Biliteracy with Confidence

Santiago Sanchez
Dual Language Curriculum Specialist – sanmichs27@gmail.com
Balanced Literacy – Dual Language
Language
Arts
Reading
Informational
Reading
Literature
Reading
Poetry
Writing
Foundational
Skills
Speaking Listening
Cross-language
Connection
Read Aloud G E N R E S
Shared
Reading GENRES & C O N S T R A I N T S
Guided
Reading
PURPOSE
& I D E A S
Independent
Reading
CONTENT
& STRUCTURE
Modeled
Writing
ORGANIZATION
& CLAUSES
Shared &
Interactive
Writing
SENTENCES
& VOCABULARY
Guided
Writing
FLUENCY
& SPELLING
Independent
Writing
PHONICS
GRAMMAR

Santiago Sanchez
New Content
Spanish
Language Arts
English
Language
Development
Theme
Content
Skill
Vocabulary
Spanish
Language
Development
Cross-
Language
Connections
English
Language
Arts
Dual Language Learning Cycle
Standard-Based Instruction
Dual Language Definitions
Bridge
Instruction Based on
Prior Knowledge
Reinforcement
Metalanguage
Consolidation

Santiago Sanchez
Biliteracy: A comprehensive approach to literacy instruction that integrates content and language instruction to connect reading with oral language
and writing. Effective biliteracy instruction enables bilingual learners use reading, writing, listening, and speaking for a wide range of purposes in two
languages. (Beeman & Urow, 2013, p.2)
Social Language: Can be understood as the relatively informal conversational language we use among friends and family when we communicate about
everyday topics orally and in writing. (Beeman & Urow, 2013, p.2)
Academic Language: Can be understood as the relatively formal oral and written language used in academic texts and academic settings. The term
“academic language” includes many different registers, such as the languages of math, science, and social studies, as well as English/Spanish state-
mandated standards. (Beeman & Urow, 2013, p.2)
Bridge: The bridge occurs once students have learned new concepts in one language. It is a tool to develop metalinguistic awareness. The bridge is an
instructional moment when teachers help students connect the content-area knowledge and skills they have learned in one language to the other
language. (Beeman & Urow, 2013, p.4)
Emergent Bilingual: A person who has been exposed to two languages in a social or academic environment. (Escamilla, 2014, p.4)
English Language Development (ELD): The development of literacy in English. It is text based, and includes, but it is not limited to, the development
of listening and speaking. ELD lessons consider what children already know about how to read and write in Spanish, and do no reteach concepts that
children already know. The lessons teach children how what they know can be applied to reading and writing in English. (Escamilla, 2014, p.7)
Cross-Language Connections: It is an instructional feature to ensure that teachers provide direct and explicit attention to developing children’s
metalinguistic awareness about how Spanish and English are similar and different. (Escamilla, 2014, p.8)
Metalanguage: It Is thinking and talking about language, and, in the case of biliteracy, understanding the relationship between and within languages.
The development of metalanguage includes the ability to identify, analyze, and manipulate language forms, and to analyze sounds, symbols, grammar,
vocabulary, and language structures between and across languages. (Escamilla, 2014, p.67)

Santiago Sanchez
Desarrollo del
Idioma Inglés
Tema
Contenido
Habilidad
Vocabulario
Desarrollo del
Idioma Español
Conexión
Transversal
del Lenguaje
Artes de la Lengua
en Inglés
Artes de la
Lengua en
Español
Ciclo de Aprendizaje en Lenguaje Dual
Instrucción Basada en los Estándares
Contenido Nuevo
Puente
Instrucción Basada
en
Conocimiento Previo
Reforzamiento
Metalenguaje
Consolidación

Santiago Sanchez
Definiciones para Lenguaje Dual
Biliterato: Es una visión integral de instrucción literaria que integra contenido y lenguaje en conexión con la lectura, expresión oral y escritura. Una
instrucción biliterata efectiva facilita a los aprendices bilingües el uso de la lectura, escritura, hablar y escuchar en un amplio rango de actividades
propuestas en los dos lenguajes. (Beeman & Urow, 2013, p.2)
Lenguaje Social: Puede ser entendido como una conversación que incluye lenguaje relativamente informal usado entre amigos y familiares cuando se
habla, o se escribe, de temas cotidianos. (Beeman & Urow, 2013, p.2)
Lenguaje Académico: Puede ser entendido como el lenguaje oral o escrito relativamente formal usado en libros de texto y ambientes académicos. El
término “lenguaje académico” incluye diversos y variados registros de lenguaje, por ejemplo: el lenguaje de las matemáticas, ciencias y estudios
sociales. También se incluyen los estándares establecidos y obligatorios en el estado en inglés o español. (Beeman & Urow, 2013, p.2)
Puente: El puente lingüístico ocurre una vez que los estudiantes han aprendido un nuevo concepto en un lenguaje. Es una herramienta para desarrollar
la conciencia metalingüística. El puente es un movimiento de instrucción donde los maestros ayudan a los estudiantes a conectar el contenido específico
de un área de conocimiento y las habilidades que se han aprendido en un lenguaje para el segundo idioma. (Beeman & Urow, 2013, p.4)
Bilingüe Emergente: Es una persona que ha sido expuesta a dos lenguajes o idiomas en un ambiente social o académico. (Escamilla, 2014, p.4)
Desarrollo de Lenguaje en Inglés (ELD): Es el desarrollo de la lectoescritura en inglés. Está basado en textos; incluye, pero no se limita al desarrollo
de hablar y escuchar. Las lecciones consideran lo que el estudiante ya sabe acerca de la lectura y escritura en español, por lo tanto, no se repite la
enseñanza de conceptos que ya han sido aprendidos. Las lecciones enseñan a los estudiantes como lo que ya saben puede ser aplicado para leer y
escribir en inglés. (Escamilla, 2014, p.7)
Conexión Transversal del Lenguaje: Es una pieza en la instrucción para asegurar que los maestros proporcionan atención explícita y directa para
desarrollar la conciencia metalingüística de los estudiantes acerca de cómo hay similitudes y diferencias en los lenguajes inglés y español. (Escamilla,
2014, p.8)
Metalenguaje: Es pensar y hablar acerca del idioma, en el caso de la biliteratura, es entender la relación que existen entre los dos idiomas. El desarrollo
de la metalingüística incluye la habilidad de identificar, analizar y manipular las formas del lenguaje, así como, analizar sonidos, la gramática, el
vocabulario y las estructuras a través de los idiomas. (Escamilla, 2014, p.67)

Santiago Sanchez
Suggested Instructional Time Line
Grade: 3 Unit: 2 Title: Conectar cultura, carácter y comunidad – Connecting character, culture, and community
Week # Monday Tuesday Wednesday Thursday Friday
1
Spanish
Instruction
• Text: Me llamo María Isabel
• Reading: Characters’ Traits
• Writing: Character, Setting & Events
• Reading: Characters’ Motivations
• Writing: Write about Characters
• Reading: How Characters Affect Events
• Writing: Provide Closure
• Reading: How Characters Change
• Writing: Provide a Sense of Closure
Flex
Day
2
English
(Module
A)
Instruction
• Text: The Athabascans
• Reading: Main Idea
• Writing: Details for a story
• Text: The Athabascans
• Reading: Words Used for Effect
• Writing: Take Notes for a story
• Text: The Year of Miss Agnes
• Reading: Character
• Writing: Write a Story Idea
• Writing: Sequence of events
Flex
Day
3
Spanish
Instruction
• Text: Una visita a Vietnam
• Reading: Sequence of events
• Writing: Temporal
Words/Phrases
• Text: Una visita a Vietnam
• Reading: Sequence of events
• Writing: Temporal Words/Phrases
• Text: Me llamo María Isabel &
“Un día de escuela en Japón”
• Reading: Compare and Contrast
• Writing: Plan and Prewrite
“Un día de escuela en Japón”
• Writing: Plan and Prewrite
Flex
Day
4
English
(Module
A)
Instruction
• Reading: Sentence Structure
• Writing: Temporal words
• Reading: Illustrations
• Writing: Dialogue & experiences
• Reading: Central message
• Writing: Character responses
• Writing: Write Dialogue
Flex
Day
5
Spanish
Instruction
• Text: Una visita a Cuba
• Reading: Central Message
• Writing: Revise
• Text: La nación isleña más pequeña
• Reading: Ask & Answer Questions
• Writing: Edit an Essay
Una visita a Vietnam
• Reading: Compare & Contrast
• Writing: Publish & Present
• Text: Me llamo María Isabel & Una
visita a Vietnam
• Writing: Publish & Present
Flex
Day
6
English
(Module
A)
Instruction
• Writing: Descriptions to Develop
Experiences
• Reading: Nonstandard and
Standard English
• Writing: Descriptions to Show
Responses
• Writing: Write an Ending that
Provides Closure
• Text: The Athabascans & The Year
of Miss Agnes
• Writing: Narrative Paragraph
Flex
Day
7
Spanish
Instruction
• Text: Conoce a Erdene
• Reading: Characters’ Traits and
Actions
• Text: El diario secreto de Anita
• Reading: Sequence of Events
• Text: Gracias por la miel
• Reading: How Characters Change
• Writing: Publish & present
• Text: Poesía: La recreación
• Reading: Analyze poems and make
inferences about their content
• Writing: Publish & present
Flex
Day
8
English
(Module
A)
Instruction
• Text: The Frog Princess
• Reading: Contribution of
Illustrations
• Writing: Plan & Prewrite a Narrative
• Reading: Determine Central
Message
• Writing: Plan & Prewrite a Narrative
• Reading: Literal and Nonliteral
Meanings
• Writing: Revise to Improve a Narrative
• Text: The Year of Miss Agnes & The
Frog Princess
• Writing: Edit to Improve a Narrative
Flex
Day
9
Assessment
Standardized Test (Spanish) PBA (Spanish) Standardized Test (English) PBA (English)
Flex
Day

Santiago Sanchez
Grade: 3
Unit Español
Module P
English
Module A
Conectar cultura, carácter y comunidad
Connecting character, culture and community
2
Lectura:
Textos Literarios
Habilidades:
Entender las acciones de personajes.
Entender la motivación de los personajes.
Entender como los personajes influyen en
los eventos.
Identificar como los personajes cambian.
Secuencia de eventos.
Comparar y contrastar textos.
Identificar el mensaje principal.
Hacer y responder preguntas.
Escritura:
Escribir una narrativa.
Introducir al narrador y personajes.
Incluir una secuencia de eventos clara.
Usar dialogo y descripciones de personajes.
Proporcionar una conclusión que solucione
un problema.
Textos:
Me llamo María Isabel
Detective: “Una visita Vietnam”; “Un día de
escuela en Japón”; “Una visita a Cuba”; “La
nación isleña más pequeña del mundo”.
Reading:
Literary Text
Skills:
Determine main ideas and details.
Analyze central message of a story.
Analyze character’s action.
Convey central message through key details.
How illustrations convey mood.
How characters affect sequence.
Difference between spoken and written
standard English.
Compare main ideas & central messages.
Writing:
Write a narrative.
Introduce the narrator and characters.
Include a clear sequence of events.
Use dialogue and descriptions of character’s
actions.
Texts:
The year of Miss Agnes
Text Collection: The frog princess; The
Athabascans.
Sleuth: “A visit to Vietnam”; “A day at school
in Japan”.
Module P Cross-Language Connections Module A
Lección 6; Lección 9. CLC. 1 Homophones
Build background knowledge
about homophones for all
modules.
Lección 7. CLC.2 Comparative and superlative adjectives Lesson 6.
Lección 4; Lección 5. CLC.3 Regular and irregular verbs
Lesson 1; Lesson 2;
Lesson 3; Lesson 4.
Lección 3; Lección 4;
Lección 5; Lección 6;
Lección 7; Lección 8.
CLC.4 Cognates
Scaffolded strategies
handbook.

Santiago Sanchez
Grade: 3 Unit: 2 – Connecting character, culture, and community Language of Instruction: Spanish
Language
Arts
Reading Literature Speaking Listening
Read Aloud
Text: Me llamo María Isabel
Genre: Literary Text
Skills:
Describe characters
Sequence of events
Solve a problem
Collaborative Discussions:
1) Ask and answer questions.
Critical Listening:
1) Describe character's traits and feelings
using a graphic organizer to put their ideas
in order.
2) Summarize main points of read aloud.
Shared
Reading
Texts:
“Un paseo por la ciudad”
Genre: Expository Nonfiction
“En todo el mundo cumplen años”
Genre: Narrative Nonfiction
“Cómo viven los niños en Corea”

Skills:
Main Idea & Key Details.
Determine the meanings of domain-specific
words in a text.
Describe characters.
Sequence of events.
Text Structure:
1) Describe character's traits and feelings.
2) Cite evidence from text to describe
characters and settings.
3) Use graphic organizers to put their ideas
in order.

Vocabulary Acquisition and Use:
1) Use context clues to determine the
meanings of words and phrases.

1) Understand characters actions by
explaining the use of figurative language.

Guided
Reading

Fluency: Read with accuracy and fluency to
support comprehension.

PWR: Know and apply grade-level phonics and
word analysis skills in decoding words.
Text Structure:
2) Cite evidence from the text read using a
graphic organizer to put their ideas in
order.

Independent
Reading
Range of Reading:
1) Daily reading log.
2) Show evidence of their reading by
completing graphic organizers:
* Main idea and details
* Character's traits, feelings, and actions.


Santiago Sanchez
Language
Arts
Writing Narrative Foundational Skills Cross-Language Connection

Modeled
Writing
Focus – Write a narrative
1) Introduce a character, setting, and events.
2) Help students to understand how characters
and setting help tell the story.

Conventions of Standard Spanish:
1)Comparative and superlative adjectives.
2) Capitalizing Proper Nouns.

Conventions of Standard Spanish/English:
1) Comparative and superlative adjectives

Shared &
Interactive
Writing
Content:
1) Solicit ideas from students about how
characters, settings, and events are
Organization:
1) Introduced in a story.
2) Include a sequence of events.
3) Provide a sense of closure to solve story's
problem.


Word analysis:
1) Write words with ca, co, cu, que, and qui.

1) Regular and irregular verbs.
2) Subject-verb agreement.

Guided
Writing
Prepare:
1) Identify and describe the main character of
a story: physical appearance, thoughts,
feelings, motivation, and actions.
Organize:
1) Make a list of words to describe a character.
Write:
1) Identify places where a story happened.
2)List words and phrases to describe the place.
3) Use the list when introducing a setting.

Word analysis:
1) Compound words
2) Use adverbs in a written sentence.
1) List of cognates.
2) Adjectives (side-by-side)

Independent
Writing
Narrative Task:
1) Create a Narrative.
2) Introduce characters and explain the
problem.
3) Include clear sequence of events.
4)Provide a conclusion that solves the
problem.

Write sentences that contain proper nouns.
1) Comparative and superlative adjectives.
2) Regular and irregular verbs. Subject-
verb agreement.

Santiago Sanchez
Grade: 3 Unit: 2 – Connecting character, culture, and community Language of Instruction: English
Language
Arts
Reading Literature Speaking Listening
Read Aloud
Text:
The Athabascans: Old Ways and New Ways
The year of Miss Agnes
Genre: Literary Text
Skills:
Determine Main Ideas & Recount Key Details
Sequence of events

Collaborative Discussions:
1) Use context clues to understand vocabulary
3) Understand how authors choose words for
a particular effect.
Critical Listening:
2) Describe character's traits and feelings using
a graphic organizer to put their ideas in order.
3) Summarize main points of read aloud.
Shared
Reading
Texts:
School days in Japan
A Walk Around the City
Genre: Nonfiction
From a Small Town to a Big City
Genre: Narrative Nonfiction

Skills:
Main Idea & Key Details.
Determine the meanings of domain-specific words in
a text.
Compare and contrast events
Describe characters.
Sequence of events.
Text Structure:
2) Cite evidence from text to describe
characters and settings.
3) Use graphic organizers to put their ideas in
order.

2) Literal and nonliteral meaning of words.

1) Understand characters actions by explaining
the use of figurative language.

Guided
Reading

Fluency: Read with accuracy and fluency to support
comprehension.
PWR: Know and apply grade-level phonics and word
analysis skills in decoding words.
Text Structure:
1) Describe character's traits and feelings. 2)
Cite evidence from the text read using a
graphic organizer to put their ideas in order.

Independent
Reading
Range of Reading:
1) Daily reading log.
* Title, author, and pages read.
2) Show evidence of their reading by completing
graphic organizers:
* Main idea and details
* Character's traits, feelings, and actions.


Santiago Sanchez
Language
Arts
Writing Narrative Foundational Skills Cross-Language Connection

Modeled
Writing
Focus – Write a narrative
1) Descriptive details.
2) Introduce a character, setting, and events.
3) Help students to understand how characters and
setting help tell the story.

1) Comparative and superlative adjectives

Shared &
Interactive
Writing
Content:
1) Suggest and discuss details that might be used to
write a narrative.
1) Model how to use details to inspire a story.
2) Find descriptive details in a text that can be used
while writing their story.
3) Use details from the text to enrich the narrative.
Organization:
1) Introduced in a story.
2) Include a sequence of events.
3) Provide a sense of closure to solve story's
problem.
Conventions of Standard English:
1) Beginning and ending punctuation.
2) Difference between spoken and written
standard English.

Word analysis:
1) Compound words.

1) Regular and irregular verbs.
2) Subject-verb agreement.

Guided
Writing
Prepare:
1) Identify and describe the main character of a
story: physical appearance, thoughts, feelings,
motivation, and actions.
Organize:
1) Make a list of words to describe a character.
2) Take notes for a story
Write:
1) Identify places where a story happened.
2)List words and phrases to describe the place.
3) Use the list when introducing a setting.

Word analysis:
1) Compound words.
2) Use adverbs in a written sentence.
1) List of cognates.
2) Adjectives (side-by-side)

Independent
Writing
Narrative Task:
1) Create a Narrative.
2) Write sentences using the details from the story
that can be used to write their own narrative.
3) Introduce characters and explain the problem.
4) Include clear sequence of events.
5)Provide a conclusion that solves the problem.

Conventions of Standard English:
1) Write sentences that contain proper nouns.
1) Comparative and superlative adjectives.
2) Regular and irregular verbs. Subject-verb
agreement.

Biliteracy with Confidence

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Biliteracy with Confidence

Similar to Biliteracy with Confidence (20)

Recently uploaded

Recently uploaded (20)

Biliteracy with Confidence