La lectura aporta al hombre amplitud, la escritura plenitud.

26 Breve repaso de nuevos conocimientos de lecto- escritura * Children do NOT learn letter names and sounds in any order; * 1 st grade literacy begins with real and meaningful words NOT phonemic awareness; * Literacy levels are measured by writing NOT reading; * Literacy level does NOT deny children access to the grade level curriculum (no ability grouping) * Literacy has to be meaning based and balanced.

27 JOSHUA

28 ITZEL

29 Eduardo

30 Cross- language connections CROSS LANGUAGE CONNECTIONS SPANISH HOLISTIC LITERACY-BASED Connecting Language Environments LITERACY BILITERACY FRAMEWORK ELD CROSS LANGUAGE CONNECTIONS

31 Cross- language Connections * Explicitly helping children understand the similarities and differences between Spanish and English * Connections * By theme (e.g. Avoiding obesity) * By genre (e.g. poetry) * By book (bilingual books) * Cognate Studies * Así se dice (more on this tomorrow)

32 A sneak peak..así se dice * With a partner, translate this phrase from Spanish to English. * La lectura aporta al hombre amplitud, la escritura plenitud.

33 Literacy based ELD CROSS LANGUAGE CONNECTIONS SPANISH HOLISTIC LITERACY-BASED Connecting Language Environments LITERACY BILITERACY FRAMEWORK ELD CROSS LANGUAGE CONNECTIONS

34 State of the Art with regard to Teaching ELD * We are good at getting beginners to intermediate stages, but not good at moving intermediates to advanced levels; * We are hyper- focused on academic language and have lost site of the need to develop a full range of language; * We have more data than ever that show it takes 5-7 years to learn an additional language * Why then did we coin the term long- term ELL? * For Dual Language programs, is there a long- term SLL? * We have confused the teaching of ELD with teaching struggling readers; * We need ELD + Sheltered Strategies (not one or the other); * We cannot teach ELD from a strictly linguistic perspective;

35 Hyper- focus on Academic English * Teaching Academic Content and Literacy in Elementary and Middle School. (2014). Washington DC: Institute for Educational Sciences. * Academic Language in Teaching and Learning Special Issue of the Elementary School Journal (2011). * Zwiers, J. (2008). Building Academic Language. San Francisco: Jossey- Bass. * Center for Applied Linguistics Integrated Content and Language Instruction (2014 research digest). * Stanford University Understanding Language: Language, Literacy and Learning in the Content Areas. * Supporting Academic Discussions for ELLs in Common Core Classrooms.

36 What language skills do you need to understand this?

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38 State of the Art of ELD: The Research (Goldenberg, 2013) * Even with the hyper- focus on academic language, we have.. * Promising leads but no good understanding of how to help EBs learn high level academic content and skills; * We have only modest/poor results from the most popular programs * Popular programs/ modest results: * SIOP * GLAD * QTEL

39 Findings (Goldenberg, 2013) * SIOP (over 30 studies) * has yet to demonstrate more than a very modest effect on students learning effects are at middle school with intermediate students (pg. 7) * GLAD * has produced no empirical studies or even evaluation reports (pg. 7) * QTEL * No significant effects on student achievement in language arts or English language proficiency and no effects on teacher attitudes, knowledge or classroom practice (pg. 70

40 Literacy- based ELD in Literacy Squared (2014) * We need to help Emerging Bilinguals become highly proficient in all domains and registers of Spanish and English. Our ELD sets out to develop: * Academic language * Social language * Language registers * Pragmatic use of language * Contextually appropriate use of language * Language writ large * We argue that this development needs to be done in direct and explicit ways, and * We argue that this is quantitatively and qualitatively different than literacy for monolingual English children.

41 Mixed Messages: ELD or Reading for Monolingual English Readers

42 ELD = Monolingual Reading Program A Case Study * Our ELD program is a reading program for MEs; * We test all children in grades 1-3 and put them in leveled reading groups; * Then we put the children into 5 groups - (1=high performing; 5= low performing); * Then to be equitable everyone gets differentiated instruction according to their level; * Most EBs end up in the low groups; * We are charged with accelerating the EBs; * We re- test every few weeks to see if there is acceleration; * We blame teachers if there is no acceleration.

43 What are we really doing? * Group 1 Bluebirds are already high performing, they get enrichment * Real books * Certified teachers * Literature circles * Discussion and dialogue * A chance to write about what they have read.

44 Group 5 - Turtles * Skills building * Skills instruction decontextualized from text * An interventionist who may not be a certified teacher * They get to sit in front of a computer and learn that: * the word one 1 * one = own - the rime for the on- set of * b+one = bone; * c+one =cone; * z+one = zone * Never mind the bulletin board that says 1 = one

45 Group 5 * Little opportunity for discussion * Little opportunity for writing * Little opportunity f0r acceleration * These practices (with little or no research support) = widening of the gap both in terms of opportunity and academic outcome.

46 In this very common practice, we are doing neither acceleration nor ELD

47 Literacy- based ELD * Children engage in oracy, reading, re- reading and writing with real texts even at the very beginning stages of English acquisition; * Children do not sit for hours and hours doing independent reading and writing * Children are grouped for instruction by their Spanish reading level * Children have direct and explicit instruction with a focus on shared reading and writing * Lots of oracy

48 Beyond Language: ELD to Teach Social Justice and Culturally Relevant Pedagogy * Oracy: A Review * Language Structures * Vocabulary * Dialogue * With regard to dialogue and discussion, it does not matter just that we talk, it matters very much what we talk about (as with Zhang et. al., Escamilla et. al.) * Pretend our lesson is about equity

49 Equity Unit * Vocabulary Equity * The quality of being fair, impartial or just. * Sentence Structures * I would argue that school closings are equitable because. * The data suggest school closings are equitable because, and/but I think because. * Dialogue * School closing in urban school districts has happened in a way that is equitable for affected communities. * 2 reasons yes (justify) * 2 reasons no (justify) * Use the graph on the next slide

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51 Agenda: Today and Tomorrow * Unique features of Literacy Squared * Importance of oracy and demonstration of oracy lessons (today) * Metalinguistic Awareness (tomorrow) * Literacy Squared Demonstration Lessons in Spanish with connections to English (tomorrow) * Getting to know you and next steps (today and tomorrow)