My Name

1. Day 3 CLR Secondary Fellows: It’s Not Just About Literacy, It’s About Their Lives!Presenter: Javier San Román, PreK-12 SEL Specialist

2. My Name

3. Javier

4. SEL Languages African American English (AAL) Chicano English (MxAL) Hawaiian Pidgin English (HAL) Native American English (NAL)

5. SEL Languages African American English (AAL) Chicano English (MxAL) Hawaiian Pidgin English (HAL) Native American English (NAL)

6. CLR requires teachers to V.A.B.B. Hollie, 2012

7. AAL Phonology • Consonant Clusters tes (test), ask (ax), cold (col) • Vowel Sounds tin (ten) pin (pen) • Th Digraph dis (this) dat (that) mout (mouth) • Reflexive R caw (call) Ca’ol (Carol)

8. MxAL Phonology • Clusters lef (left), ris (risk), cris (crisp), slep (slept) • Cluster Variation harware (hardware), mesum (met some) • V & Z Sounds fuss (fuzz), race (raise), lifes (lives), safe (save)

9. MxAL Phonology • Vowel Pairs /I/ /i/ pin (pen), din (den), tin (ten) • Syllable Stress tooday (today), deecide (decide), reefuse (refuse) • Circumflex Intonation Doont be baaad (Don’t be bad)

10. AAL Grammar • Past Tense Marker (ed) She visit us. • Possessive Marker That my sister car • Plural Marker (s) It only cost 99 cent

11. AAL Grammar • Present Tense Copula Verb She pretty. Who dat? • Multiple Negation He don’t have none. • Habitual/Durative Be They be buggin. She be at church.

12. MxAL Grammar • Prepositional Variation He was sitting in the couch. (He was sitting on the couch) • Indefinite Article (Regularization) She has a umbrella (She has an umbrella)

13. MxAL Grammar • Serial Negation I don’t know no stories (I don’t know any stories) • Intensifiers (all & barely) She’s all mad (She’s very angry) I barely got $5 (I only have $5)

14. Interactivity: Linguistic Case Scenario Pick an elbow partner Please read the case scenario silently and discuss (5 minutes). After you have discussed the case scenario have one partner record the evidence (5 minutes). We will debrief whole group

15. Discourse Patterns English AAL MxAL

16. Preamble from AAAMSLI Dr. Alfred Tatum We the Brother Authors, will seek to use language to define who we are, become and nurture resilient beings, write for the benefit of others and ourselves, and use language prudently and unapologetically to mark our times and mark our lives. This we agree to, with a steadfast commitment to the ideals of justice, compassion, and a better humanity for all. To this end we write!

17. The Long Storied Tradition David Walker 1785-1830, journalist from Massachusetts Walker’s Appeal, in Four Articles; Together with a Preamble, to the Coloured Citizens of the World but in Particular, and Very Expressly, to Those of the United States of America (September, 1829) Wrote the most radical abolitionist article of the time. Advocated for Self-determination, self-improvement and open resistance against oppression.

18. The Long Storied Tradition Olaudah Equiano, Biographer 1745-1797 Mandinka, 1255 AD Medu Neter Kemetic language David Ruggles 1810-49, Abolitionist, Journalist Paul L. Dunbar, 1872-1906, Poet You Should Know!!

19. The Long Storied Tradition Langston Hughes, 1902-1967 Poet, Novelist W.E.B Du Bois1868-1963 Scholar James Baldwin 1924-1987, Novelist, Essayist, Poet Walter Dean Myers 1937- Author Aaron McGruder 1974- Cartoonist Amiri Baraka, 1934-2014 Poet, Writer

20. The Mirror Although I didn’t fully realize it at the time, the vital signs of literacy development informed my practice as a teacher of adolescents. As an eighth grade teacher, I resented the fact that my (African American) boys made me an “at-risk teacher.” I was “at-risk” of failing them if my teaching didn’t enable them to absorb the curriculum. To solve my “at-riskness,” I had to care about my students despite their underperformance on reading related tasks, the tough exterior they projected, their adolescent immaturity, the resistance they displayed, and the challenges they posed to my teaching. I had to study and work hard to provide responsive instruction -Dr. Alfred Tatum, 2009. Reading For Their Life: Rebuilding the Textual Lineages of African American Males.

21. The 4 Vital Signs of Literacy Development P. 45 • Vital signs of reading and writing: decoding, questioning, comprehension, etc… The necessary minimum. (reading gap) • Vital signs of readers and writers are related to students’ lived experiences inside and outside of school; they reflect an improved human condition. (relational gap) • Vital signs of reading and writing instruction are intimately related to rescuing and refining the significance of literacy instruction and helping us conceptualize the rationale for providing it. (rigor gap) • Vital signs of educators’ approaches. Educational contexts must be characterized by caring commitment, competence, and culpability. (responsiveness gap) *These vital signs address four corresponding gaps: a reading achievement gap, a relational gap, a rigor gap, and a responsiveness gap Source: Dr. Alfred Tatum, 2009

22. p.75 Rebuilding the Textual Lineages of African American Adolescent Males

23. Rebuilding the Textual Lineages of Mexican American Adolescent Males

24. The Four Literacy Platforms Defining Self-personal self, cultural self, gendered self, economic self, community self, national self, and international self Becoming Resilient Engaging Others Building Capacity

25. pgs.91,92,93, & 94 Mediating Texts: Tatum’s Framework 4 Literacy Platforms: Defining Self, Becoming Resilient, Engaging Others, Building Capacity Introducing the text: getting students into the text right away by selecting a powerful excerpt Framing Question(s): Writing Connection: calling attention to the text as a language model and helping students see themselves as writers Mediating Texts Around One of the Framing Questions: Assign pages to be read. Begin with one page and discuss it together before releasing responsibility Evaluating the Discussion & Students’ Ongoing Needs

26. Enabling vs Disabling Literacy Instruction Disabling Literacy Instruction: Utilizing texts and instructional methods that ignore these young males need for a plan of action, a road map, and a healthy psyche. Reinforces a student’s perception of being a struggling reader incapable of handling cognitively challenging tasks. Enabling Literacy Instruction: Utilizes texts and instructional methods that promote a healthy psyche, provide a roadmap for being, thinking, and doing. Build student’s capacity as readers and their perception of themselves as capable scholars.

27. 4 Characteristics of Empowering Texts • The text promotes a healthy psyche. • The text reflects an awareness of the real world. • The text focuses on the collective struggle of the people. • The text serves as a roadmap for being, doing, thinking, and acting. Source: Tatum, 2009

28. Educators cannot walk away from what it means to be human when engaging adolescents’ multiple identities with reading and writing. They must experience their fullest selves during instruction. -Alfred W. Tatum

29. Resources

30. Overview of UBS Template-Made SimpleRead page 12 and examine page 14

31. Stage 1:Desired Results In Stage 1 designers consider the following elements. A variety of examples and design tools are provided to assist G: Unpack the goals (CCSS standards to derive the big ideas, key knowledge skills) K: Identify what students will know S: Identify what students will be able to do Q: Select/develop Essential Questions to guide inquiry into big ideas U: Frame the big ideas as specific understanding (“the student will understand that…”

32. Drafting a Design from Big Ideas Study the samples on pages 85-86 of Understanding By Design In triads Draft a Design from Big Ideas. We will use topics from either History or English to build understanding

33. Stage 2: Assessment Evidence Consider the following elements as you identify the evidence needed to determine the extent to which the desired results (Stage 1) have been achieved. OE: Identify the Other Evidence that will be needed T: Design authentic Performance Tasks R: Identify appropriate criteria and use them to develop the scoring rubric(s)

34. What Does the Goal Imply for Assessment? Study the samples on pages 152 and 153 In triads use post-its to fill out the template on page 154

35. Stage 3: Learning Plan/W.H.E.R.E.T.O. Consider the following as you develop the learning plan, mindful of the desired results identified in Stage 1 and the needed evidence in stage 2. Use the W.H.E.R.E.T.O. elements as you plan. W: help the students know where the unit is going and what is expected. Help the teacher know where the students are coming from (CLR piece) H: hook all students and hold their interest E: equip students, help them experience the key ideas, and explore the issues

36. W.H.E.R.E.T.O Design Cont’d R: provide opportunities to rethink and revise their understandings and work E: allow students to evaluate their work and its implications T: be tailored (personalized) to the different needs, interests, and abilities of learners O: be organized to maximize initial and sustained engagement as well as effective learning

37. Secondary CLR Fellows Project Overview

38. Fellows Task Pages 46-51 contain the 6 page lesson template that will be used to construct our unit of study An electronic version of the six page lesson template will be emailed to each Fellow. We will also attempt to utilize the My PLN platform as a hub for assignments, ppts, and all other Fellow tasks. The assignment due date has been extended from December 13 to January 12, 2015. In the interim 3 weeks between now and December 3rd classroom Research and Formative Assessment will be conducted along with professional reading homework assignments and a draft of Stage 1 & 2 of your unit.