Presentation on theme: "Enhancing Literacy Skills in Immersion Classrooms"— Presentation transcript:
1 Enhancing Literacy Skills in Immersion Classrooms Laura Terrilllauraterrill.wikispaces.com
2 what occurs outside the head. Teaching is …… Ruby Payne Comment and quote Ruby PayneRuby Payne
3 what occurs inside the head. Learning is …… Ruby Payne Comment and quote Ruby PayneRuby Payneimage: artsjournal.com
4 Three Modes of Communication Curriculum DesignThree Modes of CommunicationInterpretiveI’m sure you can name them, but can your students?InterpersonalPresentationalL. Terrill
5 What is the mode of communication? 1Prepare a poster about your favorite sport.2Watch a travel video and jot down places of interest.3Talk about what to do on the weekend.4Send a letter to an e-pal.5Create a graphic organizer for new vocabulary.6Create a skit where you buy something in the market.PresentationalInterpretiveInterpersonalInterpersonalSee how to apply functions, sponge and cooperative techniques to specific activities that develop the modesInterpretivePresentational
6 Curriculum DesignFrench APSection I (Interpretive Communication), 50% of exam scoreMultiple Choice: 65 items in 9 sets(4 reading sets, 2 sets that combine reading and listening, 3 listening sets)Section 2 (Interpersonal and Presentational Communication), 50% of exam scoreFree Response: 4 itemsInterpersonal WritingStudents read a message and write a reply in which they respond to requests or questions posed in the message; they also ask for details about something mentioned in the message.Presentational WritingStudents write a persuasive essay on a specific topic. In the essay, they present the viewpoints expressed in a print source and an audio source, and they state and support their own viewpoint on the topic. Students also cite information from a third source (e.g., a chart, map, or table) to support the response.Interpersonal SpeakingStudents participate in a simulated conversation (topic and situation are defined) by following an outline of five exchanges (also provided). 5 responses x 20 seconds each.Presentational SpeakingStudents plan and give a two-minute oral presentation on a specific topic related to one of the six course themes. In the presentation, students first use description and narration to talk about their own experiences concerning the topic. Then, students make a comparison to something they’ve learned about the French-speaking world in relation to the topic. There is no source material for this task; students may cite examples from class readings or discussions, personal observations or life experiences, etc.L. Terrill
7 ACTFL Integrated Performance Assessment Interpretive CommunicationStudents listen to, view and/or read an authentictext and answer information as well asinterpretive questions to assess comprehension.The teacher provides students with feedback onperformance.Presentational CommunicationStudents engage in the presentational mode by sharing their research/ideas/opinions. Sample presentational formats: speeches, drama, skits, videos, radio broadcasts, posters, brochures, essays, websites, etc.Interpersonal CommunicationAfter receiving feedback students engage in communication about a particular topic which relates to the interpretive text.
8 Three Modes of Communication InterpretiveGo into each mode, stress performance activities for each mode, make the connection showing how any of the activities can become part of an assessment model, show interactive templates at the end of the segment
9 Traditional Format Reading assignment given Independent reading Curriculum DesignTraditional FormatReadingassignmentgivenIndependentreadingDiscussion tosee if studentslearned mainconcepts, whatthey “shouldhave” learnedAdapted from McREL blackline mastersL. Terrill
10 Curriculum DesignThe Blurvle CeremonyThe axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas.1. Describe the axtlzbn.2. Who wears an axtlzbn?3. What ceremony is it for?4. Fill in the blanks: The _____is wornby _______for the ________.L. Terrill
11 Strategic Format Prereading activities: Discussion Predictions Curriculum DesignStrategicFormatPrereading activities:DiscussionPredictionsQuestioningBrainstormingSetting PurposeGuided ACTIVEsilent readingActivities to clarify,reinforce, extendknowledgeL. Terrill
12 It is really quite simple. First you arrange things into Curriculum DesignIt is really quite simple. First you arrange things intodifferent groups. Of course, one group may be sufficientdepending on how much there is to do. It is importantnot to overdo things. That is, it is better to do too fewthings than too many. In the short run this may notseem important but complications can easily arise. Amistake can be expensive. At first the whole procedurewill seem complicated. Soon, however, it will becomejust another facet of life. It is difficult to foresee any endto the necessity of it. After the procedure is completedone arranges the materials into different groups again.Then the groups can be placed in their appropriate places.Eventually, they will be used once more and the wholecycle will then have to be repeated.L. Terrill
13 It is really quite simple. First you arrange things into Curriculum DesignIt is really quite simple. First you arrange things intodifferent groups. Of course, one group may be sufficientdepending on how much there is to do. It is importantnot to overdo things. That is, it is better to do too fewthings than too many. In the short run this may notseem important but complications can easily arise. Amistake can be expensive. At first the whole procedurewill seem complicated. Soon, however, it will becomejust another facet of life. It is difficult to foresee any endto the necessity of it. After the procedure is completedone arranges the materials into different groups again.Then the groups can be placed in their appropriate places.Eventually, they will be used once more and the wholecycle will then have to be repeated.L. Terrill
14 Traditional Format Strategic Format Prereading activities: Discussion Curriculum DesignTraditional FormatStrategic FormatPrereadingactivities:DiscussionPredictionsQuestioningBrainstormingSetting PurposeReadingassignmentgivenIndependentreadingGuided ACTIVEsilent readingThe new format doesn’t take any more time, time is just used much differently…Discussion tosee if studentslearned mainconcepts, whatthey “shouldhave” learnedActivities toclarify,reinforce,extendknowledgeL. Terrill
15 Un regalo para Abuelita En celebración del Día de los Muertos ISBN 0-87358-688-1 VE
16 A.C.T.I.V.E. Ask Questions Who? What? When? Where? Why? Which would? If….then? Who can? How did?Thick questions vs. thin questions
17 A.C.T.I.V.E.Connect:Text-to-selfText-to-textText-to-worldRead aloud a short text and think aloud your comments.Interesting idea I’m confusedI disagree Important ideaI remember I’m surprisedI wonder
18 A.C.T.I.V.E Track Down Determine the most important ideas and themes. Word level - pick out the words that carry the meaning of the sentenceSentence level - pick out key sentencesText level - pick out key ideas, concepts and themesGive students a 3x3 sticky note and fringe it into 3-4 pieces. As they read have them tear off a piece and mark and important work, sentence or concept. This mimics highlighting but allows the student to change their mind as they read a passage and will limit how much they think is important.
19 A.C.T.I.V.E. Making Inferences Make inferences by creating personal meaning or by creating a meaningthat is not stated explicitly.Good readers use their prior knowledge and information from the text to draw conclusions, make judgments and predictions, and form interpretations about what they are reading. Allow great latitude for inferences provided that the reader can defend his or her inferences with a description of relevant, prior knowledge and specific text.A wide variety of inferences is appropriate for fiction; a narrower range of interpretation is typical for nonfiction. It says, I say and so is an excellent strategy for inference.
20 A.C.T.I.V.E Visualizing Create visual and other sensory images during and after reading.Ask students to read, discuss and then draw what theysee happening in the text. Drawings can be done on transparencies and shared with the class. Students might also be asked to select a song that relates to the text.
21 A.C.T.I.V.EVisualizingAs twilight deepened, she finished her braid. It was as tall as she was. Rosita sat by her grandmother’s grave, stroking the cord with her fingers. In it, she had braided the things she remembered: the scent of her grandmother’s dress, the pla-pla-pla of her hands on the tortillas, her songs and her scolding, her tales and the taste of her salsa.Closing her eyes, Rosita began to feel warm, as if she were safe in her grandmother’s arms. Soft wings brushed her face like a kiss. Then in her heart, a husky voice whispered, Buenas noches, Rosita.
22 A.C.T.I.V.E Eureka! Retell or synthesize what has been read. Good readers attend more directly to character, setting, conflict, sequence of events, resolution, and theme in fiction and to text patterns such as description, chronology, cause and effect, comparison/contrast, and problem/solution in nonfiction. They use their awareness of these elements to make decisions about overall meaning.A wide variety of inferences is appropriate for fiction; a narrower range of interpretation is typical for nonfiction. It says, I say and so is an excellent strategy for inference.
23 R.A.F.T. Role Audience Format Topic Rosita Abuelo Letter Why you miss Abuelita so muchBraidNoteHow much love you feel in her fingers and questions about why that is soNewspaper ReporterAmericans who do not understand Day of the DeadNewspaperInterviewQuestions about the day and the items on the altar?
24 Teaching Nonfiction Reading Curriculum DesignTeaching Nonfiction ReadingWe need to teach students:How to use the questions we give them and how tocreate questions of their own.How to use clues an author provides to identify mainideas and supportive details.How to successfully summarize and retell the importantinformation both during and after reading.How to recognize the most common textual patterns— comparing and contrasting, explaining causes andeffects, laying out a sequence of events, describing aprocess.Adapted from Discovering Nonfiction: 25 Powerful Teaching StrategiesL. Terrill
25 Curriculum DesignJuan Ponce de León, the explorer, was born in Valencia, Spain, in As a teenager he joined Spanish forces that defeated the Moors. In 1493 he accompanied Cristóforo Colombo in his second voyage to America. Later Ponce de León was granted a commission to explore Borinquen. He then set out to colonize the island of San Juan Bautista and build the first settlement called Caparra. He served as first governor from During his term as governor the island's name was changed from San Juan Bautista to Puerto Rico. Ponce de León went on to achieve other accomplishments. His tomb is found at the San Juan Cathedral in Old San Juan. His family estate is the Casa Blanca, another popular tourist site.L. Terrill
27 Proof for / Proof against Curriculum DesignProof for / Proof againstJuan Ponce de Leon was born in Puerto Rico.Puerto Rico was the name of the island when Christopher Columbus arrived.Juan Ponce de Leon was very talented.ProofAgainstProofForAsk for a show of hands true/false, then bring in proof statementsL. Terrill
28 Complex Thinking — Simple Language Stole this concept slide from Helena Curtain who did a keynote at STARTALK last weekend.Intrinsically interesting, cognitively engaging culturally connectedNo soy un abrigo.Helena Curtain
30 I speak English.Ich sprecheDeutsch.Ich habe zwei ????
31 _____die eine spreche ich zu Hause oder_____die eine spreche ich zu Hause_____Die andere spreche ich auf der Arbeit_____Sie verstehen mich so besser_____Dieses Gesicht kann alles_____eins in dem ich geboren wurde_____das andere in dem ich satt werde_____Das Land meiner Vaeter liebe ich mehr
34 Interpretive with strong visual support …. Données insufisantesPréoccupation mineureQuasi menacéeVulnérableEn dangerEn danger critique d’extinctionthis is great way to bring in the realia you have from thetarget culture.Eteinte ou éteinte à l’état sauvagePair students - give them a time limit and tell them to make statements or ask each other questions about the document.
35 World Language / ELL Consultant Laura TerrillWorld Language / ELL Consultant8529 Stark DriveIndianapolis, IN 46216Cell:Home:lauraterrill.wikispaces.com