An Elephant,

1

• An Elephant,
• A Pen,
• Three Boulders,
• And The Crack Of Dawn

2

• Schools can never be neutral. The conscious
  or unconscious practices of the school, including
  its approach to literacy, serve either to
  validate or invalidate the home cultures, thus
  helping or hindering family relationships.
• Alma Flor Ada
• Mother Tongue Literacy As A Bridge

3
Im A Difference Maker!

• A Short Quiz
• Name the five wealthiest people
• in the world.

4
Im A Difference Maker!

• A Short Quiz
• Name the five wealthiest people
• in the world.
• Name the last five winners of the
• Miss America contest.

5
Im A Difference Maker!

• A Short Quiz
• Name the five wealthiest people
• in the world.
• Name the last five winners of the
• Miss America contest.
• Name any five winners of the Nobel Prize
• for Chemistry.

6
Im A Difference Maker!

• Another Short Quiz
• Name your kindergarten or first
• grade teacher.

7
Im A Difference Maker!

• Another Short Quiz
• Name your kindergarten or first
• grade teacher.
• Name a teacher who touched your
• life with inner strength or compassion.

8
Im A Difference Maker!

• Another Short Quiz
• Name your kindergarten or first
• grade teacher.
• Name a teacher who touched your
• life with inner strength or compassion.
• Name a teacher who inspired you to
• become a teacher.

9
Give Yourselves A Hand!

• Raise The Roof!

10
Six Blind Men And An Elephant

• raised a royal ruckus.
• a snake! a snake! a snake!
• a spear! a spear! a spear!
• a fan! a fan! a fan!
• a wall! a wall! a wall!
• a tree! a tree! a tree!
• a rope! a rope! a rope!

11
Hit Or Myth?

• Consider the following ideas
• about language acquisition.
• If you believe that the idea is a hit, please
  stand.
• If you believe that the idea is a myth, please
  remain seated.

12
Hit Or Myth?

• Schools are required by law to
• provide undocumented students equal
• access to education.
• Hit Stand
• Myth Remain seated

13
Hit Or Myth?

• Middle and high students learn additional
• languages more quickly and easily than
• primary children.
• Hit Stand
• Myth Remain seated

14
Hit Or Myth?

• It is desirable to wait until students are fluent
• in English before attempting to teach them
• subject matter content.
• Hit Stand
• Myth Remain seated

15
Hit Or Myth?

• Reaching grade-level norms in an
• additional language requires nearly a
• decade.
• Hit Stand
• Myth Remain seated

16
Hit Or Myth?

• English language learners should be
• encouraged to speak English at every
• opportunity, including at home.
• Hit Stand
• Myth Remain seated

17
Hit Or Myth?

• Schools are required by law to
• provide undocumented students equal
• access to education.
• Hit Stand

18
Hit Or Myth?

• Middle and high students learn additional
• languages more quickly and easily than
• primary children.
• Myth Remain seated

19
Hit Or Myth?

• It is desirable to wait until students are fluent
• in English before attempting to teach them
• subject matter content.
• Myth Remain seated

20
Hit Or Myth?

• Reaching grade-level norms in an
• additional language requires nearly a
• decade.
• Hit Stand

21
Hit Or Myth?

• English language learners should be
• encouraged to speak English at every
• opportunity, including at home.
• Myth Remain seated

22
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.

23
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• What did the gaboster do?

24
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• Where did she shrang?

25
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• Who shrang into the
• ramdent?

26
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• How did the gaboster
• get into the ramdent?

27
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• What are the principal
• parts of the verb shrang?
  

28
Manipulation or Communication?

• The gaboster shrang
• into the ramdent.
• How tired was the
• gaboster when she
• reached the ramdent?

29
Manipulation or Communication?

• Language
• manipulation
• is not the same as
• language communication.

30
A Memory Task

• You will have 20
• seconds to
• memorize the next
• slide and then you will be
• asked to reproduce it.

31
Memorize The Design BelowYou Will Have 20
Seconds

• .

32
A Memory Task

• Reproduce the
• previous slide on
• a blank page in
• your handout.

33
What Strategies Did You Use?

• .

34
A Brain Break

35
The Magical, Marvelous,Fantantastical Pen

• .

36
Seeing Ourselves As Others See Us

• See Handout,
• Page 4

37
Seeing Ourselves As Others See Us

• Spanish is the language to speak
• to God and English the language
• to talk to dogs.

38
Seeing Ourselves As Others See Us

• Spanish is the language to speak
• to God and English the language
• to talk to dogs.
• Qué strange is English. Rude and to the point.

39
Young Woo Learns To Learn

40
Your Reality Or Mine?

• The belief that ones own
• sense of reality is the only
• reality is the most
• dangerous of all delusions.
• --Paul Waltzlawick
• See Handout
• Page 5 7

41
Culturally Appropriate Lesson Planning

• Educators most often bring
• their own cultures to their
• classrooms.
• See Handout,
• Page 8

42
And Next?

• See Handout,
• Page 9

43
And Next?

• Living And Learning In A
• Multicultural World
• Classroom Strategies
• has numerous ideas created by your
• presenter that are readily adaptable to
• many classroom content areas and
• grade levels.

44
Give Yourselves A Hand!

• A Rainbow Of Applause

45
Obstacles Or Challenges?
46
Content Challenges

• Working with a neighbor or two,
• discuss and jot down some challenges
• that ELLs may face in dealing with
• content material in an American
• classroom. Idea generators will be
• provided on upcoming slides.

47
Content Challenges

• Language Arts
• Cultural elements of literature may
• be obscure.
• The concept of plagiarism may
• be unfamiliar.

48
Content Challenges

• Mathematics
• The American system of measurement
• is not universal.
• The use of manipulatives may be
• considered play.

49
Content Challenges

• Science
• Decoding long clauses and sentences
• may be confusing.
• Following directions in the lab may
• be problematic.

50
Content Challenges

• Social Studies
• Class projects may be an unfamiliar
• learning model.
• Home and US cultures may be in
• conflict.

51
Content Challenges

• Electives
• Art Band Choir Family Living
• PE French Music Spanish
  Technology
• Family relationships may differ from
• culture to culture.
• Working with a new graphological
• system requires new motor skills.

52
Content Challenges

• Seeking Solutions
• Working once again with your neighbor,
• select one challenge from the content
• areas and describe a specific plan that
• might assist ELLs successfully face that
• struggle.

53
Di Tri Berrese

• .

54
Di Tri Berrese

• Uans appona taim uas tri berrese
• mamma berre, pappa berre annuh
• beibi berre. Live enda contri nire
• foresta. NAISE AUS. (No mugheggia.)
• uanne dei pappa, manna annuh beibi
• go tooda bice, onie dei furghette
• locche aus doore.

55
The Three Bears

• Once upon a time
• was three bears mama bear, papa
• bear and baby bear. Live in the country
• near forest. NICE HOUSE. (No
• mortgage.) One day papa, mama and
• baby go to the beach, only they forget
• lock house door.

56
The Three Bears

• By and by comes
• Goldilocks. She got nothing no better
• to do but make many trouble. She push
• all the food down the mouth no leave
• crumb at all. Then she goes upstairs
• and sleeps in all the beds.
• LAZY SLOB!

57
The Three Bears

• By and by comes home
• the three bears, all sun browned, and
• sand in shoes. They got no food they
• got no bed. What are they going do to
• this one Goldilocks? Throw her in the
• street? Call a policeman?
• FAT CHANCE!

58
The Three Bears

• They are fit and proper
• bears, and they sleep on the floor.

59
The Three Bears

• Goldilocks stay there
• in house three weeks eating out of
• house and home and just because they
• asked her to make the beds, she says,
• Not this one! and run home crying to
• mama, telling her how scummy, trashy
• the three bears are.

60
The Three Bears

• Whats the use?
• What are you going to do go complain
• city hall?

61
The Three Bears

• Most teachers know
• their content so well that they are often
• not aware of the processes they use
• to make sense of text.
• Reading Di Tri Berrese has forced us to
• rediscover at least some of what is involved
• in the meaning-making process.

62
The Three Bears

• The Meaning-Making Process
• Draw on background
• Knowing the story provided a hook even
  though parts of the story were
• different or missing

63
The Three Bears

• The Meaning-Making Process
• Draw on previous reading experiences
• Ask questions (in your own language)
• Skip difficult words or phrases
• Use easier words to scaffold for meaning
• Read aloud in decoding
• Substitute logical phrases for senseless ones
• Wrestle with words to discover meaning

64
The Three Bears

• The Meaning-Making Process
• Be flexible in thinking
• Accept new or different information
• Think hard to gain meaning

65
The Three Bears

• The Meaning-Making Process
• Decoding text can be a demanding task
• when the language is unfamiliar
• when the content is unfamiliar

66
Every Teacher, A Reading Teacher

• Effective teachers of reading
• Understand how literacy develops

67
Every Teacher, A Reading Teacher

• Effective teachers of reading
• Understand how literacy develops
• Know a variety of ways to teach reading

68
Every Teacher, A Reading Teacher

• A few reading strategies
• Teacher reads aloud
• Students read aloud
• Teacher and students share reading
• Students read silently
• Students read in pairs
• Teacher-guided student reading

69
Every Teacher, A Reading Teacher

• Effective teachers of reading
• Understand how literacy develops
• Know a variety of ways to teach reading
• Provide a range of materials and texts

70
Every Teacher, A Reading Teacher

• Effective teachers of reading
• Understand how literacy develops
• Know a variety of ways to teach reading
• Provide a range of materials and texts
• Tailor instruction to student needs

71
Give Yourselves A Hand!

• W
• O
• W

72
Reflection Moments

• See Handout,
• Page 10

73
A Prayer For All Children

• .

74
A Prayer For All Children

• We pray for all children
• For those who want to be
• carried and those who must.
• For those we never give up
• on and those who dont
• get a second chance.
• For those we mother and for
• those who grab the hand of
• anyone kind enough to offer it.

75
A New Day Dawning

• .

76
A New Day Dawning

• Best wishes for a
• wonderful 2007 2008!
• May you find brothers and sisters
• in the faces of your students and
• colleagues this year!
• Thank you for your attention and
• participation!