marie j. campanaro, nbct wloe spencerport school district [email protected]
TRANSCRIPT
Helping All Students Achieve LOTE Proficiency
Marie J. Campanaro, NBCT WLOESpencerport School District
ADHD Accelerated StudentDyslexiaTourette’s
OCDAsperger’s Issues at Home
Auditory Processing Delay
3rd grade reading level
Social disfunction ?????
Today’s LOTE Classroom
SpeakingListeningReadingWriting
Phonemic Awareness
Task Analysis
Building small to big
Target vocabulary (question words)Teach with mnemonics • Qués• Dónde• Cuándo
• Cuánto
Speaking and Listening
Building small to big
Target vocabulary (question words)• Teach with mnemonics • Teach with multisensory approach
Speaking and Listening
Có o Cuál
uién
Building small to big
Target vocabulary (question words)• Teach with mnemonics • Teach with multisensory approach • Teach for mastery (3 stages of flash card use)• Sight recognition• Auditory recognition• MasteryDemonstrate contrastive phonology
Speaking and Listening
Building small to big
Application of new vocabulary & PRACTICE Guided dialog Patterned dialogs (Physical Memory) Repetition Repetition Repetition
Speaking and Listening
Rotation provides variety of partners Alternate initiator for varied practice
Dyadic partners – repetitive practice
Situación #1
Invite Person 2 to go somewhereAsk a detail
Answer the detailAsk another detail
Answer detail #2Accept the
invitationReact positively
Provide necessary “tools” Teach generic answers to each question
word Provide additional repetitive practice Teach to all or differentiate
Teach strategies for vocabulary lapses (s) Asking questions without question words (s) Stating detail and adding “and you?” (t) Providing vocabulary within question
Some students can’t complete task
Situación #2
Invite Person 2 to go somewhereAsk a detail
Answer the detailAsk another detail
Answer detail #2Reject the
invitationReact with disappointment
Situación #3
Invite Person 2 to go somewhereAsk a detail
Answer the detailAsk another detail
Answer detail #2Reject the
invitationAsk for a reason
Tell why you can’tReact with disappointment
Situación #4
Invite Person 2 to go somewhereAsk a detail
Answer the detailAsk another detail
Answer detail #2Reject the
invitationReact with disappointment
Suggest another day/timeAgree with suggestion
Situation #5
Invite Person 2 to go somewhereAsk a detail
Answer the detailAsk another detail
Answer detail #2Reject the invitation
Ask for a reasonTell why you can’t
React with disappointmentSuggest another day/time
Agree with suggestion
Page to write out clues to remember Physical practice – written foldovers Physical practice – matching (written, “cosy
fits”, word strips) Oral prompts Continual assessments – formative and
summative
Differentiate when needed Anchor activities
examples
Building big to small
Memorized, scripted dialogs Provide vocabulary in context Teach “nice to know” phrases, vocabulary Provide correct word order, patterns, agreement Demonstrate required functions of language Serve as a springboard for conversations
Perhaps are not needed by everyone
Speaking
Scripted dialog
Clozed dialog
Original dialog
Speaking
Listening – actively teach strategies
*What you don’t hear is as important as what you do hear.
*Avoid being impulsive. Listen for LINKED vocabulary.
*Listen for multiple clues. *Words like “no” and “but” signal opposite
information. (But beware of “Why not?”) *Separate the FLUFF from the STUFF!
Provide examples for each strategy taught!
What do you eliminate?
Building small to big
Embedded reading: Clarq & Whaley http://embeddedreading.com/about/
Reading
Provide meaningful practice Practice the way students will be assessed Connect reading to visuals and/or actions
whenever possible Vary the input!
Reading
No tienes sentido ~ Si no estás conmigoDesde que te fuiste ya no soy el mismo me siento vacío
Yo no puedo ya vivir ~ Si tu no estas aquíMe siento triste porque tú te fuiste y ahora no quiero vivir en soledad
Hoy me propongo dejar las penas y bailarWepa!
Baila baila Si tienes dudasBaila baila A tu manera
Baila baila Si tienes miedoBaila baila En hora Buena
Baila Baila Ennio Emmanuel
Los Meses del Año
En enero hace frío ~ En febrero también
En marzo hace viento ~ En abril está bienEn mayo hay las flores ~ En junio el amor
En julio las vacaciones ~ En agosto el calorEn septiembre hay neblina ~ En octubre el tronarnoviembre trae lluvia ~ y diciembre el nevar
Actively teach strategies: FOCUS - read question and answer choices READ selection - underline vocabulary that
pertains to the four answer choices. (Translate?)
Identify the words LINKED to underlined words
Look for multiple clues; related vocabularyTeach how to eliminate multiple choice nothing is written about an answer choice words are not linked to match answer choices
Practice the way you will assess
Small to big
Establish expectations (“non-negotiables”) Capitalization Punctuation Subject/verb Providing details
Writing
Ask a series of written questions on a single theme (to be compiled later)
Teach students to restate questions in their answers
Use peer editing – on simple warm-ups, homework, major writing assignments
Have students use their written responses to questions to create a paragraph or short essay.
Use Q & A to organize information
Health task Write two sentences that tell how you feel Write two sentences that tell what hurts Write three sentences about what you will
do (see a doctor, take medicine, stay at home, and so on)
Write one sentence that answers “when?” (when you will go to the doctor, when you will return to school, when you have to take medicine, and so on)
Use English prompts
UseGraphicOrganizersFor Pre-writing
Use visual prompts
Where are you?
Who is with you?
Why are you there?
What’s the weather like?
What can you do here?
What geographical features are there?
Do you like this place?Why or why not?
WhoWhatWhenWhereWhy
& How
W W W W W & H
“Because” (I am bored today because it’s raining.)
“Or” (“We can go by bus or by foot.”) “Also” (in addition, as well as, etc.)
Adding description: an adjective for every noun; an adverb for every (action) verb
Adding choices (We can go to the park or the movies on Saturday or on Sunday.)
Adding suggestions (“Can you go to a restaurant after the movies?”)
S T R E T C H I N G
The information requested is provided. Sentences have correct capitalization and
punctuation. Every sentence has a subject and a verb. The verb is conjugated to match the
subject. Word order is correct. Describing words “agree” in number and
gender. Spelling is correct.
Create a guide for peer editing
Please complete an evaluation for this workshop
as well as the entire conference to help continually meet the needs
of our LOTE community
Thoughts? Questions?