Dual Language Books Created by the ELLs ( Grade 2, 3 and 4 ) Crescent Town P.S

1. Dual Language Books Created by the ELLs (Grade 2, 3 and 4)Crescent Town P.S Presented by Yasmin Hasan Natalia Kostiw Naiwang Sung April 2012

2. Agenda • Introduction • Why do languages matter? • Why use Dual Language Books? • Benefits in the Classroom • Code Switching? How it works? • Statistics (3 slides) • Unit Plan/Group activity • Strategies/Videos • Summary and Question

3. Why do languages matter?

4. Changing realties of Canadian Classrooms (Canadian Demographics at a Glance_ 2008) • More than 41% of all recent immigrants to Canada live in Toronto • 47% of Toronto’s population( 1,162,635) reported themselves as being visible minorities, In Toronto and Vancouver, one person in two would belong to a visible minority group in 2017. By 2025, immigrants will account for all of Canada's population growth • The largest visible minority groups are the Chinese and South Asians. In the latest projections of visible minority population, South Asians and Chinese would continue to be the two largest visible minority groups in 2017, with a population of just over 1.8 million each. The visible minority groups that might increase the most rapidly between now and 2017 are West Asians, Koreans and Arabs, with their populations increasing by 150%, 120% and 118% (2008) • According to TDSB Fall 2007 demographics data, 24,049 TDSB students ( 9.1%) arrived in Canada in the last 3 years. An additional 14,5567 ( 5.5%) arrived in the last 4-5 years. Remember it takes at LEAST 5-7 years to master English for success in school. • 51.9% ( 137,470) of TDSB students have a language other than English as their mother tongue or as primary language spoken at home

5. Statistic 3:

7. Crescent Town School Bengali:409; Urdu:160;English:90 Tamil:38 Chinese:23 Dari:13 90% of the students speak Mother Language rather than English

8. The Statistics 2:2006 STUDENT CENSUS: LINKING DEMOGRAPHIC DATA WITH STUDENT ACHIEVEMENTRobert S. Brown and Erhan SinayResearch Co-ordinators 07/08-06 April 2008 Achievement in Reading and Writing by Key Languages (Level 1 & below_Level 2_Level 3 & 4_Total No.) (grade7and8) Reading Writing L1 L2 L3&4 No. Albanian 11% 21% 68%190 13% 23% 64% 191 Arabic 14% 31% 55% 374 16% 30% 54% 373 Bengali 5% 19% 75% 525 7% 16% 77%525 Chinese 6% 17% 77% 4455 7% 18% 75%4454 Dari 15% 35% 49% 186 15% 41% 44% 186 Dari 21% 25% 54% 114 19% 33% 47% 114 English 12% 24% 64% 14996 13% 25% 62%14984 French 9% 24% 67%169 11% 22% 67%168 Greek 11% 26% 63%252 12% 24% 65%252 Gujarati 8% 26% 66% 597 9% 27% 64%597 Hindi 5% 17% 78%229 6% 16% 79%229 Korean 4% 17% 79% 603 4% 15% 81%603 (Farsi) 11% 31% 57% 714 13% 31% 55% 714 Reading Writing Portuguese 7% 31% 62% 146 12% 33% 55% 146 Punjabi 9% 26% 65% 577 9% 27% 64%577 Romanian 5% 13% 82%115 6% 13% 81%115 Russian 8% 22% 70%460 8% 23% 69%460 Serbian 5% 22% 74%185 7% 16% 77%185 Somali 18% 40% 41% 647 20% 39% 41% 645 Spanish 14% 33% 53% 561 16% 34% 50% 560 Tagalog 11% 25% 64%303 14% 19% 67%303 Tamil 10% 23% 68%1943 9% 23% 68%1943 Turkish 17% 38% 45% 152 21% 38% 41% 152 Urdu 11% 26% 63% 1181 12% 24% 64%1181 Vietnamese 7% 21% 72%595 8% 19% 73%594 • Student’s language groups and figures are based on data extracted from the TDSB’s Student Information

9. WHY use Dual Language Books?? Promote a general acceptance around the idea of having different languages in the classroom regardless whether a teacher speaks a given language or not Help students to take pride and confidence in their ethnicity and heritage and promote curiosity among children on the topics of language, culture and ethnicity Empower parents whose first language was not English to feel recognized and welcome to be involved in school environment Opening up opportunity to allow all children regardless of race or ethnicity to participate in reading programs

10. Benefits In the Classroom Allows teacher to bridge the gap for students whose language and culture prevent them from achieving their full literacy potential Provide a ‘comfort zone’ to minority language children , allowing them to participate in literacy activities and appreciate the context of stories. Allow native English speakers to come closer into contact with the richness of other languages, ( literacy and culture) Encourage parental involvement

11. Code Switching? How it works? Will find a great diagram of the brain scientific how the use of our first language influences reading/ writing/speaking in the second language. Develop both cognitive flexibility and divergent thinking.

12. Planning: Backward Design Key Words curriculum expectations, essentials, enduring questions, unit questions, important knowledge, big ideas, important concepts/process Identify desired results stage1 Determine acceptable evidence A variety of formal and informal assessments/evaluation Stage 2 Plan learning experiences and instruction Stage 3 Activities, resources, strategies, methods • What is backward design? To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are headed so that you better understand where you are so that the steps you take are always in the right direction. Stephen R. Covey The Seven Habits of Highly Effective People (p. 98) • The Backward Design Process

13. Unit Plan • OVERALL EXPECTATIONS: • 1.use speaking skills and strategies appropriately to present their fables to the class and school • 2. Writing process • 3. Identify a fable elements, make connections, infer and understand points of view. • Computer typing skills • Visual arts; painting skills/crafts CULMINATING TASK: 1.Creating and publishing a digital book in dual languages 2. Presenting the stories using Photo Story and Adobe Flash DETAILS TO CONSIDER: TIMELINE:4 months ACCOMMODATIONS: 1.Use dual language dictionary/books 2.Peer support/home language 3.Extending time 4.Visual support 5.Simplified vocabulary 6.Simple instructions 7.Letter sto parents in dual languages LEVEL 3 OR LEVEL 4 WORK WILL… 1.Demonstrate considerable knowledge and understanding of the topic 2.Use considerable critical thinking skills 3.Express and organize ideas and information with considerable effectiveness. 4.Applies knowledge and skills with considerable effectiveness. Enduring Understanding: Character traits help us deal with social problems to meet our community’s needs and wants. Concepts:Interdependence,Sustainability,Interraction,justice,courage, integrity FORWARD ACTION READ ALOUD:nonfiction/fiction Foci: character traits (E.Q/U.Q) 1.Explain How character traits help us deal with social issues in our community?(inclass and at home) 2. Tell about your own experiences related to the moral you learned. 3. What character traits does the character have? 4.what are examples and non-examples of the characters? 5.What are characteristics of a leader or a hero? SHARED READINGS: fables Foci: grammar/ elements of fable Parts of speech Synonyms/antonyms Suffix/prefixes Punctuation; quotation marks Characteristics of fable Similes/metaphors WRITER’S WORKSHOP: Foci:fable 1.Written retelling 2. Graphic organizers Venn diagram, KWL chart, noun chart, parts of speech chart 5.synonym/antonym 6 . Procedural writing 7.Letter writing 8. Analyze fable elements 9.Creating fables using writing Process 10.cinquain poem writing 11.Reading responses 12.Planning 13. Writing dialogues 14.Translation 15.Shared writing activities 16.Writing process 17.Typing skills/clip arts 18.Making posters in dual languages about character traits LITERACY WORKSTATIONS: 1.Reading( guided, shared, independent, read aloud) 2.Discussion 3.Presentation 4.Watching videos 5.Role-play/drama 6. Grammar study 7.Mapping 8.Questionary ( before/during/after) 9.Venn diagram/comparison 10.oral/written retelling( 11. reader’s theater 12.Anchor charts for BME/KWL/think-aloud/vocabulary 13.making plasticine animals 14.Prediction 15 visualization( Illustration) 16.Reading dual language books 17.Making announcements in dual languages about character traits INDEPENDENT READING: fictional stories Foci: multiple choices Comprehension questions 3R ( retell, reflect, relate) GUIDED READING: fables/of different cultures Foci: character traits graphic organizers Venn diagram/comparison Moral study Anchor chart unit questions Making connection Inference _evidence and character trait

14. Group Activity • Prompts for culminating tasks: • Poster • Reader’s theater • Slogan • Poem • A letter to ____ • Fictional story • Comic strips

15. Effective dual language strategies  Encourage students who are just beginning to learn English to write in their own language (example: initial journal responses).  Invite English language learners to develop ideas in their first language (example: mind mapping).  Give English language learners opportunities to work with same-language partners (example: think, pair, share in first language).  Develop some learning activities that take advantage of the first languages spoken in the class (example: compare numbers in various languages).  Invite students to produce dual-language assignments (example: create dual-language books).  Completing dual-language assignments such as a bilingual advertisement, for example, to attract visitors to a country or region  Working with same-language partners who discuss a problem and clarify information in the first language before switching to English  Creating multilingual displays or signs  Writing first drafts, notes, journal entries, and outlines  Providing bilingual support for newcomers, such as room partners or cross-grade tutors, who can highlight key concepts you want taught or translated

16. Pictures & videos to share

17. Summary- MEANING IS EVERYTHINGExperts tell us: Students who use their bilingual skills have been shown to develop both cognitive flexibility and divergent thinking.-Jim CumminsELLs use what they know in one language to help develop other languages. This positive transfer effect has been found to be particularly strong in reading. –Claude Goldenberg All students have something to say and something to offer from their background, even if it isn’t through English or the written word. It is our job as teachers to recognize and respect their needs and talents that can give them opportunities to benefit from an expanding culture and language knowledge and skills base to a new Canadian culture and English acquisition.