Authentic Literacy for Our Linguistically and Culturally Diverse Learners

Welcome to the Master subtitle style Click to edit PCK Intensive Anchor Series Isabel Campoy October 12, 2011

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Essential Questions

How can I provide authentic literacy opportunities that are rigorous and relevant for all students? What does authentic literacy look like in my classroom? How does authentic literacy connect to the Framework for Effective Teaching and the Common Core State Standards?
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with concrete tools you can use to increase authentic literacy opportunities for all students. with a deeper understanding of the students we serve. with ideas on strategies that will support you in reaching Effective on the Framework for Effective Teaching. excited to share ideas with colleagues in your building. with a deeper understanding of what it will take to get all students ready for the rigor of the CCSS. invigorated and hopeful for what is possible 4/27/12 for you, your colleagues, and our students.

Agenda
4:304:45 Welcome and Introductions 4:455:00 Creative Reading (Analyzing Text)Isabel Campoy 5:005:15 Making ConnectionsSchool Team Time 5:156:15 Using Mentor Texts for WritingIsabel Campoy 6:156:45 Dinner BreakSchool Team Time 6:457:15 Parent InvolvementIsabel Campoy 7:157:25 Making ConnectionsSchool Team Time 7:257:30 Evaluations and Closure

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Look for Connections to . . .

Positive Classroom Culture and Environment Standards-Based Goals High-Impact Instructional Moves Academic Language Development

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What we know about the new standards

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Higher literacy expectationsmore nonfiction reading and more analytical writing. Students need to argue, persuade, ground ideas in evidence. Students need to explain their thinking, to make connections, to apply their learning. Students need independence and a sense of agency and efficacygiving them the confidence to tackle new material and rigorous tasks.

Isabel Campoy

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Creative Reading
A transformative education process

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F. Isabel Campoy Alma Flor Ada

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Effective Reading: A Dialogue Between Reader and Text

Effective reading is more than finding out what a text says. It is not only a source of information and entertainment but an empowering act:

For better understanding of self and others. A source of courage, dignity, kindness, generation, and hope to act as a more capable protagonist of ones own life.

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Do not wait until child can decode

Children who learn early that the fundamentals of reading imply interacting with texts become more effective and motivated readers. Children can interact with stories they hear previouslyor concurrently with learning to decode.

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Phases

Descriptive Phase Personal Interpretive Phase Critical/Multicultural/Anti-Bias Phase Creative/Transformative Phase

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Descriptive Phase
To ascertain comprehension of the story and its concepts To promote understanding of the message of the text What? When? Where? How? Why? type questions asked by readers and answered by the text.

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Personal Interpretive Phase

To promote self-expression of feelings and emotions To relate the text content to the readers experiences How do you feel about this? Have you ever experienced something similar? Known someone similar? How do your experiences differ? What would you do?

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Critical/ Multicultural/AntiBias

To engage in critical reflection Is this right, just, equitable, healthy? Who benefits or suffers from situations similar to this? What are possible alternatives? What are the consequences? Is this inclusive? Who has been excluded?
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Creative/Transformative Phase

The reader is moved to action by the text What do I know now that will empower me? In which ways do I understand better [myself, my reality, others]? How can I transform my inner self? How can I change my social reality?
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The Reader as Protagonist

Reading must be more than learning what a text has to say. It should help the reader:

Understand better the readers own self Gain greater understanding of others, of social realities, and historical developments Become stronger and more courageous Recognize alternatives to all situations Face life with renewed hope

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Descriptive Phase
To ascertain comprehension of the story and its concepts How many sides does a square have? Are all sides the same size? How many sides does a rectangle have? A triangle? Do circles have sides? What did the large figures say to the little ones?
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Personal Interpretive Phase

To invite sharing personal experiences, feelings, and emotions How does it feel when other children want to play with you? When they dont? How does it feel when other people treat you badly? When you treat others badly?
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Critical Multicultural/AntiBias Phase

To promote critical reflection and anti-bias awareness

Was the big squares reason to forbid the little ones to play with others valid? Why? Do all people who have long hair (or live in the same street) think alike? Have the same taste? Can we tell the feelings of a person just by the way the person looks? By the persons language? The persons origin? What do you think of this? Why do you think the shapes had such a wonderful time playing together? What difficult things can happen when people who are different play together? How can we prevent them? What good things can happen? How can we promote the good things?
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Transformative Creative Phase

To promote transformative attitudes What can we do when there are children who do not want to play with us? What can you do if you see someone treating someone badly? Is there someone you have not been friends with that you can invite to play with you? Someone you can learn to know better?
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School Team Connections

What connections are you making with your schools Area of Focus for Effective Teaching? Your personal Area of Focus? What connections are you making to the Common Core State Standards for Reading? How can you use your learning about Creative Reading (Text Analysis) in your classroom instruction?

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Introduction
Authors in the Classroom Click to edit Master subtitle style

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WHERE I COME FROM

Recognizing the past to create a future

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Where I come from F. Isabel Campoy

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I come from a street that leads to the desert, And from a house with balconies facing the sea.

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I come from clothes drying under the sun, and the smell of soap, of Mondays, of work.

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I come from Maria and Diego, Peasants and poets, laborers of love.

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I come from jumping rope and playing marbles, molding mud into cups and saucers, building castles in the sand.

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I come from rice and fried chicken, water melon, tortillas y pan.

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I come from Be the best that you can be, From Be proud of your origins and from Never give up!

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I come from poverty and hard work, I come from honor and pride.

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I come from a place in the heart of my family That always dreamt the dream of life, I come from the faith in justice, in love, in peace.

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A PERSON IN MY LIFE

Singing to the unsung heroes in our lives

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Dinner and School Team Connections

Door Prizes! Write your name on the blue sticky note at your table. We will pick them up during dinner and have the drawing after we eat.

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Home-School Interaction:
Essential Practices for the Success of ELL Students
Click to edit Master subtitle style F. Isabel Campoy

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A healthy relationship with the world begins with a strong sense of self Positive self-esteem is nurtured at
home by parents who recognize their heritage and honor their language while preparing their children for the learning of a second language and culture.

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An Unfortunate Possibility

When children internalize shame regarding their language and stop using it, the parents role as educators is eroded. The parents possibility to transmit universal values, share the family and cultural traditions, and provide the nurturing that guides and protects their children is jeopardized. 4/27/12

Parental Involvement An Essential Collaboration

Schools need to take the leadership for this collaboration between home and school to be active and effective.
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Making Our Classrooms Family-Centered

All children deserve a child-centered education. Children are part of a family. To be child-centered, education must also be family-centered.

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Ensuring an Excellent Command of English

Acquiring English does not require losing the ability to use the mother tongue or stopping its development. On the contrary, a strong mother tongue development is the best support for learning English well.

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The differences between languages are easy to perceive. Languages differ in: morphologyword structures semanticsword meaning syntaxword relations phonologyword sounds Yet the important underlying linguistic abilities are common across languages.
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Underlying Language Abilities

Communication is supported by skills that are common across languages

Asking and answering questions Providing details and exemplifying Comparing and contrasting Enumerating Using emphasis, understatement Recognizing metaphors, humor, irony Establishing rapport with the listener and many more

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Create a poster for each family so visiting parents can see themselves represented, and children will have visual proof of the home-school interaction. Secure ideas, sayings, words, advise from parents. Display or turn into books. Invite parents to share life experiences. 4/27/12

In a Family-Centered Classroom, parents are visible in their role as educators

Important Information

Meaningful and frequent conversations between parents and children contributes to the childrens academic success, regardless of the parents educational level or socioeconomic status.

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Young children try to avoid using the home language. This unconscious decision is a result of the perceived lower status of the home language. When children lose the ability to communicate in the home language, the parents role as educators is eroded.
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Meaningful conversation requires a common language

Schools can not substitute parents

Substituting parents in the life of children should not be a role of the school. Children whose possibility of communicating effectively at home is reduced face future problems in life due to the lack of family support and protection.
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Topics for meaningful conversation at home

Describe everyday experienceswhat you do; interesting things seen or heard; important moments; challenges; people Share childhood memoriescompare and contrast with childs childhood; lessons learned Explain who the members of the family arepersonalities; likes, dislikes; life examples Reflect about life of grandparents and 4/27/12 efforts of those who preceded us

Sharing traditional folklore

Parents as well as teachers can enrich childrens lives and vocabulary with: Fairy tales. Legends and popular tales. Riddles. Tongue twisters. Songs. Rhymes. Poems. Games. Proverbs and sayings.
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Folklore offers many options

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Parents can be present in the classroom physically or through their words brought in by children. Create posters or books with sentences completed by parents: My family is Work is Friendship is My best advice for children is
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Bring the Parents to the Classroom as Educators

Parents Occupations

Have children learn about their parents occupations and share them with peers through words and drawings.

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Compare and contrast realities

Comparing and contrasting are important skills. Teachers and parents can engage children in comparing and contrasting: Our childhood and theirs Life in our grandparents days and today Life in another country and here What they could do last year and 4/27/12 now

Books for children to remember what they can do

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Learning to make decisions

Teachers and parents should encourage children to understand that in every situation there are options. Facilitate that they understand options and consequences of each one.

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Encouraging Reading at Home

Encourage parents to: Read daily with their children Make sure children have daily reading time Become members of the public library Have children borrow books from class or school library Set up a place for a home library and 4/27/12 give preference to books as gifts

THANKS!

For devoting your lives to children For recognizing the importance of a home-school interaction based on respect and solidarity For valuing childrens home language and culture For recognizing the richness of diversity and its contribution to our society For being who you are
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THANKS!

For having chosen the challenging profession of education For your professionalism and your caring For valuing your students family and supporting the maintenance and development of their home language so their parents will be able continue being their educators
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Thanks

For being who you are and doing what you do May all your generous efforts bloom!

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Your Next Steps

What actions will you take over the next two weeks to develop and/or enhance authentic literacy opportunities in your classroom?

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Concluding the Evening

THANK YOU! Please Complete evaluation form Give your team members a big high five for joining you this evening

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