DE - Literacy Workshop Serie

Understanding Spanish Literacy in the DLI Classroom

agenda / roadmap

SESSION TWO December 5-7

SESSION ONE October 17-19

SESSION THREE March 5-7

exploration: similarities & differences between Spanish & English caution: assessments & assumptions in biliteracy

foundation: welcome & introductions reflection: the current state of literacy instruction

action: steps for teachers and administrators celebration: what you've learned and the impact it can have

session one follow-up work with DLI Specialists

session three follow-up work with DLI Specialists

session two follow-up work with DLI Specialists

foundation

to deepen your understanding

to engage you in the work

triple track agenda

WHY???

to model strategies that you can implement in classrooms and meetings

foundation

professional courtesies

• engage fully

• use technology for learning

• notice what presses on your values & beliefs, and what doesn't

• monitor your impact on the "room"

• take care of the group

• have fun

foundation

building community: a way to get to know one another

• join your assigned Zoom room (click button when prompted)
• take note and remember your Zoom room number

foundation

building community: a way to get to know one another

• join your assigned Zoom room (click button when prompted)
• take note and remember your Zoom room number

• take turns sharing (ONE minute per person):
• your name and role/job
• your favorite thing about your role/job
• something unique about yourself

foundation

building community: a way to get to know one another

• join your assigned Zoom room (click button when prompted)
• take note and remember your Zoom room number

• take turns sharing (ONE minute per person):
• your name and role/job
• your favorite thing about your role/job
• something unique about yourself

• determine the most unique thing shared within your group
• select one person to be the speaker for your group
• watch the countdown timer to know when you will rejoin the whole group
• listen for your Zoom room number to be called and your speaker will share the most unique thing from your group

building community: a way to get to know one another

Share the most unique fact from your Zoom room.

foundation

Our team has trained 1000+ teachers and leaders in states across the country.

strategy harvest: engagement you can use in the classroom

agendaprofessional courtesies building community countdown

foundation

learning outcomes

Develop understanding of the Language FIRST biliteracy standards in the contexts of Spanish and English. Take stock of the current state of literacy instruction in your Spanish DLI program. Know the similarities and differences between Spanish and English, and how they impact literacy development. Consider implications for instruction when honoring the contextual and linguistic integrity of Spanish and English. Begin to understand the ways in which Spanish language/literacy instruction transcend philosophical approaches.

foundation

what we're here to do...

• prompt reflection

• encourage questions

• provide insights into the Spanish language

• explore similarities and differences between Spanish and English

• explore implications of today's content on instruction of foundational literacy skills in Spanish

foundation

what we're NOT here to do...

• tell you what to do

• answer every question about literacy philosophy

• take a strong stance on any particular literacy philosophy/program over another

• give an exhaustive play-by-play of how to teach Spanish and English

• advocate using programs designed for English to teach Spanish literacy

foundation

Language FIRST

is an approach to dual language immersion thatfocuses on minority language development in order to help students reach high levels of bilingualism/biliteracy & cultural competence.

Language FIRST

foundation

Language FIRST

Language FIRST

foundation

SPANISH = ENGLISH

Language FIRST

foundation

Language FIRST biliteracy & counterbalanced instruction (bci)

foundation

standards and success indicators

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Language FIRST biliteracy & counterbalanced instruction (bci)

foundation

standards and success indicators

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Language FIRST biliteracy & counterbalanced instruction (bci)

foundation

standards and success indicators

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Language FIRST biliteracy & counterbalanced instruction (bci)

foundation

standards and success indicators

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Language FIRST biliteracy & counterbalanced instruction (bci)

foundation

standards and success indicators

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

foundation

3 - 2 - 1 + 1: considering, exploring, questioning

In your Zoom room:

1. Take 1 to 2 minutes to carefully read the Language FIRST biliteracy & counterbalanced instruction standards on page 4 of your packet.
2. Take 5 minutes to silently complete the 3-2-1 stems on page 5 in your packet. Leave the +1 column blank.
3. Take 13 minutes to share your thoughts as a group in “round robin” style. Begin with the 3, followed by the 2, and lastly the 1.
4. As your group-mates share, when you hear something that resonates, add it to your +1 column.

3 - 2 - 1 + 1: considering, exploring, questioning

Add a comment to the chat box about 2 ideas you would like to explore.

reflection

science of reading

balanced literacy

reflection

Literacy instruction must emphasize...

• phonological awareness (ability to recognize sounds in oral language)
• phonics instruction (ability to map sounds onto symbols - spelling patterns)
• foundational skills (concepts of print, decoding)
• comprehension skills & strategies
• exposure to academic language across topics
• vocabulary acquisition
• morphological skills (explicit exploration of parts in words and their meaning)
• making predictions, inferences, and connections
• developing metalinguistic awareness (ability to reflect on and evaluate language)
• developing oracy (meaningful discussions about literacy, language functions and structures (grammar & syntax), and vocabulary through reading aloud, reading in pairs, etc.)
• exploration of text types and writing genres
• meaningful choices to increase student engagement with learning
• exposure to as many books as possible on a variety of topics and reading levels

reflection

In DLI programs, we also have to know that . . .

session two: exploring differences between Spanish and English

see/hear/feel: dive into the standards & success indicators

session one follow-up work with DLI specialists

strategy harvest: engagement you can use in the classroom

agendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel (follow-up work with DLI Coaches)

We look forward to seeing you in December!

session 2 of 3

Welcome to Session 2 of Understanding Spanish Literacy in the DLI Classroom

agenda / roadmap

SESSION TWO December 5-7

SESSION ONE October 17-19

SESSION THREE March 5-7

exploration: similarities & differences between Spanish & English caution: assessments & assumptions in biliteracy

foundation: welcome & introductions reflection: the current state of literacy instruction

action: steps for teachers and administrators celebration: what you've learned and the impact it can have

learning outcomes

Develop understanding of the Language FIRST biliteracy standards in the contexts of Spanish and English. Take stock of the current state of literacy instruction in your Spanish DLI program. *Know the similarities and differences between Spanish and English, and how they impact literacy development. *Begin to consider implications for instruction & assessment when honoring the contextual and linguistic integrity of Spanish and English. Begin to understand the ways in which Spanish language/literacy instruction transcend philosophical approaches.

grounding: one word

1. Think of a word that describes how you are feeling about being here today. 2. Share the word in the chatbox.

strategy harvest: engagement you can use in the classroom

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session twoone word

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

partner language prioritization

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

partner language prioritization

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

teacher collaboration

partner language prioritization

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

teacher collaboration

cross linguistic connections

partner language prioritization

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

decision maker engagement

teacher collaboration

cross linguistic connections

partner language prioritization

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

balancing content & language

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

decision maker engagement

teacher collaboration

cross linguistic connections

partner language prioritization

see/hear/feel: dive into the standards & success indicators

session one follow-up work with DLI specialists

Please share:

• a sucess indicator that your program demonstrates 80% of the time or more.

• a sucess indicator that your program does NOT demonstrate 80% of the time.

• something you’d see, hear or feel if your program began to reach 80% in most of the success indicators.

Language FIRST biliteracy & counterbalanced instruction (bci)

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

Exploring biliteracy and the similarities & differences between Spanish & English.

Biliteracy definition

Escamilla et al. (2014) describe biliteracy as, (as cited in Tedick & Lyster, 2020, pgs. 237-238).

"a holistic and complete system of bilingual learning (including oracy, reading, writing, and metalinguistic development) that develops in an integrated way across two languages"

How do we support biliteracy development?

"Literacy approaches need to be language specific . . .

"...but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction."

(Tedick & Lyster, 2020, p. 238).

"Literacy approaches need to be language specific . . .

"Literacy approaches need to be language specific . . .

"...but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction."

(Tedick & Lyster, 2020, p. 238).

linguistic interdependence hypothesis - Cummins (1979, 1981)

"Literacy approaches need to be language specific . . .

"Literacy approaches need to be language specific . . .

"...but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction."

Conceptual Skills

(Tedick & Lyster, 2020, p. 238).

linguistic interdependence hypothesis - Cummins

"Literacy approaches need to be language specific . . .

"Literacy approaches need to be language specific . . .

"...but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction."

Spanish

Conceptual Skills

(Tedick & Lyster, 2020, p. 238).

linguistic interdependence hypothesis - Cummins

"Literacy approaches need to be language specific . . .

"Literacy approaches need to be language specific . . .

"...but there are also important ways to connect literacy instruction in each language that converge into what is called biliteracy instruction."

Spanish

English

Conceptual Skills

(Tedick & Lyster, 2020, p. 238).

linguistic interdependence hypothesis - Cummins

Effective biliteracy instruction . . .

takes into account the similarities and differences between English and the partner language and aligns teaching & assessment practices accordingly.

Spanish & English similarities

• alphabetic by nature
• cognates (Latin-based languages)
• foundations in alphabetic and print knowledge
• text decoding applications

• comprehension strategies
• S-V-O word order
• use of affixes (including common prefixes)

Locate this document on page 5 in your packet. As we review the next slides, add your thoughts to the third column.

exploration

/c/ /a/ /t/ = cat

In English, teaching the letter names and individual sounds is important.

Mm ma me mi mo mu

But in Spanish, understanding the sounds within the unit of the syllable is important.

In English, teaching letter names and sounds to build phonemic (individual sound) awareness takes place in the prereading stage.

But in Spanish, building phonemic (and phonological) awareness* takes place as students learn to read and write.

*the ability to hear & manipulate spoken units of sound in words & sentences

c_t c_t b_t b_t kit --> kite

In English, consonants are learned before vowels.

But in Spanish, vowels are learned first and then paired with consonants to form syllables.

round robin reflection: integrating our thoughts

1. Enter your Zoom room when prompted. 2. Consider your written reflections/notes and decide how you will complete the following sentence... "In terms of my teaching and assessment this is making me think about ___________." 3. Participate in a "round robin reflection" in which each person shares their sentence without crosstalk. 4. Once everyone has shared, elect one person to share their completed sentence once you return to the whole group.

strategy harvest: engagement you can use in the classroom

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session twoone wordround robin reflection

Example in English: c (onset) + an (rime)

Students read and/or create words such as pan (p+an), fan (f+an), etc.

In English, knowledge of onset and rime facilitates the decoding of words and the ability to spell and write them correctly.

Example in Spanish: pattern of changing word endings

But in Spanish, knowledge of onset and rime is not as important as the syllable or changing word endings.

The word ending conjugations change based on the subject. (verb: comer)

In English, sound/symbol relationships are opaque and take longer to master. There is very little one-to-one correspondence.

But in Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).

In English, fluency IS a predictor of comprehension.

But in Spanish, fluency is NOT a predictor of comprehension.

In English, fluency expectations for third-grade students based on words per minute is 139 -166.

In Spanish, fluency expectations for third-grade students based on words per minute is 85-99.

most valuable point (MVP): integrating our learning

1. Reread your notes on the differences we have discussed so far today. 2. Place a star next to the most valuable point from this morning. 3. Join your Zoom room and share your most valuable points. 4. Come to agreement about the MVP to share with the whole group and decide on a spokesperson for your group. 5. Rejoin the whole group and be ready to share one MVP from your group.

strategy harvest: engagement you can use in the classroom

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session twoone wordround robin reflection MVP

See you in March!

session 2 of 3

Welcome to Session 3 of Understanding Spanish Literacy in the DLI Classroom

addalingua facilitators: Stephanie Irizarry Lindsay Peralta

agenda / roadmap

SESSION TWO December 5-7

SESSION ONE October 17-19

SESSION THREE March 5-7

foundation: welcome & introductions reflection: the current state of literacy instruction

exploration: similarities & differences between Spanish & English caution: assessments & assumptions in biliteracy

action: steps for teachers and administrators celebration: what you've learned and the impact it can have

Language FIRST biliteracy & counterbalanced instruction (bci)

red threads

balancing content & language

common language targets

Our program explicitly teaches non-transferable linguistic features in both languages of instruction and encourages cross-linguistic connections while remaining in the language of instruction.

Our program focuses on students meeting literacy expectations in the primary language(s) of instruction at each grade level.

Our program practices “Language FIRST” counterbalanced instruction by incorporating common language targets into content area planning and teaching.

Our program faithfully implements common language targets specific to the minority language across grade levels as part of a strong literacy program.

decision maker engagement

teacher collaboration

cross- linguistic connections

partner language prioritization

"Several additional concerns, related to parallel Spanish/English literacy programs, need to be discussed. The first is that English-based literacy programs are focused on literacy issues that are specific to English. Gersten & Jiménez (1998) and Goldenberg (1998) believe that notions of universal or parallel literacy programs are based on the logic that both English and Spanish are alphabetic languages, and therefore share many conventions and traditions. They go on to say, however, that aside from logic, there is little actual research to support the universal application of literacy teaching between Spanish and English" (Escamilla, K., 2000, p. 112).

action

Resources & strategies that support ongoing foundational spanish literacy instruction

action

The examples selected for this slide deck correspond to the differences in Spanish referenced in your second online session.

Please take notes on these examples and build upon them using your knowledge of Spanish foundational skills in literacy!

Remember: Even if you don't currently have access to the Spanish Language Frameworks, you can use the examples you see as a launch for your own ideas!

action

grapheme

phonics

phonemic awareness

important definitions

phonological awareness

transparent/ opaque

onset and rime

action

syllabic instruction

In Spanish, the syllable is foundational in teaching children to decode words.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

action

phonics & phonemic awareness

In Spanish, students' phonics/phonemic awareness is directly connected to their ability to understand the writing system - regardless of age.

elementary

phonics & phonemic awareness

In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.

expressions booklet information

elementary

phonics & phonemic awareness

In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.

expressions booklet information

elementary

phonics & phonemic awareness

In Spanish, phonemic and phonological awareness are NOT prerequisites to reading. Instead, they develop and benefit students within the context of reading and writing.

expressions booklet information

secondary

four-minute meeting: processing our learning

1. You will join a Zoom room with two other people. 2. Take one minute to introduce yourself to the others in your group. 3. Then, use one minute per person to share your thinking with respect to the following question:

In relationship to the slides we've explored so far, what's on your mind as you think about your own instructional practice?

strategy harvest: engagement you can use in the classroom

session twoone wordround robin reflection MVP

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session threefour-minute meeting

action

vowels first

In Spanish, vowels emerge before consonants. Then we pair them with consonants to form syllables.

elementary

action

word-ending pattern changes

In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.

elementary

action

word-ending pattern changes

In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.

word feature

grammar

elementary

action

word-ending pattern changes

In Spanish, knowledge of onset and rime are not as important as they are in English. Instead, children notice the pattern of changing word endings.

word feature

grammar

secondary

chat box stop & jot: processing our learning

1. Stop what you're doing. 2. Think about these two questions: 3. Jot (in the chatbox) some of your ideas!

In what way might you leverage grammar at your grade level to enhance Spanish foundational skills? In what way might you leverage word feature study at your grade level to enhance Spanish foundational skills?

strategy harvest: engagement you can use in the classroom

session twoone wordround robin reflection MVP

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session threefour-minute meetingchat box stop & jot

action

Ultimately, we hope that exploring some of these addalingua resources will inspire you to deepen your students' understanding of sound/symbol relationships by:

sound/symbol relationships

In Spanish, sound/symbol relationships are transparent. Students can master them and move from emergent writing (strings of letters) to more sophisticated writing (phonetically-based invented spelling).

• leveraging the transparency of Spanish (students can count on letters sounding like the sounds we teach them).

• supporting them as needed with quick and contextualized help (such as the ideas/strategies we've shared here).

• ensuring that you're NOT determining intervention groupings based on English-generated norms or subtests in literacy.

one word waterfall: integrating our learning

1. Think about your three sessions with addalingua and what is in your notes. 2. Select one word which summarizes this experience or what you've learned. 3. Type your one word in the chat box, but DON'T hit enter yet. 3. When you hear your facilitator say "waterfall", hit enter to view all of the words fall into the chat!

strategy harvest: engagement you can use in the classroom

session twoone wordround robin reflection MVP

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session threefour-minute meetingchat box stop & jot one word waterfall

Let's take a break!

glows & grows: celebration

foundation

traffic light: reflection

foundation

What is something you will STOP doing as a result of your learning today?What is something that you will CONTINUE doing as a result of your learning today? What is something you will START doing as a result of your learning today?

strategy harvest: engagement you can use in the classroom

session twoone wordround robin reflection MVP

session oneagendaprofessional courtesies building community countdown learning outcomes here to do/not to do see/hear/feel

session threefour-minute meetingchat box stop & jot one word waterfall grows & glows traffic light

We hope to see you there!

Join us for Language First professional learning!

As we wrap up with Q & A, please fill out this survey!

References

Anthony, Jason; Williams, Jeffrey; Durán, Lilillian; Gillam, Sandra Laing; Liang, Lan; Aghara, Rachel, Swank, Paul; Assel, Mike & Landry, Susan (2011). Spanish Phonological Awareness: Dimensionality and Sequence of Development During the Preschool and Kindergarten Years. Journal of Educational Psychology, 103:4, 857-876. DOI: 10.1037/a0025024. Briceño, Allison (2017) Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts, NABE Journal of Research and Practice, 8:1, 111-132, DOI: 10.1080/26390043.2017.12067799 Clay, M.M. (1993). Reading recovery: a guidebook for teachers in training. Portsmouth, NH: Heinemann. Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: National Dissemination and Assessment Center. Cummins, J. (2005). Teaching for Cross-language Transfer in Dual Language Education: Possibilities and Pitfalls. TESOL Symposium on Dual Language Education: Teaching and Learning in Two Languages in the EFL Setting. Istanbul, Turkey: Bogazici University. Escamilla, K. (2000). Bilingual Means Two: Assessment Issues, Early Literacy and Spanish-speaking Children. Washington, DC: A Research Symposium on High Standards in Reading for Students from Diverse Language Groups: Research, Practice & Policy. Escamilla, Kathy. (1999). Teaching Literacy in Spanish. In R. DeVillar & J. Tinajero (eds.), The Power of Two Languages 2000. New York: McMillan/McGraw-Hill, 126-141. Hasbrouck J,. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Marzano, R.J. & Pickering, D.J. (2010). The Highly Engaged Classroom. Marzano Research Laboratory. Bloomington, IN. Nagy, William & Townsend, Diana (2012) Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47:1, 91-108, DOI: 10.1002/RRQ.011. Secretaría de Educación Pública (SEP, México). 2010. “Estandares Nacionales de Habilidad Lectora.” Serravallo, J. (2019). El libro de estrategias de escritura: Guía completa para formar escritores hábiles. Heinemann. Portsmouth, NH. Serravallo, J. (2019). El libro de estrategias de lectura: Guía completa para formar lectores hábiles. Heinemann. Portsmouth, NH. Seymour, Philp; Aro, Mikko; Erskine, Jane (in collaboration with COST Action A8 network) (2003). Foundation literacy acquisition in European orthographies, British Journal of Psychology, 94 143-174. Tedick, D.J., Lyster, R. (2020), Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge. New York, NY.

academic word list

Students tend to

acquire literacy in Spanish 2.5 years sooner than in English, partly because of its transparent orthography (most letters in Spanish correspond to one sound rather than multiple sounds as in English).

• Literacy instruction, particularly during early literacy development MUST be connected to meaning. In English, fluency is a predictor of comprehension. In Spanish, it is not. Because of the syllabic structure and transparent spelling system, students can decode fluently without understanding what they've read.

science of reading

Science of reading is a method of teaching literacy that starts with phonics instruction. Letter names and sounds are taught so students can sound out (decode) simple words before there is a focus on meaning.

balanced literacy

Balanced literacy is a method of teaching reading and writing that is meaning based. Decoding is taught as students make errors. Students are encouraged to practice skills on their own or in small groups. The goal is to foster a love of reading and writing in students.

Literacy programs

designed specifically for English and then translated to Spanish do not take into account the important differences in the internal structure of the languages. For example, in Spanish, it is important to blend and segment the syllable unit of words. In English, it is important to blend and segment onset and rime.

Conceptual skills

transfer between languages (Cummins, 1989), surface language features require explicit instruction. For example, the skill of learning to read from left to right will transfer between Spanish and English. The sounds and spelling patterns of verb endings require more explicit instruction.

• Literacy instruction should include cross-linguistic connections.
• Literacy instruction should delineate which skills transfer and which don't in order to make the most effective use of time.