Lectura Atenta

TK/K

Lisa E. Rivera, RCOE

website manager

Link to Resources & Powerpoint

Also available at this bitly - http://bit.ly/Hyatt2020

This asynchronous module is designed to be completed before a synchronous professional development session with RCOE. The training audience is meant to be dual language teachers. For this reason, resources and videos will sometimes be in Spanish and sometimes in English.

  • Asynchronous =

      • Done individually or in teams via this Google Site before May 21st

  • Synchronous = Brief review, Q & A, & points of clarification

      • Scheduled for May 21, 2020 at 10:30a.m. via Zoom for TK & Kinder and at 1:00p.m. for 4th and 5th.

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To view the video, click on the play button or pop out using the icon on the top right.

Introductory Video (Sp.)

Welcome and orientation to the website from Lisa E. Rivera, RCOE Administrator for Dual Language.

Putting things in context!

This video in English will lend some context to the training from the perspective of Multi-tiered System of Supports (MTSS), the 3 pillars of dual language education, the Guiding Principles of Dual Language Education, and Universal Design for Learning (UDL).

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To view the video, click on the play button or pop out using the icon on the top right.

Click the links below to learn more about each topic.

These resources are critical to building and sustaining an effective dual language program in 2020.

Lesson Design and Lesson Planning in Wonders and Maravillas

Contesta las preguntas abajo y comparta con un colega.

The Design of Common Core and Maravillas/Wonders

Inquiry Cycles

Can you identify the talk, read, talk, write cycle in this instructional path page of Kinder Wonders/Maravillas below?

Hint: Sometimes the talk piece is embedded in the actual lesson pages.

The Design of Common Core and Maravillas/Wonders

Inquiry Cycles around a text type

Common Core en español - ALL of the standards in English and Spanish with augmentation.

The first 3 Writing Standards are around CCSS Text Types.

The Common Core State Standards (CCSS) are all written from the College and Career Readiness Standards, commonly referred to as Anchor Standards. These anchor standards are presented at the beginning of each strand of standards. For example, the anchor standards for writing begin on page 12 of the kinder document linked here. The anchor standards are followed by the grade specific standards for writing.

When you respond to informational text after a shared reading, do you talk about the main idea and supporting details? Do you use a graphic organizer to reinforce the schema of text organization? How might using a consistent graphic to discuss the text aid in comprehension and text dependent questioning?

Let's talk about talk!

The Talk in our inquiry cycle is Collaborative Conversations. What structures do you use to increase the quantity and quality of student talk in your classroom? View the video to get some inspiration!

The video on Oracy is not from a dual language classroom, but is part of a vision for equity though language production. This idea is a recurring theme throughout the Guiding Principles for Dual Language Education. See the website CIPPEC2 below for applications of Oracy in dual language.

To view the video, click on the play button or pop out using the icon on the top right.

Conversaciones Constructivas - Aplicación

Zwier Sp.docx

•Encuentra un compañero/a

Utiliza el Cartel de Conversación Constructiva a la izquierda para tener una conversación sobre el vídeo de Voice 21 y el artículo que leyó de CIPPEC2.

Comienza con Crear y muévase en el sentido de las agujas del reloj utilizando las maneras de comenzar las preguntas y respuestas de cada cuadro.

¿Qué andamios utiliza en su salón de clases para apoyar a los alumnos en las discusiones académicas?

Discussion Guidelines

Voice 21 has created an Oracy Framework (seen here to the right) with guidelines for student talk. Look at the Oracy Framework and then peruse the Speaking and Listening standards with anchors listed below. Think about discussion guidelines for collaborative conversations during the Talk, Read, Talk, Write inquiry cycle in Wonders/Maravillas. Chat with your team and come up with some discussion guidelines for your classes.

The-Oracy-Framework-1-1.pdf

CA Speaking and Listening Standards for K (pdf excerpt below)

Common Core en español (full site)

CA_ELA_SBS_Grade0KSLonly.pdf

Standards 1-3 in Speaking and Listening are about expectations for class discussions. Standards 4-6 are about expectations for oral presentations. In Kinder, this is often in the form of some type of show and tell. Starting in grade 3, standard 4 in Speaking and Listening requires an oral presentation of one of the 3 text types (informative, opinion/argument or narrative). Use of text-type specific graphic organizers can thus aid in reading comprehension, writing, and speaking and listening.

CA Preschool Foundations (full site linked here)/ Speaking and Listening excerpt below

psfoundationsvol1spaSLonly.pdf

Talk Guidelines help students create meaningful targets for improving their discussions and presentations. Sentence starters, sentence frames, and word walls are other important scaffolds for Collaborative Conversations during your inquiry cycle of Talk, Read, Talk, Write.

Click HERE to explore some more resources for implementing Collaborative Conversations.

From Wonders/Maravillas

Others? What are your favorites?

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Connect to Prior Knowledge (Sp.)

Fisher and Frey's Rigorous Reading outlines 5 Access Points for Close Reading. In this video, we will discuss the first 3 access points as they relate to the standards and your reading program.

Activity

Access the Reading Standards for Literature (R.L) and for Informative Text (R.I.). Read standard #1 for R.I. and standard #1 for R.L. Combine the two standards into one. Now, do the same with standard 2-9 from R.L. and R.I. You do not need to do standard 10. When you are finished, you will have 9 reading standards that can be used for informative or literary text. This can serve as a cheat sheet when you conduct a close reading lesson. More about this in the next section.

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How to do a close read

The reading standards are the only standards broken into clusters that are meant to be used in sequence. The teacher designs Text Dependent Questions from the first cluster of Key Ideas and Details, then from Craft and Structure, and lastly from Integration of Knowledge and Ideas. View the video of Lisa explaining this process.

Planning for a Close Read

Use the planning sheet for Close Reading to plan a close reading lesson around a familiar text. Plug in the standards (R.I. for an informational text or R.L. for a literary text) in the spaces next to the standard number. In the middle column, write text dependent questions (TDQs) that address each standard for your chosen text. In the third column, write any sentence frames or starters that students could use to address the TDQs with academic language.

Link to Planning Worksheet -Please make a copy and drag to your drive. Please do not write on the original.

This concludes the Lectura Atenta module. You will log on for a synchronous virtual session with Lisa on May 21st. Times are noted at the top section of this website module. During the live session there will be a brief review of the content to clarify, a slightly deeper dive on some key points from this module and some time for questions and answers. I look forward to seeing you then! Until that point, please stay safe. Thank you for all you do! ~Lisa

Thank you!