Post on 06-Apr-2018
transcript
8/3/2019 ACTFL 2011 Presentation
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About our program
Literacy Collaborative
LC in Action
Research and Practice
Group Discussion
Big Group Sharing
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King Chinese Immersion Program within the CambridgePublic Schools District
First Chinese immersion program in a public, non-charter, school in New England
A 5-year FLAP Grant starting in August 2010
15 years of an existing Chinese FLES program.
All students are required to attend Chinese classes inthe school
King School has a diverse student body representing17 nationalities and many different ethnic groups
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Two classes, maximum of 20 students in each classroom
Age ranging from 4.5-6 years; mixed JK&Ks
1/3 of students in each language group, some students havehad prior exposure in Chinese, some first time learners
Diverse social economic backgrounds (SES), multilingualurban environment
Cultivate strong family support on bilingual and globaleducation from young age
School community holds high expectation for teaching andlearning of Chinese language and culture
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Dual Language Chinese immersion program is a newstrand within the current school
8 hour school day - Students switch languages half day
Two teachers in each class - co-teach model
Thematic unit curricular streamlined with English class
Interdisciplinary units incorporate Chinese Language Artsthrough Literacy Collaborative with Math, Science, SocialStudies, Comprehensive Health and the Arts.
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Principal –Teachers
Principal - Teachers – Parents
Principal - Parents Teacher – Teacher Teachers – Students
Teachers – Parents
Students – Students
Parents – Parents
Principal - Community - Parents- Students-Teachers
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All students in the immersion program will develop bilingualliteracy and content-based competences through learningin both English and Chinese languages.
All students will enjoy learning in bilingual settings whiledeveloping multicultural understandings in and out of theclassroom.
All students will develop interpersonal and collaborativeskills.
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A Language and Literacy Framework for Literacy and theContent Areas (K-8)
Developed by Ohio State University in 1998, and licensed toLesley University in 1999.
Literacy Collaborative provides a research-based instructionalmodel that is student-centered, language-based and process-oriented. The model incorporates research-based methods of instruction while focusing on the complex strategies and skills of reading, writing, and using oral language.
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All children can learn to read and write,
Children learn about written language in an environment that is print-
rich,
Learning is a social process,
Learning is a constructive process,
An organized environment supports the learning process,
Powerful demonstrations are an important part of the learningprocess,
Children learn best when they are responsible for their own learning.
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It provides a framework that will allow teachers in both the English andChinese classrooms to work seamlessly together to deliver the bestcontent
It provides students with the same classroom routines and familiar activities in both classrooms
It provides multi-facet learning environment to promote students-teachers, students-students collaboration
It allows a learning environment to promote ACTFL’s 5Cs
It promotes effective differentiated instruction and daily formativeassessment
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Large-group area for focused whole class mini-lessons. Mini-lessons are 10 minutes whole class reading, writing, or vocabulary instruction followed by 30-40 minutes center activities and small group works. The segment is 60 minutes
each with a 10 minutes sharing at the end.
Small-group areas (for literacy circle)
Independent work areas
Guided reading and writing area (led by the classroom teacher
in small group) A print-rich classroom
Classroom library and browsing boxes
Centers
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Developed
with
children
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Independent Reading
Buddy Reading
Choice
Art
Vocabulary
Computer
Puzzles and games
Browsing box
Read the room
Write the room
Listening centers
Pocket charts
Dramatic Play
Sign Word center
Writing center
Literacy Circle
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Taking a look at the
conceptual framework,
evaluation & research on
Literacy Collaborative …
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Meaning cues come from children’s life
experiences Structure or syntax comes from knowing how
oral language is put together.
Visual information comes from knowing the
relationship between oral language andgraphic symbols.
Clay, M.(1993). An Observation Survey of Early Literacy Achievement . Portsmouth, NH: Heinemann
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From: Literacy Collaborative Research Studies
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From: Literacy Collaborative Research Studies
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From: Teacher Buy-In to a Whole School Literacy Reform Model: WhatPredicts Successful Buy-In to Literacy Collaborative? Linda Caswell, Director of Research, Center for Reading Recovery & Literacy Collaborative 1815 Mass Ave,
Suite 378: Lesley University
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Literacy Collaborative is the model used in Cambridge Public Schools Amigos
Spanish/English Dual Language Immersion Classrooms and has been found to be a
flexible framework that integrates the range of reading, writing, and word study
activities essential for promoting literacy. The three blocks (Language and Word
Study, Reading Workshop, and Writing Workshop) that are built around a foundation
of oral language enable the teacher to provide direct instruction through very specific
mini-lessons and guided learning in whole group and small group settings.
The Language and Literacy framework is particularly suited to a dual-language
school, where teachers must take into consideration their students’ native and
second language proficiency and tailor instruction to meet individual students’ needs.
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Three Groups
Program Implementation and Development(Gerald)
Teacher Collaboration and ClassroomPractices (Szu-Ming)
Curriculum, Assessment and Program
Operations (Vivian)
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What’s your biggest take-away?
What would you recommend to us and to theaudience?
Continue our sharing online on the ChineseImmersion Ning - http://chineseimmersion.ning.com/,
teacher blog - http://immersionchinese11.blogspot.com/, and
program wiki https://nihaoflap-kingimmersion.wikispaces.com/
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