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“How to help your child read and write in another language"

FLAP Immersion Parent Partnership Meeting Session 4

No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away.

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

We play hide-and-go-seek

And the girls wander near

They say, “Please let us hide.”

We pretend not to hear.

We don‟t care for girls

So we don‟t let them in.

We think that they‟re dumb

And besides, they might win.

What is “reading comprehension”?

Reading Skills

Reading Comprehension

reading fluency and accuracy

reading vocabulary

phonics

What is “reading comprehension”?

Reading Skills Literary Analysis

reading fluency and accuracy

reading vocabulary

phonics

comparing and contrasting

finding main ideas

character analysis

recalling details

Reading Comprehension

What is “reading comprehension”?

Reading Skills Literary Analysis

Language- Specific Skills

Students learn these skills by

actually reading in the second language (L2)

Cognitive Skills

Students may learn these

skills through the first (L1) or

second (L2) language.

Reading Comprehension

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What is “reading comprehension”?

Reading Skills Literary Analysis

Language Specific Skills

Students learn these skills by

actually reading in the second language (L2)

Cognitive Skills

Students may learn these

skills through the first (L1) or

second (L2) language.

Reading Comprehension

“Two-Balloon Theory”

Those who are against bilingual education have argued that learning in child‟s L1 limits his/her exposure to the L2 and inhibits its acquisition.

What I learned in L1

What I learned in L2

“Common Underlying Proficiency”

“Common Underlying Proficiency (CUP)” is the notion that the knowledge of content learned in one language can be transferred to a second language. CUP “makes possible the transfer of cognitive/academic or literacy-related skills across languages” (Cummins, 1992 p. 22)

“Common Underlying Proficiency”

surface features of L1

surface features of L2

“Common Underlying Proficiency”

surface features of L1

surface features of L2

Common Underlying Proficiency

“One-Balloon Theory”

Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages.

What I learned in L1

What I learned in L2

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Learning how to use a can opener

Advantages of Literacy Development through Home Language (L1)

Faster development of L2 proficiency (Collier, 1995)

Nurture the ability to process cognitively demanding academic tasks through the fully developed language system (L1)

Preservation of both L1 and L2 through additive bilingualism

Language Immersion Education for Native Spanish/Japanese Speakers

Promotes the use of minority languages in school context

Provides transition into English (L2) without losing home language (L1)

Provides supportive socio-cultural context with the perception of bilingualism as enrichment rather than remedial

“Literacy Analysis” Tasks Recalling information (when, where, who, what, how)

Sequence (recalling the story events in order)

Character Analysis (describe the characters in reference to their words, actions, etc.)

Compare and Contrast (characters, story to another story, etc.)

Inference (finding things not directly stated in the text through context clues)

Personal Connections (connecting the reader to the text in personal ways)

Predictions (finding what is going to happen next in the story)

Summary (Sum up the main ideas/details of the story)

Step 1: “Determine your child’s reading level”

A. If your child is not able to read at all, you read the text and then ask questions. Your child should respond to the questions orally.

Step 1: “Determine your child’s reading level”

B. If your child is able to follow the print, you read the text, and your child should follow your reading with his/her eyes on the pages. You then ask questions, and your child should respond to them orally.

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Step 1: “Determine your child’s reading level”

C. If your child can read independently, he/she should read the text. Then, at the appropriate moment, you stop your child and ask questions. Your child should respond to the questions orally.

Step 2: “How to select the reading text”

A. Even if your child is not able to read at all, still make sure your child can understand and enjoy the story.

Step 2: “How to select the reading text”

B. “90-10 Rule”

If your child is able to follow the print, or he/she can read independently, roughly 90% of the text should be understandable for your child. To check this, you or your child should try reading the first page of the book. If your child consistently mispronounce or is not able read 1 word out of every 10 words, the book may be too difficult for your child to enjoy.

Step 3: “This is NOT leisurely reading time.”

• Your child should be informed BEFOREHAND that this reading time is NOT going to be his/her leisurely reading time.

• Make your intentions clear to your child that this reading time is for you to help him/her beter understand what he/she is reading.

• Your child should have uninterrupted, leisurely reading time as well.

Step 4: “Establish reward system.”

• It may be helpful to establish some kind of reward system to positively reinforce this structured home reading time.

• Stickers on a calendar

• Points recorded on a sheet of paper

• Once the number of reading time reaches a certain amount, your child may be rewarded with frozen yogurt, an extracurricular activity, etc.

“Literacy Analysis” Tasks Recalling information (when, where, who, what, how)

Sequence (recalling the story events in order)

Character Analysis (describe the characters in reference to their words, actions, etc.)

Compare and Contrast (characters, story to another story, etc.)

Inference (finding things not directly stated in the text through context clues)

Personal Connections (connecting the reader to the text in personal ways)

Predictions (finding what is going to happen next in the story)

Summary (Sum up the main ideas/details of the story)

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No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away.

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

Recalling information (when, where, who, what, how)

“Who is speaking in this poem?”

Answer: “A boy.”

“What would boys do when girls want to play with them?”

Possible Answer: “They yell and scream and chase them away.”

No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away.

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

Sequence (recalling the story events in order)

“Can you tell me the games that the boys played in order?”

Answer: “Tag, stickball...”

“When did the boys say to the girls „Only for boys‟?”

Possible Answer: “When the girls wanted to join in playing stickball or racing the toys.”

No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away.

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

Character Analysis (describe the characters in reference to their words, actions, etc.)

“Why do these boys chase the girls away?‟

Possible Answer: “Because they don‟t want to play tag with girls.”

“How would you describe these boys?” “They are…?”

Possible Answers: “Not nice” “Mean” “Not friendly” “Exclusive”

No Girls Allowed By Jack Prelutsky

When we‟re playing tag

And the girls want to play

We yell and scream

And we chase them away.

When we‟re playing stickball

Or racing our toys

And the girls want to join

We say, “Only for boys.”

Compare and Contrast (characters, story to another story, etc.)

“How are these girls different from (similar to) the boys?”

Possible Answer: “The girls are nice, but the boys are mean.”

“What do these boys have in common with the boys in the story Sand Lot?“

Possible Answer: “The boys in Sand Lot are nicer than these boys because…”

We play hide-and-go-seek

And the girls wander near

They say, “Please let us

hide.”

We pretend not to hear.

We don‟t care for girls

So we don‟t let them in.

We think that they‟re dumb

And besides, they might

win.

Inference (finding things not directly stated in the text through context clues)

“Why did he say, „…and besides, they might win?‟ What is the real reason for these boys for not playing with girls?”

Possible Answer: “Because they don‟t want to lose to girls.”

We play hide-and-go-seek

And the girls wander near

They say, “Please let us

hide.”

We pretend not to hear.

We don‟t care for girls

So we don‟t let them in.

We think that they‟re dumb

And besides, they might

win.

Personal Connections (connecting the reader to the text in personal ways)

“What would you do if you were in this group of boys?”

Possible Answer: “I would play with the girls because I don‟t care if they win or not.”

“Do you sometimes feel like this boy?”

Possible Answer: “Yeah, sometimes I want to play only with boys because…”

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We play hide-and-go-seek

And the girls wander near

They say, “Please let us

hide.”

We pretend not to hear.

We don‟t care for girls

So we don‟t let them in.

We think that they‟re dumb

And besides, they might

win.

Predictions (finding what is going to happen next in the story)

“Do you think the boys will ever change their minds and let the girls in on their play?”

Possible Answer: “I don‟t think the boys will ever let the girls in on their games because they already said no 3 times in the story. They don‟t like them.”

We play hide-and-go-seek

And the girls wander near

They say, “Please let us

hide.”

We pretend not to hear.

We don‟t care for girls

So we don‟t let them in.

We think that they‟re dumb

And besides, they might

win.

Summary (summing up the main topic and important details of the story in his/her own words)

“Can you tell me in short what this story is all about?”

Possible Answer: “This is a story of boys with feeble masculinity and it displayed itself in their resistance to cooperate with the girls in a mature manner.”

Reading Skills (Kindergarten) (CA. content standards)

Identify characters, settings, and important events. (recalling information)

Connect to life experiences the information and events in texts. (personal connections)

Retell familiar stories. (recalling information)

Ask and answer questions about essential elements of a text.

Reading Skills (1st grade) (CA. content standards)

Identify text that uses sequence or other logical order. (sequencing)

Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). (predictions)

Respond to who, what, when, where, and how questions. (recalling information)

Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending. (recalling information, sequencing)

Reading Skills (2nd grade) (CA. content standards)

Restate facts and details in the text to clarify and organize ideas. (recalling details)

Compare and contrast plots, settings, and characters presented by different authors. (compare and contrast)

Compare and contrast different versions of the same stories that reflect different cultures. (compare and contrast)

Reading Skills (3rd grade) (CA. content standards)

Recall major points in the text and make and modify predictions about forthcoming information. (recalling details, prediction)

Follow simple multiple-step written instructions (sequence)

Determine what characters are like by what they say or do and by how the author or illustrator portrays them. (character analysis)

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Reading Skills (4th grade) (CA. content standards)

Compare and contrast information on the same topic after reading several passages or articles. (compare and contrast)

Follow multiple-step instructions in a basic technical manual (sequence)

Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. (character analysis)

Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (compare and contrast)

Reading Skills (5th grade) (CA. content standards)

Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. (inference, personal connections)

Identify the main problem or conflict of the plot and explain how it is resolved. (recalling information)

Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. (character analysis, compare and contrast)

Transferable and non-transferable items

across languages (selected items) Transferable Non-transferable

Word Knowledge

Reading Comp.

Writing

Meta-cognitive Skills

Letter-sound connection

Meaningfulness of print

Synonyms/Antonyms

Multiple-meaning words

Vocabulary

Language-specific word

structure

Text structures

Word recognition skills

Reading strategies

Print directionality

Story structure and

rhetorical devices.

Text structures

Writing domains

Writing strategies

Grammar features

Spelling features

Habits and attitudes

toward reading and

writing

Cultural schema

“Common Underlying Proficiency”

surface features of L1

surface features of L2

“Common Underlying Proficiency”

surface features of L1

surface features of L2

Common Underlying Proficiency

“One-Balloon Theory”

Proficiencies that involve more cognitively demanding tasks (ex. Literacy, content learning, problem-solving) are common across languages.

What I learned in L1

What I learned in L2

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What is “reading comprehension”?

Reading Skills Literary Analysis

reading fluency and accuracy

reading vocabulary

phonics

comparing and contrasting

finding main ideas

character analysis

recalling details

Reading Comprehension

What about other reading skills?

Language of encouragement and support

Facilitate occasions for reading/writing in Spanish/Japanese

Obtain books in Spanish/Japanese

Spark students‟ interests (“Dora the Explorer,” “Go, Diego, Go!” Pokemon, anime, popular English books translated into Spanish/Japanese etc.)

Connect and extend your child‟s learning in classroom

Study buddies (e.g., homework, play dates)

Technology-enhanced activities

Summary “How to help my child read/write

in another language” Establish independent and on-going

reading/writing routines in home language

Sync home reading/writing routines to current reading/writing lessons whenever possible (Source: English Language Arts Common Core State Standards: http://www.cde.ca.gov/ci/cc/)

Open to the opportunities for native peer support

Take advantage of engagement that technology provides

Thank you for participating!

We look forward to seeing you at the next Immersion Parent Partner session!

Session ５: Wednesday, February 15

“Straight-talk: parent-to-parent immersion forum”

Question and answer sessions with the panel of experienced immersion parents !

Topics include: “How can I support my child go through immersion education?”

“How can I support my child‟s teacher/school?”

“How can I support (or advocate for) immersion programs in the district?”