FLES Networking Session NNELL News Literacy Strategies Thematic Unit Networking & Sharing Presented by Virginia Staugaitis, NE Region, NNELL Shepaug Regional.

FLES Networking

SessionNNELL News

Literacy StrategiesThematic Unit

Networking & Sharing

Presented by Virginia Staugaitis, NE Region, NNELLShepaug Regional School District No. 12Washington, CT

Agenda

NNELL News Literacy

StrategiesReadingFluencyOral Language

Thematic Unit Networking and

Sharing

NNELLNational Network for Early Language Learning

Membership academic school year (starts in September)

renewal notices – Spring cannot accept purchase orders – use check or credit card membership questions: [email protected]

NNELL Journal: Learning Languages – published 2X a year

visit NNELL at

www.nnell.org

Literacy StrategiesReading

• K-W-L Charts• Photos, calendar pictures, visuals with labels• Create new patterns from familiar stories• Activities that highlight the meanings, uses, and

production of print found in classroom signs, label, posters, calendars, etc.

• Take home books to read (e.g. Bi-lingual with audio tapes)

• Wide variety of reading genres (narrative and informational)

• Alphabetic knowledge activities• Activities related to children’s work in reading and

writing• Activities that help make connections between what

they will read and what they already know• Activities that encourage discussion about what is

being read and how ideas can be linked ( e.g. Making predictions)

Year of Languages at WPS

Literacy StrategiesFluency

• Model fluent reading (read aloud)• Echo read• Choral read• Repeated readings in class (e.g.

poems)• Phrased reading using sentence

strips• Reader’s Theater (oral performance

of a script)

Year of Languages at WPS

Oral Language• Practice oral language• Story aprons• Story props• Finger puppets• Computer software• Songs, chants, poems and rhymes• Games and activities that involve talking, listening, and following directions

• Activities in which children practice predicable and patterned language stories

• Language games with rhyming wordsResource: www.earlyliterature.ecsd.net/reading.htm

Literacy Strategies

Year of Languages at WPS

Pájaros

Graph ”pájaro favorito”-have students readfavorite from drawings-graph individually

Pick ” pájaro favorito¨-draw-write its name-collect papers

Magic Box-Pick Pájaros-Describe-Ask “ Where does it live…-Ask “ where is...-show me on the map

Estimate andMeasure ActivityUsing pájaros

Review Pájaros-Place around room

-Pick person-Do “4 corner activity”

Read story-Do Picture Walk-Read “Pulgada aPulgada”

-Introduce skit-Model parts-Make groups

PracticeSkits in groups

PerformSkits withprops

Magic Bag- Pájaro-Describe (parts)- Introduce Poem ”Pájara Pinta”with props

Pass out booklets-model reading (read aloud)-echo read-coral read-partner read

Practice oral language

-using sentence strips

- props

Reader’s Theater

Pájaros

Graph ”pájaro favorito”-have students readfavorite from drawings-graph individually

Pick ” pájaro favorito¨-draw-write its name-collect papers

Magic Box-Pick Pájaros-Describe-Ask “ Where does it live…-Ask “ where is...-show me on the map

Estimate andMeasure ActivityUsing pájaros

Review Pájaros-Place around room

-Pick person-Do “4 corner activity”

Read story-Do Picture Walk-Read “Pulgada aPulgada”

-Introduce skit-Model parts-Make groups

PracticeSkits in groups

PerformSkits withprops

Magic Bag- Pájaro-Describe (parts)- Introduce Poem ”Pájara Pinta”with props

Pass out booklets-model reading (read aloud)-echo read-coral read-partner read

Practice oral language

-using sentence strips

- props

Reader’s Theater

Unit Title

Many Kinds of Birds

Language in Use

(Functions/ vocabulary/ structures)

Functions: Vocabulary

Identifying -names of birdsReciting -numbers Graphing -colorsEstimating -body partsModeling

Structures:-What is it? -Where is…?-What does it have? -Show me…-What color…? -My favorite is…-Where does it live? - I am hungry

Student Objectives for Whole Unit

Students will:1.Recognize, describe & identify parts of a bird2.Exchange information on birds3.Recite an authentic Spanish poem4.Recognize similarities & differences between birds5.Draw & write the name of their favorite bird6.Graph their favorite bird7.Estimate & measure the different birds8.Perform skit in class9.Work in groups to practice skits10.Compare sentence structure in Spanish & English11.Transfer literacy strategies learned in English to Spanish

Assessment Plan (during unit, performance tasks, final assessment, etc.)

1. Assessment will take place daily through observation of students feedback and level of understanding

2. Teacher will work with small groups to practice skits and assess readiness to perform

3. Performance task assessment – students will present skits in class. A rubric will be used to assess accuracy, pronunciation, fluency

Learner summary (grade level, minutes/week, language experience, learner characteristics, etc.)

-2nd grade classes meet 15 minutes 5X a week

-Students have had Spanish since kindergarten

-There is a wide range of students. Important to incorporate “multiple intelligence” type activities and practice activities

-They enjoy performing

-They have orally presented before in class (poems, skits..)

Unit Lesson Birds.ppt

La

Oruga

Que

Mide

Adiós

El fin.

Booklet

Yo soy la oruga que mide.

Yo mido cosas.

“Mide mi entero,” dijo el

colibri.

“Bueno. 1-2-3 pulgadas,”

dijo la oruga que mide.

“Mide mis patas,” dijo la

garza.

“Bueno. 1-2-3-4-5-6-7-8-9-

10-11-12 pulgadas,” dijo la

oruga que mide.

“Mide mi cola,” dijo el

petirrojo.

“Bueno. 1-2-3-4-5

pulgadas,” dijo la oruga

que mide.

“Mide mi pico,” dijo el

tucán.

“Bueno 1-2-3-4-5-6-7

pulgadas,” dijo la oruga

que mide.

“Mide mi pescuezo,” dijo el

flamenco.

“Bueno. 1-2-3-4-5-6-7-8-9

pulgadas,” dijo la oruga

que mide.

“Mide mi pico,” dijo el

tucán.

“Bueno. 1-2-3-4-5-6-7

pulgadas,” dijo la oruga

que mide.

“Mide mis patas,” dijo la

garza.

“Bueno. 1-2-3-4-5-6-7-8-9-

10-11-12 pulgadas,” dijo la

oruga que mide.

“Mide mi cola,” dijo el

petirrojo.

“Bueno. 1-2-3-4-5

pulgadas,” dijo la oruga

que mide.

Bueno. 1-2-3 pulgadas,”

dijo la oruga que mide.

“Mide mi entero,” dijo el colibrí.

Adiós

El fin.

Networking & Sharing

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FOR MORE INFORMATION CONTACT

Virginia [email protected]

MUCHAS GRACIAS