Marie J. Campanaro, NBCT WLOE Spencerport School District mcampanaro@aol.com.

Helping All Students Achieve LOTE Proficiency

Marie J. Campanaro, NBCT WLOESpencerport School District

mcampanaro@aol.com

ADHD Accelerated StudentDyslexiaTourette’s

OCDAsperger’s Issues at Home

Auditory Processing Delay

3rd grade reading level

Social disfunction ?????

Today’s LOTE Classroom

SpeakingListeningReadingWriting

Phonemic Awareness

Task Analysis

Building small to big

Target vocabulary (question words)Teach with mnemonics • Qués• Dónde• Cuándo

• Cuánto

Speaking and Listening

Building small to big

Target vocabulary (question words)• Teach with mnemonics • Teach with multisensory approach

Speaking and Listening

Có o Cuál

uién

Building small to big

Target vocabulary (question words)• Teach with mnemonics • Teach with multisensory approach • Teach for mastery (3 stages of flash card use)• Sight recognition• Auditory recognition• MasteryDemonstrate contrastive phonology

Speaking and Listening

Building small to big

Application of new vocabulary & PRACTICE Guided dialog Patterned dialogs (Physical Memory) Repetition Repetition Repetition

Speaking and Listening

Rotation provides variety of partners Alternate initiator for varied practice

Dyadic partners – repetitive practice

Situación #1

Invite Person 2 to go somewhereAsk a detail

Answer the detailAsk another detail

Answer detail #2Accept the

invitationReact positively

Provide necessary “tools” Teach generic answers to each question

word Provide additional repetitive practice Teach to all or differentiate

Teach strategies for vocabulary lapses (s) Asking questions without question words (s) Stating detail and adding “and you?” (t) Providing vocabulary within question

Some students can’t complete task

Situación #2

Invite Person 2 to go somewhereAsk a detail

Answer the detailAsk another detail

Answer detail #2Reject the

invitationReact with disappointment

Situación #3

Invite Person 2 to go somewhereAsk a detail

Answer the detailAsk another detail

Answer detail #2Reject the

invitationAsk for a reason

Tell why you can’tReact with disappointment

Situación #4

Invite Person 2 to go somewhereAsk a detail

Answer the detailAsk another detail

Answer detail #2Reject the

invitationReact with disappointment

Suggest another day/timeAgree with suggestion

Situation #5

Invite Person 2 to go somewhereAsk a detail

Answer the detailAsk another detail

Answer detail #2Reject the invitation

Ask for a reasonTell why you can’t

React with disappointmentSuggest another day/time

Agree with suggestion

Page to write out clues to remember Physical practice – written foldovers Physical practice – matching (written, “cosy

fits”, word strips) Oral prompts Continual assessments – formative and

summative

Differentiate when needed Anchor activities

examples

Building big to small

Memorized, scripted dialogs Provide vocabulary in context Teach “nice to know” phrases, vocabulary Provide correct word order, patterns, agreement Demonstrate required functions of language Serve as a springboard for conversations

Perhaps are not needed by everyone

Speaking

Scripted dialog

Clozed dialog

Original dialog

Speaking

Listening – actively teach strategies

*What you don’t hear is as important as what you do hear.

*Avoid being impulsive. Listen for LINKED vocabulary.

*Listen for multiple clues. *Words like “no” and “but” signal opposite

information. (But beware of “Why not?”) *Separate the FLUFF from the STUFF!

Provide examples for each strategy taught!

What do you eliminate?

Building small to big

Embedded reading: Clarq & Whaley http://embeddedreading.com/about/

Reading

Provide meaningful practice Practice the way students will be assessed Connect reading to visuals and/or actions

whenever possible Vary the input!

Reading

No tienes sentido ~ Si no estás conmigoDesde que te fuiste ya no soy el mismo me siento vacío

Yo no puedo ya vivir ~ Si tu no estas aquíMe siento triste porque tú te fuiste y ahora no quiero vivir en soledad

Hoy me propongo dejar las penas y bailarWepa!

Baila baila Si tienes dudasBaila baila A tu manera

Baila baila Si tienes miedoBaila baila En hora Buena

Baila Baila Ennio Emmanuel

Los Meses del Año

En enero hace frío ~ En febrero también

En marzo hace viento ~ En abril está bienEn mayo hay las flores ~ En junio el amor

En julio las vacaciones ~ En agosto el calorEn septiembre hay neblina ~ En octubre el tronarnoviembre trae lluvia ~ y diciembre el nevar

Actively teach strategies: FOCUS - read question and answer choices READ selection - underline vocabulary that

pertains to the four answer choices. (Translate?)

Identify the words LINKED to underlined words

Look for multiple clues; related vocabularyTeach how to eliminate multiple choice nothing is written about an answer choice words are not linked to match answer choices

Practice the way you will assess

Small to big

Establish expectations (“non-negotiables”) Capitalization Punctuation Subject/verb Providing details

Writing

Ask a series of written questions on a single theme (to be compiled later)

Teach students to restate questions in their answers

Use peer editing – on simple warm-ups, homework, major writing assignments

Have students use their written responses to questions to create a paragraph or short essay.

Use Q & A to organize information

Health task Write two sentences that tell how you feel Write two sentences that tell what hurts Write three sentences about what you will

do (see a doctor, take medicine, stay at home, and so on)

Write one sentence that answers “when?” (when you will go to the doctor, when you will return to school, when you have to take medicine, and so on)

Use English prompts

UseGraphicOrganizersFor Pre-writing

Use visual prompts

Where are you?

Who is with you?

Why are you there?

What’s the weather like?

What can you do here?

What geographical features are there?

Do you like this place?Why or why not?

WhoWhatWhenWhereWhy

& How

W W W W W & H

“Because” (I am bored today because it’s raining.)

“Or” (“We can go by bus or by foot.”) “Also” (in addition, as well as, etc.)

Adding description: an adjective for every noun; an adverb for every (action) verb

Adding choices (We can go to the park or the movies on Saturday or on Sunday.)

Adding suggestions (“Can you go to a restaurant after the movies?”)

S T R E T C H I N G

The information requested is provided. Sentences have correct capitalization and

punctuation. Every sentence has a subject and a verb. The verb is conjugated to match the

subject. Word order is correct. Describing words “agree” in number and

gender. Spelling is correct.

Create a guide for peer editing

Please complete an evaluation for this workshop

as well as the entire conference to help continually meet the needs

of our LOTE community

Thoughts? Questions?