Why do we Need Reader´s-Writer´s Workshop in the 4th-6th Grade

Bilingual Classroom?

¿Por qué necesitamos el taller del lector y escritor en los grados

bilingües de 4º -6º?

Pilar Moreno-Recio

Executive Director of Bilingual/ESL Education

AGENDA DIA 1

8:30 a.m.-3:30 p.m.

Bienvenida

Alineación de las implicaciones federales, estatales , distrito y del

salón de clase.

Áreas para el taller del lector, escritor y estudio de palabras

11:30-1:00 p.m. Lunch

Exámenes para medir el progreso

Estudio de palabras

OBJECTIVES

CONTENT LANGUAGE

TTW analyze federal,

state, district and

classroom considerations

on instruction.

LO1: TTW participate in group

activities and speak in complete

sentences to discuss federal, state,

district and classroom

considerations when planning

instruction.

How does the knowledge of state, district and classroom

considerations guide impact our instruction with ELLs?

LO2: ELL Progress Measure,

Bilingual Late-Exit Transitional

Model , Exit Criteria, ELPS,

PLDS, TELPAS, Best Practice

2012 PBMAS

Indicator

1. BE ENGLISH Standard District Difference PL State District Difference PL

Math 65% 77.3% 12.3% 0 70% 75% 5% 0

Reading/ELA 70% 70.4% 0.4% 0 70% 75.5% 5.5% 0

Science 60% 53.7% 6.3% 1 65% 73.2% 8.2% 0

Social Studies * No Data 70% N/A N/A

Writing 70% 85.7% 15.7% 0

2.ESL/English

Math 65% 39.9% 25.1% 3 70.0% 57.3% 12.7% 2

Reading/ELA 70% 51.2% 18.8% 2 70.0% 56.9% 13.1% 2

Science 60% 26.1% 33.9% 3 65.0% 36.4% 28.6% 3

Social Studies 70% 64.7% 5.3% RI 70.0% 86.0% 16.0% 0

Writing 70% 66.7% 3.3% 1

20122011

DIFFERENCE Standard/District:

Above Standard

Below Standard

PBMAS

5. LEP (P.Denials)

Math 65% 55.8% 9.2% 1 70.0% 58.2% 11.8% 2

Reading/ELA 70% 60.7% 9.3% 1 70.0% 59.7% 10.3% 2

Science 60% 35.2% 24.8% 3 65.0% 36.4% 28.6% 3

Social Studies 70% 47.5% 22.5% 3 70.0% 72.7% 2.7% 0

Writing 70% 71.2% 1.2% 0

6. M1s

Math 65% 79.6% 14.6% 0 70.0% 68.7% 8.7% 1

Reading/ELA 70% 88.5% 18.5% 0 70.0% 85.4% 15.4% 0

Science 60% 74.4% 14.4% 0 65.0% 73.5% 8.5% 0

Social Studies 70% 86.3% 16.3% 0 70.0% 97.0% 27.0% 0

Writing 70% 89.9% 19.9% 0

Linguistic accommodations are most effective when…

Teachers use them routinely throughout the school year

Teachers review and adjust them periodically as students

learn more English

8

Beginning

Intermediate

Advanced

Advanced

High

English Language Proficiency Standards (ELPS)

TEKS TAKS/STAAR

ELPS TELPAS

Got the Connection?

The ELPS, as measured by TELPAS,

support better learning of the TEKS, as measured by TAKS … and

STAAR

59

LATE-EXIT MAINTENANCE MODEL

Grado

Porcentaje Instrucción

Inglés

Porcentaje Instrucción

Español

Total Horas

Pre-K (1/2 day)

0%

100%

3 hrs.

Kinder

10%

90%

5 hrs.

1o

20%

80%

5 hrs.

2o

30 %

70%

5 hrs.

3o

40%

60%

5 hrs.

4o

50%

50%

5 hrs.

5o

50%

50%

5 hrs.

6o

100%

0%

5hrs.

Cuarto Grado Quinto Grado Asignatura/

Minutos Totales

Minutos en

Inglés

Minutos en

Español

Asignatura/

Minutos Totales

Minutos en

Inglés

Minutos en

Español

Lectura

90

35-45

55-45

Lectura

90

35-45

55-45

Escritura

55

25-28

30-27

Escritura

45

20-25

25-20

Matemáticas

60

30-35

30-25

Matemáticas 60

30-35

30-25

Ciencias

50

25-30

25-20

Ciencias 60

30-35

30-25

ESL

45

45

0

ESL 45

45

0

Estudios

Sociales

Integrado con

Lectura

Estudios

Sociales

Integrado con

Lectura

Horas Totales de

Instrucción

5 horas

Horas Totales de

Instrucción

5 horas

Exit Criteria Chart

Literacy Framework

Word Study

Reading Workshop

Writing Workshop

Estudio de

Palabras/

Word Study

Taller del

Lector/

Reader’s Workshop

Taller del

Escritor/

Writer’s Workshop

Marco de Lectura y Escritura

Reading and Writing Framework

“Gradual Release of Responsibility”

We all practice. Todos practicamos juntos.

You all practice. Ustedes practican.

You do alone. Ustedes practican solos.

+ I practice. Yo hago. (Teacher Models)

The objective is that students become independent learners.

El objetivo es que los estudiantes se conviertan en aprendices

independientes. Pilar Moreno-Recio

TALLER DEL LECTOR Y DEL ESCRITOR

READER’S AND WRITER’S WORKSHOP

Rúbrica de Auto Reflexión

Preview-View-Review

Español English

English English

¿Presentando por primera vez o

revisando?

Introducing or Reviewing?

Español

Español

Is Language of instruction aligned to:

-language of assessment and

-language of intervention?

Beginning of school year: Use prior spring’s TELPAS

proficiency level ratings as starting place to guide and

determine appropriate ELPS linguistically

accommodated instruction.

All year: Use ELPS student expectations and PLDs

to monitor progress and adjust linguistic

accommodations accordingly. Bilingual teachers must

also apply ELPS during ESL time in addition to all

content areas.

Spring: Provide information on student progress to

LPAC to inform STAAR participation and linguistically

accommodated testing (LAT) decisions. Use TELPAS to

assess instruction of ELPS throughout the year.

TEACHERS’ CHECKLIST SUMMARY :

LITERACY FRAMEWORK

Objectives

Content

•You will explore and

utilize the elements of the

literacy framework by

aligning them to

classroom space.

Language

•You will share ideas in collaborative interactions and create a classroom map which will include instructional areas to enhance components of literacy instruction. You will share your classroom areas in a small collaborative group.

Pre-Assessment

1. I am not familiar at all with best practice on literacy elements that help students become better readers and writers.

2. I am somewhat familiar with best practice on literacy elements that help students become better readers and writers.

3. I am familiar with best practice on literacy elements that help students become better readers and writers.

4. I can name and apply best practice on literacy elements in my classrooms to help my students become excellent readers and writers.

At your tables:

I have selected number ____ because….

Cuando oigo hablar del

taller de lectura o

escritura, pienso en…

Literacy Framework

Word Study

Reading Workshop

Writing Workshop

Estudio de

Palabras/

Word Study

Taller del

Lector/

Reader’s Workshop

Taller del

Escritor/

Writer’s Workshop

Marco de Lectura y Escritura

Reading and Writing Framework

Pilar Moreno-Recio

20-30 minutos

•Escritura interactiva

•Lectura compartida-

modelada

•Escritura compartida-

modelada

•Caligrafía

•Fonética/Estudio de

palabras/Deletreo

Estudio de

Palabras/

Word Study

Taller del

Lector/

Reader’s Workshop

Taller del

Escritor/

Writer’s Workshop

Pilar Moreno-Recio

60-90 minutos

•Lectura en Voz

Alta/Lectura Compartida

+Mini-lección

•Lectura Independiente

/Conferencias

•Lectura Guiada/

Estaciones de Trabajo

•Compartir

45-60 minutos

•Mini-lección

•Escritura Guiada-

Independiente/

Conferencias

•Compartir

Marco de Lectura y Escritura

Reading and Writing Framework

Estudio de Palabras /Word Study Estudio de Palabras/Word Study

E

S

C

R

I

T

U

R

A

Estudio de Palabras/Word Study Estudio de Palabras/Word Study

Pilar Moreno-Recio

R

E

A

D

I

N

G

W

R

I

T

I

N

G

Read Aloud/

Lectura en Voz Alta

Shared Reading/

/Lectura Compartida

Guided Reading/

Lectura Guiada

Independent

Reading/

Lectura

Independiente

Shared Writing/

Escritura Compartida

Interactive Writing/

Escritura Interactiva

Guided Writing/

Escritura Guiada

Independent

Writing/

Escritura

Independiente

Literacy Framework Integration

Integración del Marco de Alfabetización

L

E

C

T

U

R

A

“Gradual Release of Responsibility”

We all practice. Todos practicamos juntos.

You all practice. Ustedes practican.

You do alone. Ustedes practican solos.

+ I practice. Yo hago. (Teacher Models)

The objective is that students become independent learners.

El objetivo es que los estudiantes se conviertan en aprendices

independientes. Pilar Moreno-Recio

TALLER DEL LECTOR Y DEL ESCRITOR

READER’S AND WRITER’S WORKSHOP

ORGANIZACION DEL SALON

CLASSROOM ARRANGEMENT

¿Por qué necesitamos

organizar el salón?

Why do we need to organize

our classroom?

Literacy Framework

Word Study

Reading Workshop

Writing Workshop

What to Look for in a Literacy

Classroom?

▪Large group area

▪Word walls

▪Managed

independent

learning

areas/Workstations

▪Large group area

▪Classroom Library

▪Small group

instruction area

▪ Students’ desk areas

▪Students’ storage

areas

▪Print around the

classroom

▪Large group area

▪ Students’ desk areas

▪Students’ storage areas

▪Writing workshop area

▪Print around the class

Literacy Self-Reflection Rubric Check list

What areas do I have in my classroom?

READER’S WORKSHOP

&

CLASSROOM AREAS

Large Group Area

Large Group Area is needed for Word Study Lesson, to Model Reading

and Writing Mini-lessons as well as for Sharing time during both

workshops.

Large Group Area: 2nd-5th grade

Caballete

Easel

Caja con

materiales de

instruccion/

Instructional

materials box

Biblioteca de

clase

Classroom

Library

Large group area delimited for whole group Instruction: Word Study,

Reading/Writing Mini-lessons and Word Study

Pilar Moreno-Recio

Large Group Area

Área para Lectura Guiada o

Instrucción en Pequeño Grupo

Area for Small Group Instruction

Libros

organizados por

niveles.

Books groups

according to

levels

Cuaderno de lectura

guiada de la maestra/

Teacher’s guided

reading notebook

(Guided Reading

Lessons/Groups,

Running Records…)

Dibujos de apoyo

para lectura guiada

Prompt Icons for

Guided Reading

Literatura

alrededor de la

clase

Literature

around the

classroom

Tabla de

abecedario/sonidos

Alphabet/Sound charts

Materiales de

instruccion para

puntos de

enseñanza/

Instructional

materials for

teaching points

Temporizador/

Timer

Campana de

estaciones de

trabajo/

Bell for

workstations

Pilar Moreno-Recio

Cartapacio de

evaluación/pruebas de

alfabetización

Literacy Assessment Binder

Small Group Instruction Area

Guided Reading NoteBook

Pilar Moreno-Recio

Literacy Assessments Binder

Pilar Moreno-Recio

Classroom Library

The classroom library is the heart of reader´s workshop. The

libary is labeled and categorized according to genres.

Pilar Moreno-Recio

Materials

Classroom Library

Beginning of the Year

Classroom Library

Pilar Moreno-Recio

Classroom Library

Reading Nooks Map

Mapa de Rincones de Lectura

Pilar Moreno-Recio

Pilar Moreno-Recio

Reading Nooks Map

Mapa de Rincones de Lectura

Independent Reading Time

-Book Nooks/Rincones de Lectura

2. Lectura Independiente-Conferencias

Storage Areas

Reader’s Workshop

Reader’s Workshop Materials

Pilar Moreno-Recio

Reading Logs/Records de Lectura

Pilar Moreno-Recio

Student Independent Work

Reader’s Workshop Mini-lessons

Anchor Charts

Reader’s Workshop Anchor Charts

Anchor Charts from Reader’s

Workshop

-Print Around the Classroom-

Students’ Desk Area

Students’ Desk Area

Students’ Desk Area

Word Walls

Word Walls

Word Walls

Word Walls

Word Walls

Writer’s Workshop

Add Picture of Boxes with Spirals

Writer’s Workshop

Writer’s Workshop Area

Writing Workshop Area

Storage for Workstations/

Independent Work

Students’ Storage Area for reader’s

workshop boxes,

spirals, & books…

Once classroom organization

is in place,

we can plan for instruction.

Creating Our Classroom Map

Large Group Area

Small Group Area (Guided Reading)

Library

Students’ Desk

Storage Areas

Word Walls ( Spanish; English)

Wall/Window/Door/Closet Spaces to Display Print

Tabla de Exámenes de Escritura

Assessments

When takes place?

Why

Assessment Window

Writing Samples

PK-3rd

Daily

To develop writers using the

writing process and

purpose of Writing: editing and

revising happens when students

write daily in context as opposed

to revising edit isolated

sentences.

September

30th-October 4th

May

April 298h- May 2nd

Running Records Daily Monitor strategies used and not

used by students help teacher

target areas of need in small

group as well as whole group.

September

30th-October 4th

May

April 298h- May 2nd

High Frequency

Words

Daily It helps students read more

fluentjy. Words should be

introduced and posted so that

students can use them when

reading and writing daily.

September

30th-October 4th

May

April 298h- May 2nd

2013-2014

Estudio de Palabras 4°-6° Grado

Dora Alvarado y Luz Meléndez

Departamento de Educación Bilingüe e Inglés como Segunda Lengua

Junio 2013

Estudio de Palabras

Objetivos

Determinar/analizar los componentes del estudio de palabras.

Utilizar los estándares estales para identificar las destrezas

requeridas a cada nivel.

Utilizar los estándares estatales para planificar una lección

de estudio de palabras.

Discutir las razones para incorporar el estudio de palabras en

la rutina de instrucción diaria.

Estudio de Palabras

El lenguaje académico no representa solamente palabras

especificas del contenido; el lenguaje académico puede

[incluir] palabras transicionales.

Seildlitz & Kenfield. 2011

Vocabulario Un componente sumamente importante del estudio de palabras

es el vocabulario, tanto académico como de uso diario.

Es importante incluir lecciones que cubran los diferentes tipos

de palabras a las que los alumnos se “enfrentan” diariamente

Palabras de Nivel 1 : Palabras comunes/uso

frecuente (approx. 50% de lo que leemos)

( el, tu, la, familia, silla, parque, mamá… )

Palabras de Nivel 2: avanzadas (desafortunado,

mencionar, cautiva…)

Palabras de Nivel 3: Palabras específicas del

contenido académico/ (osmosis, fotosíntesis,

metamorfosis…) Source: http://www.reading-tutors.com

Vocabulario

PALABRAS

Semántica (Semantics)- Significado

Sintaxis (Syntax)- organización, combinación y uso (en una

oración)

Morfología (Morphology)- Estructura, patrones

Denotativo: El significado literal de la palabra.

Ejemplos:

Nuts-fruits with hard shells

Cotorro – pájaro

Connotativo: idea asociada con una palabra a

parte de su significado literal.

Ejemplo:

Nuts-crazy

Cotorro- Persona que habla mucho.

Significado

PALABRAS CON SIGNIFICADOS MULTIPLES

(Polisémicas)

Crea un mapa de burbujas. Piensa en los significados de la palabra bota y

escríbelos en tu mapa de burbujas. Haz oraciones con cada significado.

Semántica

bota

¿Por qué es esto importante?

Implicaciones de las palabras significados múltiples en un

lectura en voz alta o instrucción en general-

ex.

1. “Quiero que reces para que las reses engorden”

2. “Hace muchos meses que no meces en tu silla”

3. “Mi mamá me pidió que vaya a la valla de enfrente a

cortar bayas del arbusto .

4.2A, 4.2B

Las actividades de estudio de palabras deben

ser derivadas principalmente de las

expectativas estipuladas en los estándares

estatales (TEKS- SEs)

Siguiendo el plan de estudios establecido por

el distrito escolar

Basándose en las necesidades específicas de

los alumnos del grupo

¿Cómo planifico que hacer?

Y ahora…. ¿Quién podrá ayudarme?...

Explorando las Destrezas

Agruparse por niveles- 4to, 5to, 6to

Leer y analizar los destrezas y expectativas de estudio

de palabras en cada nivel

Escribir cuales son las expectativas para los alumnos a

cada nivel

Seleccionar un portavoz para compartir con el grupo.

“Gradual Release of Responsibility”

&

Estudio de palabras

Todos lo hacemos juntos

Ustedes lo hacen y yo observo

Ustedes lo hace solos

Yo lo hago y tu observas

El objetivo es que los estudiantes se conviertan en lectores y

escritores independientes.

IDEAS DE ACTIVIDADES PARA

EL ESTUDIO DE PALABRAS