fles networking session nnell news literacy strategies thematic unit networking & sharing...
TRANSCRIPT
FLES Networking
SessionNNELL News
Literacy StrategiesThematic Unit
Networking & Sharing
Presented by Virginia Staugaitis, NE Region, NNELLShepaug Regional School District No. 12Washington, CT
Agenda
NNELL News Literacy
StrategiesReadingFluencyOral Language
Thematic Unit Networking and
Sharing
NNELLNational Network for Early Language Learning
Membership academic school year (starts in September)
renewal notices – Spring cannot accept purchase orders – use check or credit card membership questions: [email protected]
NNELL Journal: Learning Languages – published 2X a year
visit NNELL at
www.nnell.org
Literacy StrategiesReading
• K-W-L Charts• Photos, calendar pictures, visuals with labels• Create new patterns from familiar stories• Activities that highlight the meanings, uses, and
production of print found in classroom signs, label, posters, calendars, etc.
• Take home books to read (e.g. Bi-lingual with audio tapes)
• Wide variety of reading genres (narrative and informational)
• Alphabetic knowledge activities• Activities related to children’s work in reading and
writing• Activities that help make connections between what
they will read and what they already know• Activities that encourage discussion about what is
being read and how ideas can be linked ( e.g. Making predictions)
Year of Languages at WPS
Literacy StrategiesFluency
• Model fluent reading (read aloud)• Echo read• Choral read• Repeated readings in class (e.g.
poems)• Phrased reading using sentence
strips• Reader’s Theater (oral performance
of a script)
Year of Languages at WPS
Oral Language• Practice oral language• Story aprons• Story props• Finger puppets• Computer software• Songs, chants, poems and rhymes• Games and activities that involve talking, listening, and following directions
• Activities in which children practice predicable and patterned language stories
• Language games with rhyming wordsResource: www.earlyliterature.ecsd.net/reading.htm
Literacy Strategies
Year of Languages at WPS
Pájaros
Graph ”pájaro favorito”-have students readfavorite from drawings-graph individually
Pick ” pájaro favorito¨-draw-write its name-collect papers
Magic Box-Pick Pájaros-Describe-Ask “ Where does it live…-Ask “ where is...-show me on the map
Estimate andMeasure ActivityUsing pájaros
Review Pájaros-Place around room
-Pick person-Do “4 corner activity”
Read story-Do Picture Walk-Read “Pulgada aPulgada”
-Introduce skit-Model parts-Make groups
PracticeSkits in groups
PerformSkits withprops
Magic Bag- Pájaro-Describe (parts)- Introduce Poem ”Pájara Pinta”with props
Pass out booklets-model reading (read aloud)-echo read-coral read-partner read
Practice oral language
-using sentence strips
- props
Reader’s Theater
Pájaros
Graph ”pájaro favorito”-have students readfavorite from drawings-graph individually
Pick ” pájaro favorito¨-draw-write its name-collect papers
Magic Box-Pick Pájaros-Describe-Ask “ Where does it live…-Ask “ where is...-show me on the map
Estimate andMeasure ActivityUsing pájaros
Review Pájaros-Place around room
-Pick person-Do “4 corner activity”
Read story-Do Picture Walk-Read “Pulgada aPulgada”
-Introduce skit-Model parts-Make groups
PracticeSkits in groups
PerformSkits withprops
Magic Bag- Pájaro-Describe (parts)- Introduce Poem ”Pájara Pinta”with props
Pass out booklets-model reading (read aloud)-echo read-coral read-partner read
Practice oral language
-using sentence strips
- props
Reader’s Theater
Unit Title
Many Kinds of Birds
Language in Use
(Functions/ vocabulary/ structures)
Functions: Vocabulary
Identifying -names of birdsReciting -numbers Graphing -colorsEstimating -body partsModeling
Structures:-What is it? -Where is…?-What does it have? -Show me…-What color…? -My favorite is…-Where does it live? - I am hungry
Student Objectives for Whole Unit
Students will:1.Recognize, describe & identify parts of a bird2.Exchange information on birds3.Recite an authentic Spanish poem4.Recognize similarities & differences between birds5.Draw & write the name of their favorite bird6.Graph their favorite bird7.Estimate & measure the different birds8.Perform skit in class9.Work in groups to practice skits10.Compare sentence structure in Spanish & English11.Transfer literacy strategies learned in English to Spanish
Assessment Plan (during unit, performance tasks, final assessment, etc.)
1. Assessment will take place daily through observation of students feedback and level of understanding
2. Teacher will work with small groups to practice skits and assess readiness to perform
3. Performance task assessment – students will present skits in class. A rubric will be used to assess accuracy, pronunciation, fluency
Learner summary (grade level, minutes/week, language experience, learner characteristics, etc.)
-2nd grade classes meet 15 minutes 5X a week
-Students have had Spanish since kindergarten
-There is a wide range of students. Important to incorporate “multiple intelligence” type activities and practice activities
-They enjoy performing
-They have orally presented before in class (poems, skits..)
Unit Lesson Birds.ppt
La
Oruga
Que
Mide
Adiós
El fin.
Booklet
Yo soy la oruga que mide.
Yo mido cosas.
“Mide mi entero,” dijo el
colibri.
“Bueno. 1-2-3 pulgadas,”
dijo la oruga que mide.
“Mide mis patas,” dijo la
garza.
“Bueno. 1-2-3-4-5-6-7-8-9-
10-11-12 pulgadas,” dijo la
oruga que mide.
“Mide mi cola,” dijo el
petirrojo.
“Bueno. 1-2-3-4-5
pulgadas,” dijo la oruga
que mide.
“Mide mi pico,” dijo el
tucán.
“Bueno 1-2-3-4-5-6-7
pulgadas,” dijo la oruga
que mide.
“Mide mi pescuezo,” dijo el
flamenco.
“Bueno. 1-2-3-4-5-6-7-8-9
pulgadas,” dijo la oruga
que mide.
“Mide mi pico,” dijo el
tucán.
“Bueno. 1-2-3-4-5-6-7
pulgadas,” dijo la oruga
que mide.
“Mide mis patas,” dijo la
garza.
“Bueno. 1-2-3-4-5-6-7-8-9-
10-11-12 pulgadas,” dijo la
oruga que mide.
“Mide mi cola,” dijo el
petirrojo.
“Bueno. 1-2-3-4-5
pulgadas,” dijo la oruga
que mide.
Bueno. 1-2-3 pulgadas,”
dijo la oruga que mide.
“Mide mi entero,” dijo el colibrí.
Adiós
El fin.
Networking & Sharing
Share Ideas and Experiences
FOR MORE INFORMATION CONTACT
Virginia [email protected]
MUCHAS GRACIAS