Dual Language Books Created by the ELLs (Grade 2, 3 and 4)

Crescent Town P.S

Presented by Yasmin HasanNatalia Kostiw Naiwang Sung April 2012

Agenda

Introduction Why do languages matter? Why use Dual Language Books? Benefits in the Classroom Code Switching? How it works? Statistics (3 slides) Unit Plan/Group activity Strategies/Videos Summary and Question

Why do languages matter?

Changing realties of Canadian Classrooms (Canadian

Demographics at a Glance_ 2008)

More than 41% of all recent immigrants to Canada live in Toronto 47% of Toronto’s population( 1,162,635) reported themselves as being visible

minorities, In Toronto and Vancouver, one person in two would belong to a visible minority group in 2017. By 2025, immigrants will account for all of Canada's population growth

The largest visible minority groups are the Chinese and South Asians.In the latest projections of visible minority population, South Asians and

Chinese would continue to be the two largest visible minority groups in 2017, with a population of just over 1.8 million each.

The visible minority groups that might increase the most rapidly between now and 2017 are West Asians, Koreans and Arabs, with their populations increasing by 150%, 120% and 118% (2008)

According to TDSB Fall 2007 demographics data, 24,049 TDSB students ( 9.1%) arrived in Canada in the last 3 years. An additional 14,5567 ( 5.5%) arrived in the last 4-5 years. Remember it takes at LEAST 5-7 years to master English for success in school.

51.9% ( 137,470) of TDSB students have a language other than English as their mother tongue or as primary language spoken at home

Statistic 3:

Crescent Town School

0

50

100

150

200

250

300

350

400

450Bengali

Urdu

English

Tamil

Chinese

Dari

Gujarati

Hindi

Telugu

Punjabi

Farsi

Tagalog

Arabic

Kachi

Russian

Spanish

Other

Bengali:409; Urdu:160;English:90 Tamil:38 Chinese:23 Dari:13 90% of the students speak Mother Language rather than English

The Statistics 2:2006 STUDENT CENSUS: LINKING DEMOGRAPHIC DATA WITH STUDENT ACHIEVEMENT Robert S. Brown and Erhan SinayResearch Co-ordinators 07/08-06 April 2008

Reading Writing

L1 L2 L3&4 No.Albanian 11% 21% 68% 190 13% 23% 64% 191Arabic 14% 31% 55% 374 16% 30% 54% 373Bengali 5% 19% 75% 525 7% 16% 77% 525Chinese 6% 17% 77% 4455 7% 18% 75% 4454Dari 15% 35% 49% 186 15% 41% 44% 186Dari 21% 25% 54% 114 19% 33% 47% 114English 12% 24% 64% 14996 13% 25% 62% 14984French 9% 24% 67% 169 11% 22% 67% 168Greek 11% 26% 63% 252 12% 24% 65% 252Gujarati 8% 26% 66% 597 9% 27% 64% 597Hindi 5% 17% 78% 229 6% 16% 79% 229Korean 4% 17% 79% 603 4% 15% 81% 603(Farsi) 11% 31% 57% 714 13% 31% 55% 714

Reading WritingPortuguese 7% 31% 62% 146 12% 33% 55% 146Punjabi 9% 26% 65% 577 9% 27% 64% 577Romanian 5% 13% 82% 115 6% 13% 81% 115Russian 8% 22% 70% 460 8% 23% 69% 460Serbian 5% 22% 74% 185 7% 16% 77% 185Somali 18% 40% 41% 647 20% 39% 41% 645Spanish 14% 33% 53% 561 16% 34% 50% 560Tagalog 11% 25% 64% 303 14% 19% 67% 303Tamil 10% 23% 68% 1943 9% 23% 68% 1943Turkish 17% 38% 45% 152 21% 38% 41% 152Urdu 11% 26% 63% 1181 12% 24% 64% 1181Vietnamese 7% 21% 72% 595 8% 19% 73% 594

Achievement in Reading and Writing by Key Languages (Level 1 & below_Level 2_Level 3 & 4_Total No.) (grade7and8)

Student’s language groups and figures are based on data extracted from the TDSB’s Student Information

WHY use Dual Language Books?? Promote a general acceptance around the idea of

having different languages in the classroom regardless whether a teacher speaks a given language or not

Help students to take pride and confidence in their ethnicity and heritage and promote curiosity among children on the topics of language, culture and ethnicity

Empower parents whose first language was not English to feel recognized and welcome to be involved in school environment

Opening up opportunity to allow all children regardless of race or ethnicity to participate in reading programs

Benefits In the Classroom

Allows teacher to bridge the gap for students whose language and culture prevent them from achieving their full literacy potential

Provide a ‘comfort zone’ to minority language children , allowing them to participate in literacy activities and appreciate the context of stories.

Allow native English speakers to come closer into contact with the richness of other languages, ( literacy and culture)

Encourage parental involvement

Code Switching? How it works?

Will find a great diagram of the brain scientific how the use of our first language influences reading/ writing/speaking in the second language.

Develop both cognitive flexibility and divergent thinking.

Planning: Backward Design

•What is backward design?

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are headed so that you better understand where you are so that the steps you take are always in the right direction.

Stephen R. Covey The Seven Habits of Highly Effective People (p. 98)

• The Backward Design Process

Identify desired results

Determine acceptable evidence

Plan learning experiences and instruction

Stage 2

stage1

Stage 3

curriculum expectations, essentials, enduring questions, unit questions, important knowledge, big ideas, important concepts/process

A variety of formal and informal assessments/evaluation

Activities, resources, strategies, methods

Key Words

Enduring Understanding: Character traits help us deal with social problems to meet our community’s needs and wants.Concepts:Interdependence,Sustainability,Interraction,justice,courage, integrity FORWARD

ACTION

OVERALL EXPECTATIONS:1.use speaking skills and strategies appropriately to present their fables to the class and school2. Writing process3. Identify a fable elements, make connections, infer and understand points of view. 4.Computer typing skills5.Visual arts; painting skills/crafts

CULMINATING TASK:1.Creating and publishing a digital book in dual languages2. Presenting the stories using Photo Story and Adobe Flash

LEVEL 3 OR LEVEL 4 WORK WILL…1.Demonstrate considerable knowledge and understanding of the topic2.Use considerable critical thinking skills3.Express and organize ideas and information with considerable effectiveness.4.Applies knowledge and skills with considerable effectiveness.

SHARED READINGS: fablesFoci: grammar/ elements of fableParts of speechSynonyms/antonymsSuffix/prefixesPunctuation; quotation marksCharacteristics of fableSimiles/metaphors

INDEPENDENT READING: fictional storiesFoci: multiple choicesComprehension questions3R ( retell, reflect, relate)

LITERACY WORKSTATIONS:1.Reading( guided, shared, independent, read aloud)2.Discussion3.Presentation4.Watching videos 5.Role-play/drama6. Grammar study7.Mapping8.Questionary ( before/during/after)9. Venn diagram/comparison10. oral/written retelling( 11. reader’s theater12.Anchor charts for BME/KWL/think-aloud/vocabulary13.making plasticine animals14.Prediction15 visualization( Illustration)16.Reading dual language books17.Making announcements in dual languages about character traits

WRITER’S WORKSHOP:Foci:fable 1.Written retelling2. Graphic organizers Venn diagram, KWL chart, noun chart, parts of speech chart5.synonym/antonym6 . Procedural writing7.Letter writing8. Analyze fable elements9.Creating fables using writing Process10.cinquain poem writing11.Reading responses12.Planning13. Writing dialogues14.Translation15.Shared writing activities16.Writing process17.Typing skills/clip arts18.Making posters in dual languages about character traits

DETAILS TO CONSIDER:TIMELINE:4 monthsACCOMMODATIONS: 1.Use dual language dictionary/books2.Peer support/home language3.Extending time4.Visual support5.Simplified vocabulary6.Simple instructions7.Letter sto parents in dual languages

READ ALOUD:nonfiction/fictionFoci: character traits (E.Q/U.Q)1.Explain How character traits help us deal with social issues in our community?(inclass and at home)2. Tell about your own experiences related to the moral you learned.3. What character traits does the character have?4.what are examples and non-examples of the characters?5.What are characteristics of a leader or a hero?

GUIDED READING: fables/of different culturesFoci: character traitsgraphic organizersVenn diagram/comparisonMoral studyAnchor chartunit questionsMaking connectionInference _evidence and character trait

Group Activity• Prompts for culminating tasks:PosterReader’s theaterSloganPoemA letter to ____Fictional storyComic strips

Effective dual language strategiesEffective dual language strategies Encourage students who are just beginning to learn English to write in their own Encourage students who are just beginning to learn English to write in their own

language (example: initial journal responses).language (example: initial journal responses). Invite English language learners to develop ideas in their first language Invite English language learners to develop ideas in their first language

(example: mind mapping).(example: mind mapping). Give English language learners opportunities to work with same-language Give English language learners opportunities to work with same-language

partners (example: think, pair, share in first language).partners (example: think, pair, share in first language). Develop some learning activities that take advantage of the first languages Develop some learning activities that take advantage of the first languages

spoken in the class (example: compare numbers in various languages). spoken in the class (example: compare numbers in various languages). Invite students to produce dual-language assignments (example: create dual-Invite students to produce dual-language assignments (example: create dual-

language books).language books).

Completing dual-language assignments such as a bilingual advertisement, for Completing dual-language assignments such as a bilingual advertisement, for example, to attract visitors to a country or regionexample, to attract visitors to a country or region

Working with same-language partners who discuss a problem and clarify Working with same-language partners who discuss a problem and clarify information in the first language before switching to Englishinformation in the first language before switching to English

Creating multilingual displays or signsCreating multilingual displays or signs

Writing first drafts, notes, journal entries, and outlines Writing first drafts, notes, journal entries, and outlines

Providing bilingual support for newcomers, such as room partners or cross-Providing bilingual support for newcomers, such as room partners or cross-grade tutors, who can highlight key concepts you want taught or translatedgrade tutors, who can highlight key concepts you want taught or translated

Pictures & videos to sharePictures & videos to share

Summary- MEANING IS EVERYTHINGExperts tell us: Students who use their bilingual skills have been shown to develop both cognitive flexibility and divergent thinking.-Jim Cummins

ELLs use what they know in one language to help develop other languages. This positive transfer effect has been found to be particularly strong in reading. –Claude Goldenberg

All students have something to say and something to offer from their background, even if it isn’t through English or the written word.

It is our job as teachers to recognize and respect their needs and talents that can give them opportunities to benefit from an expanding culture and language knowledge and skills base to a new Canadian culture and English acquisition.