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Lynne Koenig Woodburn School District Woodburn, Oregon.

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Presentation on theme: "Lynne Koenig Woodburn School District Woodburn, Oregon."— Presentation transcript:

1 Lynne Koenig Woodburn School District Woodburn, Oregon

2  Woodburn School District  4 Elementary, 2 Middle, 5 High schools Washington Elementary School Pop. 587 Free &Red 82% ELL 76%

3  Who’s Here?  Teachers  Administrators  New to dual  50/50 or 90/10  Self Contained  Partnership  Bilingual

4  Knowledge/concepts unique to L1 Knowledge/concepts unique to L2 Surface features of L1 Surface features of L2 Language Transfer and Discrete Language Skills Interdependence Model Linguistic (Adapted from Cummins, J. 1987)

5   Everything is about language  Know your students  Must be explicitly modeled. For Transference To Occur…

6  Strategies  Así se dice-Literacy Squared  Interactive Cognate Word Wall  Probable Passage- Kylene Beers  Interactive writing-Literacy Squared  Other favorites!

7 Así se dice Literacy Squared-Kathy Escamilla Purpose: Explicit translation practice helps language learners navigate between languages and experience the subtleties of language as well as get the “gist” of meaning. Language is not directly transferable. This activity also gives power to both languages as each child gets to be the “expert”.  Can be used as early as late kinder with appropriate scaffolding (whole class, based on theme).  Moves to partner work with students as “experts” as early as second grade.  Can use curricular theme or selected poetry.

8  Así se dice Whole class-  Choose topic- Example: Halloween vocabulary from books read.  Teacher records words/phrases on chart in target language (L1 or L2)  Teacher leads discussion of how you would “say it” in the opposite language.  This should include partner talk thinking around the best way to say it.  Teacher support is essential here as they can draw out other ideas or ways the students could say it and explicit teaching of getting the gist.  Teacher again records words/phrases that reflect the ideas from the original language.

9  Así se dice Partners-  Choose poem, shared/creative writing etc.  Partners take a phrase/sentence at a time and discuss how they could say it.  Students record directly on same page  Teacher support to draw out other ideas or ways the students could say it and explicit teaching of getting the gist.  Share with other partners.

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12  Let’s Try It!

13  Interactive Cognate Word Wall Purpose: Students don’t automatically use cognates to help them communicate in L2. Explicitly teaching students that cognates exist adds to the tools they have available to them to grow in their ability to communicate.  Always about language  So many cognates in Latin based languages  Math/Science,  visually, phonologically  false  Student run/centered/owned  Accessible

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16  Probable Passage adapted from Kylene Beers Purpose: This is a prereading strategy that previews key language for students. It sets students up for success in reading in L2 and builds language and vocabulary through student dialogue in groups. How it works:  Can be used as early as reading level I  Teacher chooses 12-16 key words from the story based on characters, setting, problem(s) and solution.  Students work in teams to discuss which category the words belong in.  Students do not need to agree!  Students write their prediction or gist of how they think the story will go.  They read the story, class discussion or partner discussion should follow to debrief the realign thinking and record what they know now.

17  Probable Passage Word Selection  arroyos  riverbed  Reba Jo  well  horned toad  ranch house  Flash  3 small favors  kiss  caballero  Padre  prairie  hitched  prince Let’s Try It!

18  Interactive Writing Literacy Squared Purpose:  Students build bridges between languages by reading in one language and writing about a familiar or known story or text in their other language.  This writing activity is based on a known story that is generally read in L1. How it works:  Day one: Picture book read aloud in L1  Day Two: Post pictures from the story- class discussion of most important words from that page- sticky note the pages-students record in story booklets  Day Three- students use words from previous day to create sentences.  Day Four- students use phrases to begin final written retell in final booklet.

19  Day 2- Labeling The Most Important Words

20  Day 3- Taking Words To Sentences

21  Day 4- Final Written Retell

22  Other Strategies That Lead To Transfer  Language Rich Environment  Chants  Word study- Cognitive Content Dictionary- G.L.A.D.  Input charts  Shared reading  Newsbook

23  Cognitive Content Dictionary

24  Including: Chants Input charts Language Rich Environment

25  Take Aways…….


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