authenticliteracyisabelcampoy10-12-11

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Authentic Literacy forOur Linguistically and

Culturally DiverseLearners

Welcome to the PCK IntensiveAnchor SeriesIsabel Campoy

October 12, 2011


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Essential Questions

How can I provide authentic literacyopportunities that are rigorous andrelevant forallstudents?

What does authentic literacy look likein my classroom?

How does authentic literacy connect

to the Framework for EffectiveTeaching and the Common CoreState Standards?


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with concrete tools you can use to increaseauthentic literacy opportunities for allstudents.with a deeper understanding of the students

we serve.with ideas on strategies that will support youin reaching Effective on the Framework forEffective Teaching.

excited to share ideas with colleagues inyour building.with a deeper understanding of what it willtake to get all students ready for the rigor ofthe CCSS.

invigorated and hopeful for what is possiblefor ou our collea ues and our students.


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Agenda

4:304:45 Welcome and Introductions

4:455:00 Creative Reading (Analyzing Text)IsabelCampoy

5:005:15 Making ConnectionsSchool Team Time

5:156:15 Using Mentor Texts for WritingIsabelCampoy

6:156:45 Dinner BreakSchool Team Time

6:457:15 Parent InvolvementIsabel Campoy

7:157:25 Making ConnectionsSchool Team Time7:257:30 Evaluations and Closure


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Look for Connections to . . .

Positive Classroom Culture andEnvironment

Standards-Based Goals High-Impact Instructional Moves Academic Language Development


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What we know aboutthe new standards

1. Higher literacy expectationsmorenonfiction reading and more analyticalwriting.

2. Students need to argue, persuade, groundideas in evidence.

3. Students need to explain their thinking, tomake connections, to apply their learning.

4. Students need independence and a sense ofagency and efficacygiving them theconfidence to tackle new material andrigorous tasks.


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Isabel Campoy


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Creative ReadingA transformative education

process

F. IsabelCampoy

Alma Flor Ada


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Effective Reading:A Dialogue Between Reader and

Text Effective reading is more than findingout what a text says.

It is not only a source of information

and entertainment but anempowering act:

For better understanding of self andothers.

A source of courage, dignity, kindness,generation, and hope to act as a morecapable protagonist of ones own life.


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Do not wait until child candecode

Children who learn early that thefundamentals of reading implyinteracting with texts become

more effective and motivatedreaders.

Children can interact with stories

they hear previouslyorconcurrently with learning todecode.


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Phases

Descriptive Phase

Personal Interpretive Phase

Critical/Multicultural/Anti-BiasPhase

Creative/Transformative Phase


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Descriptive Phase

To ascertain comprehension

of the story and its concepts To promote understanding of

the message of the text What? When? Where? How?

Why? type questions asked by

readers and answered by the text.


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Personal Interpretive Phase

To promote self-expression of feelings andemotions

To relate the text content to the readers

experiences How do you feel about this? Have you ever

experienced something similar? Knownsomeone similar? How do your

experiences differ? What would you do?


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Critical/ Multicultural/Anti-Bias

To engage in critical reflection Is this right, just, equitable, healthy? Who benefits or suffers from

situations similar to this? What are possible alternatives? What are the consequences? Is this inclusive? Who has been

excluded?


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Creative/TransformativePhase

The reader is moved to action by thetext

What do I know now that will

empower me? In which ways do I understand better

[myself, my reality, others]? How can I transform my inner self? How can I change my social reality?


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The Reader as Protagonist

Reading must be more than learning whata text has to say. It should help the reader:

Understand better the readers own self

Gain greater understanding of others, of socialrealities, and historical developments Become stronger and more courageous Recognize alternatives to all situations

Face life with renewed hope


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Descriptive Phase

To ascertain comprehension of thestory and its concepts How many sides does a square have?

Are all sides the same size? How many sides does a rectangle

have?A triangle? Do circles have sides?

What did the large figures say to thelittle ones?

P l I i


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Personal InterpretivePhase

To invite sharing personal experiences,feelings, and emotions How does it feel when other children

want to play with you? When theydont?

How does it feel when other people

treat you badly? When you treatothers badly?


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Critical Multicultural/Anti-Bias Phase

To promote critical reflection and anti-bias awareness

Was the big squares reason to forbid the little ones to playwith others valid? Why?

Do all people who have long hair (or live in the same street)think alike? Have the same taste? Can we tell the feelingsof a person just by the way the person looks? By thepersons language? The persons origin? What do you thinkof this?

Why do you think the shapes had such a wonderful timeplaying together?

What difficult things can happen when people who aredifferent play together? How can we prevent them?

What good things can happen? How can we promote thegood things?


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Transformative CreativePhase

To promote transformative attitudes What can we do when there are children

who do not want to play with us?

What can you do if you see someonetreating someone badly?

Is there someone you have not beenfriends with that you can invite to play

with you? Someone you can learn to knowbetter?


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School Team Connections

What connections are you making with yourschools Area of Focus for Effective Teaching? Yourpersonal Area of Focus?

What connections are you making to the Common

Core State Standards for Reading? How can you use your learning about Creative

Reading (Text Analysis) in your classroominstruction?


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Introduction

Authors in the Classroom


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WHERE I COME FROM

Recognizing the past to create a future

Where I come from


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Where I come fromF. Isabel Campoy

I come from a street that leads to the desert,


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And from a house with balconies facing thesea.

I come from clothes drying under the sun


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I come from clothes drying under the sun,and the smell of soap, of Mondays, of work.

I come from Maria and Diego


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I come from Maria and Diego,Peasants and poets, laborers of love.

I come from jumping rope and playingmarbles


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marbles,molding mud into cups and saucers,

building castles in the sand.

I come from rice and fried chicken,


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I come from rice and fried chicken,water melon, tortillas y pan.

I come from Be the best that you can be,F B d f i i d f


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From Be proud of your origins and fromNever give up!

I come from poverty and hard work,


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I come from poverty and hard work,I come from honor and pride.

I come from a place in the heart of my


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p yfamily

That always dreamt the dream of life,

I come from the faith in justice, in love,in peace.


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A PERSON IN MY LIFE

Singing to the unsung heroes in ourlives


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Dinner and


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School Team Connections

Door Prizes!Write your name on the blue stickynote at your table. We will pick them

up during dinner and have the drawingafter we eat.

S h l i


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Home-School Interaction:

Essential Practicesfor the Success of ELL

Students

F. Isabel Campoy

world


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begins with a strong sense of

self Positive self-esteem is nurtured at

home by parents who recognize theirheritage and honor their language

while preparing their children for thelearning of a second language andculture.

An Unfortunate Possibility


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An Unfortunate Possibility

When children internalizeshame regarding their languageand stop using it, the parents

role as educators is eroded. Theparents possibility to transmituniversal values, share the

family and cultural traditions,and provide the nurturing thatguides and protects theirchildren is jeopardized.

Parental Involvementi l C ll b i


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An Essential Collaboration

Schools need totake the

leadership forthis collaborationbetween homeand school to beactive andeffective.

Making Our Classroomsil C d


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Family-Centered

All children deserve a child-centerededucation.

Children are part of a family.

To be child-centered, education mustalso be family-centered.

Ensuring an Excellent Command


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of English

Acquiring English does not requirelosing the ability to use the mothertongue or stopping its development.

On the contrary, a strong mothertongue development is the bestsupport for learning English well.

Underlying LanguageAbili i


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Abilities

The differences between languagesare easy to perceive. Languagesdiffer in:

morphologyword structures

semanticsword meaningsyntaxword relations

phonologyword sounds

Yet the important underlyinglinguistic abilities are commonacross languages.

Communication is supported byskills that are common across


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skills that are common acrosslanguages

Asking and answering questions Providing details and exemplifying Comparing and contrasting

Enumerating Using emphasis, understatement Recognizing metaphors, humor, irony

Establishing rapport with the listenerand many more

In a Family-Centered Classroom,parents are visible in their role


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parents are visible in their roleas educators

Create a poster for each family sovisiting parents can see themselvesrepresented, and children will have

visual proof of the home-schoolinteraction. Secure ideas, sayings, words, advise

from parents. Display or turn intobooks.

Invite parents to share lifeexperiences.

Important Information


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Important Information

Meaningful and frequentconversations between parents andchildren contributes to the childrens

academic success, regardless of theparents educational level or socio-economic status.

Meaningful conversationrequires


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requiresa common language

Young children try to avoid using thehome language.

This unconscious decision is a result

of the perceived lower status of thehome language.

When children lose the ability to

communicate in the home language,the parents role as educators iseroded.

Schools can not substitutet


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parents

Substituting parents in the life ofchildren should not be a role of theschool.

Children whose possibility ofcommunicating effectively at home isreduced face future problems in lifedue to the lack of family support andprotection.

Topics for meaningfulti t h


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conversation at home

Describe everyday experienceswhatyou do; interesting things seen or heard;important moments; challenges; people

Share childhood memoriescompareand contrast with childs childhood;lessons learned

Explain who the members of the family

arepersonalities; likes, dislikes; lifeexamples

Reflect about life of grandparents and

efforts of those who preceded us

Sharing traditional folklore


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Sharing traditional folklore

Parents as well as teachers can enrichchildrens lives and vocabulary with: Fairy tales.

Legends and popular tales. Riddles. Tongue twisters. Songs. Rhymes. Poems.

Games. Proverbs and sayings.

Folklore offers many options


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Folklore offers many options

Bring the Parents to theClassroom


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as Educators

Parents can be present in theclassroom physically or through theirwords brought in by children.

Create posters or books with

sentences completed by parents:My family isWork is

Friendship isMy best advice for children is

Parents Occupations


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a e s Occupa o s

Have children learn about theirparents occupations and share themwith peers through words and

drawings.

Compare and contrastrealities


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realities

Comparing and contrasting areimportant skills. Teachers and parentscan engage children in comparing and

contrasting: Our childhood and theirs Life in our grandparents days and

today Life in another country and here What they could do last year and

now

Books for children to rememberwhat they can do


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what they can do

Learning to make decisions


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g

Teachers and parents shouldencourage children to understandthat in every situation there are

options. Facilitate that they understand

options and consequences of eachone.

Encouraging Reading atHome


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Home

Encourage parents to: Read daily with their children Make sure children have daily

reading time Become members of the public

library

Have children borrow books fromclass or school library

Set up a place for a home library and

give preference to books as gifts

THANKS!


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For devoting your lives to children For recognizing the importance of a

home-school interaction based on

respect and solidarity For valuing childrens home languageand culture

For recognizing the richness of

diversity and its contribution to oursociety

For being who you are

THANKS!


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For having chosen the challengingprofession of education

For your professionalism and your

caring For valuing your students family andsupporting the maintenance anddevelopment of their home language

so their parents will be able continuebeing their educators

Thanks


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For being who you are and doingwhat you do

May all your generous efforts

bloom!

Your Next Steps


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Your Next Steps

What actions will you take over the next

two weeks to develop and/or enhanceauthentic literacy opportunities in yourclassroom?

Concluding the Evening


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g g

THANK YOU! Please Complete evaluation form Give your team members a big high

five for joining you this evening

authenticliteracyisabelcampoy10-12-11

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