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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