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Fall Webinar Series for K/1 Teachers - Part II

Part II - Planning for Biliteracy in Distance Learning: Spanish Dual Language Programs - Kindergarten/Grade 1.

Title:

Planning for Biliteracy in Distance Learning: Spanish Dual Language Programs K/1

Summary description:

Kindergarten and first grade dual language immersion teachers have an especially unique challenge and opportunity during distance learning to welcome their youngest learners joyfully into the bilingual community. They are tasked with supporting their students in building biliteracy, many of whom are in the early stages of acquiring a second language. In this webinar teachers will gain structures and examples of research-based best practices in planning for biliteracy, designated ELD, and transfer. Teachers will understand how dual language models, routines, and schedules transition to distance learning and will be empowered to plan accordingly. Through a combination of oral language strategies and teacher examples we will look at the most effective ways to foster language development and positive bilingual identities for our students.

To be delivered by:

SEAL

# hours:

2 hours sync

Delivery format:

Webinar via zoom, repeated two times

Intended participants:

Dual Language, Bilingual K, and 1st grade teachers

Outcomes:

EL RISE! Outcomes Addressed in Webinar
Build basic awareness about the EL Roadmap No
Increase knowledge of the ELR and implications for multiple roles at County and LEA level (teachers, site and district administrators, COE staff, others) No
Increase skills and strategies for implementing research-based practices to enact ELR Yes
Create ELR-aligned local policies (EL Master Plans, LCAPs, etc.) No
Strengthen system mechanisms and conditions that support addressing EL student needs (e.g., data systems, PL Plans and processes to focus on EL progress) No

Focus on the English Learner Roadmap:

Content

Principle 1: Assets-Oriented and Needs-Responsive Schools

  • Language and cultures ELs and their families bring to education is an asset for learning. These assets are built upon in culturally sustaining curriculum and instructions.
  • There is no one size fits all-- Dual Immersion in distance learning must be responsive to the present conditions, and to EL students varying degrees of proficiency, their needs and capacities.
  • School campuses (including virtual) are affirming, inclusive.
  • Schools value and build strong family and school partnerships.

Principle 2: Quality of Instruction and Meaningful Access

  • Language development is integrated in and through subject matter learning, integrated across the curriculum
  • Rich, standards based curriculum with intentional scaffolds Teaching and learning emphasize engagement, interaction, discourse, inquiry
  • Home language is understood as a means to access subject matter and content, and where possible is developed to high levels of literacy along with English.

Principle 4: Alignment and Articulation Within and Across Systems:

  • Schools plan schedules and resources with thought to accommodate and provide additional support for ELs.
  • Educational approaches are coherent across the school.

Major tools and resources to be developed for use in this offering:

Professional development webinar/interactive meeting
Digital Resources/tools

Questions:   Language Policy and Leadership Office | ELROADMAPPROJECT@cde.ca.gov | 916-319-0845
Last Reviewed: Thursday, September 10, 2020
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