Anchor Charts

Anchor Charts

I will begin by asking a rhetorical question...  Do you use anchor charts across contents in your classroom?

If your answer is "yes” or “no," then you should keep reading.  J

According to Merriam-Webster an anchor is defined as a person or thing that provides strength and support, or an object used to hold something firmly in place.  .   

With this definition in mind, let’s move toward its application in our classrooms.  Anchor charts are the artifacts of classroom learning communities.  Anchor charts make your classroom and the teaching and learning occurring very transparent. They facilitate the learning because they leave little doubt about what a student is expected to learn and provide a print rich classroom for students to reference and utilize.  Anchor charts displayed in the classroom facilitate the anchoring of student thinking and provide a visual reference for continued support as students learn. They also provide an opportunity to shift the responsibility of learning back to the learner.  Instead of the teacher being the only source of knowledge, they have learning artifacts to help them if they need support or a reminder. 

Things to remember as you are creating anchor charts in your classroom. (Cornerstone’s information about Anchor Charts, written by Wendy Seger)

1.      The anchor chart should have a single and clear focus.

 

2.    The anchor chart is co-constructed with students. The brain based research of Marcia Tate and other support the use of visuals to incorporate new learning into memory. When the visual represents a learning event that includes the students, it becomes an artifact of the learning experience. It has meaning for the students because they participated in its construction.

 

3.    The anchor chart has an organized appearance.  The information must be presented in a clear and comprehensible manner.  If the student can’t read the chart or find the statement of explicit instruction, then the students will not be able to use the chart when they return to it as a scaffold. 

 

4.    The anchor charts matches the learners’ developmental levels.  The language, amount of information, size of letters, the length of the sentences and amount of writing should all match the cognitive level of the students that will be using it. The complexity of the anchor chart should increase as the students get older. 

 

5.     The anchor chart supports ongoing learning.  The chart should be used by students and/or provide a scaffold for learning. 

 

Anchor charts displayed in the classrooms throughout our district provide foundational artifacts making transparent the teaching and learning occurring at Castleberry I.S.D. Please remember the anchor charts should be used across contents to provide that consistent resource for our students. 

Happy Anchor Charting!

 

 

Oral Language Development Strategies

I began this week super excited about the Esperanza training and the beginning of a new chapter of “hope” for CISD dual language primary students.  I felt as though the training went well and teachers were excited about starting Esperanza. I truly can’t wait to see the results of this program after our implementation.  Way to go Kinder and 2nd grade Dual Language teachers! :) 1st grade is training this week...

As the week progressed, I discovered yet another challenge for our dual language students.  I had the privilege of testing a Dual Language 5^th grade student in English.  She struggled with the decoding aspect of the English text, but had fantastic comprehension.  She brought to light the need for some teaching strategies to help the transitioning DL 5^th grade students achieve success in the all English classroom. The following approaches detailed in the article below will help ELLs, at every grade level, develop their oral language skills.

 

I found the article on the Colorín Colorado website:

Oral Language Development and ELLs: 5 Challenges and Solutions

By: Lindsey Moses Guccione (2012)

 

“In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.

Currently, I am fortunate to work with many teachers who have the opportunity to impact the lives of children and families who speak more than one language. As I work with these teachers and families, I have found five common and reoccurring challenges that they seem to face in the area of oral language development that parallel my own experiences. I detail these challenges and questions below, as well as suggestions for addressing each challenges based on strategies I used in my classroom.

Questions and Classroom Scenarios

1. What do I do if they don't know ANY English?

Understanding the characteristics of language learners at different proficiency levels helps to think about how we can best support students in their oral language and reading development. Below is a chart that gives a description of the first two levels of language proficiency as well as implications for using oral reading. This is a nice place to start when thinking about how to interact with and support our Starting and Emerging English speakers.

Levels of Language Proficiency	Description	Implications For Using Oral Reading
Level 1: Starting	Students are in a silent period in which they listen, but do not speak in English. They may respond using nonverbal cues in attempt to communicate basic needs.	The teacher and other more advanced students should model oral reading. Students in the silent period should not be forced to speak, but should be given the opportunity to participate in a group activity where they won't be singled out.
Level 2: Emerging	Students are beginning to understand more oral language. They respond using one- or two-word phrases and start to produce simple sentences for basic social interactions and to meet basic needs.	Teacher and students should continue to model oral reading. Students should be encouraged to begin taking risks with simple, rehearsed oral reading in non-threatening situations.

 

2. How do I provide instruction and support for the ELLs without holding back the students who are fluent in English?

Differentiation is the key to effective instruction for all students. Students of varying proficiency levels can learn the same content when the teacher provides a wide range of learning opportunities for students with different academic and linguistic needs. Three key strategies for this approach include differentiating or modifying the texts, creating grouping structures, and targeting the amount and nature of support based on students' needs (Opitz & Ford, 2008).

• Modifying the text: Teachers can differentiate the text by selecting various levels of text difficulty on similar content, or they can also divide the text up into smaller portions appropriate for certain groups/individuals for a jigsaw activity. Another idea is to summarize text that might be too difficult and provide ways to make the text more accessible (such as vocabulary support, visual support, connecting to background knowledge, etc.).
• Creating grouping structures that set students up for success: While some grouping structures can be established according to language or literacy skill levels and needs, it is also important to think about providing students exposure to interact with peers who demonstrate a wide range of different language and literacy skills. Additionally, teachers can improve engagement and motivation by creating choice/interest groups where students gather, read, discuss and work together on topics of common interest.
• Targeting the amount and nature of student support: It is important to think about scaffolding the experience and using comprehensible input to make it accessible for all students. Comprehensible input means that students should be able to understand the gist of what is being said or presented. There are many ways to do this, such as selecting key vocabulary, using context or visual cues, building background knowledge, building on experiences the students have had, using consistent language, and providing images or visual representations to support vocabulary and content. Teachers can support their students by embedding comprehensible input into their whole-group instruction, but this also becomes particularly effective when used in the different grouping structures. Teachers can also modify the amount of support and interaction between teachers and students depending on their individual and group needs.

 

3. This student knows English — I hear him talking to his friends and on the playground. He just doesn't want to try in class.

·         I have heard many teachers discussing variations of this same idea. However, I would caution teachers and parents about jumping to this conclusion. Academic language (or the language specifically related to school and/or academic content) can be complicated to acquire. Students often first develop social language and demonstrate near proficiency or proficiency in English in social settings. A student may be demonstrating sophisticated use of social language, but they may have difficulty using language in more formal settings such as school.

·         Much of the academic language required to be successful in school — everything from instructions to expectations to content-specific vocabulary — requires assistance in acquiring. Students hear and use their social language in various settings from home, community, and school, but academic language is often only used in the school setting. These students need specific instruction and support surrounding their language development in this area.

·         The same children who appear to be functioning at a high level of English proficiency in social settings may actually be functioning at a beginning stage in other settings, depending on how they are called on to use language. The students need to feel safe and in a low-anxiety environment in order to begin to feel comfortable taking risks with their oral language. When they have less exposure and instruction related to academic language, this can often cause students to feel intimidated and less likely to be willing to share in class.

·         One idea for reducing anxiety and encouraging students to experiment with language might include allowing students to read, practice, and discuss their responses in partners and small groups before sharing out to the entire group. This allows students an opportunity to hear language modeled by peers, practice what they want to say, and possibly revise their original thought and/or language before sharing it in a public way. As students find more success with their language production and classroom participation, they will be more likely to share and take risks, and in turn continue building their confidence.

 

4. How is the child ever going to learn English if they don't speak it at home?

It is important to celebrate being bilingual and biliterate. Research has shown that development of a students' first language can facilitate development in the second language (Genessee, Geva, Dressler, and Kamil, 2007). Understanding this helps parents, teachers, and children to encourage the use and development of the students' home language while they are at home. All of the home literacy activities that we recommend for English speakers, such as reading aloud, making lists, discussing books, reading environmental print, etc., should also be encouraged for the English language learners in their home language. Students can begin to use more English as they feel comfortable in different settings, but it is important to note that speaking two languages will not hinder their English development.

Another important idea to remember is that we want to invite parents to feel confident in their interactions with their children regardless of their English proficiency level. As they begin to read or retell stories and discuss them at home, they are developing vital oral language and comprehension skills, and these skills will transfer over into their school language.

 

5. What kinds of activities should I be doing to help the student develop their oral language and oral reading?

McCauley and McCauley (1992) report four factors as necessary for acquiring a second language: a low-anxiety environment, repeated practice, comprehensible input, and drama. These are all important components of setting children up for success and language development.

• A low-anxiety environment includes a setting where students feel nurtured and supported by their teacher and peers, and in turn, they feel safe to take risks without the fear of being laughed at or made fun of.
• Repeated practice is just like what it sounds! Students need repeated practice hearing and using a new language. They need multiple opportunities to comprehend and express their ideas in a new language. Like with anything new that we learn, practice helps us get better.
• Comprehensible input, as explained above, means finding different ways to make what is being said comprehensible and easier to understand. Things to consider with comprehensible input might include using speech that is appropriate for students' language proficiency, providing a clear, step-by-step explanation of tasks, and using a variety of techniques to support their understanding.
• Drama, or a sense of excitement and engagement, can be found in activities like Reader's Theatre, dramatic play, puppetry, narrating wordless picture books, etc. All of these activities also have the other three factors embedded within them. These activities assist in the development of oral language in addition to introducing students to oral reading and rich literacy experiences and responses in a classroom setting.

 

Closing Thoughts

As you can see from these questions and examples, there are a lot of different approaches to helping ELLs build their oral language development skills, and you may have to try different activities until you find what works for your students. The most important thing, however, is to build your students' confidence while giving them new words and phrases to practice. Don't be afraid to try something new — and most of all, don't be afraid to have fun doing it!” (Colorin Colorado online article, http://www.colorincolorado.org/article/50910/)

 

 

 

 

Esperanza... a chapter of "hope"

I’m back! I can definitely say the new school year is off and running, and so am I. With that said, I am so excited about our district’s investment in the Esperanza program.  For those of us that our bilingual, we know the word “esperanza” means “hope,” so it is my “hope” that this will be the key to improving Spanish literacy for our Dual Language students. 

The Esperanza program is a Spanish multisensory structured language approach for reading, writing and spelling. The goal of the Esperanza program is to provide a multisensory, sequential, systematic approach to achieve Spanish literacy. Esperanza provides a balanced approach to literacy, which is right in line with our district initiative on balanced literacy… YAY! Esperanza addresses phonological awareness, phonics, vocabulary, comprehension and fluency skills.   

Research states the successful development of the first language will facilitate the acquisition of the second language.  Research also states that it’s easier for children to acquire a second language than an adolescent or adult.  This is just one more reminder of how crucial the primary grades are in the development of bilingual and bi-literate students. 

 Esperanza’s early childhood program, called Lenguaje y Lectura, includes the following components: phonological awareness, the alphabetic principle, letter/sound correspondence, early reading and writing skills, oral language and comprehension. There are also activities for parents to implement and reinforce at home.  

The next level is designed for the emergent reader and its components help develop a strong structure of the Spanish language to help students with reading, writing and spelling. This level also includes vocabulary, fluency and comprehension. 

The goal of Esperanza is to systematically and cumulatively develop a strong knowledge of the structure of the Spanish language so students can read, write, and spell in their primary language.    

This is a brief overview of Esperanza and the goals of the program.  Of course as with all things, the success of the program will depend on the implementation and fidelity to the program components. 

I’m looking forward to the training in the coming weeks. J