Language Arts / Dual Language FrameworkTwo-Way Classrooms

Grades 2 & 3 

August 18, 2014

Presentation Overview

Changes to Yearly Itineraries

Language Arts – Dual Language Framework overview

Daily time devoted to reading

Daily time devoted to writing

**Download the following while reviewing this presentation:• The Monolingual English and Dual Language Yearly

Itineraries • The 2nd/3rd 2-Way Language Arts / Dual Language

Framework • The Lesson Plan Cycle Terms

2014-2015• One page per 9-week

grading period! • Unit & Arcs listed• Reading & Writing in

same document• Writing connected to

reading genre or unit theme

• “Focus” SEs (readiness and tested objectives)

• “Embedded” SEs (supporting or spiraled objectives)

• Conventions SEs aligned to writing process

Grading Period Assessment  Pacing Guide  Texas Essential Knowledge

and Skills STAAR:  RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard

1st 9 weeks 38 Days

                    

Unit 1: Structural Patterns and Features of Literary Genres Week 1 Aug 25-29 (5 days)    Week 2 Sep 2-5 (4 days) 

ARC 1: Reading Fictional Texts – Fantasy   Writing: Reader’s Response Letters

Reading Focus TEKS: 3.8A, 3.8B

Embedded TEKS: 3.2A, 3.2B

 Writing TEKS: 3.20C, 3.20B, 3.29A, 3.29B Conventions: 3.23A, 3.23B, 3.23C

ARC 2: Reading Fictional Texts – Folktales   

Writing: (continued) Reader’s Response Letters  

Reading Focus TEKS: 3.5A, 3.5B  Embedded TEKS: 3.2B, 3.2C  Writing TEKS: 3.20C, 3.20B, 3.29A, 3.29B + conventions (see week 1) 

Week 3 Sep 8-12 (5 days)      Week 4 Sep 15-19 (5 days) 

ARC 3: Reading Fictional Texts – Realistic Fiction   Writing: Personal Narratives  

Reading Focus TEKS: 3.4B, 3.5A, Embedded TEKS: 3.2A, 3.5B  Writing TEKS: 3.17, 3.19A Conventions: 3.22A(i)(ii)(iii)(iv)(viii), 3.23B, 3.23C, 3.24C  

ARC 4: Reading Fictional Texts – Historical Fiction    Writing: (continued) Personal Narratives  

Reading Focus TEKS: 3.F19D Embedded TEKS: 3.F19A, 3.F19B  Writing TEKS: 3.17, 3.19A + conventions (see week 3) 

Week 5 Sep 22-26 (5 days)    Week 6 Sep 29-Oct 3 (5 days) 

ARC 5: Reading Drama   Writing: (continued) Personal Narratives  

Reading Focus TEKS:  3.8B, 3.F19D Embedded TEKS: 3.7A, 3.F19B   Writing TEKS: 3.17, 3.19A + conventions (see week 3) 

ARC 6: Reading Drama   Writing: (continued) Personal Narratives 

Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C   Writing TEKS: 3.17, 3.19A + conventions (see week 3) 

Unit 2: Structural Patterns and Features of Expository Genres Week 7 Oct 6-10 (5 days)       Week 8 Oct 14-17 (4 days)  

ARC 1: Reading Informational Texts    Writing: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic) 

Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B  Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G

ARC 2: Reading Informational Texts   Writing: (continued) Writing a Short Informational Text 

Reading Focus TEKS: 3.13A, 3.4A  Embedded TEKS: 3.F19B, 3.F19C  Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A + conventions (see week 7) 

 

Yearly Itineraries

Week 5 Sep 22-26 (5 days)    Week 6 Sep 29-Oct 3 (5 days) 

ARC 5: Reading Drama   Writing: (continued) Personal Narratives  

Reading Focus TEKS:  3.8B, 3.F19D Embedded TEKS: 3.7A, 3.F19B   Writing TEKS: 3.17, 3.19A + conventions (see week 3) 

ARC 6: Reading Drama   Writing: (continued) Personal Narratives 

Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C   Writing TEKS: 3.17, 3.19A + conventions (see week 3) 

Unit 2: Structural Patterns and Features of Expository Genres Week 7 Oct 6-10 (5 days)       Week 8 Oct 14-17 (4 days)  

ARC 1: Reading Informational Texts    Writing: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic) 

Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B  Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G

ARC 2: Reading Informational Texts   Writing: (continued) Writing a Short Informational Text 

Reading Focus TEKS: 3.13A, 3.4A  Embedded TEKS: 3.F19B, 3.F19C  Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A + conventions (see week 7) 

 

Monolingual English Language Arts

2014-2015 Yearly Itinerary Example

DL Language Arts 2014-2015 Yearly Itinerary

Example ARCs 5 & 6  Weeks  5 & 6 Sep 22- Oct 3 (10 days)   

English Language Arts Reading Drama  Writing to Learn  

Reading Focus TEKS:  3.8B, 3,F19D Embedded TEKS: 3.7A, 3.F19B   Writing TEKS: 3.17B 

Spanish Language Arts Reading Drama  Writing Process: (continued) Personal Narratives 

Reading Focus TEKS: 3.F19E, 3.5A Embedded TEKS: 3.F19B, 3.F19C   Writing TEKS: 3.17, 3.19A Conventions:3.22A(i)(ii)(iii)(iv)(viii), 3.23B, 3.23C, 3.24C 

Unit 2: Structural Patterns and Features of Expository Genres ARCs 1 & 2    Weeks 7 & 8 Oct 6-17 (9 days)     

English Language Arts Reading Informational Texts   Writing Process: Writing a Short Informational Text – Class ABC Book (Science/Social Studies Topic)  

Reading Focus TEKS: 3.13D, 3.F19E, 3.16 Embedded TEKS: 3.F19A, 3.F19B  Writing TEKS: 3.17, 3.20A(i)(ii)(iii), 3.31A Conventions: 3.22(A)(v)(viii), 3.23B, 3.23C(ii), 3.23D, 3.24A, 3.24B(v), 3.24, 3.24G

Spanish Language Arts Reading Informational Texts   Writing to Learn 

Reading Focus TEKS: 3.13A, 3.4A  Embedded TEKS: 3.F19B, 3.F19C  Writing TEKS: 3.17B  

 

Daily 50/50 Language Arts Block

SLA and ELA taught on the same day, each day

Different text selections Texts selections in Spanish differ from texts in English

Skills learned in one language transfer to the other language

Skills that do not transfer will be explicitly taught Past tense “-ed” endings in English language

wanted, passed

Monolingual English Language Arts and DL Language Arts

Monolingual English and Dual Language will follow the 2-4 week cycle

Same genre for Spanish Language Arts (SLA) and English Language Arts (ELA)Generally two weeks per genre (reading)

Focus SEs are different to avoid translation

Grade level teams will be able to plan together

Alignment

Lesson Framework

We’ve been looking at the Yearly Itineraries

Now, let’s look at what is happening

daily within the lesson framework

Activities 1 and 2

The Language Arts lesson plan cycle includes activities 1 and 2. However, both “activities” do not occur every day as they do in other content areas due to the 50/50 block.

For example, teachers may continue with Activity 1 for a few days before moving into Activity 2.

Activity 1 and Activity 2

Are:Reading and writing

Graphic organizers to use with reading and writing

A way to introduce a concept (Activity 1)

A way to go deeper with a concept (Activity 2)

Are not:Games

Activities that are out of the context of reading and writing

Worksheets

Activity 1

• Guided Practice• Side by Side Instruction • Lower Blooms• Depth of Knowledge

(DOK) level 1 or 2 task• Acquiring Knowledge &

Skills (Wiggins & McTighe)

Activity 2

• Guided Practice• Side by Side

Instruction • Higher Blooms• DOK level 3 or 4 task• Making Meaning -

reading & writing with metacognition (Wiggins & McTighe)

Activity #2 Reading

Independent or buddy reading can occur during Activity 2 with students drawing on metacognitive reading strategies.

Writing can occur during Activity #2

and is connected to the reading

genre.

Activity #2 Writing

Daily Time Devoted to Reading

Independent reading should occur each day while the teacher is conducting small group instruction.

Independent reading and/or paired reading should also occur during Activity 2 as the teaching cycle progresses.

Students might also be reading independently or rereading as they complete their “Writing to Learn” journals.

Opportunities for independent reading should include:

Small Group

Instruction

Other Content Areas

Bilingual Learning Centers

Activity #2

Language of the

Day

Bilingual Research Centers

Daily Time Devoted to Writing

Writing in DL Language Arts

• Two to four week cyclesConnected to Reading

• Daily time devoted to writing process

• Focuses on one language at a time

Writing Process

• Take notes• Respond to reading with text

evidence• Lesson reflection, metacognition • Make connections to learning or

world

Writing to Learn

Journals

Reading and Writing Occur Daily in Both Languages

Spanish:

Reading/ Writing focus lessons

Writing Process

English:

Reading focus lessons

Writing to Learn Journal

Time for writing process:With the exception of day 1, time for the writing process is built into every day in one language. The other language focuses on writing to learn.

Writing to Learn Journals:The other language of instruction continues with a reading focus for the entire lesson cycle with Writing to Learn Journals incorporated. In these journals, students take notes, respond to reading with text evidence, reflect on the lesson (metacognition), or make connections to learning.

Opportunities for writing throughout the day

Writer’s Noteboo

k and Writing to

Learn

Journal

Other Conte

nt Areas

Bilingual Learning Centers

Activity #2

Language of the Day

Bilingual Research Centers

Reflection“Effective biliteracy educators embrace a holistic, multilingual perspective on teaching, learning, and assessment that sees the two (or more) languages that each student speaks as complimentary parts of that student’s developing linguistic repertoire.”

~ Karen Beeman and Cheryl Urow, Teaching for Biliteracy, 2013

Please look for upcoming professional learning opportunities or for additional information, contact:

Claire Hagen AlvaradoLanguage Arts

Supervisorclaire.hagenalvarado@

austinisd.org

Donna LundElementary Language

Arts Curriculum Specialist

donna.lund@austinisd.org

Yvette CárdenasElementary Language

ArtsDual Language

Specialistyvette.cardenas@

austinisd.org

Julia HernándezElementary Social

StudiesDual Language

Specialistjulia.hernandez@

austinisd.org