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Multicultural Unit . Giana Dente . Multicultural. Five Strategies to Use for Multicultural Students. Predictable Routines- ( Krashen , Terrel 1983)
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Multicultural Unit Giana Dente
Five Strategies to Use for Multicultural Students • Predictable Routines- (Krashen, Terrel 1983) - continuous routines, expectations are made clear, signals are set in place, consistent (lights out), greet students at the beginning of the day, have a morning routine, recognize and encourage responsible behavior, positive reinforcement, speak slowly, sub ground names build community (days of the week Monday, Tuesday, etc.), total physical response and repetition
Visual Scaffolding • Visual Scaffolding- (Genesee, 1999) - Using Google images and graphic organizers such as KWL chart, concept word maps, word wall
Realia • Realia - Pre-teach vocabulary using realia - make connections between their lives and materials Example: When introducing a topic to the class the teacher can use objects. For example teaching students about a desert the teacher can bring in objects such as a cactus, sand, etc. for the ELL learners to familiarize and relate to the objects, and teach the class what it means in their language.
Modeled Talk • The total physical response model (Asher, 1982) - to show students how to complete tasks or activities, and learn the step process in order to - repeating questions, having the students chiming or chanting in, and choral reading
Interactive Writing/Scripting • Interactive Writing- (Krashen, 1988) -Scaffolding, build sentences together - counting words adding adjectives - interactive writing - magic tape - “act out” the dialogue in scripts of situations that can relate to the students
Five Multicultural Books • Spanish-Hairs/Pelitosby Sandra Cisneros, illustrated by Terry Ybáñez. Dragonfly Books, 1997. (Latino) • Chinese- Halmoni and the Picnicby Sook Nyul Choi, illustrated by Karen Dugan. Houghton Mifflin Books for Children, 1993. (Asian Pacific American • American Indian- Giving Thanks: A Native American Good Morning Message by Jake Swamp, illustrated by Erwin Printup, Jr. Lee & Low Books, 1997. (American Indian) • African American- Shades of Black: A Celebration of Our Children by Sandra L. Pinkney, photographs by Myles C. Pinkney. Scholastic, 2000. (African American • Jewish- Mrs. Katz and Tush by Patricia Polacco (Bantam, 1992). This heartwarming story chronicles friendship between a lonely Jewish widow and a young African- American boy.
How to Setup your Classroom • Vocabulary Walls • English word wall including other languages words • The library should include multicultural books, and books to help the students learn about English (Bilingual books) • Have pictures with labels around the room • Incorporate a technology center where the students can learn from subtitles of movies, music, or APPs on the smart board, iPhone, etc.
Parent Involvement • Send home pictures and updates of their children in their language and in English • “Show and Tell” of valuables in their culture, (realia) where the students speak in English • Family Recipe book of specialties from all of the students cultures within the class • “Buddy Families” where bilingual parents are recruited to help new parents understand, so they can become more involved in the classroom • Have parents receive a tour of the school from students or an interpreter that is bilingual in the school
Parent Volunteers • Invite family members to come in and teach about their culture • Invite parents to come in and read a story in their language with subtitles in English • Have parents read picture books to students • Have the parents volunteer to help out with school • Provide material from class in the parents’ native language so they can help their children
Integrating Technology in Your Classroom • Use the TV to show movies with subtitles for the students to follow along and learn the language easier • Have translation services (google) • Put vocabulary on the Smart Board • Incorporate music into the classroom (alphabet songs, animal songs, calendar, weather, and seasons songs, etc.) • APPs for the Smart Board, Iphone, Ipad, etc. (Simplex Phonics, Word Bingo, Sentence Builder, Preposition Builder, and so much more!)
Differentiate Instruction • Model Fluent Reading • Utilize Graphic Organizers • Have your students be paired with reading partners • Guided reading • Encourage evaluation • Role playing • Retelling stories • Completing dialogue or conversation through written prompts
Content, Process, and ProductExample: • Content- Learning about the deserts and what is found in the desert as the teacher reads a story. • Process- Have students label objects in the desert that the teacher has brought in (realia). The students can demonstrate what these objects are used for by pointing to them or demonstrating. • Product- Have the students place the objects in order of how they were used in the story. This will teach the students sequence of events in a story through the objects of what was used first, second,and third.