TELL+435+Agenda+for+Today+Winter+2017

//This page contains daily agendas from Dr. Cherice Montgomery's TELL 435 Dual Language Immersion Language & Literacy course offered in Winter 2017.toc//

=4-18-17: Assessment & Struggling Learners=


 * Today's Topic: Assessment & Struggling Learners **


 * Today's Objectives: **

1) Preservice teachers will plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) Preservice teachers provide colleagues with effective feedback.


 * Today's Guiding Questions: **

1) How can we integrate language, content, and culture in interactive ways that develop biliteracy in DLI classrooms? 2) How can we provide effective feedback to colleagues?


 * Today's Can Dos: **

1) I can plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) I can provide colleagues with effective feedback.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link - Dr. M. -** [|Common Core Explorer]


 * ACTIVITY 2: Teaching Demos**


 * Jacelyn
 * Sharon
 * Joequeen


 * ACTIVITY 3: Assessment**


 * **Purposes of Assessment (Cloud, Genesee, & Hamayan, 2009, p. 195)**
 * Plan lessons
 * Monitor learners' progress
 * Individualize instruction
 * Engage students in self-assessment
 * Communicate with parents
 * Other goals? (Program evaluation, teacher evaluation, etc.)
 * **The Power of Observation**
 * Language & Literacy Development (for both academic and social purposes)
 * Depth & breadth of vocabulary
 * Communicative functions
 * Description
 * Narration (with sequencing, temporal connectors, transitions)
 * Cause & effect relationships
 * Personal connections
 * Inferences
 * Development of Content Knowledge
 * Development of Intercultural Competence
 * Social & Emotional Development
 * **Strategies for Reducing the Language Load in Assessments**
 * Developmentally appropriate for grade and cognitive level
 * Closed-ended or limited response formats that limit linguistic demands
 * Determine appropriate picture
 * Draw
 * Demonstrate
 * Dramatize
 * **High Stakes Tests (SAGE, etc.)**
 * Results used to make important decisions (Student promotion/retention/referral to special ed, merit pay/decertify teachers, take control of "failing" schools)
 * Problems
 * Diverse learners are often not included in the groups by which standardized tests are normed
 * One-size fits all approach is not sensitive to curriculum, instructional goals, or individual student needs
 * Standardization makes it difficult for teachers to plan effective instruction that is customized to the needs of the class and individual students
 * Standardized tests minimize the importance of classroom assessment and devalue the role of teachers
 * Cultural mismatches (see pp. 196-197)
 * **Key Principles**
 * Collect relevant background info. on each student
 * Identify what learners know and can do in reference to curriculum standards and program goals
 * Use results to plan and differentiate learning experiences
 * **Strategies for Scaffolding Assessment (pp. 193-194, & p. 210)**
 * **Assessment Strategies**
 * Observations (pp. 208-209)
 * Running Records (pp. 202-203)
 * Dialogue Journals (p. 203)
 * Learning Logs--oral or written (p. 205)
 * Reading/Writing Conferences (p. 212)
 * Focus on ideas & content
 * Focus on meaning
 * Focus on word choice
 * Involve parents


 * ACTIVITY 4: Struggling Learners**


 * ACTIVITY 5: Lingering Issues: Scaffolding Writing**

a) How can teachers scaffold different aspects of the writing process for learners? b) How can teachers integrate scaffolding into their post-reading activity plans?


 * ACTIVITY 6: Homework**

Study for [|Final Exam] on April 21 from 7 a.m. to 10 a.m. with this study guide:

Help with Españolandia

=4-13-17: Teaching Demos=


 * Today's Topic: Teaching Demos **


 * Today's Objectives: **

1) Preservice teachers will plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) Preservice teachers provide colleagues with effective feedback.


 * Today's Guiding Questions: **

1) How can we integrate language, content, and culture in interactive ways that develop biliteracy in DLI classrooms? 2) How can we provide effective feedback to colleagues?


 * Today's Can Dos: **

1) I can plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) I can provide colleagues with effective feedback.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link- Dr. M. -** [|Authentic Writing Resources]


 * ACTIVITY 2: Finals Review**


 * ACTIVITY 3: Teaching Demos**


 * ACTIVITY 4: Homework**

=4-11-17: Teaching Demos=


 * Today's Topic: Teaching Demos **


 * Today's Objectives: **

1) Preservice teachers will plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) Preservice teachers provide colleagues with effective feedback.


 * Today's Guiding Questions: **

1) How can we integrate language, content, and culture in interactive ways that develop biliteracy in DLI classrooms? 2) How can we provide effective feedback to colleagues?


 * Today's Can Dos: **

1) I can plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) I can provide colleagues with effective feedback.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link- Dr. M.** [|Utah DLI Proficiency Targets for Grades 1-12]


 * ACTIVITY 2: Teaching Demos**


 * ACTIVITY 3: Homework**

=4-6-17: Teaching Demos=


 * Today's Topic: Teaching Demos **


 * Today's Objectives: **

1) Preservice teachers will plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) Preservice teachers provide colleagues with effective feedback.


 * Today's Guiding Questions: **

1) How can we integrate language, content, and culture in interactive ways that develop biliteracy in DLI classrooms? 2) How can we provide effective feedback to colleagues?


 * Today's Can Dos: **

1) I can plan and teach a well-scaffolded, engaging, and effective biliteracy lesson that integrates language, content, and culture. 2) I can provide colleagues with effective feedback.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**


 * ACTIVITY 2: Teaching Demos**


 * ACTIVITY 3: Homework**

Read & complete the reading guide: Teaching Approaches to Develop Biliterate Writing (Packet pp. 31-34) Come see Dr. M. during office hours if you have questions re: your lesson plan (those who were gone for their practicums)

=4-4-17: Post-reading Activities= =** Today's Topic: Post-reading Activities **=


 * Today's Objectives: **

1) Preservice teachers will identify the purposes of post-reading activities. 2) Preservice teachers will develop effective post-reading activities that focus on form through noticing, awareness, and oral communication activities. 3) )reservice teachers will support learners in producing written products in the immersion language.


 * Today's Guiding Questions: **

1) What are the primary purposes of post-reading activities? 2) Why is Roy Lyster's counterbalance theory so useful in developing learners' ability to notice, think about, and produce targeted language patterns in the immersion language? 3) How can DLI teachers scaffold learners' written production of the immersion language?


 * Today's Can Dos: **

1) I can identify the purposes of post-reading activities. 2) I can use Roy Lyster's counterbalance theory to develop effective post-reading activities that focus on form through noticing, awareness, and oral communication activities. 3) I can scaffold learners' ability to successfully produce written products in the immersion language.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * [|Common Core Explorer]


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**

a) What is Roy Lyster's counterbalance theory? b) How can DLI teachers help learners to focus on form through noticing and awareness activities? c) How can DLI teachers help learners to pratice targeted forms through interpersonal oral communication activities?
 * ACTIVITY 2: Counterbalance Theory & Focusing on Form**

a) Purposes of Post-reading Activities b) Noticing Activities c) Awareness Activities d) Interpersonal Oral Production Activities
 * ACTIVITY 3: Purposes of Post-reading Activities & Counterbalance Theory (Focus on Form)**

a) Add "focus on form" activities into your lesson plan (noticing, awareness, interpersonal oral production) b) Add a writing activity into your lesson (as a post-reading activity) c) Discuss your lesson plan with Dr. Montgomery when it is your turn
 * ACTIVITY 4: Workshop Time**

= =
 * ACTIVITY 5: Homework**
 * Bring a hard copy of your final lesson plan to class on Thursday that contains a pre-, during, and post-reading activity for your selected text.
 * Bring the materials that you will need to teach your lesson to class on Thursday.
 * Your 10-minute teaching demo presentations are due on Thursday.

=3-30-18: Writing Activities= =** Today's Topic: Writing Activities **=


 * Today's Objectives: **

1) Preservice teachers will identify key characteristics of writing proficiency and use them to analyze student work. 2) Preservice teachers will explain the purposes of each stage of the writing process. 3) Preservice teachers will use scaffolding strategies to support learners in producing written products in the immersion language.


 * Today's Guiding Questions: **

1) What are the primary characteristics of writing proficiency at each level? 2) Why is it important for teachers to thoughtfully plan for the various stages of the writing process? 3) How can DLI teachers scaffold learners' written production of the immersion language?


 * Today's Can Dos: **

1) I can identify the primary characteristics of writing proficiency at each level. 2) I can thoughtfully plan for the various stages of the writing process. 3) I can scaffold learners' ability to successfully produce written products in the immersion language.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**

a) What does the research say about writing in the target language? b) What implications does the research have for how teachers use the writing process to guide learners' written production in the immersion language?
 * ACTIVITY 2: Brief Overview of the Writing Process**

a) How can the [|NCSSFL/ACTFL Global Can Do Statements] help DLI teachers plan more effective writing activities that build learners' proficiency? b) What kinds of writing activities are most well-suited to different levels of proficiency?
 * ACTIVITY 3: Types of Writing Activities**

How can teachers scaffold different aspects of the writing process for learners?
 * ACTIVITY 4: Scaffolding Writing**

a) Add a writing activity into your lesson (as a post-reading activity) b) Bring a completed lesson plan to class next Tuesday that contains a pre-, during, and post-reading activity for your selected text. c) Bring a draft of the materials that you will need to teach your lesson to class on Tuesday for feedback. d) Your 10-minute teaching demo presentations will be due next Thursday. = =
 * ACTIVITY 5: Homework**

=3-28-18: Lingering Issues= =** Today's Topic: Lingering Issues Regarding Lesson Planning **=


 * Today's Objectives: **

1) Preservice teachers will identify the different types of language they need to consider when planning a biliteracy lesson. 2) Preservice teachers will provide feedback to colleagues about their lesson plans.


 * Today's Guiding Questions: **

1) What are the different types of language that a DLI teacher needs to consider when planning a biliteracy lesson? 2) What kind of feedback do you need from colleagues about your lesson plans? 3) What questions do you still have about planning biliteracy lessons?


 * Today's Can Dos: **

1) I can identify the different types of language I need to consider when planning a biliteracy lesson. 2) I can provide feedback to colleagues about their biliteracy lesson plans. 3) I can identify and ask questions about what I still don't understand about biliteracy lesson planning.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!) Natalie**

a) Find a partner. b) Share your plans for pre-reading and during reading activities. c) Discuss what is effective and what might still need improvement.
 * ACTIVITY 2: Feedback to Colleagues**

a) Show your lesson plan to Dr. Montgomery. b) Ask any questions you have. c) Take notes regarding Dr. Montgomery's feedback. d) Use the feedback you receive to revise your lesson plan.
 * ACTIVITY 3: Conferencing with Dr. Montgomery**


 * ACTIVITY 4: Discussion of Planning Proficiency Goals**
 * **Identify the proficiency targets for your grade level.**
 * **Identify differences between your learners' current level of proficiency and the characteristics of proficiency at the targeted level.**
 * **Strategically plan opportunities for learners to practice the skills they need to move to the next level of proficiency.**


 * ACTIVITY 5: Discussion of Planning Language for a Biliteracy Lesson**
 * **Plan the language you will use to give the instructions**
 * One step per line
 * No more than 5 steps
 * No more than 7 to 10 words per step
 * **Plan the language that learners will need to discuss the content (of the text or of the subject area, such as science or social studies)**
 * Visualize learners completing the task
 * Imagine what you want to hear learners saying as they complete the task
 * Make note of the KEY vocabulary words, sentence structures, and language patterns they will need in order to say those things
 * Use your notes to create necessary word banks or sentence frames
 * **Plan the language that learners will need in order to complete the actual task or activity**
 * This language will typically be somewhat different from the language they need to discuss the content
 * For example, for a sequencing task in which learners must describe the life cycle of a frog, the language learners will need to complete the task might include sequencing words like "first," "next," "then," and "finally." By contrast, the language that learners might need to discuss the content might include phrases like "lays eggs," "grows into a tadpole," or "develops legs."
 * **Plan the language that learners will need in order to work effectively in groups**
 * Visualize learners completing the task
 * Imagine what learners will probably want or need to say to their group members as they complete the task
 * Decide how you will help them to say those things in the target language
 * For example, you might include a box at the bottom of the task worksheet that contains a list of the two or three most common rejoinders students are likely to need for the task. Such expressions might include phrases such as "Good job!" or "I don't think that will work because..." or "That's a great idea!" or "I need help with..." or "Thanks for helping me."


 * ACTIVITY 6: Lingering Issues & Questions Re: Biliteracy Lesson Planning**


 * Format of the lesson plan is confusing
 * Focus on Form
 * Post-reading Activities (i.e., teaching writing)


 * ACTIVITY 7: Homework**


 * Bring a completed lesson plan with you to class on Thursday.
 * We will have a mini-lesson on focusing on form and a mini-lesson on writing.
 * As you work to apply the principles from the mini-lesson to your activities, Dr. M. will conference with you individually.
 * Plan to bring a completed lesson plan to class next Tuesday.
 * Your presentations will be due next Thursday.

=3-23-18: Putting it All Together= =** Today's Topic: Integrating Top Down & Bottom-up Approaches in Lesson Planning **=


 * Today's Objectives: **

1) Preservice teachers will integrate top down and bottom-up approaches to create an effective biliteracy lesson plan.


 * Today's Guiding Questions: **

1) What kind of framework can I use to simplify lesson planning? 2) How can I integrate top down and bottom-up approaches to lesson planning? 3) How can I ensure that my lessons will engage learners AND develop biliteracy?


 * Today's Can Dos: **

1) I can use pedagogical decision-making skills to plan a balanced biliteracy lesson. 2) I can interactively engage learners in activities that develop biliteracy. 3) I can evaluate the effectiveness of my biliteracy lessons.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**


 * ACTIVITY 2: Overview of A Framework for Simplifying Biliteracy Lesson Planning**


 * ACTIVITY 3: Getting Started: Selecting Texts & Identifying Language/Content/Culture Objectives & Can Do Statements [[file:Writing Objectives Rev 2016.pdf]]**


 * **[|Can Do Statements]**
 * **[|Global Benchmarks]**


 * ACTIVITY 4: Planning Pre-Reading Activities (Review pieces & purposes; refer to strategies; revise plans)**


 * Activate Prior Knowledge & Experiences (Interactive Read Aloud)
 * Build Background/Conceptual Knowledge
 * Communicate Interpersonally to Develop Oracy
 * Develop Vocabulary & Pre-teach Reading Strategies


 * ACTIVITY 5: Planning During Reading Activities**


 * Engaging Learners in Reading the Text Using the Gradual Release Model (I Do, We Do, You All Do, You Do)
 * Repeated Reading: Focus on Meaning
 * Repeated Reading: Focus on Form (Bottom-up Activities: Noticing, Awareness, Guided Practice)
 * Repeated Reading: Focus on Communication (Talk About the Text)


 * ACTIVITY 6: Planning Post-reading Activities**


 * Presentational Communication: Oral (Retelling, Summarizing, Creating)
 * Presentational Communication: Written


 * ACTIVITY 7: Planning Assessment**


 * Resources:**






 * ACTIVITY 8: Homework**

=3-21-17: Fluency=
 * Today's Topic: Fluency **


 * Today's Objectives: **

1) Preservice teachers will define "fluency." 2) Preservice teachers will explain the role that orthography, prosodic elements of language, stress, intonation, rhythm, vocabulary knowledge, and automaticity play in fluency development. 3) Preservice teachers will apply interactive strategies in order to develop fluency.


 * Today's Guiding Questions: **

1) What is "fluency?" 2) How do orthography, prosodic elements of language, stress, intonation, rhythm, vocabulary knowledge, and automaticity influence fluency development?

3) How can DLI teachers use interactive strategies in order to develop fluency?


 * Today's Can Dos: **

1) I can define "fluency." 2) I can explain the role that orthography, prosodic elements of language, stress, intonation, rhythm, vocabulary knowledge, and automaticity play in fluency development. 3) I can apply my pedagogical interactive strategies in order to develop fluency.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**


 * ACTIVITY 2: National Reading Panel (NRP), NICHHD (2000)**


 * Phonics
 * Phonemic Awareness
 * Reading Fluency
 * Vocabulary
 * Reading Comprehension


 * Great 8 (in Utah DLI Programs)**

1) Background Knowledge 2) Phonological Awareness 3) Phonics 4) Decoding 5) Encoding 6) Fluency 7) Comprehension 8) Vocabulary


 * ACTIVITY 3: Fluency**


 * Cognitive load
 * Role of automaticity in decoding in improving reading comprehension
 * To improve automaticity & fluency: Repeated, meaningful exposure to text (Lotta, Lara, Escamilla text)


 * ACTIVITY 4: Literacy Instructional Sequence (Gradual Release Model), [Escamilla, et al., Biliteracy from the Start (pp. 15-29)]**


 * Interactive Read Aloud (Picture Walk: Teacher builds oracy and activates prior knowledge & experiences by discussing pictures with students, then reads the story aloud to students)
 * Shared Reading (Work on prosody, sterss, intonation, phrasing)
 * **Echo Reading**: Teacher reads, then students read to build prosody
 * **Choral Reading**: Everyone reads aloud together
 * **Popcorn Reading:** Student reads, then calls "popcorn" and someone else has to read
 * **Spontaneous Group Reading:** Girls v. boys, blue group v. red group, etc.
 * Collaborative Reading (Pair Read: Children take turns reading a page to each other)
 * Independent Reading: Children read alone

Many elementary ed classrooms use "guided reading" (i.e., reading groups with each group having a different text), but not as much in DLI)


 * ACTIVITY 5: Peer Assisted Learning Strategies (PALS) - Video of Chinese classroom**


 * Receive immediate meaningful feedback
 * Engage and motivate learners


 * ACTIVITY 6: Timed Readings (Fluency Study in Chinese by Ellen Knell)**


 * Characters per minute (ideal is about 120 characters per minute)
 * Character recognition
 * Comprehension
 * Attitudes


 * ACTIVITY 7: Applying Interactive Strategies for Fluency to Biliteracy Lessons**






 * ACTIVITY 8: Homework**

=3-14-17: Lesson Planning=


 * Today's Topic: Planning a Literacy Lesson **


 * Today's Objectives: **

1) Preservice teachers will define "technological pedagogical content knowledge" and "pedagogical decision-making." 2) Preservice teachers will explain why pedagogical decision-making is a critical skill for dual language immersion teachers to develop. 3) Preservice teachers will apply pedagogical decision-making skills in order to plan effective lessons that develop biliteracy.


 * Today's Guiding Questions: **

1) What is "technological pedagogical content knowledge" and how is it embedded in effective lesson plans? 2) What is "pedagogical decision-making" and why is it a critical skill for DLI teachers to develop? 3) How can DLI teachers use pedagogical decision-making skills to plan effective lessons that develop biliteracy?


 * Today's Can Dos: **

1) I can define "technological pedagogical content knowledge" and "pedagogical decision-making." 2) I can explain why pedagogical decision-making is a critical skill for dual language immersion teachers to develop. 3) I can apply my pedagogical decision-making skills to plan effective lessons that develop biliteracy.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Homework


 * ACTIVITY 1: Literacy Link (Post your materials so you can get credit!)**


 * ACTIVITY 2: The Issue of Time & the Need for Integration**


 * 1st-3rd: 15% language arts (50 min., 4x/week), 15% science & social studies content (60 min. per week) + music, art, PE, & health
 * 4th-6th: 25% language arts (75 min. 4x/week), 15% science content (45 min., 3x/week) + music, art, PE, & health


 * ACTIVITY 3: Crafting Culturally-infused Lessons That Progressively Build Language & Content Knowledge: Artist Story Demo**
 * Sequencing
 * Spiraling (Through Recontextualization, Repeated Readings, Retelling Orally & in Writing)
 * Scaffolding


 * ACTIVITY 4: What is "technological pedagogical content knowledge" and "****pedagogical decision-making skills" and why do DLI teachers need them?**


 * ACTIVITY 5: How can DLI teachers use pedagogical decision-making skills to plan effective lessons that develop biliteracy?**


 * ACTIVITY 6: Components of Effective Biliteracy Lessons (Templates to Support Your Pedagogical Decision-making)**




 * ACTIVITY 7: Planning Resources**




 * ACTIVITY 8: Homework**

=3-9-17: During Reading=


 * Today's Topic: During Reading Activities **


 * Today's Objectives: **

1) Students will identify the key features of culturally authentic texts that support language and content development. 2) Students will experience effective during reading activities for interactively engaging students with culturally authentic texts. 3) Students will describe strategies for focusing learners' attention on linguistic form in during reading activities.


 * Today's Guiding Questions: **

1) What are the features of culturally authentic texts that support language and content development? 2) How can teachers use during reading activities to interactively engage students with culturally authentic texts in ways that make them more comprehensible? 3) How can teachers use during reading activities to focus learners' attention on linguistic form in during reading activities?


 * Today's Can Dos: **

1) I can identify the key features of culturally authentic texts that support language and content development. 2) I can describe during reading activities that interactively engage learners with culturally authentic texts in ways that make them more comprehensible. 3) I can describe during reading activities that focus learners' attention on linguistic form.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Homework


 * ACTIVITY 1: Literacy Link**


 * ACTIVITY 2: Principles of Selecting Culturally Authentic Texts**


 * Illustrations
 * Illustrations are of high quality, easy to see, aesthetically appealing (clay, origami, papercut, photography, watercolor, etc.) and interesting to learners
 * Illustrations clearly change from page to page (as the events in the story unfold)
 * Illustrations explicitly depict the meaning of the text
 * Illustrations invite learners to make predictions, to hypothesize, or to interact with the text in some way
 * Connections to Core Curriculum
 * Content of the text accurately explains, reinforces, and/or engages learners with the content of the core curriculum
 * Content of the text addresses core curriculum in ways that build academic language
 * Linguistic Content
 * Language patterns are clearly evident within the text (i.e., the repeated use of a specific question or sentence pattern)
 * Language used within the text reflects commonly used vocabulary and linguistic structures
 * Language is patterned in a way that makes it easy for learners to experiment with the linguistic structures for their own self-expression
 * Language contains rhymes or other features that make it enjoyable to read aloud and that support word study
 * Vocabulary used within the text reinforces and expands learners' linguistic repertoire for discussing core curricular content
 * Cultural Content
 * Text contains cultural elements
 * Content and illustrations __accurately__ reflect cultural products, practices, and perspectives of the immersion language (i.e., avoid stereotypes or misinformation)
 * Content and illustrations invite learners to reflect on culture as well as content
 * Pedagogical Opportunities
 * The content, structure, and format of the text invite communication, critical thinking and problem-solving, creativity, or collaboration
 * The content, structure, and format of the text elicit ideas for pedagogical activities
 * Opportunities for Communication
 * The text motivates learners to share personal experiences about the content
 * The text motivates learners to want to discuss the content
 * The content of the text invites learners to express feelings, share opinions, or consider other points of view

Examples:

El ternero recién nacido ¿Has visto unos aves? La mancha de monito Mi primer libro de dichos Magic Schoolbus books


 * ACTIVITY 3: Purposes of During Reading Activities**


 * **A**pply reading strategies
 * **B**reak up (scaffold) the text
 * **C**ritically process the content/meaning of the text
 * **D**evelop interpersonal communication skills
 * **E**valuate comprehension


 * ACTIVITY 4: During Reading Activities That Focus Learners' Attention on Meaning**


 * **If You Give a Mouse a Cookie**
 * **Chumba, La Cachumba**
 * **Froggy Gets Dressed**


 * ACTIVITY 5: During Reading Activities That Focus Learners' Attention on Linguistic Form**


 * **If You Give a Mouse a Cookie**
 * **The House That Jack Built**
 * **Jump, Little Frog, Jump!**


 * ACTIVITY 6: During Reading Activities That Focus Learners' Attention on Communication**


 * ACTIVITY 7: Homework**

=3-7-17:=
 * Today's Topic: Catch-up Day **


 * Today's Objectives: **

1) Students will discuss their field experiences. 2) Students will describe the practices their host teachers use to support biliteracy development. 3) Students will identify the components of interesting, interactive, integrated literacy lessons.


 * Today's Guiding Questions: **

1) What literacy practices are you observing in your field experience placement? 2) How do your host teachers build oral language, activate prior knowledge, support reading comprehension, engage learners in word study, develop fluency, etc.? 3) How can you plan interesting, interactive, integrated literacy lessons?


 * Today's Can Dos: **

1) I can name and describe the literacy practices I am observing in my field experience placement. 2) I can describe the strategies that my host teacher uses to support biliteracy development. 3) I can plan interesting, interactive, integrated literacy lessons.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Homework


 * ACTIVITY 1: **Literacy Link


 * ACTIVITY 2: Discussion of Literacy Observations from** **Field Experience Placements**


 * ACTIVITY 3: Discussion of Literacy Lesson Planning**
 * Lesson Topic/Content Objective - What students need to be able to do in relation to the content
 * Culturally Authentic Text(s) - Ideally, at least 2
 * Language Objective - Communicative function that students will perform with the language
 * Assessment (Evidence that students can do the targeted objectives)
 * Activate Prior Knowledge
 * Oral Language Development
 * Focus on Meaning (Interactive During Reading Activities)
 * Focus on Form (Counter-balance Process that includes word study, fluency, etc.)
 * Focus on Communication (Output)
 * Progressively sequence the activities so that each builds on the next
 * Integrate with content wherever possible

=3-2-17:=


 * Today's Topic: Utah DLI Literacy Curriculum **


 * Today's Objectives: **

1) Students will describe the state-adopted dual language immersion literacy curriculum in their immersion language for the state of Utah. 2) Students will explore the state-adopted dual language immersion literacy materials for their immersion language for the state of Utah. 3) Students will identify the key components of a typical 10-day literacy plan for their immersion language in the state of Utah.


 * Today's Guiding Questions: **

1) What is the literacy curriculum for dual language immersion classes in the state of Utah in your immersion language? 2) How can teachers use state-adopted dual language immersion literacy materials to develop literacy in your immersion language? 3) What are the key components of a typical 10-day literacy plan for your immersion language in the state of Utah?


 * Today's Can Dos: **

1) I can describe the state-adopted dual language immersion literacy curriculum in my immersion language for the state of Utah. 2) I can describe the state-adopted dual language immersion literacy materials for my immersion language for the state of Utah. 3) I can identify the key components of a typical 10-day literacy plan for my immersion language in the state of Utah.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Homework


 * ACTIVITY 1: **Literacy Link


 * ACTIVITY 2: Introduction of Utah DLI Directors & Lead Teachers **


 * **DLI Minor at BYU: Blair Bateman**
 * **Chinese: Stacy Lyon**
 * **French: Kaye Murdock**
 * **Portuguese: Jamie Leite**
 * **Spanish: Ofelia Wade**


 * ACTIVITY 3: Divide by Immersion Language **


 * Literacy Curriculum
 * [|Chinese]
 * Literacy Materials
 * 10-day Literacy Plan


 * ACTIVITY 4: Spanish**

1) Metas del programa del doble inmersión: El bilingüismo y la alfabetización 2) Metas de competencia lingüística 3) Languaje, literatura, y rendimientos académicos (necesitan usar la lectoescritura como herramienta para aquirir, mejorar, y demostrar su aprendizaje) 4) Definición y componentes de alfabetización
 * Comprensión
 * El lenguaje oral
 * La fluidez
 * El conocimiento fonético
 * La escritura
 * La lectura
 * El vocabulario
 * La fonética

5) Estructura del programa
 * Tiempo dedicado a la alfabetización y la articulación de niveles
 * Transferencia lingüística
 * 3 fases de instrucción (o etapas de alfabetización): Antes, durante y después de la lectura
 * Estrategias eficaces que apoyan cada fase de instrucción
 * Alineación con el plan curricular del estado de Utah
 * Alineación con el plan Curricular de Common Core en Español

6) Marco teorico
 * La articulación curricular se basa en la competencia lingüística
 * La transferencia lingüística de L1 a L2
 * Las tres fases de instrucción
 * El propósito determinan las estrategias de andamios
 * Las estrategias de alto rendimiento apoyasn a cada fase de instrucción

7) El programa //Calle de la Lectura//
 * 12 manuales - 2 manuales para cada unidad didáctica (volumen 1 y volumen 2)
 * 3 selecciones de lectura en cada manual
 * Transferencia
 * Equilibrio entre los generos
 * Correlación de temas de contenido
 * Las habilidades que requieren resfuerzo
 * El interés del niño
 * Equilibro entre selecciones d traducidas y auténticas
 * Common Core
 * Antología - Materiales de cultura
 * Estrellita - Integrado dentro del programa de Calle
 * La enseñanza de la gramática viene en forma contextualizada basada en el trabajo de Roy Lyster (la teoría de "counterbalance")
 * Desarrolla la habilidad de explorar y comparar las perspectivas de otras culturas acerca de los temas de AP con sus perspectivas, empezando en el primer grado

8) El Plan de 10 Días (15 días para explorar otros géneros)
 * Los conponentes de alfabetización
 * El material es para desarrollar y estimular los procesos
 * La práctica guiada/aplicada
 * Control independiente

9) Marco de referencia instructivo
 * Estrategias fundamentales
 * El ciclo de instrucción
 * Guiado por un objetivo de lenguaje y otro de contenido
 * Ciclo de modelaje (no quieren ver mucho "trabajo independiente" - las clases deben ser super-interactivas)
 * Modelar el lenguaje, el contenido, y la estructura que se va a usar durante la actividad - si el niño falta una, no puede participar activamente
 * Hacerlo con un niño
 * Hacerlo en grupitos
 * Hacerlo sólos
 * La mayoría del tiempo - mucha producción oral es esencial (una respuesta visual/física, después una respuesta oral)
 * Cosas de referencia para los alumnos

10) Marco de pedagogia


 * Rooms:**

Chinese - FLAC French - 1133A JFSB (9:50) Portuguese - 1141C JFSB Spanish - B161 Extra Room - 1133B JFSB

=2-28-17: Midterm Exam=

=2-23-17: Pre-reading Activities= =** Today's Topic: Pre-reading Activities **=


 * Today's Objectives: **

1) Students will define //pre-reading.// 2) Students will experience a variety of different types of pre-reading activities. 3) Students will apply principles of pre-reading to improve learners' comprehension.


 * Today's Guiding Questions: **

1) What do we mean by "pre-reading?" 2) How can teachers use principles of pre-reading to improve learners' reading comprehension?


 * Today's Can Dos: **

1) I can define pre-reading. 2) I can apply principles of pre-reading to improve learners' reading comprehension.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: **Literacy Link


 * ACTIVITY 2: Ways to Read a Text **


 * Hear Say (The Little Red Hen )
 * Manipulatives (Listen to the Desert/Oye al desierto )
 * Drawing (The Invisible Girl/La niña invisible )


 * ACTIVITY 3: Activating Prior Knowledge **


 * ACTIVITY 4: Building Prior Knowledge **


 * ACTIVITY 5: Creating Schema **


 * ACTIVITY 6: Developing Interactive Activities **

**ACTIVITY 7: Engaging Learners with Meaning**

=2-16-17: Scaffolding=


 * Today's Topic: Scaffolding Interpretive Communication**


 * Today's Objectives:**

1) Students will define //scaffolding.// 2) Students will explain how scaffolding is related to Vygotsky's (1978) Zone of Proximal Development. 3) Students will apply principles of scaffolding to improve learners' reading comprehension.


 * Today's Guiding Questions:**

1) What do we mean by "scaffolding?" 2) Why is an understanding of Vygotsky's "Zone of Proximal Development" foundational to scaffolding? 3) How can teachers use principles of scaffolding to improve learners' reading comprehension?


 * Today's Can Dos:**

1) I can define scaffolding. 2) I can explain the relationship between Vygotsky's (1978) Zone of Proximal Development and scaffolding. 3) I can use characteristics of proficiency to diagnose learners' needs and support their success.


 * Today's Tools:**


 * Housekeeping:**


 * Roll
 * Update on field experiences
 * Turn in field reports


 * ACTIVITY 1:** Literacy Link: Amy


 * ACTIVITY 2: Defining Scaffolding**


 * ACTIVITY 3: Linguistic Legos: What we can learn from Lego about scaffolding**


 * ACTIVITY 4: Key Principles for Supporting Reading Comprehension (Inside/Outside Circles)**


 * What makes reading in the immersion language difficult?
 * Key Principles for Supporting Reading Comprehension
 * Purposes of Pre-reading
 * Purposes of During Reading
 * Purposes of Post-reading Activities


 * ACTIVITY 5: Basic Principles of Scaffolding Culturally Authentic Texts**
 * Using formatting to scaffold culturally authentic texts
 * Using genre to scaffold culturally authentic texts
 * Using multiple passes, purposes, and perspectives to scaffold culturally authentic texts


 * ACTIVITY 6: Embedding Reading Strategies into Reading Tasks: Ways to Read a Text**


 * ACTIVITY 7: Scaffolding Interpretive Communication**
 * Activating prior knowledge to scaffold culturally authentic texts
 * Building conceptual understanding
 * Creating schema
 * Developing interactive tasks
 * Expanding academic language
 * Finding ways to foster inquiry
 * Giving learners opportunities to use interpersonal communication to cognitively process the content and culture of texts
 * Helping learners to share information in the presentational mode


 * ACTIVITY 8: Finding and Evaluating Culturally Authentic Texts**

**2-14-17: Proficiency**


 * Today's Topic: Intro. to Proficiency**


 * Today's Objectives:**

1) Students will define //proficiency// 2) Students will describe key characteristics of proficiency for each level. 3) Students will use characteristics of proficiency to diagnose learners' needs.


 * Today's Guiding Questions:**

1) What do we mean by "proficiency?" 2) How do different proficiency levels manifest themselves in student performance? 3) How can teachers use characteristics of proficiency to diagnose learners' needs and support their success in the immersion classroom?


 * Today's Can Dos:**

1) I can define proficiency. 2) I can describe key characteristics of proficiency for each level. 3) I can use characteristics of proficiency to diagnose learners' needs and support their success.


 * Today's Tools: [[image:Seesaw.jpg link="http://web.seesaw.me/"]]**


 * Housekeeping:**


 * Roll
 * Update on field experiences
 * Turn in field reports
 * Turn in the Professional Conference Assignment (UFLA)


 * ACTIVITY 1:** Literacy Link: Jessica


 * Discussion of writing development in 1st grade DLI
 * Discussion of writing across the curriculum


 * ACTIVITY 2: Defining Proficiency**


 * Real world contexts
 * Spontaneous
 * Unrehearsed
 * Acceptable to native speakers


 * ACTIVITY 3: Characteristics of Proficiency**


 * Novice: Parrot
 * Intermediate: Tourist
 * Advanced: Storyteller
 * Superior: Diplomat
 * Distinguished


 * ACTIVITY 4: Applying Characteristics of Proficiency to Diagnose Learners' Needs (Mixer)**

a) Find a classroom-appropriate photo on your cell phone. b) Obtain a proficiency level from the professor. c) Find a partner. d) Use your target language at your assigned proficiency level to complete

e) Try to identify as many assigned proficiency levels of your colleagues as you can.
 * I see...
 * I think...
 * I wonder...


 * ACTIVITY 5: Debrief UFLA Conference**
 * What did you notice about professionalism?
 * What surprised you regarding the exhibits?
 * Which sessions were most valuable to you?

=2-9-17: No Class= (Utah Foreign Language Association Conference) = =

=2-7-17: Reading Comprehension=


 * Today's Topic: Reading Comprehension**


 * Today's Objectives:**

1) Students will define //reading comprehension.// 2) Students will explain how bottom-up and top-down processes contribute to reading comprehension. 3) Students will apply bottom-up and top-down approaches to biliteracy development.


 * Today's Guiding Questions:**

1) What do we mean by "reading comprehension?" 2) Why is it important to include activities that engage learners in using both both bottom-up and top-down processes when reading? 3) How can purposeful attention to both top-down and bottom-up approaches when developing billiteracy activities improve student success?


 * Today's Can Dos:**

1) I can define reading comprehension. 2) I can explain the differences between bottom-up and top-down approaches to biliteracy development. 3) I can apply both top-down and bottom-up strategies to create instructional activities that interactively engage learners with the content of academic texts.


 * Today's Tools: [[file:Biliteracy Planning Menus 2017.pdf]]**


 * Housekeeping:**


 * Roll
 * Name Cards
 * Fingerprinting & ID Cards


 * ACTIVITY 1:** Literacy Link: Reeann


 * ACTIVITY 2: Developing Literacy with Bottom-up Strategies (Dr. Knell)**




 * **Review: Bottom-up v. Top Down Processing**
 * **Students who have difficulty with reading usually have difficulties with phonological awareness**
 * It is especially critical to teach phonological awareness in 2nd and 3rd grade
 * There are three major types of phonological awareness:
 * Syllabic Awareness
 * Onset-Rime Awareness (Train cars that show how the initial sound connects or "crashes into" the remainder of the word to form a word)
 * Phonemic Awareness (Tapping the wrist or arm as children sound out symbols)
 * Approximately 25% of students will learn to read without much intervention
 * The majority of the class will do fine if phonological awareness is explicitly taught
 * 10-20% really struggle and need a lot of early practice with phonological awareness
 * 1-2 children will need significant intervention
 * Second language learners need opportunities for bottom-up processing for far longer than first language learners (approximately up until 6th grade)
 * It is important to make sure that practice with phonological awareness doesn't feel babyish to older learners (spelling lists are one way to address this)
 * **Whole Language:**
 * Top-down
 * Provides a rich literacy environment
 * Predictable texts with lots of sight words.
 * The boy got on the bus. The girl got on the bus. The dog got on the bus.
 * Problems:
 * Kids find the book boring.
 * Kids may memorize the book.
 * Predictable texts may mean children don't learn to actually decode the words.
 * Decoding
 * Needs to be automatic
 * The ability to decode nonsense words is one of the most significant predictors of word identification and reading comprehension in English for Chinese-speaking students (meaning instead of just memorizing the words as they would a character, they learn the language patterns)
 * Balanced approach
 * Need texts that combine phonics and predictable reading and sight words
 * Start with the top-down approach
 * Instruction: **Top down:**
 * Background knowledge, context, prior knowledge, rich literacy environment
 * **Bottom-up** (sequenced, structured phonics and phonological awareness instruction)
 * Need sequenced, structured phonics (not just randomly tossed in)
 * There isn't a lot of time, so teachers have to be purposeful and thoughtful about the sequence and structuring
 * Language Transparency
 * Transparent (shallow) or opaque (deep) orthography
 * Cummins model of Language Interdependence
 * If surface features are similar, positive metalinguistic transfer is more likely
 * Negative transfer
 * In UT DLI, pinyin is not taught until 3rd grade to force children to focus on characters (otherwise, children just ignore them)
 * In Chinese:
 * Semantic radicals (meaning in common)
 * Phonetic radicals (sound in common)
 * Train "orthographic" awareness (the ability to distinguish between characters)
 * Can have an entire sentence made from "ma" in different tones (Mrs. Ma Ma scolded her horse.) - The radicals have nothing to do with the meaning, they have to do with the sound
 * Only 25-30% of words or characters regularly follow the cues in Chinese (i.e., there is a lot of irregularity), but we need to help students notice the patterns that DO exist.
 * Need to do a lot of handwriting practice
 * Teach using big strokes
 * They need lots of handwriting practice because it helps children remember the orthographic shape
 * Research supports that this is very important for Chinese students
 * Need meaningful writing practice - start with oral language first, then they learn strokes and names of the strokes, then write a few of the characters in sentences, then they read the sentences to the other students
 * All about meaning
 * All about oral
 * All about reading
 * NOT just mindless copying of characters
 * You must integrate bottom-up and top-down
 * Needs to be multisensory
 * Phonological awareness is important in Chinese, but not as important as it is in French and Spanish
 * Letter formation needs to be taught in L1 and in L2 in French and Spanish, but it is not as important as it is in Chinese
 * Dealing with irregularities
 * Outlaw words (put them in "jail") or "crazy" words (for adult ESL learners)
 * One of the reasons that English is so crazy is because the oral language changed as various cultures mixed (French, German, etc.), but the spelling remained the same
 * Sequence of Learning for English
 * Initial sound
 * Final sound
 * Middle sound
 * ACTIVITY 3: Pre-reading, During Reading, & Post-reading Inside/Outside Circles [[file:Childrens Lit Inside Outside Circles-BYU.pdf]]**




 * ACTIVITY 4: Ways to Read a Text (Interactive Examples)**


 * ACTIVITY 5: Pre-reading Activities**


 * ACTIVITY 6: During Reading Activities**


 * ACTIVITY 7: Post-reading Activities**

= =
 * ACTIVITY 8:** Homework

=2-2-17: Professional Engagement=


 * Today's Topic: Becoming Professionally Engaged Practitioners **


 * Today's Objectives:**

1) Students will define //professional engagement.// 2) Students will discuss characteristics of professionally engaged DLI educators. 3) Students will prepare for their practicum experience.


 * Today's Guiding Questions:**

1) What is "professional engagement?" 2) How do professional DLI teachers behave? 3) Why is participation in a practicum experience an important part of professional development for professionally engaged preservice DLI educators?


 * Today's Can Dos:**

1) I can define professional engagement. 2) I can describe the characteristics of professional, professionally engaged DLI educators. 3) I can prepare myself in advance for a successful practicum experience.


 * Today's Tools: N/A**


 * Housekeeping:**


 * Roll
 * Name Cards
 * Fingerprinting & ID Cards


 * ACTIVITY 1:** Literacy Link:


 * ACTIVITY 2: Stories from the Field**


 * Profile of a DLI School
 * Two traditional teachers
 * Two DLI teachers
 * Magnet Teachers
 * Issues:
 * Isolation
 * Curriculum
 * Materials Development
 * Planning Time
 * Grading Time
 * Collaboration Time


 * ACTIVITY 5: Why is participation in a practicum experience an important part of professional development for professionally engaged preservice DLI educators?**

The Power of Professional Engagement
 * Preparation
 * Perspective
 * Potential to Contribute


 * ACTIVITY 4: How do you know a professional when you encounter one?**


 * How does a professional DLI educator look, sound, and behave?
 * Professional Dress Slideshow
 * Professionalism Role Plays
 * Professional Communication Examples
 * It's All About Decision-making: Experts v. Novices
 * Negotiating Professional Relationships
 * Critical Conversation Role Plays


 * ACTIVITY 5: What is the difference between a professional and professional engagement?**


 * Professional Engagement Checklist
 * Professional Knowledge & Skills Checklist
 * Debrief


 * ACTIVITY 6: How can I prepare myself to take full advantage of my practicum experience?**


 * **Checklist**
 * **Negotiating Professional Relationships[[file:Negotiating Professional Relationships-BYU.doc]]**


 * ACTIVITY 7: Introduction to National Standards, Proficiency, & Scaffolding**


 * ACTIVITY 8:** Homework

Freire, P. (1985). [|Reading the World and Reading the Word: An Interview with Paulo Freire]. //Language Arts//, //62//(1), 15–21.

=1-31-17: Practicum Placements with Dr. Knell=


 * Today's Topic: Observing in a DLI Classroom & Biliteracy Unit Framework**


 * Today's Objectives:**

1) Students will prepare for their practicum experience. 2) Students will distinguish between "top down" and "bottom up" approaches to literacy development. 3) Students will distinguish between "phonics" and "phonemic awareness."


 * Today's Guiding Questions:**

1) What do I have to do in order to fulfill the practicum requirements for this course? 2) How do top down and bottom up approaches influence students' literacy development? 3) Why is a balanced approach to biliteracy development essential in a dual language immersion setting?


 * Our Questions About Balanced Literacy:**
 * Do we already have balanced literacy integrated into lesson plans, or are those lesson plans that we are going to have to create ourselves to put into the program? - Natalie
 * What does this look like in a K-2 classroom or in a novice low classroom? - Alissa
 * How does this work when you are pulling kids out of class for extra reading help...is that still kind of using a balanced approach? - Maddy


 * Today's Can Dos:**

1) I can successfully complete my practicum experience. 2) I can explain how top down and bottom up approaches influence students' biliteracy development in dual language immersion settings. 3) I can distinguish between phonemic awareness and phonics.


 * Today's Tools: N/A**


 * Housekeeping:**


 * Roll
 * Name Cards
 * Fingerprinting & ID Cards


 * ACTIVITY 1:** Literacy Link: Maddy


 * ACTIVITY 2:** **How will the practicum component of this course be structured?**


 * ACTIVITY 3:** **Balanced Literacy**


 * ACTIVITY 4: Top Down Approach to Literacy Development**


 * ACTIVITY 5: Bottom Up Approach to Literacy Development**


 * ACTIVITY 6: Phonemic Awareness v. Phonics**


 * ACTIVITY 7:** Homework

=1-26-17: Balanced Literacy=


 * Today's Topic: Balanced Literacy**


 * Today's Objectives:**

1) Students will define //balanced literacy.// 2) Students will explain essential characteristics of a balanced literacy program that supports biliteracy development. 3) Students will describe the purpose of pre-, during, and post-reading activities.


 * Today's Guiding Questions:**

1) What is "balanced literacy?" 2) How can DLI teachers craft a classroom environment that supports biliteracy development? 3) Why are attention to environmental print, a foundation of oral language, culturally authentic materials, the reading process, bottom-up and top-down activities, metalinguistic awareness, academic language development, and contrastive analysis such essential elements of a classroom that seeks to develop biliteracy?


 * Today's Can Dos:**

1) I can define //balanced literacy.// 2) I can describe a classroom environment that supports biliteracy development. 3) I can explain the role of pre-, during, and post-reading activities in a balanced literacy program.


 * Today's Tools: [[image:GoogleImages.JPG link="https://www.google.com/imghp?hl=en&ei=IzOKWNeqJY2wjwON3LHgCw&ved=0EKouCAIoAQ"]]**


 * Housekeeping:**


 * Roll
 * Name Cards
 * UFLA: Confirm that your scheduled assignments are correct
 * Practicum Placements: Coming soon!


 * ACTIVITY 1:** Literacy Link: Hailey


 * ACTIVITY 2: What do we mean by //balanced literacy//?**

1) Google "balanced literacy" 2) Google "guided reading" 3) Turn to a partner and discuss the difference between the two definitions. 4) Skim this blog post: [|Why Balanced Literacy is More Than Guided Reading] 5) After you finish each paragraph, turn to your partner and say something.


 * ACTIVITY 3: Balanced Literacy: A Bottom-Up Approach (Image Search)**

1) Do an image search for "balanced literacy"

2) Select the 5 most helpful, open in new tabs, then discuss with a partner.
 * What does each image teach you that you didn't know before?
 * What does each image leave out that is included in other images?
 * What conflicts or misunderstandings do you notice in how the term //balanced literacy// is used in each image?

3) What does balanced literacy have to do with...?:
 * [|Autonomous Learning] & the [|Zone of Proximal Development] (Vygotsky, 1978)
 * [|Cooking]
 * [|Curriculum Development]
 * [|Lesson Planning]
 * [|Reading Comprehension]
 * [|Skill Development]
 * [|Text & Purpose]
 * [|Whole Language v. Phonics]


 * ACTIVITY 4:** **[|Balanced Literacy: A Top-Down Approach]**


 * Read this [|definition of a balanced approach to literacy].
 * View this [|image].
 * Skim this blog post on [|Why use a balanced literacy approach]?
 * Would it have helped you if you had started with this definition and image, and then did the previous activity?
 * [|Birch's Balanced Literacy Cheat Sheet]


 * ACTIVITY 5: Pre-, During, & Post-Reading**


 * ACTIVITY 6: Literacy Resources**


 * Chinese
 * French
 * Portuguese
 * Spanish


 * ACTIVITY 7:** Homework

=1-24-17: Intro. to Biliteracy Unit Planning=


 * Today's Topic: Unit Planning for Developing Biliteracy **


 * Today's Objectives:**

1) Students will identify key elements of effective units that develop biliteracy. 2) Students will discuss common pitfalls of unit planning in DLI contexts. 3) Students will develop effective biliteracy lessons.


 * Today's Guiding Questions:**

1) What are the characteristics of "effective" units that develop biliteracy? 2) Why do some DLI teachers struggle with creating unit plans that effectively develop biliteracy? 3) How (i.e., what processes) might DLI teachers use in order to plan effective units that develop biliteracy?


 * Today's Can Dos:**

1) I can describe characteristics of effective instructional units that develop biliteracy. 2) I can identify strategies for avoiding common problems with unit development. 3) I can plan a unit that effectively develops biliteracy.


 * Today's Tools:**




 * Housekeeping:**


 * Roll
 * Name Cards
 * Fingerprinting & ID Cards
 * Practicum Placements: One-way or two-way? Particular schools?


 * ACTIVITY 1:** Literacy Link: **Implications of Personality for Biliteracy Lesson Planning (True Colors)**


 * ACTIVITY 2: What do we mean by "reading?" (Books in Arabic, Chinese, French, German, Hebrew, Japanese, Russian, Spanish, etc.)**


 * Take a book that is not in your target language.
 * Open the book.
 * Try to read the book.
 * What do you need to be able to read the book successfully?


 * Open your text to pp. 16-17.
 * Look at the lesson plan components.
 * Match each component to the issues we listed on the board as a class.
 * Do you agree with the lesson plan?
 * Is there anything missing from the lesson plan?

media type="youtube" key="_eYNjF_odf4" width="560" height="315"
 * [|Are these Chinese dual immersion students reading?]**


 * ACTIVITY 3: Small Group Analysis & Feedback on DLI Biliteracy Lesson Videos**

[|Class Observation] (Chinese Guided Reading) media type="youtube" key="m8j4B8_pYLM" width="560" height="315"


 * [|Guided Reading Pre-reading Lesson in Spanish]**media type="youtube" key="w9CPnu3dZ2A" width="560" height="315"

[|Chinese Immersion Guided Reading in 2nd Grade] media type="youtube" key="Q2oZlOwiF_w" width="560" height="315"

media type="youtube" key="cXnL6gRmgkA" width="560" height="315"
 * [|Hurtado Guided Reading Lesson Grade 1 Dual Language] (Spanish)**

[|Dual Language Immersion Class at Garfield Elementary] (Teacher Reviews Peer Reading Protocol, Spanish) media type="youtube" key="Ggu2kSPNqwg" width="560" height="315"

[|Phonemic Awareness: Circle Time PK Part 3] (Spanish)

media type="youtube" key="bIEBHQz3_Po" width="560" height="315"
 * [|Fluency in a Dual Language Immersion 3rd Grade Classroom] (Spanish)**

[|Dual Language Immersion Mini-Literacy Lesson] (Spanish) media type="youtube" key="bjbF-hvp7ig" width="560" height="315"


 * ACTIVITY 4: Common Problems in DLI Biliteracy Lessons**


 * **Based on your observations?**
 * **Based on the [|World-Readiness Standards]?**
 * **Communication (Output)**
 * **Culture? (Authenticity)**
 * **Connections? (Mandated Curriculum, Materials)**
 * **Comparisons? (Target Language Use)**
 * **Communities? (Integration, STEM, PBLL)**
 * **Based on the [|ACTFL Proficiency Guidelines]?**
 * **Student needs?**
 * **Time?**


 * ACTIVITY 5: Writing Objectives & Can Do Statements for a DLI Biliteracy Lesson**


 * **What did you learn about this in FLANG 300?**
 * **How can we integrate language, content, and culture?**
 * **What is the difference between an objective and a CAN DO statement?**
 * **What do we mean when we say that objectives and assessments/can do statements must be aligned?**


 * ACTIVITY 6: Processes for Lesson Planning**


 * **Time Planning Cards**


 * ACTIVITY 7: Lesson Planning Templates**


 * **Utah DLI Lesson Template**


 * ACTIVITY 8:** Homework

=1-19-17: DLI Students & Teachers=


 * Today's Topic: Capitalizing on the Diverse Cultural, Linguistic, & Academic Experiences of DLI Students & Teachers**


 * Today's Objectives:**

1) Students will identify and explain the instructional implications of students' linguistic, cultural, and academic backgrounds. 2) Students will reflect on the ways in which their personal strengths & challenges, linguistic and cultural background, and personality may influence their ability to meet students' needs. 3) Students will begin to establish a personal learning network/professional learning community to support lifelong professional learning and development.


 * Today's Guiding Questions:**

1) How do variations in students' linguistic, cultural, and academic backgrounds and personalities influence students' academic needs in a DLI classroom? 2) How do teachers' backgrounds, personalities, and professional skill sets influence their ability to meet students' needs? 3) How can teachers establish a personal learning network and professional learning communities that support lifelong professional learning and growth?


 * Today's Can Dos:**

1) I can explain the instructional implications of common variations among students in DLI classrooms. 2) I can analyze and describe how my personal background, personality, and professional skill set may influence my ability to meet students' needs. 3) I can identify the human resources I need to purposefully cultivate as part of my own personal learning network in order to support my continued professional learning and growth.


 * Today's Tools:**




 * Housekeeping:**

Roll Name Cards Fingerprinting & ID Cards


 * ACTIVITY 1:** Literacy Link: **Biliteracy Grab-a-Word Review Activity**


 * ACTIVITY 2: Crafting a Student Profile Practice Activity (My apple is like a DLI student because...)**


 * ACTIVITY 3: Identifying the Instructional Implications of Variations in Students' Linguistic, Cultural, and Academic Backgrounds (Valdés)**


 * ACTIVITY 4: Review of Self-Reflection Survey Results (p. 45)**


 * Strengths & Challenges
 * Course Information Survey Results


 * ACTIVITY 5: Establishing a Professional Learning Community: Reader's Theater**


 * ACTIVITY 6: Complicating the Issue - The True Colors of Personality**


 * ACTIVITY 7: Instructional Implications of Student & Teacher Profiles**


 * ACTIVITY 8:** Homework

>
 * Join Wikispaces
 * Join Language Links
 * Sign up for the Literacy Link
 * Syllabus Wish List on [|MeetingWords]
 * Practicum Update

=1-17-17: Sociolinguistic Premises=


 * Today's Topic: Sociolinguistic Premises**


 * Today's Objectives:**

1) Students will explain the programmatic and instructional implications of sociolinguistic premises about teaching for biliteracy. 2) Students will explain important distinctions between how contrastive analysis/bridging should be applied in a dual language immersion classroom as opposed to an ESL classroom. 3) Students will explain how instructional time is allocated to support biliteracy development in Dual Language Immersion programs that follow the Utah Model.


 * Today's Guiding Questions:**

1) What are some of the instructional implications of the three sociolinguistic premises of teaching for biliteracy? 2) How might teachers use the three sociolinguistic premises of teaching for biliteracy to adapt school policies and instructional practices so that they better support biliteracy development? 3) How do dual language immersion programs allocate class time in order to support literacy development?


 * Today's Can Dos:**

1) I can list, describe, and explain the programmatic and instructional implications of the three sociolinguistic premises for teaching for biliteracy. 2) I can explain how to adapt typical school policies and instructional practices so that they better support biliteracy development in a dual language immersion classroom. 3) I can describe how instructional time is allocated in Dual Language Immersion programs that follow the Utah Model.


 * Today's Tools: N/A**


 * Housekeeping:**

Roll Name Cards UFLA Student Marshalls True Colors Quiz


 * ACTIVITY 1: Review of Biliteracy**
 * Components of Biliteracy
 * McDonald's Example (Frank Smith)
 * Sound-Symbol-Meaning Correspondence
 * Application of Multilingual Perspective to Initial Literacy Instruction
 * The Case of Spanish
 * The Case of Chinese
 * The Case of Culture (French)


 * ACTIVITY 2: The Three Sociolinguistic Premises for Teaching for Biliteracy Word Sort**


 * ACTIVITY 3: Sociolinguistic Premises Debrief: Tell Me About a Time When You Observed/Experienced...**


 * ACTIVITY 4: Sociolinguistic Premises Scenario Application Activity (Line Up)**


 * ACTIVITY 5:** **[|Allocation of Instructional Time in DLI]**


 * ACTIVITY 6: Practicum Placements & Requirements**


 * ACTIVITY 7:** Homework

=1-12-17: Defining Biliteracy=


 * Today's Topic: Defining Bliteracy (Meet in JFSB B3101 - Fishbowl on the 3rd floor)**


 * Today's Objectives:**

1) Students will define and explain biliteracy. 2) Students will distinguish between a monolingual and a multilingual perspective on biliteracy.


 * Today's Guiding Questions:**

1) What is biliteracy? 2) Why is biliteracy a critical component of effective dual language immersion programs? 3) How does the biliteracy instruction of teachers who have a monolingual perspective differ from that of teachers who apply a multilingual perspective to their work with students?


 * Today's Can Dos:**

1) I can define and explain biliteracy. 2) I can distinguish whether teachers' beliefs about student language abilities, programmatic structures, and instructional practices are grounded in a monolingual or a multilingual perspective on biliteracy.


 * Today's Tools: N/A**


 * Housekeeping:**


 * Roll
 * Name Cards
 * UFLA Student Marshalls


 * ACTIVITY 1:** **Defining Biliteracy**


 * Translanguaging - RZ example
 * How would teachers with a monolingual perspective interpret this?
 * How would teachers with a multilingual perspective interpret this?


 * ACTIVITY 2: Monolingual v. Multilingual Perspectives Paired Sorting Activity**


 * ACTIVITY 3: Pedagogical Debrief**


 * What was the content-related goal of this activity?
 * What about this activity might have been difficult for students?
 * Extensive amounts of new vocabulary
 * Heavy use of academic language
 * No prior knowledge or experience with the topics covered in the text
 * Non-native speakers of English may require more time to read, cognitively process, and discuss
 * What pedagogical strategies did I use to help you, as students, overcome those difficulties?
 * Drew attention to key points
 * Chunked text
 * Paraphrased definitions of terms given in the text in daily language
 * Gave concrete examples of different concepts discussed in the text
 * Gave different application tasks for each section of the text
 * Allowed partner work to give students increased access to linguistic and social support
 * Engaged students with the content of the text in new ways
 * What pedagogical strategies could you use to help DLI students read academic texts more successfully?
 * Break the reading up over time
 * Chunk the text
 * Put pieces of the text on different papers
 * Give different application tasks for each section of the text
 * Jigsaw reading of the text
 * Engage students with the content of the text
 * Reading Guide
 * Vocabulary Activities
 * Interactive Comprehension Activities (that require students to extract meaning from the text, to think about the content of the text, and to make meaning of the text in relation to themselves and their own lives)


 * ACTIVITY 4: The Three Sociolinguistic Premises for Teaching for Biliteracy Discussion Worksheet**


 * ACTIVITY 5:** Homework

=1-10-17: Intro. to the Course=


 * Today's Topic: Literacy**


 * Today's Objectives:**

1) Students will define literacy. 2) Students will define and explain common terms used to discuss biliteracy development.


 * Today's Guiding Questions:**

1) What is literacy? 2) What are some of the terms professionals use when discussing biliteracy?


 * Today's Can Dos:**

1) I can define literacy. 2) I can discuss concepts related to biliteracy development using appropriate professional terms accurately.


 * Today's Tools:**




 * Housekeeping:**


 * Roll
 * Name Cards


 * ACTIVITY 1:** Popcorn (Who are you?)


 * Statistics on BYU Students


 * ACTIVITY 2:** Google Challenge (Who is Dr. M?)


 * ACTIVITY 3:** Defining Literacy


 * Pencil Literacy Public Service Announcement
 * "instrument" Literacy
 * Public Service Announcement


 * ACTIVITY 4:** Introduction to the Course & the Practicum




 * ACTIVITY 5:** Introduction to Biliteracy




 * ACTIVITY 6:** Homework