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Competency 4.C Candidates differentiate instruction and assessment by applying concepts, theories and research of educational linguistics, second language acquisition and literacy development.
Using this strategy in my classroom allows students understanding on how sentences are structures and what words in a sentence are. With the pattering chart on the Whiteboard students are asked to provide words to complete sentences. Students also learn that in Spanish we have an interchange between the placement of a noun and an adjective. Students are also taught that different colors are used to show the different parts of a sentence. This lesson is differentiated by allowing students to use sticky notes to write a word, verb, noun, adjective in English or Spanish and post it under the correct heading on the chart. Students will then read the sentences out loud as the words are being posted on the chart

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.
Prior to this activity, we read Sendero’s anchor text of the week, " Un buen amigo". Our focus or essential question of the week was centered around friendship. The essential question in focus was, “What do good friends do?”

My students are first graders and the SPC chart in Spanish included noun, adjective, verb and prepositional phrase.
Throughout the week the students listened to me read the text fluently, echo read, answered comprehension questions, completed an art project that consisted of a boy/girl template with articles of clothing for each. As we discussed grammar throughout the week, we brainstormed different adjectives  and verbs that would tell how good friends are and what good friends do. As they selected their verb and adjectives, they wrote them on the clothing articles and got to dress up their friends. They came out super cute, but they took them home. I can attach a picture of my model in case you'd like to see what it looks like. Additionally, the students had an opportunity to practice their writing skills by answering the sentence frame, "Los buenos amigos______".(Good friends__________). We ended our lesson using this SPC chart. My students are still working on sitting still and staying focused, but I heard them singing the chant while standing in line and that made me smile.

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Using the SPC chart to answer the essential question: What do good friends do?

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Competency 4.C-Differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

For this competency I use Dictado, varied grammar strategies, and writing strategies.  For dictado, I give the students the sentences at the beginning of the week.  They then practice the sentences throughout the week, focusing on the grammatic pieces, such as comma placement and capitalization.  For dictado, students are having to listen to the spoken sentences, speak the sentences to themselves, write the sentences, and read the sentences; they are using all four domains of language!  Another strategy I use in my classroom is weekly spelling lists.  Throughout the week we are working on the spelling words by practicing writing them as well as using the curriculum pages from Journey's.  An additional strategy I used this week was going over sentences and what is necessary for a sentence to be complete.  We talked about subjects and predicates and then practiced marking sentences to determine subjects and predicates. Additionally we talked about topic sentences and how to construct topic sentences based off of various prompts. While working on constructing these sentences, the students were working together by turning and talking which helped to further develop their academic discourse.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development. Some of the strategies I use in my classroom every morning is having my students go to the mirror of (Our affirmations) and choose an image that is positive to get them ready for the day. The Affirmations are Bilingual with a picture to help me English language learners who are still learning either language. Then, I use another strategy called, NETO. This help the students know what needs to be capitalized. For instance, N stands for proper names. Another strategy I used to differentiate instruction is having the students spin the wheel that has writing prompts to help the students write. I also provide sentence starters using different colors to help them visual it. There, I also have positive phrases to help the student when choosing a book to read in class. I also demonstrate my understanding in this competency by doing small groups instruction in reading. I provide the students with book at there levels and enhance their learning by providing enrichment vocabulary. Lastly, my students have a “Successful student binder” where the students add all their work. This also helps the students be accountable for their learning and help me as a teacher see there daily progress.

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4.C Differentiate instruction and assessment by applying concepts,

theories, and research of educational linguistics, second language acquisition, and literacy development. Some strategies that I use in my classroom are Dictado. One week is Spanish and one week in English. Teaching points are the similarities and the differences in both languages such as titles, punctuations and sentences structures. I aslo use a cognados list so students can make connection on how words can be similar in Spanish and English so if you can read it in Spanish then you can read it in English. Finally, Turn and talk is also a good strategie to guide students to use academic language and expaning their vocab because they are speaking and llstening to their peers.

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Martha Koestner. 2nd. grade SP/Bilingual. 09 14 21

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Martha Koestner. 2nd. grade SP/Bilingual. 09 14 21

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4.C Competency Evaluation #1.
Some of the strategies we use are written and visual prompts with targeted vocabulary. We first study a non-fiction story in Spanish. We did reading comprehension questions, key details, sequence of events, characters and key vocabulary for this story. Then, we listened to the story in English and verbally answered the same key details and comprehension questions using the same key vocabulary in English. Then, we wrote  the sequence of events in a notebook in English using the visuals of the story and highlighted key targeted vocabulary words. Then we read what we wrote highlighting key details pointing to each word as we read in the notebook.
In the other post, there is an example of the written story on a notebook. I was not able to post to files:).

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Martha Koestner. 2nd. grade SP Bilingual. 09 14 21

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Martha Koestner. 2nd. grade SP Bilingual. 09 14 21

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4.C Competency. Evaluation #1
This is my example number two. In here students are making connections writing, reading and speaking on a non fiction story using visual prompts and targeted vocabulary to retell sequence of events of the same story previously taught in Spanish. The beauty of my students' brains is that the "wires" are already there to make connections and start reading and writing in English.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

Some differentiated literacy activities. We review, discuss, and dissect vocabulary they will encounter in the anchor text, leveled readers and close reading. One week is in Spanish and the next week is in English. We focus on the same reading skills in both languages. We discuss the phonology and morphology of the cognates and vocabulary. There are activities to go along with vocabulary so students can make a connection with the weekly vocabulary. For example, in the picture, students view and say the vocabulary word. The vocab word is used in context and there is a picture that describes the sentence. We discuss the meaning. Then, students work with a partner to discuss the synonyms and whether or not they agree that they are synonyms.

During the close read assignment, they read and listened a passage several times. They underline and highlight information within the text. In the margins, they write questions or about the text or connections they’ve made. This particular text has some semantic knowledge they’d need to know. The scientist’s name is Dr. Gene. E. Us so we discussed how clever and humorous that name is. This lesson is differentiated by allowing students work at their own pace, with a partner, with teacher guidance, and accepting different modalities to complete this assignment. This lesson also promotes the use of listening, speaking, reading, and writing.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

Visual example 1 is a student writing sample. The writing activity scaffolds for students in distinct ways. Included on the right is a vocabulary list that students can use in their writing. Additionally, the picture itself is a scaffold because it includes a visual for each of the vocabulary words. It is differentiated in that students should include at least 4 words from the list. The challenge is including all of the words.

The example 2 is a student brainstorm list of fall words they will include in their fall writing. The teacher purposefully included articles and drawings for each word.

Example 3 is a teacher model of the fall writing which includes words for the brainstorm as well as transition words that are highlighted in yellow.

Example 4 is a student generated list of words that have ma, me, mi, mo, mu syllables. The syllables within the words are strategically highlighted in order for students to focus on that part of the word. Moreover, a drawing depicting the word is also provided.

Example 5 is a sentence patterning chart which is a GLAD strategy. The example is of a 1st grade TWDL classroom, therefore only the noun, adjective, verb and prepositional phrase are incorporated. It is color chunked with visuals on the side of each word to assist in comprehension. Students generated their own sentence using sticky notes and sang together as a class to the tune of “The Farmer and the Dell”.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

BILINGUAL BOOKS: Using books with dual languages represented
within the pages promote cultural awareness and biliteracy. This gives students opportunities to tap into their native language as they grow in their reading skillsets in their second language. They are able to analyze similarities and differences in both languages.

Phonics Activity using Students Names:  Students use the letters in their name and
learn how to connect the phoneme with the corresponding grapheme by using
different manipulatives.

NAME KITS: Students start with focusing on the sounds and letters of their first name and then their last name. Each round they must correctly sequence, say the letter name and the corresponding sound it makes using:

-Magnets

-Cubes

-My name is… booklet (letter with matching picture – ex  a-apple)

-Index card- ea. letter cut

Writing portion of activity:
-Rainbow write Name in Blank part of book, with each of these: Highlighter,
marker, pen, color crayon, etc.

*Takes teacher about 45 days for sts to learn both first and last
name.

ASI SE DICE from Literacy Squared. A cross-linguistic strategy to get students to analyze text, make connections, justify and
collaborate with others using varying levels of texts.

LABELING:  Labeling around the room in both languages helps students visually see and make connections with vocabulary. Visuals also support students as they make connections to the sound-symbol relationships. Students need to hear and see the vocabulary words they are using as they speak, read and write.

COGNATES LIST - Through explicit vocabulary instruction teachers are able to provide opportunities for students to make
connections and build vocab in both languages that will lead to students making
connections on their own. Scaffolding in two colors to differentiate the similarities and differences between the cognates to help build cross-linguistic connections visually.   *Great opportunity to discuss false cognates and why they are false like. Mayor – older/larger --- mayor-
Alcalde

SENTENCE FRAMES (picture with green sentence strip) A
scaffolding strategy that provides a structure for speaking and writing and
also provides visual supports as students have opportunities to engage with
academic language.

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M. Teresa Loya, 2nd Bilingual, 3 pictures for Competency 1

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M. Teresa Loya, 2nd Bilingual, 3 pictures for Competency 1

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4.C Differentiate instruction & assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.
The first picture is an anchor chart of my school's expectations.  The acronym SOAR is bilingual in Spanish and English: S = safety/seguridad, O= organized/ organizado, A= attitude/actitud and R= responsible/responsable.  These are all cognates. Almost all of the visuals on this chart are pictures and not cartoons.  The pictures are examples of the words' definitions which helped the students understand their meanings in both English and Spanish. During a class discussion, the students placed the pictures under the appropriate letter/word.  The class pointed out that some of the pictures could go under more than one column.   The 2nd picture is of transitional words in Spanish. The traffic light colors (green, yellow and red) next to a group of words assist the students in knowing at what part of the oral retell and in their writing the words can be used (beginning, middle and end). Later, students will know that in English we also use transitional words in the same way. The third picture is of the five voice levels used at our school. There are five pictures and each picture contains the following: Spanish and English translation, a cartoon hand holding up the number of fingers for the voice level, a number and a cartoon picture of a child or children demonstrating the voice levels. These voice level expectations are reviewed regularly. The posters help the students because they demonstrate with words,
numbers and pictures in a child friendly way.

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Competency 4.C- Differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

This is a strategy I learned at a CAL training it is called Writing from Boxes. I use this to differentiate for my English models and students that are working towards writing independently. Writing from Boxes guides students to use the specific language forms required to accomplish the task. The Writing Boxes used in this example is projected for students while they are writing in their diary.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories and research of educational linguistics, second language acquisition.

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In the first activity, I included a sample of our first unit in Science. I use TPR ( Total Physical Response)to introduce new vocabulary. TPR is a great strategy because it very visual in witch includes not inly pictures, but also the definition of the vocabulary and the ASL movements that matches each vocabulary we are focusing on. Students  ( in all different English or Spanish proficiency levels) have the opportunity to practice, memorize and feel included while learning.
The second activity is a GLAD strategy: Observation chart for our Social Studies/ELA class. Students went around the room and observed different pictures and they wrote what they saw, thought it was about or ask questions about it.   I also included sentence frames in both languages to support their language acquisition.
The third activity is a Math input chart
( Place value) . I added some of the terms in Spanish to support student’s vocabulary and at the end of the unit I will bridge the key vocabulary so students learn them in both languages . I also printed the numbers  in the word form in English and Spanish  for each student, so they can have it as a reference while we are learning. This is my first year teaching 3rd grade my goal is to offer all the strategies and support my students need specially because I  can tell that most of them are so behind. I can't wait to see their progress.

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Competency 4.C: Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.
This school year I am trying to organize my class in both languages, Spanish and English to help the students learn more vocabulary, differentiate the alphabet, how to form sentences, how to write a story and many more things. The first days I started with listening and speaking activities, I began to ask them questions in English about their favorite foods, their favorite places and much more; With this activity I was able to realize more or less who of the students can understand English, who can understand and respond in English or who still does not understand anything. Then, to be more specific, I did a little test of the English alphabet of uppercase and lowercase letters to find out who recognizes some letters of the alphabet. As this school year the students are very behind, I decided to practice the alphabet using the game "I Spy My ABC's" this will help everyone to participate, repeat, find and recognize the letters of the alphabet anywhere. We will continue working with this activity until most of the students can recognize the letters of the alphabet. We also started doing "Dictation" in Spanish, to start with the rules, but my students are not ready to do it yet because most of them still don't know the letters and sounds of the alphabet in their own language (Spanish). We will do so later when students can use letters and sounds to begin writing words or sentences.

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Mayra Camacho- Transitional Kindergarten Bilingual 

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Mayra Camacho- Transitional Kindergarten Bilingual 

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Competency 4.C Candidates differentiate instruction and assessment by applying concepts, theories and research of educational linguistics, second language acquisition and literacy development.

The first picture in this document, is a picture of the months both in Spanish and English. With my students during morning/ circle time we sing songs to learn the months of the year and days of the week in both Spanish and English. Additionally we sing the alphabet songs in both lanugages using digital sources. In my class most of my students are native Spanish speakers however I have one kiddo who is stronger in English. By singing and providing visuals in both languages students make connections and this also allows for equal exposure in the two languages. The students who are stronger in Spanish are learning more English and the students who are stronger in English are learning more Spanish.

In the other two pictures I am using visuals so that my students can learn to identify their names. Transitional Kindergartners are younger than Kindergartners, so one of our goals is to learn and identify our names. In the morning I have students identify their names and move the name tag to a different pocket chart. I started by providing their picutre alongside their name (using visuals) and then later in the year, to monitor progress leave the picture out.

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4.C: Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.
The first picture is an image of a CD I use from Dr. Jean (Eng.+Span) for our morning time routine. We sing the months/days of the week/ Good morning songs in both languages which helps students make the connection between both. I have some students that are stronger in English and vice versa so it is beneficial to them to build vocabulary through song.
The other pictures are both anchor charts I have displayed in my class. I created these with my students, I used red for Spanish labeling and blue for English. Since we focus A LOT on procedures and routines etc. This was the first year I created these anchor charts with my students help. We talked about each part of our bodies and how they are all used when we are in school and I first labeled in Spanish. Then I went back and since I do have some strong English speakers we talked about what each part of our body is called in English. This helps again building vocabulary and the visuals are a great way for students to make the print to picture connection even though they are not reading at the moment.

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4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

In my kinder TWDL students are not only learning content but a new language. Students need a lot of visuals to give them cues of the learning expectations and language acquisition. The level of proficiency in Spanish vary. For example, some are proficient, other are emergent and many are beginners.

To help students understand the expectations are when showing
they are ready to listen and learn to the speaker at hand, I use the image of
the student sitting at a desk. We discussed what a good listener is and the
importance of the traits. Students see this image daily. It helps with
transition and set clear expectations.

Students in my class are learning a new language. Images to introduce new words are used constantly. With the support of other students, we then make sense of what we are learning in English so that the whole class understands what we are talking about. This gets students involved in the process of learning from their peers. A lot of the time I also use hand or body gesture with the word. It helps students make a connection to the word.

The last example is an image of a video I made to teach students the alphabet. It is an alpha chant in Spanish. Since my mouth is covered during instruction, I made a video so that students can see my lips and mouth movement to make the sound of the letter. I play it in class every day. We review the sounds and letter name with a hand gesture tied to each letter. This helps me assess if students are following allow as well. I may have a difficult time hearing them during these precedent times, but I can see if they are paying attention and following along.

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Emojis- these are placed in my classroom so students understand which language domain they are practicing; reading, writing, listening, speaking and middle one is for thinking, which is the metalinguistic connection domain.

Cognates- the students and I came up with a list of cognates they already know and what we have come across in our curriculum. We add to our list frequently.
The shapes one is the same concept but we added the visual support. Also, keeping English words in blue and spanish words in green will help student visually see which language it is.

Game- Educandy is a website to keep kids engaged and provide that extra language practice. We all know kids love games, so this has helped students match the math vocabulary in both languages.

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Tami Cahoon Reading Intervention 1st Grade

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Tami Cahoon Reading Intervention 1st Grade

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Competency 4.C- Differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

In this video, basic literacy decoding skills are being assessed. In this portion beginning sounds are reviewed as this is vital in literacy development. The picture names are given clearly and a teacher led example is shown.

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Competency 4.C-Differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

This is a sentence patterning chart. This is a great way to teach syntax to students. We created this together as a class. Many of the parts of speech came from students and I provided the others. Not only will this allow students to create more descriptive sentences but it will reinforce the concept of complete sentences. This sentence pattering chart is a bit more complex because it delves into personification, where inanimate objects now have human characteristics.

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Competency 4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

The first picture shows how I provide my students sentences frames they can chose from to share their thoughts and ideas. It is very helpful for students who are very shy and only give one word responses. On the bottom picture, I provided students with pictures and vocabulary words to help my ELL learners through a science lesson in English. Visuals help my students make connections to unfamiliar words or text. On the right hand side, I wrote the classroom schedule in Spanish and English. I wrote everything in pink for Spanish and everything in English in Black. This way they are able to see the differences and similarities between languages. It also allows them to chose which language they prefer to use.

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Competency 4.C: Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

The first picture is a YouTube video reminding students of short and long vowel sounds with an application through a word sort. They pause the video in order to allow think time for students to sort the words within the lesson. This is form of interactive technology incorporating phonology with basic phonemes. As this tool can be used whole class, with small groups, or individually, students can self-assess or teachers can have their sort turned in.

The second image is an example using vowel onsets to either find objects/picture cards that start with that sound or letter or could be a way to name the picture with the vowel clue. In this way it uses phonology, visuals for second language acquisition, and helps literacy development as students learn more vocabulary and build connections with how to spell words and learn letter-sound association.

Finally, using pictures, students can cut and sort them to pair them with their Spanish vowel sound. Both in the activity and after pictures have been sorted, second language learners can visually represent their learning and refer back to it. This can be a scaffold as some students may know their sounds, while others know the pictures' names in Spanish. In a group, students can work together with what they know to aid the others in learning and strengthen their literacy.

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Competency 4.C Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition and literacy development.

For this competency I used the EDL2 assessment. The acronym stands for Evaluación del desarrollo de la lectura. It is a Spanish reading assessment for dual language, bilingual, and immersion classrooms. EDL2 is the Spanish equivalent of DRA2. it's administered individually. This assessment gives me valuable information on each students' individual reading engagement at home, fluency, accuracy, vocabulary development, behaviors, comprehension, ability to reflect on the text and making connections. It informs what the student can do rather than can't. Based on the results, I set instructional goals that will aid in literacy development as the student progresses linguistically. It's based on Spanish language acquisition principles not translation.

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The first picture is the vocabulary from our current unit on balancing forces. TPR is used with each word and students, and myself, complete the motions each time we use the words in our discussions. It has been especially helpful since it incorporates a visual with academic vocabulary and helps the brain make a connection. The second picture is of Words Their Way sorts. Students are tested and placed into groups based on skills they are working on mastering. This allows for multiple levels of differentiation within the class. The third picture is of the pictures we added to our notes to help us remember what the word “habitat” means. Students came up with the pictures and we discussed why/why not an idea would fit into the category.