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BILITERACY Instructional Equity

BILITERACY Instructional Equity. Parallels in English and Spanish Reading. www.elenaizquierdo.com UNIVERSITY OF TEXAS AT EL PASO. Teaching for Transfer. Integrity. Accuracy. Impartiality. Equity. Fairness. Justice. Accelerating Reading Acquisition. Essential SKills.

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BILITERACY Instructional Equity

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  1. BILITERACYInstructional Equity Parallels in English and Spanish Reading www.elenaizquierdo.com UNIVERSITY OF TEXAS AT EL PASO

  2. Teaching for Transfer Integrity Accuracy Impartiality Equity Fairness Justice

  3. Accelerating Reading Acquisition Essential SKills • Essential Reading • Elements • Specificity • Intensity • Progress Monitoring • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

  4. Equity Parallels in English and Spanish Reading Teaching for Transfer Bilingual and ELL Learners Regardless of Model

  5. The "transfer" of knowledge and skills from one language to another refers to the metalinguistic and metacognitive processes and awareness that students gain in developing literacy in two languages. Teaching for Transfer What is transfer?

  6. Teaching for Transfer Bilingual/ELL Model This is Relianton the type of bilingual program model being used. Working within two language systems (Biliteracy), students' metalinguistic and metacognitive skills are enhanced when they learn about the similarities and differences between languages.

  7. Teaching for Transfer L1 and L2 Co-exist Concept of transfer necessitates the use of some of both languages in which both co-exist withflexibility In other words, for transfer to occur, comprehension of the "rules" and the realization of their applicability to the new language specific tasks are necessary.

  8. Reading Instruction Teaching for Transfer Simultaneous Biliteracy L2 Successive L1 ... Describes children’s literacy competencies in the two languages … to whatever degree …

  9. Key Findings Teaching for Transfer Targeted Focused Systematic Instructional Equity

  10. Equity Conventions of each language presuppose the reading process in that language. Consequently, systematic instruction in the appropriate sequence of skills is critical. Standards must be authentic to the Spanish language and not mere translations from English. ELAR and SLAR

  11. Equity English and Spanish look very similar on the surface Similar Alphabets Letter/Sounds Directionality Cognates However, the conventions of each language presuppose the reading process in that language.

  12. Equity Syllable Spanish, as opposed to English, has a closer letter-sound relationship and clearly defined syllable boundaries. • The syllablein Spanish is a more critical unit of phonological awareness because of the consistent phoneme-grapheme correspondence. • Syllables are important units for Spanish because of their strong effect in visual word recognitionand their major role in predicting Spanish reading success.

  13. Transparency Equity Spanish presents a high level of orthographic transparency - no sight words - for decoding. Orthographic transparency accelerates the decoding process, and the focus needs to quickly move to fluency and comprehension. Spanish uses frequency words that are identified by the rate of occurrence in grade appropriate text and used to build on fluency and comprehension. No sight words.

  14. Reading Methodology and Development “Sight" words are defined as words that are not sounded out (not decodable) such as "are" or "one." Spanish decoding issues are not as prevalent as issues ofcomprehension. These specific features of the Spanish language influence reading methodology and development. Spanish instruction maximizes access to English content.

  15. Strong literacy skills in Spanish phonemic awareness, phonics, vocabulary, and reading comprehensiontransfer those skills to English Extent of transfer determined by the strength of development in L1

  16. Equity Transfer matters occur within specific fundamentals of Language • Common to Spanish and English; • Within fundamentals that are similar, but not exact in both languages; and • In fundamentals specific to each language and not applicable to the other language. Extent of transfer determined by the strength of development in L1

  17. Transfer matters occurwithin specific fundamentals ofLanguage 1. Common to Spanish and English • Cognates My favorito animal • SOUNDS /m/ /l/ /n/ • LETTERS a e i o u

  18. Key Findings Equity Teaching for Transfer Targeted Focused Systematic L1 or L2 Instructional Equity

  19. An Acceleration Plan Prioritizes skills Pearson EQuity • Emphasis on Oral language • Provides an abundance of student reading material • Contextualized Vocabulary Development • Focus on Concept Development • Focus on word-reading strategies • Architectural Design • Aligns Language Arts Reading TEKS to Calle de Lectura/Reading Street • Side by Side • Authentic to L1/L2 - SLAR • Variety of literature • Developed from beginning • K/1st Readiness Text • Upcoming Prek Program

  20. Intermediate and Newcomers Instruction delivered with an Acceleration Plan that prioritizes skills • An abundance of high interest, high motivation student reading material; • A focus on early reading skills in Spanish; • Criticalfluency; and • A bridge for teachers to connect transferable skills between Spanish and English.

  21. Targeted Pearson Focused Systematic L1 or L2 Instructional Equity Instructional Equity • Authentic to the TEKS • Authentic to the specific L1 and L2 • Priority Areas • Critical Fluency • High Motivation & Interest Level Reading in L1 and L2 • Literature & Content • ELL Handbook • Transfer Skills

  22. Instructional EquityThe Path to Literacy Success Parallels in English and Spanish Reading www.elenaizquierdo.com Dr. Elena Izquierdo UNIVERSITY OF TEXAS AT EL PASO

  23. What do we need to know? Conventions of English VOWELS IN ENGLISH • 5 written vowels … AND ? • How many vowel sounds? 23

  24. English Vowels a e i o u … /i/ meat /u/ pool /I/ mitt /U/ pull /eI / mate / Λ / /ou/ oat /ε/ met / Ə/ /æ/ mat /a/ pot /ɔ /caught Izquierdo, 2001

  25. New sounds …to a e i o u … /i/ meat /u/ pool /I/ mitt/U/ pull /eI / mate /ou/ oat /ε/ met / Ə/ mutt /æ/ mat /a/ pot /ɔ /caught Izquierdo, 2001

  26. Two Phonological Systems; Two Grammar Systems; and Two Semantic Systems Syntactic Semantic L1 & L2L1 & L2 Graphophonics L1 & L2 Pragmatics 26

  27. What do we need to know? Spanish • The natural process utilizes the syllable as the pivotal point of departure for literacy development. • “Spanish is a syllabic language” … that is how initial reading has been developed and taught. ma me mi mo mu Mi mamá me mima. Oral language 53

  28. What do we need to know? Spanish The syllable is the nucleus for defining how to read words, how to spell words, where to divide words, where to accentuate a word, and how to make simple sentences. 28

  29. What do we need to know? English In English, “sounding out” is done by separating individual sounds.  ca t  /k/ /æ/ /t/ Spanish When “sounding out” in Spanish it is done through syllables: Mamá  ma - má manzana man - za -na sol  sol “Sounding Out” 29

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