Read On 4: Best Practices in CFL Reading Literacy

Development Director: Claudia Ross, College of the Holy Cross, MA

Program Manager: Baozhang He, College of the Holy Cross, MA Instructional Lead: Meng Yeh, Rice University, TX

Team Leaders: K-5: Kevin Chang, Chinese American International School, CA

6-8: Brooke Cheng, Barrington Middle School, IL 9-12: Sara Chao, New Trier Township High School, IL

13+: Ke Peng, Western Kentucky University, KY ,

Our Startalk Program - OverviewExperienced teachers of Chinese (3yrs+ experience)

K-16 collaboration in 4 teams: K-5, 6-8, 9-12, 13+

10-day residential program, College of the Holy Cross, Worcester, MA, July 24-August 2, 2015

Organizing TeamClaudia  Ross  -‐    College  of  the  Holy  Cross  Baozhang  He  -‐  College  of  the  Holy  Cross  Meng  Yeh  -‐    Rice  University

Team Leaders

6-‐8:        Brooke  Cheng  K-‐5:      Kevin  Chang  13+:      Peng  Ke  9-‐12:    Sara  Chao    

Participant Representation 2012-2015

Visiting Expert Workshops, 2015

Dr. Michael Everson, Professor Emeritus, University of Iowa: Workshop on Literacy Issues in CFL

Dr. Shuhan Wang, ELE Consulting International: The BMW (Beginning, Middle, and Wow) Curricular, Material, and Instructional Framework

Goals  –  2012-‐2015  2012  –  focus  on  character  literacy  2013-‐15  focus  on  text  literacy  

  Identify best practices in Chinese literacy instruction based on L1 and CFL research

 Develop material for literacy instruction incorporated within Standards-based thematic units

 Design model units for 4 grade levels for classroom teachers and teacher-trainers in CFL

Enduring UnderstandingRead-On I (Character Literacy) 2012:

Character acquisition is the foundation for Chinese literacy development and should be an integral part of a Standards-based curriculum for K-16.

Enduring UnderstandingRead-On II (2013) : Text Literacy – Lower Level Processes

Reading skills in Chinese are enhanced by reading strategies and reading instructions in a Standards-based curriculum.

Enduring UnderstandingRead-On III (2014) : Text Literacy – Building a Foundation for Reading Literacy

In a Chinese literacy curriculum, literacy skills targeting lower-level and higher-level reading processes should be built starting from the beginning level, including character recognition, word recognition, and sentence-level comprehension, and text-level comprehension.

Enduring UnderstandingRead-On IV (2015) : Text Literacy – Developing Higher Level Reading Processes Reading expands our understanding of the world, its people, and ourselves.

Text  Processing  and  Literacy  DevelopmentLower level processing

  Character recognition (accuracy and speed)  Word recognition (ability to identify word

boundaries)

  Phrase recognition (ability to use grammatical markers to identify phrases)

  Sentence comprehension – including Ability to identify grammatical markers and their functions at sentence level

Text  Processing  and  Literacy  DevelopmentHigher Level Processing includes …

  Lexical Access: Identify the meaning of words based on the context

  Identify and interpret markers of text cohesion   Identify text type and text purpose   Identify the viewpoint of the author(s)   Identify facts and other explicit, literal information

in the text

  Make predictions based on the text   Apply information from the text to perform

additional tasks

Higher  and  lower  level  reading  processes  are  interdependent  and  iteraQve

For example, in Chinese:

Word boundary identification depends upon character recognition

在 首 都 机 场 已 经 关 闭 了。 è 在 首都 机场 已经 关闭 了。

Higher  and  lower  level  reading  processes  are  interdependent  and  iteraQve

BUT Character pronunciation is sometimes determined by word boundaries

都

都 + Verb: dōu ‘all’ 首都 Shǒudū ‘capital’

Higher  and  lower  level  reading  processes  are  interdependent  and  interaQve

AND

Word boundaries depend upon phrase structure:

zài shǒu dū jī chǎng yǐ jing guān bì le. 在 首 都 机 场 已 经 关 闭 了。 è 在 首都 机场 已经 关闭 了。 zài shǒudū jīchǎng yǐjing guānbì le. In the capital, the airport is already closed. OR 在 首都机场 已经 关闭 了。 zài shǒudūjīchǎng yǐjing guānbì le. The capital airport is already closed.

Higher  and  lower  level  reading  processes  are  interdependent

Higher and lower level reading processes are interdependent.

The ability to perform lower level processes with automaticity frees cognitive capacity* for higher level processes.

*Cognitive Capacity: The total amount of information the brain is capable of retaining at any particular moment.

The more effort the reader needs to spend on lower level tasks such as character recognition, the less she can focus on higher level tasks.

Higher  and  lower  level  reading  processes  are  interdependent

Therefore, the literacy instruction involves ongoing attention to the development of lower and higher level skills.

Research We Read (2015)Research areas:

 Higher level and lower level reading strategies

 Challenges of using authentic texts  Teaching expository text writing

Research Highlights1.  Automaticity is essential. Automaticity in

character recognition is the key predictor of text comprehension.

2.  Speaking and listening ability support reading. (character naming, audio support )

3.  Authentic material should serve as pedagogical tools as well as cultural artifacts.

4. Higher level reading skills go beyond comprehension. We need to focus on building these skills.

Thematic Units  K-5: If you go to China you have to

see the Great Wall

 6-8: Life in an American middle school

 9-12: How green is our community?  13+: Cross-cultural romantic

relationships

Curriculum ModulesComplete units, including daily lesson plans, goals, objects, learning and assessment activities are posted at:

http://college.holycross.edu/projects/startalk-chinese-literacy/

hRp://college.holycross.edu/projects/startalk-‐chinese-‐literacy/

Read On 2015 Training Modules for

Reading Literacy in Chinese IV

Group Team

Group Members

Outline 1.  Unit'Overview'

2.  Using'authen3c'materials:'A.  to'ac3vate'background'knowledge'and'engage'students'in'learning'B.  to'contextualize'grammar'exercises'C.  to'evaluate'students’'comprehension'and'encourage'students'to'

synthesize'and'incorporate'it'to'output'

3.  Ques3ons'&'Comments'

A. Theme, Unit Focus & Overview

•  Theme What'To'Do'When'You’re'at'a'Rela3onship'Crossroad''

,' '

•  Unit Focus Laughter'and'Tears'in'CrossNcultural'Roman3c'Rela3onships'

'

A. Theme, Unit Focus & Overview

Unit Overview/ Context 'Xiao'Li'is'an'American'college'graduate'who'majors'in'Chinese'and'just'finishes'three'years'of'internship'and'work'in'China'and'Taiwan.''Xiao'Li'loves'Chinese'culture,'and'has'been'in'a'rela3onship'for'a'year.''But'longNterm'rela3onship'and'marriage'go'beyond'the'scope'of'individuals,'as'Xiao'Li’s'parents'are'very'conserva3ve.'Xiao'Li'faces'some'cultural'challenges'and'thus'is'uncertain'whether'to'go'on'with'the'rela3onship.''Xiao'Li'would'like'to'hear'your'perspec3ve'and'advice.'

C. Targeted Students

College Students

Advanced Low

Non-heritage Learners

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1.''Engage'

N'Ac3vate'background'knowledge'(cultural'awareness)' 'N'Build'lexical'knowledge' ' Input

2.''Explore'

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InputNInterac3on

3.''Explain'

N'Exchange'composi3ons'for'feedback'and'learning' 'N'Develop'cri3cal'thinking'by'conduc3ng'comparison 'N'Incorporate'comparison'to'composi3on'rewri3ng '

InputNInterac3onN

Intake

4.'Elaborate'

N'Applica3on'to'parallel'readings' 'N'Integrate'all'that'is'learned'to'the'crea3on'of'“Tips'for'Maintaining'CrossNcultural'Rela3onships” '

IntakeNOutput

5.'Evaluate'

N'Create,'collaborate,'present,'discuss'and'select'a'drac'for'the'best'infoNgraphic'poster/brochure'on'“Tips'for'CrossNcultural'Rela3onships

”''OutputN

Assessment

Apply the BMW Framework to Unit Design

A. Using authentic materials to activate background knowledge and engage students in learning

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B. Using authentic materials to contextualize grammar exercises

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1.  adj/psychological'predicates'

2.  …( ) , …'

3.  … ,'…'

Lesson!2_Ac+vity!5_1'

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•  More'and'more wri3ng/formal'style '

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PostNListening''

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1.  PreNlistening'' '

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3.  PostNlistening''

Recap 1.  Unit'Overview'

2.  Using'authen3c'materials:'A.  to'ac3vate'background'knowledge'and'engage'students'in'learning'B.  to'contextualize'grammar'exercises'C.  to'evaluate'students’'comprehension'and'encourage'students'to'

synthesize'and'incorporate'it'to'output'

3.  Ques3ons'&'Comments'

hSp://college.holycross.edu/projects/startalkNchineseNliteracy/

PROTECTING OUR ENVIRONMENT

STARTS WITH YOU AND ME 大家動手做環保

STARTALK Read On IV at College of the Holy Cross 2015 High School Group

Sara Chao 趙喆玄

Jeannine Subisak 范良琦

Zhousu He 何舟蘇

Shan Wang 汪杉

Cilei Han 韓慈磊

Baozhang He 何宝璋

UNIT OVERVIEW

Southern California Chinese-American Environmental Protection Association (www.sccaepa.org) partnering with Chinese Language Association for Second-Elementary Schools (www.classk12.org) are calling for submissions to promote environmental protection awareness across America. Chinese language students are asked to submit action plans for their communities. Scholarships will be available to the top 10 proposals. This is a great opportunity for students to voice the urgency to protect Earth and act within their communities.

OUR TARGETED STUDENTS:

 11th – 12th grade students

 Listening & Speaking proficiency at Intermediate-High

 Reading & Writing proficiency at Intermediate-Mid

2015 GOALS

Enduring Understanding Students will understand that our actions can have an effect on the environment that can be either beneficial or dangerous.

Essential Questions 1. To what extent do our actions have positive or

negative effect to our Earth? 2. How can people act to ensure that our actions are

beneficial and not endangering to our environment?

2015 CAN-DO STATEMENTS

Communication:   1.2 Students can understand and interpret written and spoken

language on a variety of topics.   1.3 Students can present information, concepts, and ideas to an

audience of listeners or readers on a variety of topics.

Culture:   2.1 Student demonstrate an understanding of the relationship

between the practices and perspectives of the culture studied.   2.2 Students demonstrate an understanding of the relationship

between the product and perspectives of the culture studied. .

2015 CAN-DO STATEMENTS Connection:   3.1 Students reinforce and further their knowledge of other

disciplines through the foreign language Comparisons:   4.1 Students demonstrate understanding of the nature of language

through comparisons of the language studied and their own. Culture:   5.1 Students use the language both within and beyond the school

setting.   5.2 Students show evidence of becoming life-long learners by using

the language for personal enjoyment and enrichment.

OBJECTIVES

 To understand the purpose to protect the environment

 To analyze ways to protect the environment  To evaluate how well environmental protection is

implemented within their community  To create a plan to push environmental awareness

into their community

TARGET VOCABULARY

Prior •  地球、污染、餐具、減少

Core

•  隨（手）、垃圾、回收、環境、保護／環保、分類、 資源、節約／省、塑料袋、再利用、習慣、珍惜、愛惜

Expand •  自備、隨時、隨處

TARGET SENTENCE STRUCTURES

Grammar Structures

•  首先，…..,而且／另外，……，此外，…..

•  只有…..，才….. v.s. 只要…..，就…..•  因为…..，而…..。

Activation Prior Knowledge

Pre-reading

During Reading Post Reading

Summative Assessment

5 Scanning 掃讀

4 Skimming 略讀

3 Rauding 閱讀

2 Learning 理解課文

1 Memorizing 熟記課文

Pre-Reading During Reading Post Reading

Combination of Reading (looking at printed words for meaning) and Auding (listening to spoken words for meaning. Normal reading of information

Learning information from academic text Integrate information into organizational frameworks

Requires rehearsing of actual form in addition to the other processes

Reading for word recognition and some prediction of meaning, some inferences, general gist of the text

Fastest rate, visual recognition of random words

1: 地球生病了

2: 宣傳海報

3: 問卷調查

4: 隨手做環保

Set

goal

s/ou

tcom

es

Provide comprehensible input

Facilitate purposeful interactions in context

Allow time for intake and automaticity

Push for quality output

Con

duct

sum

mat

ive

asse

ssm

ent

ADDING BMW MODEL

READING OBJECTIVES

1: 《地球生病了》 Activate background knowledge on protecting the environment Preview title to guess the purpose of text Scan the text for key words Skim text for main idea Skim text for new vocabularies and language structures

2: 宣傳海報 Identify the purpose of the poster Review by associating vocabulary into language structure Skim flashcards to expand vocabulary and extend language structures Paraphrase text using own language Use extended reading to reinforce key language patterns

3: 問卷調查 Identify the purpose of the survey Raud to identify word boundaries and key grammatical structures Asking questions Predict responses Summarize information

READING OBJECTIVES

4: 《隨手做環保》 Scan title and make predictions about the reading Form 5W questions from title Raud text to answer the 5W questions & supporting information to support main idea Using text structure to identify supporting details Summarize text using key sentences

Formative Assessment: 問卷調查 Creating personalized survey questions using targeted vocabulary and language structures

Summative Assessment: 寫作 Persuasive writing using targeted vocabulary and language structures

ARTICLE 1《地球生病了》

Text

地 球 生 病 了

Pre-Reading

Activate background knowledge

Predict purpose of

text

Scan for key words

During Reading

Skim for main idea

Skim for grammar structure

Post Reading

Describe text with help from

text

Formative Assessment

Write open-ended

questions about

people’s interests

我们唯⼀一的家园

头疼

皮肤坏了

感冒

发烧

咳嗽 嗓子疼 感冒

ARTICLE 2 宣傳海報

Text

宣 傳 海 報

Pre-Reading

Sort key words to

form phrases

Identify key terms

in text

Word/phrase

expansion

During Reading

Guided compreh

ension questions

Post Reading

Comprehension

Questions

Formative Assessment

Suggest location to put poster

ARTICLE 3 問卷調查

Text

問 卷 調 查

Pre-Reading

Sort key words into

graphic organizer

Jigsaw informatio

n into whole

(Who,When,Where, Do

What)

During Reading

Guided Questions

to facilitate rauding

Underline key words

and structures

Post Reading

Comprehension

Questions Reorder

story into proper

sequence Summariz

e and retell text

Formative Assessment

Creative writing

Writing Rubric

大家以前做过中文的问卷吗? 我们来看⼀一下吧。

问卷开头都有⼀一个介绍。为什么？请跟读: 大家好，我们是南加州华人环保协会的成员，希望了解美国各地高中生有多环保。你只要回答十个问题就可以支持这个活动。我们只有知道了你的真实想法，才能更好地爱惜地球，保护资源。感谢大家的合作。 现在做 Worksheet, Section I.

我们已经学了“分类回收”，“再利用”和“节约资源”三个主题, 你对哪个主题感兴趣呢? 现在做Worksheet, Section II .

现在开始要做问卷了! You may ask an inviting question: Ex: 1.你知道地球日是哪⼀一天吗？ A. 2月14日 B. 7月1日 C. 12月25日 D. 4月22日 You may ask a question with multiple answers: Ex:目前地球环境出现了哪些问题？（可以多选） A. 水污染 B. 空气污染 C.垃圾污染 D.噪音污染 You may ask a question about your community: 你觉得你的社区环保做得怎么样？ A. 非常好 B. 还不错 C.不够好 D. 很不好 现在，四人⼀一组，⼀一起做第四到第九个问题。 大家要轮流大声读题，按照你的真实情况回答问题。

有了很多句子，怎么写问卷报告呢?

然后看组织图:

先到“回收”，“再利用”和“节约”小组，写两句带有“百分之”的句子。

这个问卷调查了 ______________

说到______, 大多数人____________

关于______的问题, ______________ 而且/此外/另外_________________

总之, 调查结果说明了____________

ARTICLE 4 《隨手做環保》

Text

隨 手 做 環 保

Pre-Reading

Preview title by scan for

key words Predict

story from the title

Form 5 W questions from title

During Reading

Rauding text to

find answers for the

5 W questions Graphic

organizer

Post Reading Assessment

第⼀一次分组

1.请找重点 把重点写在云朵里

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2.讨论：你们同意这是重点吗？

Summary / Conclusion

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

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3. 重新编组

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4. 排顺序

Summary / Conclusion

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

4. 排顺序

Summary / Conclusion

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

首先 而且 最后

5. 总结 把每⼀一个人的重点综合起来成为文章总结。

Summary / Conclusion

Main Idea

Supporting Detail

Supporting Detail

Supporting Detail

首先 而且 最后

6. 小组分享

http://cdn2.hubspot.net/hub/87753/file-354746523-jpg/linkedin-group-share.jpg

Possible extensions: 1.  Each group can work together to give the summary a title. 2.  Switch one member of each group to another group for new experience.

SUMMATIVE ASSESSMENT

Persuasive Writing

•  Express why need to protect environment •  Report survey results from their

determined community •  Identify which actions can do to make

community more environmentally friendly •  Elaborate on the where, when, how to

make community more environmentally friendly

•  Provide an argument and defense as to why people need to take initiative to protect the environment

https://gelidmind.files.wordpress.com/2013/07/take-action.jpg

Ena Chen Xiaoqing Chen Menlan Shaw Amy Lum Kevin Chang

K-5 Team

Theme: 去中国，就得去 长城-“不到长城非好汉” ●  Target students: 4th grade students, immersion program ●  Target language level: IL ●  Length: 8 lessons

Enduring Understanding

A historical landmark connects us with the past and informs us about the present and possibly the future.

Objectives: Students will be able to ●  identify main ideas and details in the reading texts by using

reading strategies ●  identify the location of the Great Wall of China on a map ●  describe the Great Wall of China including basic facts and

data ●  talk about the benefits of visiting the Great Wall of China ●  make suggestions for activities to do while visiting the Great

Wall of China ●  express opinion with supporting evidence orally and in writing

Final Performance Assessment Persuasive Project

Individual Writings 个人作品 Post on the big Great Wall graphic poster on

the hallway Group Presentations 班级作品

Poster with texts and visuals Other digital format like slideshow, videos.

Reading Materials

Authentic materials 长城游-- bottom up, rauding/skimming, indicators

爬长城-- top down, predicting, skimming, word

spacing 不到长城非好汉-- modified task

Modified and teacher created materials 长城小导游-- facts, historical perspectives

Interword spacing: 断句/分词

I like eating watermelon.

标点符号 字(词)距

英文

中文

我喜欢吃西瓜。 我 喜欢 吃西瓜。

✔

✔

✔

学生可以更快的找到关键字

Reading Strategies

断句/分词 学生练习 （interpersonal， presentational）

我喜欢吃西瓜。

如果要把这个句子分成两个部分，你会怎么分？(paired work)

我 / 喜欢吃西瓜。

我喜欢吃 / 西瓜。

现在试试看把这个句子分成三个部分，你会怎么分？

我喜欢 / 吃西瓜。

Sample from the Texts:

我们爬长城的那天天气很热 和你的伙伴讨论：句子分两半， 怎么分？ 说说你们为什么这么分？

Use of Authentic Material/解读真实语料

“Understand everything on a piece of authentic material“ is not our goal

Identify “teachable contents” from authentic material

Make selected contents comprehensible

Design learning activities

Selected Teachable Texts: 到北京旅游，很多人都会选择登长城。除了最为耳熟能详的八达岭长城，北京还有很多

特色的长城，在巍峨的青山长城上，领略这个月球上“唯一能看得见的人工工程”巍巍雄姿。

地址：北京市延庆县八达岭镇

咨询电话：010- 69121226

门票价格：成人票 45元、学生票 25元、

开放时间：旺季：6:30-19:00（18:00停止售票）；淡季：7:00-18:00（17:30停止售票）

Sample Tasks: 和你的伙伴讨论并回答下面的问题：

1.  长城在哪一个城市的附近？

2.  “除了八达岭长城，北京还有很多特色的长城“ 告诉你什么？

3.  在月球上真的能看到长城吗？

Sample Tasks: 门票价格：成人票 45元、学生票 25元、

算一算你们全家一起去爬长城一共要花多少钱买门票:

1. 我家的成人有 ____________________________________, 一共有________ 个人。

2. 我家的学生和小孩有 _______________________________, 一共有________ 个人。

3. 我们全家去游长城， 买门票一共要__________元。

4. 请你和你的伙伴说一说你是怎么算出来的.

Sample Tasks: 请你去问5 个人，记下他们全家游长城要花多少钱？

1) ________ (例：张大明 115元) 2) ________ 3) ________ 4) ________ 5) ________

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