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.

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. 

 

                                          

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 1^st 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”.

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. 

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.