Patricia Randolph Vickie Scow

1
2008 Fall Workshop
Toolbox ofActivities and Strategiesto Increase
Language Learning
www.nde.state.ne.us/forlg

• Patricia Randolph Vickie
  Scow
• patrandolph_at_embarqmail.com
  Vickie.Scow_at_nebraska.gov

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Spanish Love Song
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45 30 - 15

• In groups of 3, number off
• Each person will answer the following question
  How do I make sure that my students learn more
  than the student in the previous video?
• Number one will talk for 45 seconds number two
  will talk for 30 seconds number three will talk
  for 15 seconds

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Interpretive Communication Mode

• Not translation
• Understanding the gist and then deeper levels of
  details
• A focused task
• Use of authentic materials
• Using context clues rather than word-
• for-word

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Listening Activity The Worm

• Fold the paper accordion style into 7 sections
• The first section cut so it forms a point
• The last section cut out a triangle
• Color each section as specified
• Color 2 dots in the first section for eyes
• Punch a hole and attach a string
• You now have a wiggly worm

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Bullseye Reading
Who?
When?
What?
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(No Transcript)
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Describe the Drawing
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Act It Out
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Vocabulary Concept Chain

• Sun
• solar flare gravity
• prominence
• sunspots atmosphere
• corona hydrogen
• chromosphere helium
• photosphere energy
• nuclear
  fusion
• 10 billion year supply 15 million degrees
  Celsius

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Story Imprint
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Somebody Wanted But So
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Interpersonal Communication Mode

• Takes us away from memorized dialogs
• Focuses on spontaneous, interactive conversation
• Message is most important
• Is an exchange of information, ideas and opinions
• Helping each other
• Use of circumlocution

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Four of a Kind
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Four of a Kind

• Get into a group of four
• Each person gets a different marker
• Draw figure
• Find 4 things that all have in common and
• write in the center
• Find 4 things that are unique
• and write in your own space

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Talking Tokens
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Inside-Outside Circle
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Six By Six
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Class Survey
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Conversation Karate

• White Belt answer 3 simple questions
• Blue Belt answer 3 more difficult questions
• Red Belt Talk about 4 different topics
• Black Belt hold a conversation in 4
  different situations

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Presentational Communication Mode

• Emphasis is on the audience
• Adopt language to fit the situation
• Allows for comprehension without interactive
  negotiation of meaning
• Organized, practiced, rehearsed, polished and
  edited

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Speaking ActivitySkit-in-a-Bag

• Divide into groups of 3 or 4
• Each group is given a bag with 5 articles
• The group will have 10 minutes to prepare a skit
  using all of the objects
• Each member of the group must participate
• Groups will present

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TPR Story
Cuéntame aún más! 2003
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Writing ActivityCreate Your Own TPRS Story

• Divide into groups of 3 or 4
• Decide on a unit of study and pick 6 vocabulary
  words you would like to teach
• Write a story (the sillier and more bizarre the
  better) using those six vocabulary words
• Present the story

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Show and Tell

• Whats in the bag?

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Family Presentation
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I feel happy when
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My Favorite Place
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Two-Minute Presentations
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My interests are
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Famous Person Project
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Country Research Project
Country Poster
Country Brochure
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Country Research (cont.)
A, B, C Book
PowerPoint
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Food Project Person
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More Food People
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Commercials
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Yet More Commercials
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Fairy Tale Plays
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Characteristics
of theSuccessfulLearner
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SNL Video
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Give One, Get One

• What are the characteristics of the successful
  learner?
• Introduce yourselves

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Successful Learners

• Understand that greater effort equals greater
  achievement
• Use a variety of strategies and know how and when
  to use them
• Know how to set goals and do so regularly
• Regularly evaluate their own capabilities and
  progress
• Understand their strengths and weaknesses

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Basics of LinguaFolio NE

• Purpose Reflective analysis of growth in
  language use and achievement of personal goals
• Ownership Mainly student owned and teacher
  guided occasional teacher ownership
• Content Personal goals, evidence via best work,
  reflective analyses

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Biography

• Two Parts to
• Language Development Journal
• Record and reflect upon language learning
  activities in family and community
  (interculturality)
• Record and analyze how I learn best

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Passport

• Self-Assessment of Competency Level
• Self-Assessment Checklist

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Dossier of Evidence

• Baseline data
• Goals
• Representative examples of student work
• Detailed self-analysis/reflection

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Examples of Evidence for LinguaFolio Dossier

• Drawings or posters that reference cultural
  products and practices
• CD or cassette recordings of a student reading a
  story book, saying a poem, singing a song or
  having a conversation.
• Written work such as captions, personal
  descriptions, picture books, etc.
• Video tapes of simulations, role plays, and
  presentations.

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Goal Setting

• Goal setting influences learning and motivation
  by providing a target and information about how
  well one is doing.
• (Alderman, 2005, pg. 105)

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Appropriate Effective Goals

• Specific
• Well-defined, clear
• Measurable
• Easy to determine if attainable and attained
• Agreed Upon
• By all stakeholders (students, teachers)
• Realistic
• Within availability of resources, knowledge,
  skills
• Time Based
• Enough time to achieve goal, but not too much
  time allowed

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SMARTER Goals with LinguaFolio

• Specific
• Measurable
• Agreed Upon
• Realistic
• Time Based

• Evaluation
• Of goals at the end of chapters

• Reflection
• By students upon those goals on a much deeper
  level

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I will speak fluently.
Appropriate
Inappropriate
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I will ask Cecilia out on a date using only L2.
Appropriate
Inappropriate
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I will say "Hi" to Cecilia using only Spanish.
Appropriate
Inappropriate
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Students will describe the contents of their
backpacks using only L2.
Appropriate
Inappropriate
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Try Again!
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CORRECT!
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1st Year Foods Chapter

• Objectives
• Describe the three meals of the day and a variety
  of foods and drinks that can be consumed at each
• Describe the tastes of the aforementioned foods
• Order a meal in a restaurant using polite
  requests
• Negotiate problem situations that might arise in
  restaurants (fly in soup, dirty spoon)

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1st Year Foods Chapter

• Possible student goal 1 I will read and
  correctly interpret the menu at La Paz
  restaurant.
• Student action plan I will focus on the food
  vocabulary in the chapter and will look up other
  typical La Paz foods in the dictionary. I will
  go to La Paz and get a menu. I will read the
  menu and order. If the desired food arrives, I
  read correctly.

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1st Year Foods Chapter

• Possible student goal 2 I will describe the
  cafeteria food using Spanish.
• Student action plan I will focus on vocabulary
  describing foods. I will listen to and imitate
  the teacher when she pronounces the phrases. I
  will sit with my friends that understand and/or
  speak Spanish, and I will describe what I am
  eating for lunch and how it tastes. I will know
  by their reaction if I am understood.

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Reflection

• Review Goals
• Find evidence showing goals were met
• Complete Portfolio Reflection Sheet
• File in Dossier

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http//linguafolio.unl.edu
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The Nebraska Research Component

• What students know and are able to do after 1, 2,
  3, 4, and 5 years of study
• How assessment drives instruction
• The effect of clear articulation between and
  across levels of instruction
• Benefits of LF for teachers, parents, students,
  administration, general public
• Website www.nde.state.ne.us/forlg
• Click on LinguaFolio

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5 Minute University
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(No Transcript)
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(No Transcript)
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(No Transcript)
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Familiar Words
taco
burrito
tequila
jalapeño
tortilla
Pepe
siesta
fiesta
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Frayer Model
el oso pardo
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Adapted From
Oso pardo, oso pardo, Qué ves ahí?
por Bill Martin Jr. Eric Carle
Images from DLTKs Book Breaks http//www.dltk-tea
ch.com/books/brownbear/index.htm
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Semantic Feature Analysis
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Colores
ROJO
AMARILLO
AZUL
VERDE
MORADO
BLANCO
PARDO
NEGRO
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UNO is one Great big sun! DOS is two Stomp my
shoe! TRES is three, Yip-yip-ee! CUATRO is
four Lets all soar! CINCO if five Take a dive!
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SEIS is six, Tic-toc-tic! SIETE is seven Point
to heaven! OCHO is eight, Clean your
plate! NUEVE is nine, Please be mine! DIEZ is
ten, Lets do it again!
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Animales

• Guess the animal
• Jeopardy
• Animal match
• Retell the story
• Create own animal story

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Adapted fromLa Oruga Muy Hambrientapor Eric
Carle
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TPR

• huevecillo egg
• oruga caterpillar
• tenía hambre was hungry
• comió ate
• casita little house
• mariposa butterfly
• buscar - look for
• pequeño small
• grande - big

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Tenía hambre he/she was hungry
Comió he/she ate
lunes
miercoles
una manzana
rojo
tres ciruelas
La Oruga Muy Hambrienta
Construyó una casita made a house
Era una
mariposa was a
butterfly
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Rainforest in Costa Rica (Beginning -
Intermediate)
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(No Transcript)
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El Gran Capoquero

• Adapted from
• The Great Kapok
• By Lynne Cherry

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Two men entran la selva. Many animales live in
the selva.
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The two men want to cortar el árbol grande.
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There is a casita in the bosque. Tres osos live
in the house.
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There is a papá oso, mama osa and bebé oso.
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Nube Va A La Escuela de los Niños
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Aquí viene el autobus de la escuela. Guau, Guau!
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Classroom Activities

• Rules Rap
• Classroom Chant
• Scavenger Hunt
• School Clues
• Post It
• Matching Game

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Other Classroom Ideas

• Label items in the classroom
• Put courtesy expressions on the wall
• Transition rhyme
• Uno, dos, tres, no más inglés
• Have native speaker students teach a new word of
  the day
• Daily schedule of subjects in Spanish
• Take role, lunch count in different ways using
  Spanish Aquí here

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FairyTales

• Cinderella

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Cinderella Activity

• Read through your version of Cinderella
• Fill in the following categories according to
  what you have read
• Setting Problem
• Characters Solution
• Hero/Heroine Magic by----
• Villain Cultural Element
• Compare and contrast the different versions of
  the story
• Discuss the various cultural elements

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A Look At Culture

• Japanese
• Native American
• Hispanic
• American

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Activities

• Similarities and Differences
• Iceberg Conception of Culture
• Artifacts
• More Than Just Food

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Zip Around

• Think about what we have discussed today or an
  activity that you heard about that you plan to
  use in your classroom
• Feel free to modify it to meet your needs and the
  needs of your students
• As we zip around the room, share this idea with
  the other participants