1 visual strategies for supporting english instruction presenters: lisa holton pam wright-meinhardt

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Visual Strategies for Supporting English Instruction

Presenters:

Lisa Holton

Pam Wright-Meinhardt

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Consider:

I don’t like that pizza.

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Introduction

How is meaning conveyed in English? Verbal Language:

Pitch Volume Pace Pauses Emphasis Breathing Pattern

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Introduction

How is meaning conveyed in ASL? Location Pace

Speed Distance Sign Movement

Facial Expressions Body Movement

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Never Lose “Why”

Don’t be content with ‘surface’ meaning. Look deeper for a more complete understanding

It’s tempting to give ‘for now’ or ‘in this case’ answers, but be cautious of teacher-dependency

Don’t be afraid to go on a journey of “why?” with your students

Look things up when you aren’t sure Consider each specific situation and try to

generalize when possible There are ALWAYS exceptions, so be careful

with rules

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Parts of Speech Review Nouns Verbs Adjectives Adverbs (Ad/Verbs) Conjunctions

Coordinating FANBOYS Subordinating (because, while, since, although,

etc) Correlative (not only…but also, either…or, etc)

Prepositions Pronouns (Hand shape) Interjections (Ouch, wow, oh, no) Determiners (sometimes put with adjectives)

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Excerpt from Jabberwocky by Lewis Carroll

…He took his vorpal sword in hand: Long time the manxome foe he sought –

So rested he by the Tumtum tree, And stood awhile in thought And as in uffish thought he stood, The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood, And burbled as it came! …

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe;

All mimsy were the borogoves, And the mome raths outgrabe.

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Attend to function—don’t get stuck with a single meaning or even multiple meanings with the same function.

Strengthen vocabulary by teaching function, concepts, and forms

Light Noun: Turn on the light. The light is broken. The

lightening was bright. Adjective: My shirt is light blue. The feather is

light. I will add a lightening agent to the paint. Verb: Come on baby light my fire. We will light

out of town. We need to lighten the load. Adverb: The cat tread lightly across the hot

pavement.

Function in the “Real” World

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Activity

Functions of the word RUN Noun Verb Adjective

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To

Meanings of TO: Go Ahead

I want to eat To a place (preposition)

I am going to the mall Until (from-to)

I will be there from 4:00 to 7:00 Up to

He grew to six feet

It is important to note that signs may vary, but when teaching the concept, differentiate the signs

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To with Verbs Infinitive= To + Verb *NOT VERBS*

I never wanted to see the movie. Jeremy told me to go home. Carla and Kim aren’t planning to throw a birthday

party.

Infinitives often lead to Noun phrases Mom, I want to buy a new car. I couldn’t believe she was planning to consider

that hideous brown dress! Some infinitives can be finished with

prepositions or prepositional phrases Tyler told me to look around the room.

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In, On, At Selective Strategy

Time It happened in 1970. It happened on November 10th. It happened on Monday. It happened at 10:37pm.

Place I live in the United States. I live in MN. I live in Faribault. I live on Main Street. I live on the east side. I live at 2416 Main Street. I am at the mall.

IN

ON

AT

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Determiners These words signal nouns Placed before adjectives (before nouns) or

before a noun (without an adjective) Four general categories:

A/An/The Possessive pronouns (Closed 5 Hand) Quantifiers

Numbers (how many) Some, all, none, a few, several, every, no,

etc Demonstrative Pronouns

This, That, These, Those Spatial: This, These vs That, Those Plurality: This, That vs These Those

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Royal Order of Adjectives

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Much/Many Both of these are quantifiers (determiners) used

before nouns Count and Non Count nouns

Count nouns: You can count them Trees, snowflakes, hours, students, gallons of milk

Non-Count nouns (mass): Cannot be individually counted *or you would not WANT to count them individually* Water, milk, money, time, hockey Usually do not tolerate “S” “IES” or “ES” for pluralizing

Visual Strategy: “Many” sign has countable fingers—COUNT nouns “Much” sign had non-moving fingers—NON COUNT

nouns

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Less/Few Both of these are quantifiers (Determiners)

used before nouns

Count and Non Count noun dependent

Visual Strategy: “Few” sign has countable fingers—COUNT nouns “Less” sign had non-moving fingers—NON COUNT

nouns

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Bridge Words English words that when used together have a different

meaning that needs to be signed differently It helps students break away from word-by-word writing

and recognition Useful when a student asks “what’s the word for ___” STRATEGY: Use a “bridge” when instructing

The people came together for the party. Examples:

Fill up Back and forth Look like Feel like Don’t know Don’t care Roll up Make Up

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Bridge Verbs Verbs are rarely just one word Example: We tend to teach: Walk, Walks,

Walked But what about:

Will walk Could/Can walk May/Might walk Has/Had/Have walked Do/Does/Did walk Is/Am/Are walking Was/Were walking Has/Have/Had been walking Would have been walking May/Will be walking

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Adaptation from Fitz Key*Not for everyone*

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Subject/Verb Agreement—Find a tool that works “S” Strategy: Only one “S”

Plural Subjects have an “S” so the verb does not The girls like playing with dolls.

Singular Subjects do not have an “S” so the verb does The girl likes playing with dolls.

Holds true for: Do/Does, Go/Goes, Have/Has, Are/Is Is/Are:

Is: used with singular subjects, non counts, and collective nouns (has an ‘s’)

Are used with plural subjects and plural count nouns Strategy: Which has more letters? (IS vs ARE)

IS only has 2 letters but ARE has 3—ARE Is used for plural Strategy: little “i”: Use “i” as the #1 or as a lonely,

singular concept

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Block Visual Tool for Subject-Verb Agreement

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Compound Sentence Structure Punctuation

For students struggling with punctuation Compound sentence= Two complete sentences

put together with either: Comma + FANBOYS conjunction

The movie was great, but I think the first one was better. Semicolon

She told me her big secret; I nearly fell off my chair.

Reminders: A comma is not strong enough to hold two complete

sentences together (Comma Splice) A semicolon is! (‘super comma’)

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Complex Sentence Structure Punctuation Complex sentence = Dependent and Independent

together Study Subordinating Conjunctions (when, because,

while, since, etc). Subordinating conjunctions make independent sentences dependent.

Teach “because” first to use the strategy: When the dependent is first, you need a comma When the independent is first, you don’t need a comma

(brush off) Because the fair is next week, I am going to

request some days off work. I am going to request some days off work because

the fair is next week. TOTALLY interchangeable with/without the comma

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Never Lose “Why”

Don’t be afraid to go on a journey of “why?” with your students

Look things up when you aren’t sure Consider each specific situation and try to

generalize when possible There are ALWAYS exceptions, so be careful

with rules

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Resources/Websites

Grammar Overall (Great parts of speech too) Great:

http://grammar.ccc.commnet.edu/grammar/index.htm

Very Good: http://owl.english.purdue.edu/owl/ Parts of Speech:

http://newton.uor.edu/facultyfolder/rider/conjunctions.htm

http://www.virtualsalt.com/conjunct.htm www.esldesk.com http://www.englishclub.com/grammar/

prepositions-list.htm