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Identity Texts: Giving Voice to English Learners Part 2

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Uploaded by Diversity in Teaching on 2016-09-08.

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The resources in this section help school staff and leaders reflect on the ways all students' language practices might be integrated into the school environment to create a truly multilingual ecology.

The Languages of New York State: A CUNY-NYSIEB Guide for Educators: Learn more about the languages your students speak! This guide provides information about the top ten languages other than English spoken by emergent bilinguals. Descriptions include a brief history of the language, a few details about the cultures of the people who speak the language, and their experiences in New York State. It also includes some basic structural features of the languages as well as cognates and basic phrases. Download a copy.

Lead a PD about ME: This includes a PowerPoint presentation of photographs of multilingual elements at other schools which can assist you in running a professional development session about the importance of fostering a multilingual ecology at your school .

PS 153 Welcome Packet and Welcome Letter PS 153: Get inspired by this example of a bilingual welcome packet created for newcomer students by staff at PS 153 in Brooklyn. The packet familiarizes students with the school, materials he or she will need, and basic English Vocabulary. Activities encourage the use of both English and the home language. The packet can be used in the classroom or as homework, and attempts to take the pressure off both new students and their teachers in the first couple of days of school. This packet is most appropriate for elementary school students, though the welcome letter to families could be used at all grade levels. Download a copy here.

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The resources in this section help school staff and leaders reflect on the ways all students' language practices might be integrated into the school environment to create a truly multilingual ecology. The Languages of New York State: A CUNY-NYSIEB Guide for Educators: Learn more about the languages your students speak!

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Chapter 6 demonstrates a study using 30 min. cognate instruction to increase reading comprehension.

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Learning from Culturally and Linguistically Diverse Classrooms

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This resource guide looks at new classroom-based literacy research that supports all learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools.

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La Pared de Palabras-¿Cómo debería ser diferente?

According to Karen Beeman and Cheryl Urow in their book Teaching for Biliteracy, Spanish word walls should not look like word walls in English as each language works differently. They should build on the walls used in the grade before. The book has a chart with examples of what the walls should look like at each grade level from K-5. This is a great book, by the way, for Dual Language divas and bilingual teachers in general!!

In kindergarten the focus should be on how syllables join to make words and should contain student generated words. Articles should be included with the words and there should be a focus on "letras tramposas," i.e. /b/ and /v/, /s/, /z/ and /c/, /ll/ and /y/, etc.

We categorize words by their syllables in any position so some will end up repeated in different parts of the wall. For example, mapa could be categorized under /ma/ and /pa/.

We also have content area vocabulary and required high frequency words. This year I would like to create a theme wall to have those words separate from the words the students generate and highlight the content vocabulary we are working on.

There is also a cognados/cognates wall and a Math wall. That's a lot of walls!! Luckily, I have lots of bulletin board space.

I also plan to to give students their own personal word walls this year to use during writing.

My classroom is a big mess with all of the furniture piled on one side right now. I saw it this morning when I stopped by to pick up something for a meeting. When I get back to work in August I plan to post pics of the new set up to share here!

If you have questions, comments or pictures about Spanish word walls I would LOVE to hear them as this is a work in progress and I am always excited to learn new things from other teachers in the field!

La Pared de Palabras-The Saga Continues

This was last year's word wall: 2013-2014. It keeps evolving! I moved into a new classroom with bigger boards (Yeay!) In August it will change yet again (hopefully for the last time) so that there is no mistaking that it is different than my English Word Wall. I hope I am definitely moving more in that direction!

The English word wall stayed the same (see photo below). This Summer will be time for putting bigger fonts on the words and dividing the wall up even more by making cards and separate sections for each syllable instead of a card with the letter and the syllables below it, as pictured above for the letter "Pp." Students use Post-Its to copy the words or write them on their portable word walls whenever they need a word.

I'm hoping to post pics of the new version of the wall as I set up the classroom in August. Here, too, is a picture of our Cognates from 2013-2014. In our classroom, blue stands for Spanish, red stands for English and Green has both languages.

What does your Spanish word wall look like? I would love to get more ideas. Happy Summer!!

La Pared de Palabras-In the Beginning

So today I'm contemplating word walls. Our class has two of them: one in English and one in Spanish. This is the first complete year that the Spanish wall is different and much larger than the English word wall. I changed it halfway through last year so we'll see if it makes a difference starting at the beginning of the year (it used to look just like the English word wall...Eeeek!). You can see the vowels at the top to help us focus on syllable identification. I'll add and change the focus consonant as I introduce it. The strong men next to a, e and o help identify the strong vowels. There is also an "h muda" (silent h) area and a space for categorizing articles. The words themselves will be displayed both divided into syllables and as whole words. You can see this concept in the bottom left corner of the picture with the word hilo.

The English word wall still focuses on initial sound identification but I'm going to display the words in both phonemes and whole words (i.e. c + a + t = cat) this year.

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La Pared de Palabras/The Spanish Word Wall

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La Pared de Palabras-¿Cómo debería ser diferente? According to Karen Beeman and Cheryl Urow in their book Teaching for Biliteracy, Spanish word walls should not look like word walls in English as each language works differently. They should build on the walls used in the grade before.

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Translanguaging: A CUNY-NYSIEB Guide for Educators
This guide provides concrete strategies for experimenting with translanguaging in their classrooms. Click here to download a copy in PDF format.

El Translenguar: Una Guía de CUNY-NYSIEB Para Educadores - Versión Abreviada en Español
Esta guía es una traducción abreviada de la guía en inglés, "Translanguaging: A CUNY-NYSIEB Guide for Educators" y tiene estrategias concretas para experimentar con el translenguar en sus salones de clase.

Translanguaging in Curriculum and Instruction Guide
Translanguaging can be seamlessly integrated into units of study aligned to the Common Core State Standards (CCSS), enabling students to meet the rigorous standards to which they (and their teachers) are held. This guide adapts one unit of study from Expeditionary Learning, a CCSS-aligned curriculum adopted by New York State, as well as 8 new units of study with the same basic format. Download a copy here.

A Translanguaging Pedagogy For Writing: A CUNY-NYSIEB Guide for Educators
This guide extends an invitation to teachers of all grade levels, and across disciplines and programs to examine how you currently instruct writing, and to try out innovative tools and practices with your emergent bilinguals. We situate ourselves within a long trajectory of writing educators and scholars, as well as offer a novel "language as a resource" perspective on the teaching of writing based on the CUNY-NYSIEB principles.

Translanguaging in Latino/a Literature: A CUNY-NYSIEB Guide for Educators: This guide offers analysis of language use in 32 works of Latino/a literature that are appropriate for Grades PreK-12, analyzing 17 books for grades PreK-6 and 15 books for grades 7-12. The analysis of each book includes lexile level, themes, author biography and website, a list of supplemental resources, a summary of the book, and an analysis of the way that the author uses translanguaging, the flexible use of linguistic resources, in literature.

The Languages of New York State: A CUNY-NYSIEB Guide for Educators: Learn more about the languages your students speak! This guide provides information about the top ten languages other than English spoken by emergent bilinguals. Descriptions include a brief history of the language, a few details about the cultures of the people who speak the language, and their experiences in New York State. It also includes some basic structural features of the languages as well as cognates and basic phrases. Download a copy.

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Translanguaging: A CUNY-NYSIEB Guide for Educators This guide provides concrete strategies for experimenting with translanguaging in their classrooms. Click here to download a copy in PDF format. El Translenguar: Una Guía de CUNY-NYSIEB Para Educadores - Versión Abreviada en Español Esta guía es una traducción abreviada de la guía en inglés, "Translanguaging: A CUNY-NYSIEB Guide for Educators" y tiene estrategias concretas para experimentar con el translenguar en sus salones de clase.