Helping All Students Achieve LOTE Proficiency
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Helping All Students Achieve LOTE Proficiency
Marie J. Campanaro, NBCT WLOESpencerport School District
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ADHD Accelerated StudentDyslexiaTourette’s
OCDAsperger’s Issues at Home
Auditory Processing Delay
3rd grade reading level
Social disfunction ?????
Today’s LOTE Classroom
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SpeakingListeningReadingWritingPhonemic Awareness
Task Analysis
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Building small to bigTarget vocabulary (question words)Teach with mnemonics • Qués• Dónde• Cuándo• Cuánto
Speaking and Listening
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Building small to big
Target vocabulary (question words)• Teach with mnemonics • Teach with multisensory approach
Speaking and Listening
Có o Cuál
uién
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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
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Building small to big
Application of new vocabulary & PRACTICE Guided dialog Patterned dialogs (Physical Memory) Repetition Repetition Repetition
Speaking and Listening
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Rotation provides variety of partners Alternate initiator for varied practice
Dyadic partners – repetitive practice
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Situación #1Invite Person 2 to go somewhere
Ask a detailAnswer the detail
Ask another detailAnswer detail #2
Accept the invitationReact positively
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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
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Situación #2Invite Person 2 to go somewhere
Ask a detailAnswer the detail
Ask another detailAnswer detail #2
Reject the invitationReact with disappointment
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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
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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
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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
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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
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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
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Scripted dialog
Clozed dialog
Original dialog
Speaking
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Listening – actively teach strategies
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*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?
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Building small to big
Embedded reading: Clarq & Whaley http://embeddedreading.com/about/
Reading
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Provide meaningful practice Practice the way students will be assessed Connect reading to visuals and/or actions
whenever possible Vary the input!
Reading
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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 soledadHoy me propongo dejar las penas y bailar
Wepa!Baila baila Si tienes dudas
Baila baila A tu maneraBaila baila Si tienes miedoBaila baila En hora Buena
Baila Baila Ennio Emmanuel
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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
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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
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Small to big
Establish expectations (“non-negotiables”) Capitalization Punctuation Subject/verb Providing details
Writing
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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
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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
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UseGraphicOrganizersFor Pre-writing
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Use visual promptsWhere 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?
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WhoWhatWhenWhereWhy
& How
W W W W W & H
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“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
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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
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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?