High-Impact High-Impact Literacy Literacy

Instruction Instruction in the in the

Immersion Immersion ClassroomClassroom

DR. MYRIAM METDR. MYRIAM METINDEPENDENT CONSULTANTINDEPENDENT CONSULTANT

OFELIA G. WADEOFELIA G. WADEUTAH STATE OFFICE OF UTAH STATE OFFICE OF

EDUCATIONEDUCATION

Literacy: Literacy: A catalyst for language A catalyst for language

acquisitionacquisition

Language, Literacy, and Language, Literacy, and AcademicsAcademics

Students need to use literacy as a tool to acquire, enhance, and display their learning.

Literacy is critical to success in an academically rigorous curriculum.

Language, Literacy, and Language, Literacy, and AcademicsAcademics

Students need to use literacy as a tool to acquire, enhance, and display their learning.

Literacy is critical to success in an academically rigorous curriculum.

Literacy and Literacy and AcademicsAcademics

Academics in Academics in the primary the primary gradesgrades

Concept Concept development development in later in later grades grades

describe the characteristics describe the characteristics of sounds and vibrations, of sounds and vibrations, including how sounds are including how sounds are produced, received and produced, received and used. used.

describe the relationship describe the relationship between fractions and between fractions and decimals decimals 

Identify situations that are Identify situations that are represented by negative represented by negative numbers.numbers.

explain how early European explain how early European and African cultures and African cultures influenced colonial influenced colonial lifestyles. lifestyles.

What does it mean to ‘think What does it mean to ‘think like a scientist’?like a scientist’?

ImmersionImmersionLiteracy and AcademicsLiteracy and Academics

INTENTIONAL •SYSTEMATIC •EXPLICIT

ImmersionImmersionLiteracy and AcademicsLiteracy and Academics

Where are we?

Where do we need to be?

IntentionalIntentional & &

ExplicitExplicit

Literacy Literacy InstructionInstruction

Utah Dual

LanguageImmersion

Model

Provides a Provides a cohesive cohesive

pathway to pathway to connect connect

proficiency, proficiency, curriculum, curriculum, pedagogy, pedagogy,

assessment and assessment and student student

outcomesoutcomes

Systematic

•WHYWHY•WHATWHAT•WHENWHEN•HOWHOW•HOW WELL HOW WELL

Explicit

THE COMPELLING WHYTHE COMPELLING WHY Proficiency TargetsProficiency Targets

WHENWHENAllocated Time Within Allocated Time Within

the Modelthe Model

WHATWHAT Scope & Sequence Scope & Sequence

•PedagogyPedagogy•Support Support Materials Materials•Teacher PDTeacher PD

HOW

PedagogyPedagogy

PedagogyPedagogy

Scaffolding Scaffolding StrategiesStrategies

Scaffolding Strategies

Scaffolding Scaffolding StrategiesStrategies

Scaffolding Scaffolding StrategiesStrategies

Support Support MaterialsMaterials

Teacher PDTeacher PDOne-Week Summer InstituteOne-Week Summer Institute

Four Full-Day PD’s During the Four Full-Day PD’s During the YearYear

Instructional Coaching Instructional Coaching SupportSupport

Peer ModelingPeer Modeling

HOW WELLHOW WELL

HOW WELLHOW WELL

Comprehensive Comprehensive Assessment PlanAssessment Plan

Formative: Utah 1Formative: Utah 1stst Grade Spanish Grade Spanish Proficiency Report Summative: NoneProficiency Report Summative: None

Formative: Utah 2Formative: Utah 2ndnd Grade Spanish Grade Spanish Proficiency Report Summative: AAPPL Proficiency Report Summative: AAPPL (Practice)(Practice)

Formative: Utah 3Formative: Utah 3rdrd Grade Spanish Grade Spanish Proficiency Report Summative: AAPPLProficiency Report Summative: AAPPL

Formative: Utah 4Formative: Utah 4thth Grade Spanish Grade Spanish Proficiency Report Summative: AAPPL Proficiency Report Summative: AAPPL

Formative: 5Formative: 5thth LinguaFolio: Online LinguaFolio: Online Summative: STAMPSummative: STAMP

Formative: 6Formative: 6thth LinguaFolio: Online LinguaFolio: Online Summative: STAMPSummative: STAMP

ChallengesChallengesMonitor fidelity of Monitor fidelity of

Implementation.Implementation.

Provide effective & ongoing Provide effective & ongoing professional support.professional support.

Provide continous updates Provide continous updates and refinements to the and refinements to the programs.programs.

RecapRecap If you want it, you must build the structures that If you want it, you must build the structures that

address:address:

Why (Proficiency Targets)Why (Proficiency Targets)When (Instructional Model)When (Instructional Model)What (Scope and Sequence & What (Scope and Sequence &

Materials)Materials)How (Strategies and AssessmentHow (Strategies and Assessment

RememberRemember , if you build the right , if you build the right

structuresstructures , explicit and systematic , explicit and systematic literacyliteracy

instruction will instruction will comecome to your to your immersion immersion classroomsclassrooms and the and the studentsstudents will achieve will achieve

proficiencyproficiency!!

WHAT A DIFFERENCE!WHAT A DIFFERENCE!

SHOW VIDEOS HERE of Eagle Bay gr 4 then SHOW VIDEOS HERE of Eagle Bay gr 4 then grade 3grade 3

HIGH QUALITY INSTRUCTIONALHIGH QUALITY INSTRUCTIONAL STRATEGIESSTRATEGIES

CONTENT-SPECIFICCONTENT-SPECIFIC

LITERACYLITERACYMATHMATHSCIENCE SCIENCE

ETC.ETC.

LANGUAGE- LANGUAGE- SPECIFIC SPECIFIC

INPUTINPUTOUTPUT/OUTPUT/INTERACTIONINTERACTIONENGAGEMENTENGAGEMENT

Effective Effective Literacy InstructionLiteracy Instruction

Is integrated into unit and lesson Is integrated into unit and lesson plansplans

Requires professional developmentRequires professional development

Uses criteria-based assessments of Uses criteria-based assessments of teacher performance teacher performance Classroom Classroom observations, mentoring and observations, mentoring and coachingcoaching

ConsiderationsConsiderationsPrinciples of Principles of

practicepracticeCriteria-driven Criteria-driven

textstextsConnecting Connecting

curriculum, curriculum, instruction, and instruction, and assessmentassessment

Expanding Expanding strategic strategic repertoirerepertoire

Adapting textAdapting textUsing L1 background Using L1 background

knowledge in text knowledge in text selection vs. selection vs. authentic texts in L2authentic texts in L2

Multimedia : You Multimedia : You Tube; read alongs; Tube; read alongs; video write and video write and listen to your own listen to your own booksbooks

Making mini booksMaking mini books

Questions? (Answers???)Questions? (Answers???)