1. 1/25/2012
No Girls Allowed
By Jack Prelutsky
When we‟re playing tag
“How to help your child And the girls want to play
read and write in another language" We yell and scream
And we chase them away
When we‟re playing stickball
FLAP Immersion Parent Partnership Meeting Or racing our toys
Session 4 And the girls want to join
We say, “Only for boys.”
No Girls Allowed
By Jack Prelutsky
What is “reading comprehension”?
When we‟re playing tag We play hide-and-go-seek Reading Skills
And the girls want to play And the girls wander near
phonics
We yell and scream They say, “Please let us hide.”
We pretend not to hear. reading
And we chase them away.
vocabulary Reading
When we‟re playing stickball We don‟t care for girls Comprehension
Or racing our toys So we don‟t let them in. reading fluency
And the girls want to join We think that they‟re dumb and accuracy
We say, “Only for boys.” And besides, they might win.
What is “reading comprehension”? What is “reading comprehension”?
Reading Skills Literary Analysis Reading Skills Literary Analysis
phonics
recalling details Language- Cognitive
Specific Skills Skills
reading character
vocabulary Reading analysis Students learn Reading Students may
Comprehension these skills by Comprehension learn these
finding main actually reading skills through
reading fluency
ideas in the second the first (L1) or
and accuracy
language (L2) second (L2)
comparing and language.
contrasting
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2. 1/25/2012
What is “reading comprehension”? “Two-Balloon Theory”
Reading Skills Literary Analysis Those who are
against bilingual
Language Cognitive What I What I education have
Specific Skills Skills learned learned argued that
Students learn Reading Students may in L1 in L2 learning in
these skills by Comprehension learn these
actually reading skills through child‟s L1 limits
in the second the first (L1) or his/her exposure
language (L2) second (L2) to the L2 and
language.
inhibits its
acquisition.
“Common Underlying
“Common Underlying Proficiency”
Proficiency”
“Common Underlying Proficiency
(CUP)” is the notion that the
surface surface
knowledge of content learned in one features features
language can be transferred to a of L1 of L2
second language. CUP “makes
possible the transfer of
cognitive/academic or literacy-related
skills across languages” (Cummins,
1992 p. 22)
“Common Underlying Proficiency” “One-Balloon Theory”
Proficiencies that
What I What I involve more
surface surface learned
learned cognitively
features features
in L1 in L2 demanding tasks
of L1 of L2
(ex. Literacy,
content learning,
problem-solving)
Common Underlying Proficiency are common
across languages.
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3. 1/25/2012
Learning how to Advantages of Literacy Development
through Home Language (L1)
use a can opener
 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
“Literacy Analysis” Tasks
Language Immersion Education for Recalling information (when, where, who, what, how)
Native Spanish/Japanese Speakers Sequence (recalling the story events in order)
Character Analysis (describe the characters in reference to
 Promotes the use of minority languages in their words, actions, etc.)
school context Compare and Contrast (characters, story to another story,
 Provides transition into English (L2) etc.)
without losing home language (L1) Inference (finding things not directly stated in the text
through context clues)
 Provides supportive socio-cultural context
Personal Connections (connecting the reader to the text in
with the perception of bilingualism as personal ways)
enrichment rather than remedial 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” Step 1: “Determine your child’s reading level”
A. If your child is not able to read at all, you B. If your child is able to follow the print, you
read the text and then ask questions. Your child read the text, and your child should follow your
should respond to the questions orally. reading with his/her eyes on the pages. You
then ask questions, and your child should
respond to them orally.
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4. 1/25/2012
Step 1: “Determine your child’s reading level” Step 2: “How to select the reading text”
C. If your child can read independently, he/she A. Even if your child is not able to read at all,
should read the text. Then, at the appropriate still make sure your child can understand and
moment, you stop your child and ask questions. enjoy the story.
Your child should respond to the questions
orally.
Step 2: “How to select the reading text” Step 3: “This is NOT leisurely reading time.”
B. “90-10 Rule”
• Your child should be informed BEFOREHAND
that this reading time is NOT going to be his/her
If your child is able to follow the print, or he/she leisurely reading time.
can read independently, roughly 90% of the text
should be understandable for your child. To • Make your intentions clear to your child that this
check this, you or your child should try reading reading time is for you to help him/her beter
the first page of the book. If your child understand what he/she is reading.
consistently mispronounce or is not able read 1 • Your child should have uninterrupted, leisurely
word out of every 10 words, the book may be reading time as well.
too difficult for your child to enjoy.
“Literacy Analysis” Tasks
Step 4: “Establish reward system.” Recalling information (when, where, who, what, how)
Sequence (recalling the story events in order)
• It may be helpful to establish some kind of
Character Analysis (describe the characters in reference to
reward system to positively reinforce this their words, actions, etc.)
structured home reading time.
Compare and Contrast (characters, story to another story,
• Stickers on a calendar etc.)
Inference (finding things not directly stated in the text
• Points recorded on a sheet of paper
through context clues)
• Once the number of reading time reaches a Personal Connections (connecting the reader to the text in
certain amount, your child may be rewarded personal ways)
with frozen yogurt, an extracurricular activity, Predictions (finding what is going to happen next in the
etc. story)
Summary (Sum up the main ideas/details of the story)
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5. 1/25/2012
No Girls Allowed Recalling information No Girls Allowed Sequence (recalling the story
By Jack Prelutsky (when, where, who, what, By Jack Prelutsky events in order)
how)
“Can you tell me the games
When we‟re playing tag “Who is speaking in this When we‟re playing tag that the boys played in
And the girls want to play poem?” And the girls want to play order?”
We yell and scream Answer: “A boy.” We yell and scream Answer: “Tag, stickball...”
And we chase them away. “What would boys do when And we chase them away. “When did the boys say to
When we‟re playing stickball girls want to play with When we‟re playing stickball the girls „Only for boys‟?”
them?”
Or racing our toys Or racing our toys Possible Answer: “When the
Possible Answer: “They yell girls wanted to join in playing
And the girls want to join And the girls want to join
and scream and chase them stickball or racing the toys.”
We say, “Only for boys.” away.” We say, “Only for boys.”
No Girls Allowed Character Analysis (describe No Girls Allowed Compare and Contrast
By Jack Prelutsky the characters in reference to By Jack Prelutsky
(characters, story to another
their words, actions, etc.) story, etc.)
When we‟re playing tag “Why do these boys chase When we‟re playing tag “How are these girls different
the girls away?‟ from (similar to) the boys?”
And the girls want to play And the girls want to play
Possible Answer: “The girls
We yell and scream Possible Answer: “Because We yell and scream
they don‟t want to play tag are nice, but the boys are
And we chase them away. And we chase them away. mean.”
with girls.”
When we‟re playing stickball When we‟re playing stickball “What do these boys have in
“How would you describe
Or racing our toys
these boys?” “They are…?” Or racing our toys common with the boys in the
And the girls want to join And the girls want to join
story Sand Lot?“
Possible Answers: “Not nice”
We say, “Only for boys.” “Mean” “Not friendly” We say, “Only for boys.” Possible Answer: “The boys
“Exclusive” in Sand Lot are nicer than
these boys because…”
We play hide-and-go-seek Inference (finding things not We play hide-and-go-seek Personal Connections
directly stated in the text (connecting the reader to the
And the girls wander near through context clues) And the girls wander near text in personal ways)
They say, “Please let us They say, “Please let us
“What would you do if you
hide.” hide.” were in this group of boys?”
“Why did he say, „…and
We pretend not to hear. besides, they might win?‟ We pretend not to hear. Possible Answer: “I would
What is the real reason for play with the girls because I
these boys for not playing don‟t care if they win or not.”
We don‟t care for girls We don‟t care for girls
with girls?”
“Do you sometimes feel like
So we don‟t let them in. So we don‟t let them in.
Possible Answer: “Because this boy?”
We think that they‟re dumb they don‟t want to lose to We think that they‟re dumb
Possible Answer: “Yeah,
And besides, they might girls.” And besides, they might sometimes I want to play
win. win. only with boys because…”
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6. 1/25/2012
We play hide-and-go-seek Predictions (finding what is We play hide-and-go-seek Summary (summing up the
going to happen next in the main topic and important
And the girls wander near story) And the girls wander near details of the story in his/her
They say, “Please let us They say, “Please let us own words)
“Do you think the boys will
hide.” ever change their minds and hide.” “Can you tell me in short
We pretend not to hear. let the girls in on their play?” We pretend not to hear. what this story is all about?”
Possible Answer: “I don‟t Possible Answer: “This is a
think the boys will ever let story of boys with feeble
We don‟t care for girls We don‟t care for girls
the girls in on their games masculinity and it displayed
So we don‟t let them in. because they already said no So we don‟t let them in. itself in their resistance to
We think that they‟re dumb 3 times in the story. They We think that they‟re dumb cooperate with the girls in a
don‟t like them.” mature manner.”
And besides, they might And besides, they might
win. win.
Reading Skills (Kindergarten) Reading Skills (1st grade)
(CA. content standards) (CA. content standards)
 Identify characters, settings, and important  Identify text that uses sequence or other logical
events. (recalling information) order. (sequencing)
 Confirm predictions about what will happen next
 Connect to life experiences the information and in a text by identifying key words (i.e., signpost
events in texts. (personal connections) words). (predictions)
 Retell familiar stories. (recalling information)  Respond to who, what, when, where, and how
questions. (recalling information)
 Ask and answer questions about essential  Identify and describe the elements of plot,
elements of a text. setting, and character(s) in a story, as well as
the story's beginning, middle, and ending.
(recalling information, sequencing)
Reading Skills (2nd grade) Reading Skills (3rd grade)
(CA. content standards) (CA. content standards)
 Restate facts and details in the text to clarify  Recall major points in the text and make and
and organize ideas. (recalling details) modify predictions about forthcoming
 Compare and contrast plots, settings, and information. (recalling details, prediction)
characters presented by different authors.  Follow simple multiple-step written instructions
(compare and contrast) (sequence)
 Compare and contrast different versions of the  Determine what characters are like by what they
same stories that reflect different cultures. say or do and by how the author or illustrator
(compare and contrast) portrays them. (character analysis)
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7. 1/25/2012
Reading Skills (4th grade) Reading Skills (5th grade)
(CA. content standards) (CA. content standards)
 Compare and contrast information on the same  Draw inferences, conclusions, or generalizations
topic after reading several passages or articles. about text and support them with textual
(compare and contrast) evidence and prior knowledge. (inference,
 Follow multiple-step instructions in a basic personal connections)
technical manual (sequence)  Identify the main problem or conflict of the plot
 Use knowledge of the situation and setting and and explain how it is resolved. (recalling
of a character's traits and motivations to information)
determine the causes for that character's  Contrast the actions, motives (e.g., loyalty,
actions. (character analysis) selfishness, conscientiousness), and
 Compare and contrast tales from different appearances of characters in a work of fiction
cultures by tracing the exploits of one character and discuss the importance of the contrasts to
type and develop theories to account for similar the plot or theme. (character analysis, compare
tales in diverse cultures (compare and contrast) and contrast)
Transferable and non-transferable
items “Common Underlying Proficiency”
across Letter-sound connection Non-transferable
Word
languages (selected items)
Transferable
Vocabulary
Knowledge Meaningfulness of print Language-specific word
Synonyms/Antonyms structure surface surface
Multiple-meaning words
features features
Reading Text structures Print directionality of L1 of L2
Comp. Word recognition skills Story structure and
Reading strategies rhetorical devices.
Writing Text structures Grammar features
Writing domains Spelling features
Writing strategies
Meta- Habits and attitudes Cultural schema
cognitive toward reading and
Skills writing
“Common Underlying Proficiency” “One-Balloon Theory”
Proficiencies that
What I What I involve more
surface surface learned
learned cognitively
features features
in L1 in L2 demanding tasks
of L1 of L2
(ex. Literacy,
content learning,
problem-solving)
Common Underlying Proficiency are common
across languages.
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8. 1/25/2012
What is “reading comprehension”? What about other reading skills?
Reading Skills Literary Analysis  Language of encouragement and support
 Facilitate occasions for reading/writing in
phonics recalling details Spanish/Japanese
 Obtain books in Spanish/Japanese
reading character
vocabulary Reading  Spark students‟ interests (“Dora the Explorer,” “Go,
analysis
Comprehension Diego, Go!” Pokemon, anime, popular English books
finding main translated into Spanish/Japanese etc.)
reading fluency
and accuracy ideas  Connect and extend your child‟s learning in classroom
comparing and  Study buddies (e.g., homework, play dates)
contrasting  Technology-enhanced activities
Summary
Thank you for participating!
“How to help my child read/write
in another language”  We look forward to seeing you at the next
Immersion Parent Partner session!
 Establish independent and on-going
Session ５: Wednesday, February 15
reading/writing routines in home language
“Straight-talk: parent-to-parent
Sync home reading/writing routines to current

immersion forum”
reading/writing lessons whenever possible
Question and answer sessions with the panel of
(Source: English Language Arts Common Core
experienced immersion parents !
State Standards: http://www.cde.ca.gov/ci/cc/)
Topics include:
 Open to the opportunities for native peer “How can I support my child go through immersion education?”
support “How can I support my child‟s teacher/school?”
“How can I support (or advocate for) immersion programs in the
 Take advantage of engagement that technology district?”
provides
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