1. Summer Professional Development 2015 Friendly Phrases & Resources to Help Your Spanish Speaking Students (June 09, 2015 – Meeting 3 of 4)

2. Today’s Meeting Agenda Review of previous material Phrases of Encouragement & Praise How To Make ELLs Feel Welcome How Your Student Learns English Translation Websites & Mobile Apps Ways for YOU to Learn a Language

3. Review Basic Pronunciation Review Basic Pronunciation

4. To pronounce Spanish correctly 85% of what you need to know is found in three things: TACOTACO BURRITOBURRITO PEPEPEPE A = “ah” O= “oh” U = “ooh” I = “ee” E = “ay” Complied in part from the Singing the Basics CD by Todd Hawkins at http://mentalnotemedia.com/.http://mentalnotemedia.com/

5. The Other 15% LL = “y” like in tortillaLL = “y” like in tortilla J = “h” like in jalapeñoJ = “h” like in jalapeño Ñ = “ni” like in jalapeñoÑ = “ni” like in jalapeño QU = “k” like in tequila (*treat as a unit)QU = “k” like in tequila (*treat as a unit) H = always silent (*but CH still sounds like “Ch-uh”)H = always silent (*but CH still sounds like “Ch-uh”) V = more like a soft “B”V = more like a soft “B” R = is trilled and RR is “extra” trilled!R = is trilled and RR is “extra” trilled! –To practice it, isolate the “tt” sound in the English word “butter”. ACCENTS= where stress fallsACCENTS= where stress falls

6. Review Basic Communication Review Basic Communication

7. Hola. ? (At least in English, anyway! )

8. ¿Cómo te llamas?

9. Me llamo...

10. Mucho gusto. ?

11. Igualmente.

12. Encantado. * Only males say this!

13. Encantada. * Only females say this!

14. ¿Cómo está Ud.?

15. ¿Cómo estás?

16. Practice! Use these phrases by doing the following things: 1.Greet at least 3 people. 2.Ask at least 3 people for his/her name and tell someone yours. 3.Ask at least 3 people how they are doing and tell them how you are.

17. Review Classroom Phrases (singular) Review Classroom Phrases (singular)

18. ¿Puedo ir al baño? CABALLEROS DAMAS EL BAÑO

19. ¿Puedo ir a tomar agua?

20. Saca un lápiz.

21. Saca una pluma.

22. Saca una hoja de papel.

23. Haz tu trabajo.

24. Entrega la tarea.

25. Siéntate, por favor.

26. ¿Por qué llegas tarde?

27. Repita, por favor.

28. Escribe.

29. Lee…

30. Practice! Pantomime at least 3 phrases for a partner to guess in Spanish!

31. Handout: Phrases to Praise & Encourage

32. Practice! Say at least 1 phrase to everyone in the room in Spanish!

33. Making ELLs Feel Welcome in the Classroom and More Comfortable With the Content

34. Stages of Cultural Acclimation Euphoria: an initial period of excitement about their new surroundings. Culture shock: may then experience anger, hostility, frustration, homesickness, or resentment new culture. Acceptance: may gradually accept different surroundings. Assimilation/adaptation: may embrace and adapt to surroundings and "new" culture.

35. You can help by: PRONOUNCING THEIR NAME CORRECTLY! Finding ways to represent their language and culture (posters, print material, cultural artifacts) Learning even a few simple phrases in their language. Letting them know that they are still smart! Being patient with the language acquisition process.

36. You can help by: Honoring the knowledge that they do have, even if this isn’t the knowledge that they need for school. Discussing with other students (before the ELL arrives, if possible) ways to be more welcoming. Pairing the new student with a “buddy”. Realizing that during the first days, they will probably be “a deer in headlights”. Trying to find out their background (schooling, refugee status, experienced war, etc.)

37. You can help by: Posting a visual schedule (with pictures, if possible) Inviting them to share what they can about their own culture Labeling classroom objects in both languages Involving them in a non-threatening manner that doesn’t require them to speak. Using cooperative learning whenever possible Encouraging them to use and maintain their first language

38. You can help by: Making them aware of rules or procedures and then holding them accountable. Using visuals clues/cues whenever possible. Modeling classroom routines and practices Focusing on communication and rewarding “content”, effort, improvement Correcting grammatical or pronunciation errors only when they cause a break down in communication

39. You can help by: Modeling correct grammar without always overtly correcting the student ASKING them how much “correction” they want. Realize that listening is NOT a passive process for ELLs –Support speech with visuals whenever possible –Increase wait time for responses

40. You can help by: Helping them understand you. –Speak at a slow-to-normal speed. –Simplify!! Avoid idioms or slang. You are implored to desist from masticating gum in this establishment. Explain clearly using at least three different reasons or drawing three diagrams why McClelland lost the battle. –Explain clearly why McClelland lost the battle. Give at least three reasons or draw three diagrams. Describe how Grant was able to wipe the floor with Lee at the battle of Antietam.

41. You can help by: –Using shorter, more common words unless introducing or developing vocabulary is the purpose of the lesson –NOT asking “Do you understand?” Unless you have taught this phrase or they already know it This is an unreliable way to check comprehension. Why? –Students will usually just smile and shake their heads “yes” –Making sure everything you give them in print is LEGIBLE!

44. Let’s take a five minute break before we look at Language Acquisition.

45. Stages of Second Language Acquisition

46. Please note: These are guidelines. Students progress at individual rates. Progression depends on schooling, acculturation, and motivation. Some students take longer to move through these stages than others. Remember that ELLs DO have extensive language ability in their first language.

47. Handout: Stages of Second Language Acquisition

48. Using the information on the handouts, formulate a response to the following scenarios.

49. Luna can understand more than 800 words. She often starts conversations by pointing or using one word. She is able to answer questions (who, what, how many) about stories we read and discuss in class. What is most likely Luna’s current level of language acquisition? Viktor can communicate his thoughts well. He easily has every day conversations with peers and he’s able to function well with only some support in the classroom. He often shares examples from his own culture or language that relate to the topics we study. He has an active/receptive vocabulary of over 10,000 words. What is most likely Viktor’s current level of language acquisition? LEVEL 2 LEVEL 4

50. Satuski is cooperative and attentive in class, but she hardly ever speaks, even when questioned directly. She shows what she understands about habitats and biomes by drawing pictures. By the end of the day, you can tell she’s absolutely exhausted. What is most likely Satuski’s current level of language acquisition? Rupert does extremely well in all of his classes, though he still struggles at times in World History.. He easily and understandably converses with peers and teachers, and his academic writing has few errors. Some people don’t even realize that he immigrated to this country when he was nine years old. What is most likely Rupert’s current level of language acquisition? LEVEL 1 LEVEL 5

51. Translation Apps & Online Tools

52. Go to the website ESLResourcesTCSS.weebly.com Navigate to: RESOURCES Then, click on this button: TRANSLATION WEBSITES

53. Choose one of the tools listed and translate the following phrases into English.

54. 1. Fausto estaba como una cabra. I tell it like it is. Fausto was nuts. 2. Yo no tengo pelo en mi lengua. 3. Ella siempre tiene un humor de perros. 4. No hay que buscarle cinco patas al gato. She is always in a bad mood. Don’t split hairs. 5. ¡No hay moros en la costa! The coast is clear!

55. Was this easy? Did you understand? Think about your ELLs will feel if you ask them to do this for huge amounts of text!

56. Ways for You To Learn Spanish

57. Go to the website ESLResourcesTCSS.weebly.com Navigate to: LANGUAGE PROGRAMS

58. Looking Forward Thursday, July 16th –List of Your Content Area Vocabulary –Create Lesson or Unit Plans with ELLs in mind