What makes Bridges unique?

Elaine Klein, PIAnnie Smith, Co-Director Curriculum and PDAika Swai, Program CoordinatorRebecca Curinga, PD Coordinator

PD Session #1August 26, 2013

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Agenda• 12:30 Introductions, Review Agenda + training Goals• 12:45 In our students’ shoes • 1:15 What do the students bring? • 1:30 What makes Bridges unique? • 2:00 Break • 2:15 Bridges Curricular Features • 2:30 Scaffolding • 3:00 Bridges Program Features • 3:30 Quick Break • 3:40 Brainstorm • 4:00 Scheduling & Evaluation

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Content Objectives - Goals• Participants will gain an initial understanding of the unique

instructional needs of a Bridges student (distinguished from an ELL).

• Participants will understand the attributes of a Bridges teacher.

• Participants will understand how the Bridges curriculum and instruction serves the unique needs of these students.

• Participants will understand the elements of the Bridges Program.

• Participants will understand the considerations that inform the development and success of a Bridges team.

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A walk in the shoes of a Bridges student

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What was your experience like?

What did you understand, not understand?

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Debrief: In the shoes of a Bridges studentWhat do the students need?• Use L1 in class• Work together• See familiar words: “coca-cola” and

cognates• Friendly, non-threatening teacher• Feel good about something– to know I

can put my name on the paper• Say the words, introduction to vocab• A culture where “not-knowing” is

encouraged• Using gestures• Opportunities to reveal previous

experiences

What do the students bring?• Background L1 knowledge and

culture• Multi-lingual ability• Text exposure, some literacy

(some don’t have any)• Coping mechanisms /

Personalities• Risk-takers, (or more reserved)

• Value belief systems• HL assessment

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Previous SIFE Research (Klein and Martohardjono, 2008) • SIFE show considerable delays in English

academic skills when compared to regular ELLs, that have been in US for same time

• Most have typical first language development

• The majority are reading in the home language at 3rd grade level or below

• Significant contribution of home language reading to English reading comprehension

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The Building of BridgesPurpose: To prepare students for achievement in non-sheltered

9th grade by providing• An additional, accelerated year of schooling • Strong home language support in the curriculum and

instructional practices• Focus on foundational and text-level academic literacy through

content• A specialized curriculum integrating language, literacy, and

content in Math, Social Studies, Science and ELA• A safe, positive, respectful and communal classroom

environment for optimal academic development

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Other Models?

• How do you currently serve ELLs and SIFE in your classrooms?

• What has worked well?• What has been missing?• Which (other) programs are you familiar

with for ELLs and/or SIFE?• SIOP• RIGOR

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What makes Bridges unique?

• Program Level• Target Population• Role of Home Language and Culture• Integration of Language and Literacy

in Content

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Program Level

• Interdisciplinary team of teachers• Specialized Curriculum in four content areas (and

a fifth to be added!)• ELA, Social Studies, Science, Math• (Language and Literacy)

• Sheltered classes - students stay together all day• To build confidence• To build identity as a learner

• Acclimate students to school environment and school culture

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Target Population

• Specific curriculum developed for low-literacy high school newcomers• Home language literacy from 0 - 4th grade

• Students with diverse backgrounds, languages and cultures

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Role of Home Language & Culture

• Academic English proficiency and home language maintenance

• Community of speakers-based learning: students rely on each other as a resource

• Use of multi-lingual materials and other resources

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Integration of Language and Literacy in Content• Training in Language and Literacy for all

Bridges content teachers• All classes taught by content teachers

• Focus on both foundational and text-level literacy through content instruction

• Critical Thinking and other ‘core instructional elements’

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Bridges Curriculum Goals

• Develop foundational reading skills (learning to read) so that students are able to read to learn.

• Build foundational world and conceptual knowledge to support student access to high school content.

• Integrate content knowledge, language and academic skills, so that students gain competence in each domain.

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Bridges Curriculum Goals (continued)

• Foster academic habits such as persistence, organization and preparedness as well as an ability to reflect on one’s own learning.

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The Bridges Curriculum

• Bridges curriculum framework: Four units each in Math, English, Social Studies and Science that integrate language, literacy and subject area-content.

• Thematic interdisciplinary connections across the units to promote deep conceptual knowledge.

• Project – based units developed around essential questions that engage and provoke inquiry.

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The Curriculum (continued)

Each Unit in Every Discipline (e.g. social studies, science, ELA):

• Builds and engages native language as a resource for learning and deepening literacy in L1 and L2;

• Emphasizes classroom routines and strategies that promote strong academic habits;

• Builds towards a final project with articulated outcomes and objectives in all four language domains;

• Aligns to common core and language development standards.

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Bridges Unit Structure

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Curriculum Materials

• Interdisciplinary Overview • Unit Plan(s)• Weekly Lesson Outline(s)• Sample lessons• Sample student materials• Teacher’s Guide to the Curriculum• Bridges Website

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Social Studies Unit 2, Week 1

Guiding question:How do people today get what they want and need?

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What supported your understanding in this lesson?

• Visuals, word wall• Essential Question, context• Repetition• Role playing• Using words in context• (home language partnering, could be used more)Ideas:• Bring in worksheets after talking (oral development first)• Students build their own word walls in different languages

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Core Instructional Elements

• Classroom Environment as a Resource for Learning

• Oral Language Development• Foundational Literacy• Integration of Language, Literacy and Content• Home Language as a Resource for Learning• Academic Literacy• Critical Thinking

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Brainstorm

What will it take to implement the Bridges program at your school?

• Consider:• Admin roles and responsibilities• Organization and structure of Bridges Team• Team Leader responsibilities

• What are some strengths you will have?• What are going to be some challenges?• What do you anticipate needing help with?• What are some resources you can call upon?

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Proposed PD ScheduleProposed Dates Location

(TBD)Topic

1. Mon, Aug 26 James Monroe HS

What makes Bridges unique?

2. Sat, Nov 2 Bridges Teacher Training, Part I

3. Sat, Dec 7 Bridges Teacher Training, Part II

4. Sat, Jan 25 Bridges Teacher Training, Part III

5. Sat, Mar 15 Bridges Teacher Training, Part IV

6. Sat, Jun 7 Bridges Teacher Training, Part V

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Assignment

Review and Practice• Everyone: Check out the Bridges website

• http://bridges.ws.gc.cuny.edu/• Skim through the Bridges Curriculum and Teacher’s Guide

• Teachers: Read Unit 1 across all subject areas• Study Unit 1 in your subject area focusing on Week 1

To Do• Administrators: How will you select your Bridges team?

• Come back with an organizational chart for who will be on the team

• Teachers: Try out one scaffolding technique that you learned today• Report on what you did, and how it worked