Common Goals Goal: Student Driven Bias Free Assessment System Ø Daily formative assessment, data driven instruction, real time progress monitoring Ø High leverage reading skills articulated for each reading level Ø Students accelerate their own growth
Let’s look closer at foundational skills necessary for reading proficiency in Spanish.
2
4/13/16
Decodificar palabras multisilábicas
Anotar el patrón de las oraciónes y analizar Ilustraciones y fotos
3
4/13/16
Decodificar palabras de 4 sílabas
Notar y adquirir vocabulario académico mientras leo
4
4/13/16
Pronunciar la sílaba inicial mientras leo
Juntar 2 sílabas abiertas para formar palabras
5
4/13/16
Competencia y comodidad en nuevos géneros
Adquirir el hábito de leer series (Lectura en silencio se dispara)
6
4/13/16
Señalar palabras con el dedo mientras leo
Dividir palabras de 2 sílabas cerradas en trozos y combinar 2 consonantes iniciales
7
4/13/16
Usar trozos para resolver palabras de 3 sílabas
Terminar un libro de capítulos cada semana
8
4/13/16
What is the most efficient order we should expect students to learn and apply these foundational skills independently?
9
4/13/16
Make 1 Sticky Per Bullet… • Pattern and picture reading • Tracking & 1:1 correspondence • Self-prompt with initial syllable • Sight words (first 25-60); combine two OPEN syllables to make two syllable words • Initial blends and digraphs; chunk two CLOSED syllable words • Chunking 3 syllable words • Chunking 4 syllable words • Chunking multisyllabic words • Chapter book habits • Unpacking vocabulary in text • High speed silent reading/read within a book series • Reading across genres to build expertise
10
4/13/16
Daily Monitoring of Student Progress in Spanish
1V/ 2V
Palabras de uso frecuente Palabras de dos silabas
Vocabulario academico
1Az Palabras de tres silabas
Habito de leer series
Comodidad con nuevos generos
2Az
Palabras de cuatro silabas
Comodidad con nuevos generos
1R
Palabras mul8silabicas
Trabajos de autores
2R
Analisis literario
Libros de capitulos
Escritura como arte
11
4/13/16
Common Goals Goal: Remove De Facto Tracking From the Lit Block Ø Whole class investigations Ø Flexible targeted strategy based small groups Ø Structured purposeful independent reading
12
4/13/16
Academic Language and Content Development Suggested oracy components in daily lessons:
ü Language Structures ü Vocabulary ü Dialogue
Biliteracy from the Start, Escamilla (2014)
Academic Language and Content Development
13
4/13/16
Academic Language and Content Development
Language Development in Content Areas Language Proficiency Level Idea (CCSS R.2 Content)
Language (CCSS R.2 Process)
Entering Animals communicate to survive. Behaviors are adapHve.
These are monkeys. Monkeys speak to each other. Monkeys stay safe.
Emerging Animals communicate to survive. Behaviors are adapHve.
The text says monkeys (make sounds) communicate. The sounds help the monkey (to live) survive.
14
4/13/16
Language Development in Content Areas Language Proficiency Level Idea (CCSS R.2 Content)
Language (CCSS R.2 Process)
TransiHoning Animals communicate to survive. Behaviors are adapHve.
According to the text, vervet monkeys communicate with each other using different calls to avoid danger in order to survive. Helpful behaviors are called adapHve.
Expanding Animals communicate to survive. Behaviors are adapHve.
In the third paragraph, Mike Artell claims that animals engage in behaviors that are adapHve. One example of an adapHve behavior are the warning signals communicated amongst groups of vervet monkeys to avoid different types of danger in order to survive.
15
4/13/16
Spanish Language Arts FormaHve Assessment Tool
Daily Monitoring of Student Progress in Spanish
16
4/13/16
ENIL Developmental Reading Taxonomy Building Founda,onal Skills Sequen,ally Start with what students CAN DO.