“ How to help your child  read and write in another   language" FLAP Immersion Parent Partnership Meeting Session 4
<ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><...
<ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><...
What is “reading comprehension”? Reading Skills Reading  Comprehension reading fluency and accuracy reading vocabulary pho...
What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics ...
What is “reading comprehension”? Reading Skills Literary Analysis Language- Specific Skills Students learn these skills by...
What is “reading comprehension”? Reading Skills Literary Analysis Language Specific Skills Students learn these skills by ...
“ Two-Balloon Theory” Those who are against bilingual education have argued that learning in child’s L1 limits his/her exp...
“ Common Underlying Proficiency” “ Common Underlying Proficiency (CUP)” is the notion that the knowledge of content learne...
“ Common Underlying Proficiency” surface features of L1 surface features of L2
“ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
“ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem...
Learning how to use a can opener
Advantages of Literacy Development through Home Language (L1) <ul><li>Faster development of L2 proficiency (Collier, 1995)...
Language Immersion Education for Native Spanish/Japanese Speakers <ul><li>Promotes the use of minority languages in school...
“ Literacy Analysis” Tasks Recalling information  (when, where, who, what, how) Sequence  (recalling the story events in o...
Step 1: “Determine your child’s reading level” A. If your child is not able to read at all,  you read the text  and then a...
Step 1: “Determine your child’s reading level” B. If your child is able to follow the print,  you read the text , and  you...
Step 1: “Determine your child’s reading level” C. If your child can read independently,  he/she should read the text .  Th...
Step 2: “How to select the reading text” A. Even if your child is not able to read at all, still make sure your child can ...
Step 2: “How to select the reading text” B. “90-10 Rule”   If your child is able to follow the print, or he/she can read i...
Step 3: “This is NOT leisurely reading time.” <ul><li>Your child should be informed BEFOREHAND that this reading time is N...
Step 4: “Establish reward system.” <ul><li>It may be helpful to establish some kind of reward system to positively reinfor...
“ Literacy Analysis” Tasks Recalling information  (when, where, who, what, how) Sequence  (recalling the story events in o...
Recalling information  (when, where, who, what, how) “ Who is speaking in this poem?” Answer: “A boy.” “ What would boys d...
Sequence  (recalling the story events in order) “ Can you tell me the games that the boys played in order?” Answer: “Tag, ...
<ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><...
<ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><...
<ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They ...
<ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They ...
<ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They ...
<ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They ...
Reading Skills (Kindergarten) (CA. content standards) <ul><li>Identify characters, settings, and important events.  (recal...
Reading Skills (1 st  grade) (CA. content standards) <ul><li>Identify text that uses sequence or other logical order.  (se...
Reading Skills (2 nd  grade) (CA. content standards) <ul><li>Restate facts and details in the text to clarify and organize...
Reading Skills (3 rd  grade) (CA. content standards) <ul><li>Recall major points in the text and make and modify predictio...
Reading Skills (4 th  grade) (CA. content standards) <ul><li>Compare and contrast information on the same topic after read...
Reading Skills (5 th  grade) (CA. content standards) <ul><li>Draw inferences, conclusions, or generalizations about text a...
Transferable and non-transferable items across languages (selected items) Letter-sound connection Meaningfulness of print ...
“ Common Underlying Proficiency” surface features of L1 surface features of L2
“ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
“ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem...
What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics ...
What about other reading skills? <ul><li>Language of encouragement and support </li></ul><ul><li>Facilitate occasions for ...
Summary “ How to help my child read/write  in another language” <ul><li>Establish independent and on-going reading/writing...
Thank you for participating! <ul><li>We look forward to seeing you at the next Immersion Parent Partner session! </li></ul...
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Strengthening tl literacy

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Strengthening tl literacy

  1. 1. “ How to help your child read and write in another   language&quot; FLAP Immersion Parent Partnership Meeting Session 4
  2. 2. <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul>
  3. 3. <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away. </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul><ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They say, “Please let us hide.” </li></ul></ul><ul><ul><li>We pretend not to hear. </li></ul></ul><ul><ul><li>We don’t care for girls </li></ul></ul><ul><ul><li>So we don’t let them in. </li></ul></ul><ul><ul><li>We think that they’re dumb </li></ul></ul><ul><ul><li>And besides, they might win. </li></ul></ul>
  4. 4. What is “reading comprehension”? Reading Skills Reading Comprehension reading fluency and accuracy reading vocabulary phonics
  5. 5. What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics comparing and contrasting finding main ideas character analysis recalling details Reading Comprehension
  6. 6. What is “reading comprehension”? Reading Skills Literary Analysis Language- Specific Skills Students learn these skills by actually reading in the second language (L2) Cognitive Skills Students may learn these skills through the first (L1) or second (L2) language. Reading Comprehension
  7. 7. What is “reading comprehension”? Reading Skills Literary Analysis Language Specific Skills Students learn these skills by actually reading in the second language (L2) Cognitive Skills Students may learn these skills through the first (L1) or second (L2) language. Reading Comprehension
  8. 8. “ Two-Balloon Theory” Those who are against bilingual education have argued that learning in child’s L1 limits his/her exposure to the L2 and inhibits its acquisition. What I learned in L1 What I learned in L2
  9. 9. “ Common Underlying Proficiency” “ Common Underlying Proficiency (CUP)” is the notion that the knowledge of content learned in one language can be transferred to a second language. CUP “makes possible the transfer of cognitive/academic or literacy-related skills across languages” (Cummins, 1992 p. 22)
  10. 10. “ Common Underlying Proficiency” surface features of L1 surface features of L2
  11. 11. “ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
  12. 12. “ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages. What I learned in L1 What I learned in L2
  13. 13. Learning how to use a can opener
  14. 14. Advantages of Literacy Development through Home Language (L1) <ul><li>Faster development of L2 proficiency (Collier, 1995) </li></ul><ul><li>Nurture the ability to process cognitively demanding academic tasks through the fully developed language system (L1) </li></ul><ul><li>Preservation of both L1 and L2 through additive bilingualism </li></ul>
  15. 15. Language Immersion Education for Native Spanish/Japanese Speakers <ul><li>Promotes the use of minority languages in school context </li></ul><ul><li>Provides transition into English (L2) without losing home language (L1) </li></ul><ul><li>Provides supportive socio-cultural context with the perception of bilingualism as enrichment rather than remedial </li></ul>
  16. 16. “ Literacy Analysis” Tasks Recalling information (when, where, who, what, how) Sequence (recalling the story events in order) Character Analysis (describe the characters in reference to their words, actions, etc.) Compare and Contrast (characters, story to another story, etc.) Inference (finding things not directly stated in the text through context clues) Personal Connections (connecting the reader to the text in personal ways) Predictions (finding what is going to happen next in the story) Summary ( Sum up the main ideas/details of the story)
  17. 17. Step 1: “Determine your child’s reading level” A. If your child is not able to read at all, you read the text and then ask questions. Your child should respond to the questions orally.
  18. 18. Step 1: “Determine your child’s reading level” B. If your child is able to follow the print, you read the text , and your child should follow your reading with his/her eyes on the pages . You then ask questions, and your child should respond to them orally.
  19. 19. Step 1: “Determine your child’s reading level” C. If your child can read independently, he/she should read the text . Then, at the appropriate moment, you stop your child and ask questions. Your child should respond to the questions orally.
  20. 20. Step 2: “How to select the reading text” A. Even if your child is not able to read at all, still make sure your child can understand and enjoy the story.
  21. 21. Step 2: “How to select the reading text” B. “90-10 Rule” If your child is able to follow the print, or he/she can read independently, roughly 90% of the text should be understandable for your child. To check this, you or your child should try reading the first page of the book. If your child consistently mispronounce or is not able read 1 word out of every 10 words, the book may be too difficult for your child to enjoy.
  22. 22. Step 3: “This is NOT leisurely reading time.” <ul><li>Your child should be informed BEFOREHAND that this reading time is NOT going to be his/her leisurely reading time. </li></ul><ul><li>Make your intentions clear to your child that this reading time is for you to help him/her beter understand what he/she is reading. </li></ul><ul><li>Your child should have uninterrupted, leisurely reading time as well. </li></ul>
  23. 23. Step 4: “Establish reward system.” <ul><li>It may be helpful to establish some kind of reward system to positively reinforce this structured home reading time. </li></ul><ul><ul><li>Stickers on a calendar </li></ul></ul><ul><ul><li>Points recorded on a sheet of paper </li></ul></ul><ul><li>Once the number of reading time reaches a certain amount, your child may be rewarded with frozen yogurt, an extracurricular activity, etc. </li></ul>
  24. 24. “ Literacy Analysis” Tasks Recalling information (when, where, who, what, how) Sequence (recalling the story events in order) Character Analysis (describe the characters in reference to their words, actions, etc.) Compare and Contrast (characters, story to another story, etc.) Inference (finding things not directly stated in the text through context clues) Personal Connections (connecting the reader to the text in personal ways) Predictions (finding what is going to happen next in the story) Summary ( Sum up the main ideas/details of the story)
  25. 25. Recalling information (when, where, who, what, how) “ Who is speaking in this poem?” Answer: “A boy.” “ What would boys do when girls want to play with them?” Possible Answer: “They yell and scream and chase them away.” <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away. </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul>
  26. 26. Sequence (recalling the story events in order) “ Can you tell me the games that the boys played in order?” Answer: “Tag, stickball...” “ When did the boys say to the girls ‘Only for boys’?” Possible Answer: “When the girls wanted to join in playing stickball or racing the toys.” <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away. </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul>
  27. 27. <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away. </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul>Character Analysis (describe the characters in reference to their words, actions, etc.) “ Why do these boys chase the girls away?’ Possible Answer: “Because they don’t want to play tag with girls.” “ How would you describe these boys?” “They are…?” Possible Answers: “Not nice” “Mean” “Not friendly” “Exclusive”
  28. 28. <ul><li>No Girls Allowed </li></ul><ul><li>By Jack Prelutsky </li></ul><ul><ul><li>When we’re playing tag </li></ul></ul><ul><ul><li>And the girls want to play </li></ul></ul><ul><ul><li>We yell and scream </li></ul></ul><ul><ul><li>And we chase them away. </li></ul></ul><ul><ul><li>When we’re playing stickball </li></ul></ul><ul><ul><li>Or racing our toys </li></ul></ul><ul><ul><li>And the girls want to join </li></ul></ul><ul><ul><li>We say, “Only for boys.” </li></ul></ul>Compare and Contrast (characters, story to another story, etc.) “ How are these girls different from (similar to) the boys?” Possible Answer: “The girls are nice, but the boys are mean.” “ What do these boys have in common with the boys in the story Sand Lot ?“ Possible Answer: “The boys in Sand Lot are nicer than these boys because…”
  29. 29. <ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They say, “Please let us </li></ul></ul><ul><ul><li>hide.” </li></ul></ul><ul><ul><li>We pretend not to hear. </li></ul></ul><ul><ul><li>We don’t care for girls </li></ul></ul><ul><ul><li>So we don’t let them in. </li></ul></ul><ul><ul><li>We think that they’re dumb </li></ul></ul><ul><ul><li>And besides, they might </li></ul></ul><ul><ul><li>win. </li></ul></ul>Inference (finding things not directly stated in the text through context clues) “ Why did he say, ‘…and besides, they might win?’ What is the real reason for these boys for not playing with girls?” Possible Answer: “Because they don’t want to lose to girls.”
  30. 30. <ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They say, “Please let us </li></ul></ul><ul><ul><li>hide.” </li></ul></ul><ul><ul><li>We pretend not to hear. </li></ul></ul><ul><ul><li>We don’t care for girls </li></ul></ul><ul><ul><li>So we don’t let them in. </li></ul></ul><ul><ul><li>We think that they’re dumb </li></ul></ul><ul><ul><li>And besides, they might </li></ul></ul><ul><ul><li>win. </li></ul></ul>Personal Connections (connecting the reader to the text in personal ways) “ What would you do if you were in this group of boys?” Possible Answer: “I would play with the girls because I don’t care if they win or not.” “ Do you sometimes feel like this boy?” Possible Answer: “Yeah, sometimes I want to play only with boys because…”
  31. 31. <ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They say, “Please let us </li></ul></ul><ul><ul><li>hide.” </li></ul></ul><ul><ul><li>We pretend not to hear. </li></ul></ul><ul><ul><li>We don’t care for girls </li></ul></ul><ul><ul><li>So we don’t let them in. </li></ul></ul><ul><ul><li>We think that they’re dumb </li></ul></ul><ul><ul><li>And besides, they might </li></ul></ul><ul><ul><li>win. </li></ul></ul>Predictions (finding what is going to happen next in the story) “ Do you think the boys will ever change their minds and let the girls in on their play?” Possible Answer: “I don’t think the boys will ever let the girls in on their games because they already said no 3 times in the story. They don’t like them.”
  32. 32. <ul><ul><li>We play hide-and-go-seek </li></ul></ul><ul><ul><li>And the girls wander near </li></ul></ul><ul><ul><li>They say, “Please let us </li></ul></ul><ul><ul><li>hide.” </li></ul></ul><ul><ul><li>We pretend not to hear. </li></ul></ul><ul><ul><li>We don’t care for girls </li></ul></ul><ul><ul><li>So we don’t let them in. </li></ul></ul><ul><ul><li>We think that they’re dumb </li></ul></ul><ul><ul><li>And besides, they might </li></ul></ul><ul><ul><li>win. </li></ul></ul>Summary (summing up the main topic and important details of the story in his/her own words) “ Can you tell me in short what this story is all about?” Possible Answer: “This is a story of boys with feeble masculinity and it displayed itself in their resistance to cooperate with the girls in a mature manner.”
  33. 33. Reading Skills (Kindergarten) (CA. content standards) <ul><li>Identify characters, settings, and important events. (recalling information) </li></ul><ul><li>Connect to life experiences the information and events in texts. ( personal connections) </li></ul><ul><li>Retell familiar stories. (recalling information) </li></ul><ul><li>Ask and answer questions about essential elements of a text. </li></ul>
  34. 34. Reading Skills (1 st grade) (CA. content standards) <ul><li>Identify text that uses sequence or other logical order. (sequencing) </li></ul><ul><li>Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). (predictions) </li></ul><ul><li>Respond to who, what, when, where, and how questions. (recalling information) </li></ul><ul><li>Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending. (recalling information, sequencing) </li></ul>
  35. 35. Reading Skills (2 nd grade) (CA. content standards) <ul><li>Restate facts and details in the text to clarify and organize ideas. (recalling details) </li></ul><ul><li>Compare and contrast plots, settings, and characters presented by different authors. (compare and contrast) </li></ul><ul><li>Compare and contrast different versions of the same stories that reflect different cultures. (compare and contrast) </li></ul>
  36. 36. Reading Skills (3 rd grade) (CA. content standards) <ul><li>Recall major points in the text and make and modify predictions about forthcoming information. (recalling details, prediction) </li></ul><ul><li>Follow simple multiple-step written instructions (sequence) </li></ul><ul><li>Determine what characters are like by what they say or do and by how the author or illustrator portrays them. ( character analysis) </li></ul>
  37. 37. Reading Skills (4 th grade) (CA. content standards) <ul><li>Compare and contrast information on the same topic after reading several passages or articles. (compare and contrast) </li></ul><ul><li>Follow multiple-step instructions in a basic technical manual (sequence) </li></ul><ul><li>Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. (character analysis) </li></ul><ul><li>Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (compare and contrast) </li></ul>
  38. 38. Reading Skills (5 th grade) (CA. content standards) <ul><li>Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. (inference, personal connections) </li></ul><ul><li>Identify the main problem or conflict of the plot and explain how it is resolved. (recalling information) </li></ul><ul><li>Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme . (character analysis, compare and contrast) </li></ul>
  39. 39. Transferable and non-transferable items across languages (selected items) Letter-sound connection Meaningfulness of print Synonyms/Antonyms Multiple-meaning words Vocabulary Language-specific word structure Text structures Word recognition skills Reading strategies Print directionality Story structure and rhetorical devices. Text structures Writing domains Writing strategies Grammar features Spelling features Habits and attitudes toward reading and writing Cultural schema Transferable Non-transferable Word Knowledge Reading Comp. Writing Meta-cognitive Skills
  40. 40. “ Common Underlying Proficiency” surface features of L1 surface features of L2
  41. 41. “ Common Underlying Proficiency” surface features of L1 surface features of L2 Common Underlying Proficiency
  42. 42. “ One-Balloon Theory” Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages. What I learned in L1 What I learned in L2
  43. 43. What is “reading comprehension”? Reading Skills Literary Analysis reading fluency and accuracy reading vocabulary phonics comparing and contrasting finding main ideas character analysis recalling details Reading Comprehension
  44. 44. What about other reading skills? <ul><li>Language of encouragement and support </li></ul><ul><li>Facilitate occasions for reading/writing in Spanish/Japanese </li></ul><ul><ul><li>Obtain books in Spanish/Japanese </li></ul></ul><ul><ul><li>Spark students’ interests (“Dora the Explorer,” “Go, Diego, Go!” Pokemon, anime, popular English books translated into Spanish/Japanese etc.) </li></ul></ul><ul><ul><li>Connect and extend your child’s learning in classroom </li></ul></ul><ul><li>Study buddies (e.g., homework, play dates) </li></ul><ul><li>Technology-enhanced activities </li></ul>
  45. 45. Summary “ How to help my child read/write in another language” <ul><li>Establish independent and on-going reading/writing routines in home language </li></ul><ul><li>Sync home reading/writing routines to current reading/writing lessons whenever possible   (Source: English Language Arts Common Core State Standards: http://www.cde.ca.gov/ci/cc/) </li></ul><ul><li>Open to the opportunities for native peer support </li></ul><ul><li>Take advantage of engagement that technology provides </li></ul>
  46. 46. Thank you for participating! <ul><li>We look forward to seeing you at the next Immersion Parent Partner session! </li></ul><ul><li>Session 5 : Wednesday, February 15 </li></ul><ul><li>“ Straight-talk: parent-to-parent immersion forum” </li></ul><ul><li>Question and answer sessions with the panel of experienced immersion parents ! </li></ul><ul><li>Topics include: </li></ul><ul><li>“ How can I support my child go through immersion education?” “How can I support my child’s teacher/school?” </li></ul><ul><li>“ How can I support (or advocate for) immersion programs in the district?” </li></ul>

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