Transcript Enriching Dual Language Education

Enriching Dual Language Education
Integrated Thematic Unit on
Skagit County History
Maya Romero-Third Grade Dual Language Teacher
[email protected]
Michael Shapiro-Dual Language Consultant
[email protected]
Our Target for Today
• Dual language education is not remedial! It's
enriched! This session will examine how to
develop enriched dual language education where
students can't wait to deeply explore subjects
that excite them. We'll explore powerful
education that is grounded in intentional reading,
writing, math, social studies, and science and gets
the results all educators want! You will
experience an English/Spanish unit with social
studies as the subject matter through five
modalities of literacy, science, math, and social
studies.
Thematic Approach
Soltero, Collier & Thomas, Lindholm-Leary, Freeman & Freeman, Calderon, Carrilo & Smith,
Hamayan/Genesee/Cloud and Beeman & Urow
• Organizes instruction, learning, and assessments
around a topic, theme, author or literacy genre
• Aligned to specific learning goals
• Integrates language arts and content area subjects
around broad concepts or understandings
• Works exceptionally well in dual language education
• Builds on students’ interests and prior knowledge by
focusing on topics that are relevant to them
• Linking their background knowledge to new concepts
• Interactive and collaborative ways
Engagement
Marzano
• High Energy
– Incorporate movement
• Missing Information
– Academic games
• Mild Controversy and Competition
• The Self System
• Mild Pressure
Build Background Knowledge
• Foss Kit-Earth Materials
• Maps & Landforms Study
• Geologic History of Skagit County
– Builds on previous thematic units
• Volcanoes and earthquakes
• Whales of Puget Sound and local ecosystems
Setting the Tone-Simulation
Based on Storypath-Early Northwest Coast People
Margit E. McGuire, Ph.D.
• Lights dimmed with fire pit blazing
• Skagit Native American music playing
• Teacher dressed in Skagit NA traditional
regalia
• Classroom setting prepared
– Traditional and contemporary NA artwork
– Artifacts
– Student work from previous years
Big Book Presentation
GLAD
• Directly focus on content standards of the unit
• Imbed important concepts and vocabulary
• Expose students to comprehensible expository
text
• Patterned text gives access to all students
– “Skagit Native Americans are closely interconnected with
their regional resources and environment.”
• TPA with patterned text of Big Book used throughout entire
simulation
Pictorial Input Chart
GLAD
• Make vocabulary and concepts
comprehensible
– Begin Cognitive Content Dictionary
• Organizes information
• Becomes a resource for students
• Grows student curiosity
Skagit Studies Pictorial Input
• On a map of Skagit County, the information is
organized into sections:
– General information pertaining to all groups
– Shelters (Longhouses and summer huts)
– Story poles
– Customs
– Specific information for each distinct geographic
group
• All information supported with realia
Geologic Subgroups
• Teacher divides the class into 4 distinct geologic
subgroups (tribes)
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Saltwater
Mountain
Prairie
River
• Students learn 2-column notes to record information
from pictorial
• Students jigsaw information pertaining to their
particular tribe
– All students held accountable for information shared during jigsaw.
• Extension of learning and sharing enhanced through
Kidblog (language arts)
Daily Routines
• Setting the tone with fire, music, stories and a
reminder “Your elders will teach you
everything you need to know to survive”.
– Constant questioning of previous lessons to reinforce
understanding and maintain engagement (mild pressure)
– Morning Sponge activities in math and LA incorporate
elements of the simulation
– Kidblog assignments to share information from home
– Fast paced drama feeds students excitement and
engagement
Establishing the Simulation
• Storypath character biography and community role
descriptions
– Family position and interconnected responsibilities
– Personality/characteristics
• Establish Native American names based on simulated personality
and flora/fauna found in distinct geographic location of tribe
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Jobs and skills required
Leisure activities
Interesting past experience
Focus on language arts elements
• Vocabulary
• Types of words (parts of speech)
Storypath
character
biography and
community role
descriptions
Preparing for the Potlatch
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Share our stories
Build our longhouse
Plan and organize the potlatch
Invite other tribes (other classes)
Create artwork
Make gifts
Learn Potlatch ceremonies
Creating our Spirit Stories
• Writers Workshop format
– Narrative Input Chart
– Utilize interesting past experience from character
biography and role in the community as the
foundation for a personal narrative (simulated
character).
• How I Got My Name
– Develop a story map (brainstorm)
– Create story character list (and traits)
• Must include members of their families (tribes)
Character Development and Story
Planning
Writers Workshop Elements
• Writing Process guided by rubrics
– Brainstorm
– First draft
• Beginning
• Middle
• End
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Revise
Edit
Publish (final draft)
Present
Writing Rubrics
Building the Longhouse
Continuing the Drama
• Math integrated
– Measurement (weight and length) of longhouse
pieces
• Conversion of standard units of measure
• Following button blanket directions with measurement
– Utilization of schematics
• Poetry writing using Poetry Frame and Flip Chants
• Teamwork required for ‘survival’
– Positive interdependence
• Classroom transformation
Longhouse Projects
• Blanket weaving
– Guest appearance of Native American weaver
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Basket weaving
Story Pole creation
Button Blanket
Headdress
Gift making
Song and Dance
Games
Potlatch Ceremonies
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Invitation protocol
Slahal
Dance
Salmon Ceremony
Honoring of elders
Fire protocol
Story telling
Potlatch meal
Reciprocal invitation among classrooms
Missing Information, Mild Controversy and
Competition, The Self System
• All students participating and pulling their own weight
– Cooperative learning
– Self system
• Solving mysteries of first trader contact
– Disease spread
– Scarcity
– Missing information
• Solving controversy around first white settlers
– Civics
– Self system
• Navigating the Port Elliot Treaty
– Civics
– History
– Controversy
Culminating Activities
• Field trip
– Skagit County Historical Museum in La Conner
– Visit with tribal elder in the Swinomish Longhouse
– Visit with Swinomish master carver
– Exploration of Padilla Bay National Estuary
• Ongoing connection with web-based videos
Thematic Approach- To Review
Soltero, Collier & Thomas, Lindholm-Leary, Freeman & Freeman, Calderon, Carrilo & Smith,
Hamayan/Genesee/Cloud and Beeman & Urow
• Organizes instruction, learning, and assessments
around a topic, theme, author or literacy genre
• Aligned to specific learning goals
• Integrates language arts and content area subjects
around broad concepts or understandings
• Works exceptionally well in dual language education
• Builds on students’ interests and prior knowledge by
focusing on topics that are relevant to them
• Linking their background knowledge to new concepts
• Interactive and collaborative ways
Engagement-To Review
Marzano
• High Energy
– Incorporate movement
• Missing Information
– Academic games
• Mild Controversy and Competition
• The Self System
• Mild Pressure