About

our program Collaborative

Literacy LC

in Action and Practice

Research Group Big

Discussion

Group Sharing

King Chinese Immersion Program within the Cambridge Public Schools District First Chinese immersion program in a public, noncharter, school in New England A 5-year FLAP Grant starting in August 2010 15 years of an existing Chinese FLES program. All students are required to attend Chinese classes in the school King School has a diverse student body representing 17 nationalities and many different ethnic groups

Two classes, maximum of 20 students in each classroom Age ranging from 4.5-6 years; mixed JK&Ks 1/3 of students in each language group, some students have had prior exposure in Chinese, some first time learners Diverse social economic backgrounds (SES), multilingual urban environment Cultivate strong family support on bilingual and global education from young age School community holds high expectation for teaching and learning of Chinese language and culture

Dual Language Chinese immersion program is a new strand within the current school 8 hour school day - Students switch languages half day Two teachers in each class - co-teach model Thematic unit curricular streamlined with English class Interdisciplinary units incorporate Chinese Language Arts through Literacy Collaborative with Math, Science, Social Studies, Comprehensive Health and the Arts.

 Principal

Teachers Principal - Teachers Parents Principal - Parents Teacher Teacher Teachers Students Teachers Parents Students Students Parents Parents Principal - Community - Parents- StudentsTeachers

All students in the immersion program will develop bilingual literacy and content-based competences through learning in both English and Chinese languages. All students will enjoy learning in bilingual settings while developing multicultural understandings in and out of the classroom. All students will develop interpersonal and collaborative skills.

A Language and Literacy Framework for Literacy and the Content Areas (K-8) Developed by Ohio State University in 1998, and licensed to Lesley University in 1999. Literacy Collaborative provides a research-based instructional model that is student-centered, language-based and processoriented. The model incorporates research-based methods of instruction while focusing on the complex strategies and skills of reading, writing, and using oral language.

All children can learn to read and write, Children learn about written language in an environment that is printrich, Learning is a social process, Learning is a constructive process, An organized environment supports the learning process, Powerful demonstrations are an important part of the learning process, Children learn best when they are responsible for their own learning.

It provides a framework that will allow teachers in both the English and Chinese classrooms to work seamlessly together to deliver the best content It provides students with the same classroom routines and familiar activities in both classrooms It provides multi-facet learning environment to promote studentsteachers, students-students collaboration It allows a learning environment to promote ACTFLs 5Cs It promotes effective differentiated instruction and daily formative assessment

Large-group area for focused whole class mini-lessons. Minilessons are 10 minutes whole class reading, writing, or vocabulary instruction followed by 30-40 minutes center activities and small group works. The segment is 60 minutes each with a 10 minutes sharing at the end. Small-group areas (for literacy circle) Independent work areas Guided reading and writing area (led by the classroom teacher in small group) A print-rich classroom Classroom library and browsing boxes Centers

Developed with children

Independent Reading Buddy Reading Choice Art Vocabulary Computer Puzzles and games Browsing box

Read the room Write the room Listening centers Pocket charts Dramatic Play Sign Word center Writing center Literacy Circle

Taking a look at the conceptual framework, evaluation & research on Literacy Collaborative

 Meaning

cues come from childrens life experiences or syntax comes from knowing how oral language is put together. information comes from knowing the relationship between oral language and graphic symbols.

Structure Visual

Clay, M.(1993). An Observation Survey of Early Literacy Achievement. Portsmouth, NH: Heinemann

From: Literacy Collaborative Research Studies

From: Literacy Collaborative Research Studies

From: Teacher Buy-In to a Whole School Literacy Reform Model: What Predicts Successful Buy-In to Literacy Collaborative? Linda Caswell, Director of Research, Center for Reading Recovery & Literacy Collaborative 1815 Mass Ave, Suite 378: Lesley University

Literacy Collaborative is the model used in Cambridge Public Schools Amigos Spanish/English Dual Language Immersion Classrooms and has been found to be a flexible framework that integrates the range of reading, writing, and word study activities essential for promoting literacy. The three blocks (Language and Word Study, Reading Workshop, and Writing Workshop) that are built around a foundation of oral language enable the teacher to provide direct instruction through very specific mini-lessons and guided learning in whole group and small group settings. The Language and Literacy framework is particularly suited to a dual-language school, where teachers must take into consideration their students native and second language proficiency and tailor instruction to meet individual students needs.

Three Groups
Program

Implementation and Development

(Gerald)
Teacher

Collaboration and Classroom Practices (Szu-Ming) and Program Operations (Vivian)

Curriculum, Assessment

 Whats What

your biggest take-away?

would you recommend to us and to the audience? our sharing online on the Chinese Immersion Ning - http://chineseimmersion.ning.com/, teacher blog - http://immersionchinese11.blogspot.com/, and program wiki https://nihaoflap-kingimmersion.wikispaces.com/

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