MAKING MINI MOVIES WHILE MEETING OBJECTIVES: GOING BEYOND DIGITAL STORIES

Dr. Gilda Martinez

Towson University

Towson, Maryland

Ms. Adreon Hubbard’s ESOL Classroom

YOU CAN GET STUDENTS SPEAKING… AND MORE

with the Language Experience Approach

using

Photo Essays&

Digital Stories

Through them, students will practice and meet objectives for

speaking, writing, reading, and listening!

LANGUAGE EXPERIENCE APPROACH (LEA) Have them write a story (or dictate a story to you)

and practice reading it for fluency Insert vocabulary you would like for them to

work on Or, provide a list of vocabulary words that they must

insert into their story

LANGUAGE EXPERIENCE APPROACH (LEA) Students practice reading to themselves

Students also practice reading aloud to a buddy

• And listen to a buddy do the sameTo later discuss each other’s stories

USING COGNATE WORD WALLS

A classroom might have large posters with different letters of the alphabet at the top. 

The posters have cognates written on them in alphabetical order. 

Students can add cognates as they discover them and refer to the lists when they are reading to see if they can get the meaning that way.

COLORIN COLORADOHTTP://WWW.COLORINCOLORADO.ORG/

HTTP://WWW.COLORINCOLORADO.ORG/PDFS/ARTICLES/COGNATES.PDF

WATCH FOR FALSE COGNATES:

For example:

embarrassed is NOT embarazada (pregnant)

carpet is NOT carpeta (folder/notebook)

exit is NOT éxito (success)

Vase is NOT vaso (drinking glass)

DIGITAL STORIES…

Make bringing a story to life much easier

MINI MOVIES

Take digital stories to the next level

It makes it even more motivating for students to practice – reading, writing, speaking, and listening to each other

MINI MOVIES…

Provide students with a purpose to practice their language skills

The goal/objective is very clear to students(MAKING A MINI MOVIE ;)

and you can meet your state’s goals and objectives in the process

WINDOWS MOVIE MAKER

Makes creating the mini movies a breeze!

MINI MOVIE #1: RAP RIDE

Can work on subject verb agreement

Practicing the raps helps instill the correct forms

Motivates students to practice reading and writing

The next rap combines grammar with content vocabulary…

Rap by: Ms. Adreon Hubbard

WINDOWS MOVIE MAKER IS FREE!

WINDOWS 7 http://explore.live.com/windows-live-movie-maker?os=

other

http://www.microsoft.com/windowsxp/downloads/updates/moviemaker2.mspx

Windows XP

ADD VIDEOS AND PHOTOS

organize and select the photos and videos you want to use in your movie after you download them onto your computer from your camera

EDIT THE VIDEO

Trim and split the clips

Add music

adjust the volume of the speakers

AUTOMOVIE THEME

Just pick the photos and videos you want to use, and Movie Maker does the rest.

SHARE ONLINE

Post your movie to your favorite sites

LET’S DO ONE LIVE!

CHARACTERISTICS OF TEXTS THAT SUPPORT READING COMPREHENSION: Predictable Represent culture Represent similar experiences Visuals support text Interesting/imaginative Natural language

Choose texts with these features for reader’s theatre. ;)

LANGUAGE STRATEGIES FOR MASTERINGACADEMIC ENGLISHUse description

Characteristics Locations Dimensions

Ask and answer questions

What When Where Who Why

And consider these when talking about readings….the goal of reading is comprehension

(that’s the reading specialist in me talking.)

Teach signal words Sequence

After, before, finally, now, then, while, etc.

Restatement or synonym Also, for example, just

as, too, etc. Contrast and compare

Like, similar to, etc. But, unlike, yet, etc.

SPECIAL THANKS TO:

Ms. Adreon Hubbard – the very creative ESOL teacher and creator of grammar rap

The ESOL Students from William Paca Elementary in Baltimore, Maryland

Mr. Michael Cobaria - the music teacher who recorded the students rapping

THIS PPT IS LOCATED @:

http://pages.towson.edu/gmartine/