Helping All Students Achieve LOTE Proficiency

1. Helping All Students Achieve LOTE Proficiency Marie J. Campanaro, NBCT WLOE Spencerport School District mcampanaro@aol.com

2. Today’s LOTE Classroom ADHD Accelerated Student Dyslexia Tourette’s OCD Asperger’s Issues at Home Auditory Processing Delay 3rd grade reading level Social disfunction?????

3. Task Analysis • Speaking • Listening • Reading • Writing Phonemic Awareness

4. Speaking and Listening Building small to big Target vocabulary (question words) Teach with mnemonics • Qués • Dónde • Cuándo • Cuánto

5. Speaking and Listening Building small to big Target vocabulary (question words) • Teach with mnemonics • Teach with multisensory approach Cuál

6. Speaking and Listening 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 • Mastery Demonstrate contrastive phonology

7. Speaking and Listening Building small to big Application of new vocabulary & PRACTICE • Guided dialog • Patterned dialogs (Physical Memory) • Repetition • Repetition • Repetition

8. Dyadic partners – repetitive practice • Rotation provides variety of partners • Alternate initiator for varied practice

9. Situación #1 Invite Person 2 to go somewhere Ask a detail Answer the detail Ask another detail Answer detail #2 Accept the invitation React positively

10. Some students can’t complete task 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

11. Situación #2 Invite Person 2 to go somewhere Ask a detail Answer the detail Ask another detail Answer detail #2 Reject the invitation React with disappointment

12. Situación #3 Invite Person 2 to go somewhere Ask a detail Answer the detail Ask another detail Answer detail #2 Reject the invitation Ask for a reason Tell why you can’t React with disappointment

13. Situación #4 Invite Person 2 to go somewhere Ask a detail Answer the detail Ask another detail Answer detail #2 Reject the invitation React with disappointment Suggest another day/time Agree with suggestion

14. Situation #5 Invite Person 2 to go somewhere Ask a detail Answer the detail Ask another detail Answer detail #2 Reject the invitation Ask for a reason Tell why you can’t React with disappointment Suggest another day/time Agree with suggestion

15. examples • 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

16. Speaking 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

17. Speaking • Scripted dialog • Clozed dialog • Original dialog

22. Listening – actively teach strategies

24. What do you eliminate? • *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!

25. Reading Building small to big Embedded reading: Clarq & Whaley • http://embeddedreading.com/about/

26. Reading • Provide meaningful practice • Practice the way students will be assessed • Connect reading to visuals and/or actions whenever possible • Vary the input!

28. BailaBailaEnnio Emmanuel No tienes sentido ~ Si no estás conmigo Desde que te fuiste ya no soy el mismo me siento vacío Yo no puedo ya vivir ~ Si tu no estas aquí Me siento triste porque tú te fuiste y ahora no quiero vivir en soledad Hoy me propongo dejar las penas y bailar Wepa! Baila baila Si tienes dudas Baila baila A tu manera Baila baila Si tienes miedo Baila baila En hora Buena

29. Los Meses del AñoEn enero hace frío ~ En febrero tambiénEn marzo hace viento ~ En abril está bienEn mayo hay las flores ~ En junio el amorEn julio las vacaciones ~ En agosto el calorEn septiembre hay neblina ~ En octubre el tronarnoviembre trae lluvia ~ y diciembre el nevar

30. Practice the way you will assess 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 vocabulary Teach how to eliminate multiple choice • nothing is written about an answer choice • words are not linked to match answer choices

31. Writing Small to big Establish expectations (“non-negotiables”) • Capitalization • Punctuation • Subject/verb • Providing details

32. Use Q & A to organize information • 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.

33. Use English prompts 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)

34. Use Graphic Organizers For Pre-writing

35. Use visual prompts Who is with you? Where are you? Why are you there? What’s the weather like? What geographical features are there? What can you do here? Do you like this place? Why or why not?

36. W WWWW & H Who What When Where Why & How

37. S T R E T C H I N G • “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?”)

38. Create a guide for peer editing • 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.

39. Thoughts? Questions? Please complete an evaluation for this workshop as well as the entire conference to help continually meet the needs of our LOTE community