MESH Vocabulary and Comprehension Strategy Handbook
Transcripción
MESH Vocabulary and Comprehension Strategy Handbook
MESH Vocabulary and Comprehension World Languages Strategy Handbook SCHOOL BOARD OF BREVARD COUNTY Educational Services Facility 2700 Judge Fran Jamieson Way Viera, Florida 32940-6601 SCHOOL BOARD MEMBERS Dr. Barbara A. Murray – Chairman Dr. Amy Kneessy – Vice Chairman Dr. Michael Krupp Karen Henderson Andy Ziegler SUPERINTENDENT Brian T. Binggeli, Ed.D DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT Cindy Van Meter OFFICE OF SECONDARY PROGRAMS DIRECTOR Dr. Walter Christy 2011 Preface The MESH Comprehension and Vocabulary Guide was written to provide tools and strategies for you to use in your specific content area. In fact, the examples provided illustrate your subject area content. The information contained in this guide serves several purposes: ∗ Staff development in reading strategies ∗ Ideas for your Individual Professional Development Plan (IPDP) ∗ A differentiation “road-map”, and ∗ Tier 2 and 3 Response to Intervention (RtI) strategies This guide will be invaluable as you work to support all students in your classroom. Developing a common language as instructors and providing common strategies for students to use throughout their day will maximize student learning and achievement. This guide was created during the Spring 2011 with the help of: Patricia Adams – Secondary Literacy Facilitator Alexandra Stewart – Graduate Intern (UCF, Spring 2011) Linda Markley – World Languages Resource Teacher Lisa Rogers, ESE Resourcce Teacher Beverly Austin, Johnson Middle School Lucy Casey, Satellite High School, DeLaura Middle School Annette Gutches, Merritt Island High School Diana Pittenger, Southwest Middle School Ann Rafferty, Madison Middle School Aretta Raines, Palm Bay High School Tina Rice, DeLaura Middle School Donna Spooner, Space Coast Jr./Sr. High School Many thanks to them and the previous Literacy Coaches and Teachers who worked on similar projects for their hard work, expertise and dedication to the students of Brevard Public Schools. Table of Contents Preface Table of Contents RtI Flow Chart RtI Middle School reading Programs RtI High School reading Programs Florida Reading Model: Based on Educational Need Differentiation Continuum Lexile FAQ & Scale Scaffolding FAQ & DI Supporting Students in Comprehension (Good readers do) Teacher directed lesson classroom routine (example) When and Why to use the strategies (checklist) Important notes before you begin. 1 2 4 6 7 9 12 14 20 21 22 Strategies ABC Chart Admit/Exit Slips Affinity Anticipation Guide Back to Your Roots List of Spanish Cognates List of Spanish Homonyms and Homophones Capsule Vocabulary Concept Definition Map Frayer Model Graphic Organizer Jigsaw KWL Possible Sentences QAR Quick Writes RAFT Read-Aloud Text Connections Text Map THIEVES Think-Pair-Share UNRAVEL VIPER W? Vocabulary Grid Vocabulary Menu What Happened? So What? What Next? Word/Flower Walls X Marks the Spot 23 27 31 33 37 41 61 64 66 70 74 78 80 84 88 92 95 99 102 107 111 117 123 126 130 133 138 142 146 Resources Web Resources 100 Reading Terms to Know 148 150 Appendix A – Response to Intervention Flow Chart OVERVIEW OF RESPONSE TO INTERVENTION TIER 1 • Research-based core curriculum • Includes all students • Universal Screening 3 times yearly If < 80% are at or near benchmark; RTI Team reviews and evaluates effectiveness of core curriculum and fidelity of instructional practices. If > 80%, proceed to review of individual atrisk students. If student at or near benchmarks continue with Tier 1 instruction. If student falling short of grade level benchmarks, RTI Team meets to conduct a comprehensive review. TIER 2 TIER 3 • Strategic interventions • Research based supplemental curriculum in addition to core • Additional small group instruction • Targeted to skill deficits • Progress monitoring two times each month (every other week) • Ongoing parent communication regarding progress • • • • RTI Team reviews progress data. If adequate progress towards meeting benchmarks, RTI Team may decide to continue interventions or to discontinue Tier 2. RTI Team reviews progress data. If adequate progress towards meeting benchmarks, RTI Team may decide to continue interventions or to discontinue Tier 3. RTI Team considers the need for Strategic Tier 2 interventions RTI Team reviews progress data. If rate of learning is slow or inadequate to reach benchmarks, RTI Team may decide to add Tier 3 interventions. RTI Team includes Specialists and/or ESOL Staff Notify parent in writing and include RTI brochure. Teacher completes Communication Screening Checklist 1 Intensive interventions Increased time and/or intensity Adjusted group sizes Individually designed program based on results of Tier 2 monitoring • Weekly progress monitoring • Ongoing parent communication regarding progress RTI Team reviews progress data. If available interventions are unsuccessful (i.e., student will not meet benchmark at present rate of learning) OR Intensity of instruction cannot be sustained indefinitely; consider referral to Child Study Team. Child Study Team will consider ESE referral. RESPONSE TO INTERVENTION DELIVERY SYSTEM MIDDLE SCHOOLS – READING PROGRAMS Classroom Assignments/ Curricular Options Undifferentiated Classroom Assignment Content Area Program(s) implementing Reading Strategies Classroom Assignment by Educational Need Developmental Reading Program and Targeted Supplemental (1 period) Intensive Intervention Reading Program (2 periods) Instructional Intervention Support Continuum SBRR Best Practices Differentiated Small Group Instruction Targeted Small Group Instruction Individual Accommodations/ Modifications Intensive Intervention Strategies (Tier 1) (Tiers 1 and 2) (Tier 2) (Tiers 2 and 3) (Tier 3) 2 3 RESPONSE TO INTERVENTION DELIVERY SYSTEM HIGH SCHOOLS – READING PROGRAMS Classroom Assignments/ Curricular Options Undifferentiated Classroom Assignment Content Area Program(s) implementing Reading Strategies Classroom Assignment by Educational Need Intensive Intervention Program (2 periods) Intensive Reading Program (1 period) Instructional Intervention Support Continuum SBRR Best Practices Differentiated Small Group Instruction Targeted Small Group Instruction Individual Accommodations/ Modifications Intensive Intervention Strategies (Tier 1) (Tiers 1 and 2) (Tier 2) (Tiers 2 and 3) (Tier 3) 4 Three to Four Screenings per Year to Monitor Student Progress FAIR, CBA 5 6 Differentiation Continuum Not Differentiated Fully Differentiated Comprehension assessment is at the end A single form of assessment is used Teacher directs student behavior Comprehension instruction is whole class Comprehension assessment is ongoing Diagnostic comprehension assessment is used Teacher scaffolds self-reliant learning Flexible grouping is practiced Materials are varied Multiple forms of intelligence are valued Assignments offer multiple options Time is flexible in terms of student needs Teacher facilitates student problem solving Grading is determined by learning goals Coverage of texts and curriculum drive curriculum instruction Intelligence is viewed narrowly Single option assignments Time is inflexible Teacher solves problems Grading is based on teacher-set, inflexible objectives Formal definition of differentiation: A teacher recognizes those academic differences and modifies classroom instruction in order to help each student reach his or her academic potential. Informal definition of differentiation: Classroom practice that looks eyeball to eyeball with the reality that students differ and with the most effective teachers doing whatever it takes to hook the whole range of students on learning. “Differentiating is first and foremost good instruction. Many current understandings about learning provide strong support for classrooms that recognize, honor and cultivate individuality.” – Carol Ann Tomlinson Adapted from Carol Tomlinson, 1999 and FLaRE’s K-12 Reading Endorsement Differentiation Course 7 Principles of Differentiation • Students differ in experiences, readiness, interest, intelligences, language, culture, gender, and mode of learning. • Educators must meet each student at his or her starting point and ensure substantial growth during each school term. • Classrooms that ignore student differences are unlikely to maximize potential in any student who differs significantly from the “norm”. • Teachers need to make modifications for students rather than assume students must modify themselves to fit the curriculum. • Classroom practices should always keep in mind that human brains learn best when curriculum is highly interesting and highly relevant. Adapted from Tomlinson, 1999 Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course 8 Brevard Public Schools The Lexile Framework for Reading An informational page for all teachers Q: What is the Lexile Framework for Reading? A: The Lexile Framework measures both text difficulty and the current reading ability of students. Since Lexiles measure students and text on the same scale, they can be used to match your students to appropriate text inside the classroom, at the library, and at home. Q. Why is this important to me as an elementary teacher? A secondary content area teacher? A: Your students are likely to read more if they are able to read books that match their current reading level. You will help students achieve a higher level of comprehension if you match Lexiled texts to student Lexile measures. If a passage must be used that is higher than most students’ Lexile measures, significant scaffolding must take place before, during, and after the lesson. Q: How can I easily find an individual student’s Lexile measure? A: All students who take the Scholastic Reading Inventory (SRI) will receive a Lexile measure from 200L (developing reader) to 1700L (advanced, highly proficient reader). Beginning in September 2007, all students in grades 2-10+ will have documented Lexile measures. Q: How can I easily find the Lexile level of a text or find articles that are Lexiled? A: For databases of Lexiled books and articles, as well as other tools to help match your students to Lexiled texts, link to the MetaMetrics website at the following address: http://www/lexiles.com Q: How does the Lexile Framework for Reading Work? A: Your students can be appropriately matched with books that can be both engaging and challenging. Implementation of Lexiles will be useful in managing instructional programs and resources for individual student success. Lexile Scale: A developmental scale for reading that ranges from 200L for beginning readers to above 1700L for advanced texts. Lexile Measure: A numeric representation of a reader’s ability and of a text’s difficulty; both followed by an ‘L’ (for Lexile Scale) i.e. 850L. = Lexile Range: The suggested range of Lexiled texts that a reader should be reading. Instructional: +50L to 150L Independent: +50L to -100L The optimal level of reading comprehension is not a “one-size-fits-all notion.” This optimal level is also dependent on the characteristics of the reader (such as prior knowledge), the motivation of the reader, (how interesting the subject is to the reader), and the characteristics of the text (such as structure and illustrations). 9 6/26/09 When reader and text are appropriately matched, a reader can enjoy a comprehension rate of about 75%-85%. The 75 percent comprehension level corresponds to that balance of skill and difficulty that allows reading to be both a positive and a challenging experience-a combination that encourages the reader to grow in proficiency and motivation. 10 6/26/09 Typical Text Demand Lexile Ranges of Text by Grade (from Lexile Research & Map) Grade in School Typical Text Demand 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th and 12th Grade 200L to 400L 300L to 500L 500L to 700L 650L to 850L 750L to 950L 850L to 1050L 950L to 1075L 1000L to 1100L 1050L to 1150L 1100L to 1200L 1100L to 1300L Beyond High School Average Text Demand (from Lexile Research) Military (training/field manuals) Citizenship (newspapers, voting, jury) Workplace (workplace study materials) Postsecondary - first two yrs (textbooks) 1180L 1230L 1260L 1355L Note: See Lexile Map and Book Database (www.lexile.com) for specific text measures 11 What is Scaffolding? Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. What is its purpose? Scaffolding essentially means modifying some of the work for the student who isn’t quite ready to accomplish a task independently. Like the supports that construction workers use on buildings, scaffolding is intended to be temporary. It is there to aid the completion of a task and it is eventually removed. Think of how children learn to swim (or ride a bike). You support them through the learning process, arms ready to keep them from sinking (or falling). As they gain ability and confidence, they can swim further with less support from you. Eventually you aren’t needed at all and children try more difficult strokes, swimming in the deep end and even jumping off the high dive. Scaffolding in the classroom is analogous to teaching swimming. Provide students with much support during initial instruction, give assistance during guided practice, and encourage independence in applying the strategies in a variety of situations, but be ready to help if they start sinking. Just as learning to swim takes a long time with a great deal of teaching, modeling and coaching, learning to successfully apply comprehension strategies takes many lessons and the learning curve will vary from student to student. Some guidelines for scaffolding include: • • • • • • • • Give assistance before, during and after reading. Make invisible cognitive skills visible (think aloud). Remember that support is needed and given on a continuum, with the greatest need and support occurring during initial instruction. Understand that to help students become more proficient, many lessons and guided practice experiences will be needed. Encourage students to consider how they know what they know. Pair advanced learners with developing ones. Engage students in cooperative learning. In this type of environment students help students in small group settings but still have some teacher assistance. This can serve as a step in the process of decreasing the scaffolds provided by the educator and needed by students. Use an apprenticeship model whereby an expert models an activity, provides the learner with advice and examples guides the student in practice and then tapers off support until the student can do the task alone. 12 Assessment & Evaluation Considerations: • • • Teacher observation - includes anecdotal notes, class records, and classroom circulation Student self-assessment - students rate their own behavior and the behavior of their peers using a rubric Graphic Organizers - A graphic organizer is a specific type of scaffolding tool. It is a way to visually represent an idea—to use a drawing to organize one’s thinking. Graphic organizers include cycles, webs (e.g., cluster, network, org chart, family tree, chain of events), maps (e.g., spider, fishbone, concept), continua (e.g., timelines, degree scales), matrices (e.g., compare/contrast, storyboard), Venn diagrams, and charts (e.g., flow, KWL, SQ3R). Teacher Resource: • Scaffolding for Success by James MacKenzie 13 Supporting Students in Comprehension Before Reading: Assess prior knowledge Preview text Set purpose for reading Predict and anticipate (frontload) During Reading: Monitor comprehension Think about and connect with the text Question text, author and self Note important details and summarize Predict and infer Revise and confirm predictions and inferences After Reading: Review and evaluate text and information learned Apply ideas learned Share content in various ways and formats (e.g., discussions, visual representations, group project, lab report, chart or diagram, Thinking Map, other graphic organizers) Other: Model, model, model and scaffold support Provide appropriate initial instruction and practice Provide a variety of text for guided practice Provide opportunities to discuss and write about content Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course 14 What Proficient Readers do before, during and after Reading Before Reading During Reading Good readers… Good readers… Access prior knowledge and experiences Access prior knowledge and experiences • Think about what they already • Combine text information with know about the topic background information to learn new information • Think about what ideas and words might appear in the text • Use schema to enhance understanding and to store • Relate text to their world information in long-term memory knowledge, text knowledge and personal experiences Determine importance in text Determine importance in text • Set a purpose for reading • Identify main ideas or theme • Make decisions based on the genre • Use text features to determine of the text: importance (bold or italicized print, o Is it a story? How should I figures, photographs, heading, read it? insets) o Is it science? How should I read it? o Is it an article? How should I read it? o Is it directions? How should I read it? Draw inferences Utilize text structure to determine importance • Make initial prediction using title, cover, illustrations, knowledge of • Recognize cause and effect topic, or preview of the text and • Compare and contrast information illustrations • Recognize story structure • Anticipate what the story may be • Recognize chronological order about • Recognize problem/solution • Form an initial hypothesis or an opinion about the text. 15 After Reading Good readers… Synthesize information • Connect ideas from several different sources o Text-to-text o Text-to-self o Text-to-world • Sequence ideas and story events • Summarize information • Draw logical conclusions based on text and other knowledge • Make generalizations • Form and support opinions • Classify and categorize information • Sort and prioritize information in long-term memory • Retell events or key facts • Consider author’s viewpoint, purpose and style • Create personal interpretations Draw inferences • Make confirm and alter predictions • Form and support opinions • Create personal interpretations Ask questions to confirm understandings • Question to clarify meaning (words & ideas) • Question the author and the key theme Use sensory images • Create or use images from all senses • Visualize information from text, illustrations and diagrams, etc. • Adapt images based on others’ responses and incorporate new information while reading 16 Prompting Questions to Help Students become Better Learners Before Reading Questions During Reading Questions These questions help students prepare their minds for learning. These questions help students understand what they are reading at the level of the word, sentence, section and whole text. Why are you reading? • For enjoyment? • To get information? Where will you pause to think about what you have read? • Pause at the end of the sentence, paragraph, or section to see which helps you to remember what you have read. • If you lose the meaning of what you are reading, go back and reread. How do you figure out a new word? • Listen to yourself read in your mind as though you were reading aloud. • Use punctuation and text clues to work out the meaning of a sentence. If you have to get information, what will you be expected to do with it? • Answer comprehension questions? • Note the main points and/or summarize? What is the text about? • Use titles, headings, subheadings, or skim the first few pages to help find out what the text will be about. Do you form mind pictures as you read? • The picture can change with new information. • It helps to describe the picture to 17 After Reading Questions It’s important for students to check how much they understand and remember. Encourage students to think about which questions help them learn. Encourage them to use them again and/or try other ones. What did you learn? • What new information did you discover? • What was the story about? • How will you use this information? • How has this information changed you? How did the author help make reading easier? • How were the facts presented to you to help you learn? • How was the text organized? Did it help you learn? • What was the author’s background? Was he/she biased? Persuasive? • What clues in the story helped you understand the plot? What reading strategies helped you learn? • Visualizing? • Summarizing? • others. Make a prediction about what you think the text is about. Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course What do you already know about the Do you imagine yourself in the story or topic? using the information you are reading about? • It helps to add new information to what is already known. • Ask yourself how you would feel or what you would see and do. • It is like adding flesh to a skeleton. The skeleton is made up of all the • Imagine yourself using the bits of information you pull from information you are reading about. memory. The flesh is the new information you get from reading. How will you go about reading? Do you ask questions while reading? • Listen to yourself read and make a • What will happen next? picture of the information in your • What has told me this? mind. • How could this information be • Change the mind picture as you used? read and learn more information. • How does this new information • Try to work out the meaning of change what I already knew about new words or guess and read on. this topic? • Reread sections that do not make sense. Do you remind yourself why you are reading and how you are reading? • This helps you focus when you lose concentration 18 • • Predicting and confirming? What others? Did you learn anything new or unusual? Why did the author write this material? • To entertain you? • To inform you? • To persuade you? How will you remember this information? Try these memory strategies: • Describe the main ideas briefly. • Connect new information to what you already know. • Draw a picture of the ideas. • Think about when the ideas could be used. • What new words were found in the • • Adapted from FLaRE’s K-12 Reading Endorsement Differentiation Course 19 text? When might you use the new words in the future? What words did you find hard to read? Teacher Directed Lesson Classroom Routine Activity Purpose Recommended Time 5 minutes 1. Student Triads Groups are collecting homework, forms, organizing materials and books. Question: As the teacher, what could you be doing during this student-led time? 2. Content Review/ Summary Teacher-led or student-led discussion/activity of prior content covered. Question: What types of activities could you utilize for prior knowledge review? 5 minutes 3. New Content New information is taught Question: What strategies can you use to introduce new concepts/content? What would the model; “I do it, we do it, you do it” look like in your content area? 20 minutes 4. Self-evaluation Students have opportunities to check their own understanding of the new content/concept. You know who understands and what content needs reframing. Question: Brainstorm and list strategies that can be used in your content area. Will the strategies listed ensure 100% of students self-evaluating their own learning? 5. Clarification/ Wrap-up Teacher provides additional information to correct misinformation generated by students selfevaluation. Question: What resources do you have in your classroom to support student learning? Students are responsible for helping their group with homework, test, materials organization. Question: What could you be doing during this time? Developed by Lisa Rogers, Brevard Public Schools 2008 6. Student Triads/ Exit Slips 20 5 minutes 5 minutes 5 minutes Vocabulary X X Comprehension X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Strategy ABC Chart Admit/Exit Slips Affinity Anticipation Guides Back to Your Roots Concept Definition Map Frayer Model Graphic Organizers Jigsaw KWL Chart Possible Sentences QAR/Levels of Questions Quick Writes RAFT Read Aloud Text Connections THIEVES Think-Pair-Share UNRAVEL VIPERW Vocabulary Menu Capsule Vocabulary What Happens, So What World/Plant Wall X Marks the Spot 21 Before X X During After X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X ****Note: All examples are from Prentice Hall: Realidades Series. Pages mentioned in the example are from the student edition Copyright 2008, approved by Brevard County for Spanish instruction unless otherwise stated in each example. Reference List for Examples: 2010 The College Board (www.collegeboard.com) Spanish Language exam sample questions ¡Avancemos! Level 1 – McDougal Littell; retrieved from: http://www.classzone.com/cz/books/avancemos_1/book_home.htm El RatoncitoPérez y The Tooth Fairy by Jane Cadwallader & Gustavo Mazali Falsos Amigos – False Spanish to English cognates: http://www.elearnspanishlanguage.com/vocabulary/falsosamigos.html Realidades (Florida) Level 1 – Prentice Hall, 2008 Realidades (Florida) Level 3 – Prentice Hall, 2008 Simón Bolívar reading passage. Retrieved from: http://teacherlink.ed.usu.edu/tlresources/units/champions/simonbolivar.pdf Note to instructors: All strategies in this book can be used with any level student in any World Languages classroom. While some activities may need to be partially or wholly in English at first the same activities can be moved into the target language within Level 1 or 2 with short or one word answers. By Level 3 all activities can be done in the target language. Whenever possible we have included different level activities as an example for instructors. Please see “My Notes and Ideas” in each section for specific considerations within each strategy. Some example text is in Spanish and translations were made whenever possible, most long text is in English for ease of reading in different language classrooms. 22 Strategy Name: ABC Chart Strategy Explanation: ABC Chart is a brainstorming activity used to activate prior knowledge using each letter of the alphabet. Students fill in the chart with terms or words that relate to the topic under the appropriate letter (every letter may not be used). RtI Target Tier: Tier 1 Materials: Paper, chart paper, markers, pencils, blackline master Estimated Time for Strategy: 10 – 15 minutes Steps for Strategy: I do… • • • Selected topic Create or pass out blackline (see appendix) Explain activity We do… • Model one alphabet letter (if needed) You do… • Students complete chart individually, pairs or small groups 23 Support and Extension: ABC Support: To differentiate for struggling learners, teacher: • • • • Assigns work with partner or team Allows verbal responses Proves one or two answers Allows picture representation Extension: To challenge students, teacher • Requires students to generate more words • Allows students to compete to see who writes the most words My Notes and Ideas: This strategy can be used with one or two word answers in English or the target language for Level 1 students. It can be wholly in the target language by Level 2. How can this apply to my classroom? 24 Name: ____________________________________ Topic: ____________________________________ ABC Brainstorm Activity A G M S B H N T C I O U D J P V E K Q W F L R XYZ 25 Example/Ejemplo Name/Nombre: ____________________________________ Topic/Tema: __La Casa (Realidades 1, Tema 6, pg. 298)____________ ABC Brainstorm Activity A G garaje M mesa S sala B baño H N T C comedor cocina I O U D J P Patio Primer piso V E escalera K Q W F L R XYZ 26 Strategy Name: Admit/Exit Slip Strategy Explanation: Admit/Exit slips are written student responses to questions posed – for admit slips, prior class; for exit slips, at the end of class. It is an effective way to informally assess student understanding of new and old concepts. They are also useful in stimulating critical thinking and can be used as springboard for new learning. RtI Target Tier: Tier 1 Materials: Copy slips (blackline master) or index cards, pens/pencils Estimated Time for Strategy: 5 – 10 minutes Steps for Strategy: I do… • Pose a pre-lesson or post-lesson question for the students to respond • Students respond on index cards or printed slips We do… You do… 27 Support and Extension: Admit/Exit Slips Support: To differentiate for struggling learners, teacher • Provides more modeling • Assigns peer partners • Allows verbal responses • Allows picture representation Extension: To challenge students, teacher • Can use admit slips as a warm-up/bell ringer • Use exit slips as a homework assignment My Notes and Ideas: While this strategy can be used at the higher language levels with full sentences, it can be used successfully in a Level 1 or 2 classes with one-word answers or short phrases. The use of sentence stems for the beginner classes would help greatly in bringing out the students ideas while provided scaffolded approach to a subject. How can this apply to my classroom? 28 Name: _________________________________ Date: _______________ Exit Slip Briefly summarize what you learned today: During today’s lesson I did not understand: One question that I have about today’s lesson is: 29 Admit/Exit Slip Example: Admit Slips 1. Write one (or more) things that you already know about ________. (Useful to begin a unit or lesson) 2. Write one question that you still have about the activity that we did yesterday. 3. Write an explanation of the process you used to solve one problem you did for homework last night. Exit Slips 1. One thing I learned today is …… 2. One thing I am not sure about today’s lesson is …… 3. I can use this knowledge or process again when I …… (All examples are related to Realidades 1, Tema 6 starting on pg. 298) Example/Ejemplo 1 (admit) Escribe algo que ya sabes sobre la arquitectura Espanola en el frente de la tarjeta. Escribe una pregunta que tengas sobre cómo y porque la arquitectura Española diseña las casa en la manera típica en la parte de atrás de la tarjeta. Write one thing you already know about Spanish architecture on the front of your card. Write one question you have about why typical Spanish homes are built the way they are on the back of your card. Example/Ejemplo 2 (admit/exit) ¿Qué te confunde sobre los nombre de los cuartos o las actividades comunes en una casa Española? What confuses you about the names of rooms or activities related to the Spanish household? Example/Ejemplo 3 (exit) ¿Qué sobre esta unidad compartirías con un amigo/a que no está en esta clase? Escribe porque esa información es tan importante o interesante. What about today’s lesson would you share with someone not in your class? Write why that piece of information is important and/or interesting. Example/Ejemplo 4 (exit) Termina esta frase: “Yo no sabía que…” Write: “I didn’t know that ……” and briefly describe what it is. 30 Strategy Name: Affinity Strategy Explanation: Affinity, (finding similarities) is one way to help students organize their reading. Students find main ideas and details and then categorize them in according to their similarities. Skills used as a result of the affinity strategy include brainstorming, piggybacking, presenting, referencing text for proof, or categorizing. All learning modalities are addressed. RtI Target Tier: Tier 1 Materials: Chart paper, sticky notes, markers Estimated Time for Strategy: 40-50 minutes Steps for Strategy: I do… • • • Assign text selection for 3-4 teams of students to read Assign one fluent reader in each team to read the selection aloud Teacher facilitates groups during their independent work We do… • Tell students that they will be recording details on sticky notes, one detailed phrase per note; then place note on chart paper You do… • Students silently go to chart, read notes, and organize notes for similarities until all have been grouped together Students validate their placement of the notes Once consensus is reached students write category titles at the top of each group After teacher feedback, students share their chart with class • • • 31 Support and Extension: Affinity Support: To differentiate for struggling learners, teacher • Assign peer partner(s) Extension: To challenge students, teacher • Maybe have students create a PowerPoint presentation as an end product My Notes and Ideas: This activity can be used as a review activity and is designed for one word or short phrase answers. It is ideal for all levels of language acquisition. As a further note, an Affinity diagram may be used instead of a pop-quiz How can this apply to my classroom? 32 Strategy Name: Anticipation Guide (Smith, 1978) Strategy Explanation: Anticipation guides are used to effectively build background knowledge, clarify students’ thinking, identify misconceptions, and provoke curiosity through the use of statements related to a topic and upcoming lesson. RtI Target Tier: Tier 1 Materials: Whiteboard, overhead projector/document camera, blackline master, or chart paper Estimated Time for Strategy: 5 – 10 minutes Steps for Strategy: I do… • • Identify key ideas and concepts in the text that students will be reading Create statements that students can answer without having read the text Develop three to six statements that challenge or modify students pre-existing knowledge Statements should elicit student opinion and motivate discussion We do… • Model one statement (if needed) You do… • • Students should be prepared to defend their opinion Have students read the text and revisit the anticipation guide to see if their opinions have changed or stayed the same • • 33 Support and Extension: Anticipation Guide Support: To differentiate for struggling learners, teacher • Provides more modeling • Assign peer partner(s) • Limit the number of statements Extension: To challenge students, teacher • Has students explain why they agree or disagree • Requires students to support their statements with examples from the text My Notes and Ideas: This strategy can be used with answers in English for the Level 1 students, or with a short answer or single word answers for Level 1 and 2 students. This activity is also a good way to bring out cultural and prior knowledge for the students. In this example we will read a book that deals with a subject we are all familiar with across the world (loosing baby teeth and what happens to them after we go to sleep). You can use a topic (holidays, birthdays, death, etc.) and use this anticipatory guide as a way to engage the students in meaningful conversation before and after the reading regarding these universal subjects. How can this apply to my classroom? 34 Name: ________________________________________ Topic/Tema: ________________________________________ Anticipation Guide Directions: Response Before/Respuesta antes Statement/Frase 35 Response After/Respuesta despues Name: ________________________________________ Book/Libro/Tema: El Ratoncito Pérez y The Tooth Fairy by Jane Cadwallader & Gustavo Mazali Anticipation Guide Directions: Before we read the book, read the statements to yourself. If you believe the statement is true, write the word “true” to the left of it in the “Response Before” column. If you believe the statement is false, put the word “false” to the left of it in the “Response Before” column. (Be ready to explain your answers) Then we will read El Ratoncito Perez and see if the responses were correct. Response Before/Respuesta antes Statement/Frase 1. El Ratón Pérez es un personaje de niños. 2. El Ratón Pérez le trae dinero a los niños que pierden un diente. 3. El Ratón Pérez tiene el mismo trabajo que The Tooth Fairy. 4. El Ratón Pérez llegan a un acuerdo con la Tooth Fairy. 36 Response After/Respuesta despues Strategy Name: Back to Roots Strategy Explanation: Back to Our Roots build an awareness of Greek/Latin word roots to help students understand the origin of words, especially math and science vocabulary. Students use of Greek or Latin root words lists to create a map. Students can access words through knowledge of these roots. RtI Target Tier: Tier 1 Materials: A word root list, web blackline master, thesaurus, dictionaries, sample word web, notebook paper, chart paper, overhead/document camera or whiteboard, pens/pencils, text and/or textbook. Estimated Time for Strategy: Time varies Steps for Strategy: I do… • • • Model word web using Greek/Latin root Divide class into groups of 4-6 students Pass out Greek/Latin word list We do… • • Within each group, each student chooses 2 different word roots Direct students to use their text, dictionaries and other resources to find 4 words that contain their chosen word root You do… • Students create a word web for each word within a minimum of 4 outer rays with related words and their meanings Students share their web with the class • 37 Support and Extension: Back to Your Roots Support: To differentiate for struggling learners, teacher • Provides more modeling • Allows work with partner or team • Allows verbal responses • Assigns more basic roots • Provides one or two answers • Allows picture representation Extension: To challenge students, teacher • Requires students to generate more words • Has students compete to see who makes the most words • Has students create morpheme word wall with examples • Has students self select roots • Challenges students to create another organizer for the word part (ie graph is the root which would be in original organizer, geo could be used in another organizer) • Asks students to analyze other word parts like prefixes and suffixes My Notes and Ideas: This activity can be adjusted so that instead of roots we can use homonyms for words between English and your target language. This is also a great activity for helping students across subject areas, as this is a reading skill that applies to all subjects. How can this apply to my classroom? 38 Back to Your Roots Word/Topic – Palabra/Tema Word Word Root Word Word 39 Back to Your Roots (Modified) Desplegar (To unfold) DES Desdecirse (to go back on one’s word) Descubrir (to discover) 40 List of Spanish to English Cognates Quick reference guide from SpanishBZ.com http://www.spanish.bz/cognates.htm *Notes: the first word is in Spanish and the second is in English. This notes is made as some words are spelled the same in Spanish and English. http://www.elearnspanishlanguage.com/vocabulary/falsosamigos.html Updated falsos amigos Discusión vs Discussion Discusión can be a simple discussion, but more commonly it refers to something more intense, like a debate, dispute, or argument. Discussion is equivalent to discusión or deliberaciones. Equivocado vs Equivocal Equivocado means wrong. Equivocal is equívoco or ambiguo. Nudo vs Nude Nudo is a noun: knot, node, joint. Nude is a noun or adjective: desnudo. 41 Pie vs Pie Pie = foot. Pie = pastel. Tabla vs Table Tabla can refer to a board, plank, sheet (of metal), table top, or stage. Table is una mesa. Previous falsos amigos Absoluto vs Absolute(ly) Absoluto is a rather interesting word. Alone, it means absolute, utter, complete. When preceded by en, it means not at all, by no means, no way. Absolute = absoluto. Absolutely = absolutamente, completamente, totalmente. Actual vs Actual Actual means current or present: El presidente actual vive en Madrid - The current president lives in Madrid. Actualmente means currently, at present, or now. Actual means verdadero or efectivo. Actually can be translated by realmente, en realidad, or en efecto. Advertencia vs Advertisement Advertencia is a warning, piece of advice, reminder, or preface. Advertisement = un anuncio. Agonía vs Agony Agonía = death throes, dying moments. Agony refers to terrible physical or mental pain: dolor agudo, angustia. Alterado vs Altered Alterado can mean changed or altered as well as angry or upset. Altered = modificado, cambiado, alterado. 42 Americano vs American Americano usually refers to anyone from North or South America. American = estaounidense (adjective of Estados Unidos - United States) Aplicar vs Apply Aplicar means to apply something, like a theory, paint, or sanctions. Apply = aplicar when it is a transitive verb. As an intransitive verb, it has many translations: apply for a job - solicitar or presentar; to apply oneself to - dirigirse a uno; to apply in the sense of be applicable - ser aplicable or interesar. Apología vs Apology Apología refers to defense or a eulogy. Apology = una disculpa or excusa. Aprobar vs Approve Aprobar means to approve (of), consent to, or endorse, as well as to pass a test or class. Approve = aprobar. Arena vs Arena Arena means sand. Arena = anfiteatro, redondel, plaza. Argumento vs Argument Argumento means argument in the sense of reasoning (as in a courtroom). Argument in the sense of disagreement translates as una discusión, pelea, disputa, or polémica. Asesino vs Assassin Asesino can refer to an assassin as well as non-political murderer or killer. It's also an adjective: murderous. Assassin = asesino. Asistencia vs Assistance Asistencia usually means attendance, though it can also mean assistance. Assistance is most commonly translated by ayuda or auxilio. Asistir vs Assist Asistir means to attend. Assist translates as ayudar. 43 Atender vs Attend Atender can mean to attend in Latin America, but in Spain it means to pay attention to, to heed, or to care for. Attend = asistir. Autor vs Author Autor can refer to an author or writer as well as the creator of something (e.g., a painting) or the perpetrator of a crime. Author nearly indicates a writer: un autor, una autora. Bachillerato vs Bachelor Bachillerato is the equivalent of a high school diploma in the US or A-levels in the UK. Bachelor refers to an unmarried man: un soltero. A bachelor's degree is una licenciatura. Billón vs Billion Billón is kind of a semi-false cognate. It indicates a trillion in US, billion in UK. Billion, as spoken by an American, = mil millones. When a Brit says billion, s/he means billón. Bizarro vs Bizarre Bizarro has two categories of meaning: 1) valient, gallant, brave, or 2) generous. Bizarre means extraño or raro (see raro vs rare, below). Blanco vs Blank Blanco is a semi-false cognate. It is usually the Spanish word for the color white but can in some instances be translated by blank: una página blanca - a blank sheet of paper. Blank is an adjective meaning en blanco, liso, or sin adorno. Blindar vs Blind Blindar means to armor-plate or to shield, and its adjective blindado means armorplated, shielded, or bullet-proof. Blind = ciego as an adjective, and cegar or deslumbrar as a verb. Bufete vs Buffet Bufete is a desk or a lawyer's office. Buffet refers to una cantina, un buffet libre, or una comida buffet. 44 Cámara vs Camera Cámara can mean a camera, a camera operator, or a chamber. Camera usually refers to a still camera: una cámara, una máquina fotográfica. Campo vs Camp Campo means country(side), field, or farm. Camp refers to un campamento. Cargo vs Cargo Cargo refers to a post or position as well as a charge in all senses: hacerse cargo de - to take charge, sin cargo - free of charge, retirar los cargos contra - to drop the charges against. Cargo = cargamento, carga. Carpeta vs Carpet Carpeta = folder, file, portfolio, briefcase, or table cloth. Carpet is una alfombra or una moqueta. Carrera vs Career Carrera can refer to any of the following: running, race; a row or line; a beam, girder, or joist; route, ride, journey, course; avenue; career; or university studies. Career indicates una carrera profesional or una profesión. Carta vs Cart/Card Carta refers to a (postal) letter, document, deed, charter, map, or menu. Cart is un carro, una carreta, un carretón, or una carretilla. A card is usually una tarjeta. Chocar vs Choke Chocar normally means to shock or startle, but can also mean to clink (glasses) or to shake (hands). Choke = sofocarse or atragantarse. Colegio vs College Colegio refers to a high school, usually private. College can be translated by colegio only when it refers to "colleges" as in divisions of a school. Otherwise, college = universidad or escuela superior. 45 Colorado vs Colored Colorado means red or reddish. Colored = de color. Complexión vs Complexion Complexión refers to one's constitution, make-up, temperament, or physical build. Complexion = la tez, el cutiz, or la piel. Compromiso vs Compromise Compromiso is an obligation, commitment, promise, or agreement. Compromise as a noun can be expressed as una transacción, una avenencia, unas concesiones recíprocas, el término medio, or la solución intermedia. The verb is comprometer or transigir. Conductor vs Conductor Conductor equals conductor when referring to science: un conductor de electricidad conductor of electricity. It can also mean a driver or a TV or radio presenter. Conductor of an orchestra is un(a) director(a), and train conductor is un(a) revisor(a). Conexión vs Connection Conexión is a physical or logical connection. Connection when referring to human/emotional connections is una relación. Conferencia vs Conference Conferencia can mean conference, meeting, lecture, speech, or phone call. Conference = una conferencia, una reunión, una asamblea, or un congreso. Constipación vs Constipation Constipación and its synonym constipado both refer to a cold or catarrh. Constipation = el estreñimiento. Contestar vs Contest Contestar means to answer or reply. Contest as a verb means impugnar, atacar, disputar, or contender. Conveniente vs Convenient Conveniente means suitable, fitting, proper, useful, or advantageous. Convenient means cómodo, práctico, útil, or accesible. 46 Copa vs Cup Copa = a glass or goblet, an alcoholic drink, a trophy (la Copa del Mundo - World Cup). Cup = una taza. Copia vs Copy Copia is a photopcopy or other duplicate. Copy can also mean un ejemplar (of a book) or un número (of a magazine). Coraje vs Courage Coraje can mean courage as well as anger. Courage can be translated by el coraje as well as el valor, la valentía, los ánimos, and las fuerzas. Corresponder vs Correspond Corresponder means things like to correspond, tally, fit in, match, or belong. Correspond translates to corresponder only in the sense of agreeing with or matching (e.g., this corresponds with our thoughts). When referring to a correspondence by mail, the Spanish translation is escribirse or estar en correspondencia con. Cuestión vs Question Cuestión is a matter/issue/question to be resolved. Question is translated by cuestión when referring to an issue, or una pregunta when asking a question. Culto vs Cult Culto can refer to a religious sect or to a religious service. As an adjective, it means cultured or refined. Cult = una secta. Damnificado vs Damned Damnificado = victim, from the verb damnificar - to injure, harm, damage. Damned means condenado or maldito. Decepción/Decepcionar vs Deception/Deceive Decepción = disappointment. Decepcionar = to disappoint. Deception = un engaño, un fraude. To deceive = engañar, defraudar. 47 Defraudar vs Defraud Defraudar can mean to defraud or cheat as well as to disappoint or let down. Defraud means estafar or defraudar. Delito vs Delight Delito refers to a crime, offence, or misdeed. Delight = el placer, el deleite, el encanto, or la delicia. To delight = encantar or deleitar. Departamento vs Department Departamento means department, section; office; compartment; province; or apartment. Department = departamento, sección, ministerio. Desgracia vs Disgrace Desgracia means misfortune, mishap, accident, setback, or bad luck. Disgrace refers to la deshonra or ignominia. Deshonesto vs Dishonest Deshonesto means indecent or lewd. It means dishonest only in the sense of untrustworthy, not in the sense of not telling the truth. Dishonest = poco honrado, fraudulento. Despertar vs Desperate Despertar means to wake up, both figuratively and literally, and requires a direct object. To say "I'm waking up" in the sense of getting out of bed, you need to use the reflexive form, despertarse. Desperate = desesperado. Destituido vs Destitute Destituido means devoid of or lacking. Destitute = indigente, desamparado, necesitado, or en la miseria. Disco vs Disco Disco is a semi-false cognate. Aside from disco, it has numerous translations: disk, discus, traffic-light, or (audio) record. Disco = disco, discoteca, or sala de baile. 48 Discutir vs Discuss Discutir is stronger than discuss; more like debate or argue. Discuss = hablar de, tratar de, comentar. Disgusto vs Disgust Disgusto is not as strong as disgust; it means annoyance, displeasure, grief, or trouble. Disgust refers to repugnancia or aversión. Echar vs Echo Echar has numerous meanings, including to throw, to put, to pour, to give, to cut, and to push. Echo means resonar, repetir, or hacer eco. Editor vs Editor Editor is an adjective: publishing, and a noun: publisher or editor. Editor can be translated by editor, director, or redactor. Educación vs Education Educación has a broader meaning than education. The Spanish word's best translation is upbringing, which includes both school education as well as what a child learns at home. Education is best translated by formación or enseñanza. Educado vs Educated Educado means well-mannered, polite, or cultivated, from the verb educar - to raise, bring up, rear. Educated is from the verb to educate: formar or instruir. Efectivo vs Effective Efectivo means real or actual. En efectivo means in cash. Efectivos are military forces or (police) officers. Effective = eficaz. Elevador vs Elevator Elevador means elevator only in Mexico, though un elevador de granos is a grain elevator anywhere. Elevator = un ascensor. 49 Embarazada vs Embarrassed Embarazada means pregnant. It can also be a noun: una embarazada = a pregnant woman, an expectant mother. Embarrassed is avergonzado, molesto, or incómodo. (anecdote about embarazada) Emocionante vs Emotional Emocionante means exciting, thrilling, or moving. Emotional indicates something that is afectivo, emocional, or emotivo, or someone that is sentimental. Eventual vs Eventual Eventual means fortuitous, possible, or temporary. Eventual = final, definitivo, consiguiente. Excitar vs Excite Excitar means to excite sexually. Excite when talking about something you're looking forward to is entusiasmar or provocar. Éxito vs Exit Éxito means success: a gran éxito - very successful. Exit is una salida. Fábrica vs Fabric Fábrica is a factory, plant, or mill. Fabric is el tejido or la tela. Factoría vs Factory Factoría can mean a factory (in some Spanish-speaking countries), but is more commonly a trading post. Factory = una fábrica. Facultad vs Faculty Facultad refers to mental faculty, power or ability, or a university department. Faculty in reference to a group of teachers is el profesorado. 50 Falta vs Fault Falta is a lack, want, need, absence, shortage, failure, or shortcoming. A fault (imperfection) is un defecto, un desperfecto, or una imperfección. Fault (blame) is la culpa. Familiar vs Familiar Familiar as an adjective means family, familiar, domestic, informal, plain, or colloquial. As a noun it refers to a relative or close friend. Familiar is only an adjective: familiar, conocido, común, familiarizado, íntimo. Fastidioso vs Fastidious Fastidioso means annoying or boring. It can mean fastidious in Latin America. Fastidious means escrupuloso. Firma vs Firm Firma can refer to a firm, but more commonly means a signature. Firm as an adjective means firme, sólido, duro, seguro. As a noun, it can be translated by una firma or una empresa. Fiscal vs Fiscal Fiscal means fiscal or tax-related as an adjective. As a noun, however, it refers to a district attorney or public prosecutor. Fiscal = fiscal. Formal vs Formal Formal means reliable, dependable, responsible, or serious. Formal means solemne, correcto, oficial, or, when referring to clothing, de etiqueta. Fracaso vs Fracas Fracaso is a failure or disaster. Fracas is une gresca or una reyerta. Fútbol vs Football Fútbol refers to soccer (in American English). Football = el fútbol americano. Fútil vs Futile Fútil means trivial, while Futile means inútil, vano, or infructuoso. 51 Grabar vs Grab Grabar is to engrave, record, or impress. Grab means asir, coger, or arrebatar. Gracioso vs Gracious Gracioso means funny or cute. Gracious = gentil, cortés, or refinado. Grosería vs Grocery Store Grosería seems to follow the -ía pattern on most Spanish words for stores, but in fact it refers only to rudeness, crudeness, or vulgarity. Grocery Store = tienda de abarrotes/comestibles, bodega, or abacería, depending on what country you're in. Honesto vs Honest Honesto means sincere, honorable, or decent. Honest = sincero, franco, or honrado. Humor vs Humor Humor means mood or humor. Humor refers to gracia or humor. Sense of humor = sentido del humor. Idioma vs Idiom Idioma refers to a language. Idiom = idiotosmo, modismo, or lenguaje. Ignorar vs Ignore Ignorar means to not know or to be unaware of. Ignore means no hacer caso de, desatender, or dejar a un lado. Insulto vs Insult Insulto means insult in most places, but in Mexico it can also refer to indigestion or a stomachache. Insult = insulto. 52 Introducir vs Introduce Introducir is a semi-false cognate. It means to introduce only in the context of introducing a topic. Introduce can mean to introduce a topic or a person. The latter is translated by presentar in Spanish. Jubilación vs Jubilation Jubilación refers to retirement: both the act of retiring and a pension. Jubilation = júbilo. Labor vs Labor Labor can mean any kind of work: paid work, chores, needlework, etc. Labor refers to trabajo (the actual work) or la mano de obra (the workers). Largo vs Large Largo means long, generous, or abundant. Large = grande or importante. Lectura vs Lecture Lectura refers to the act of reading or reading material. Lecture = una conferencia, una explicación, or un sermoneo. Letra vs Letter Letra refers only to a letter of the alphabet. Letter is un letra (of the alphabet) or una carta (that you write to a friend). Librería/Librero vs Library Librería is a bookstore, while librero refers to a bookseller or bookcase. Library refers to una biblioteca. Lujuria vs Luxury Lujuria = lust, lewdness, excess. Luxury = el lujo. Mama vs Mama Mama refers to a breast. Mama = mamá (see how important an accent can be?) 53 Mango vs Mango Mango can mean mango the fruit as well as a handle (as of a knife). Mango = mango. Marca/Marco vs Mark Marca is a mark (as in a spot or line) as well as a brand, make, or label. In sports, una marca is a record or best time. Un marco is a (picture) frame, goal, setting, or framework. Mark can be translated by una mancha or una señal. Masa vs Mass Masa can mean mass (in terms of people and volume), as well as dough. Mass in reference to church is la misa. Matar vs Mate Matar means to kill. Mate = as a noun is un macho / una hembra for animals, un compañero / una compañera for people. To mate means aparear or unir. Mayor vs Mayor Mayor as an adjective means main, major, larger, older. As a noun is means chief, boss, superior, adult, or ancestor. Mayor = el alcalde or la alcadesa. Minorista vs Minority Minorista is a Caribbean and South American word for retail or retail seller. Minority = la minoría or, as an adjective, minoritario. Molestar vs Molest Molestar means to annoy or bother. Molest = acosar sexualmente. Motivo vs Motive Motivo isn't necessarily the same thing as motive (which tends to have a negative connotation, like "motive for the murder"); it's more like reason or cause. Motive = móvil, motivos, or intención. 54 Natural vs Natural Natural as an adjective means natural, fresh (with fruit), and illegimate (with children). As a noun it means nature or native. Natural can be translated by natural, normal, innato, or biológico (with family members). Negocio vs Negotiation Negocio refers to a business, deal, or transaction. Negotiation is una negociación Nombre vs Number Nombre means name or noun. Number is un número. Noticia vs Notice Noticia is a news item or piece of news. Noticias means news or information. Ocasión vs Occasion Ocasión is usually a chance or opportunity. It can also mean cause or reason, and in Latin American it refers to a bargain. Occasion refers to una vez, una oportunidad, un acontecimiento, una razón, or un motivo. Oculto vs Occult Oculto can mean hidden, concealed, or secret, as well as occult. Occult = oculto or misterioso. Oficial vs Official Oficial as an adjective is the same as in English. As a noun, it refers to a military officer or a skilled worker. Official as a noun is un funcionario. Oficio vs Office Oficio = trade or function, religious service/mass, or an official letter. Office is una oficina, un despacho. Once vs Once Once is eleven in Spanish. Once = una vez. 55 Ordinario vs Ordinary Ordinario can mean ordinary as well as common or coarse (in reference to a person) and fine or ok, in answer to ¿Cómo estás? Ordinary = normal or corriente. Pan vs Pan Pan = bread Pan is una cazuela, cacerola, olla, or sartén. Papa/Papá vs Papa Papa means potato when it's feminine and Pope when it's masculine. Papá is equivalent to papa or dad in English. Papa = papá. Pariente vs Parent Pariente is any relative Parent = el padre or la madre only. Patrón vs Patron Patrón can indicate a boss or owner as well as a pattern or standard. Patron = patrocinador or cliente. Plagio vs Plague Plagio is plagiarism. Plague refers to la peste, la plaga, or el fastidio. Prácticamente vs Practically Prácticamente should not be used to mean almost; it means practically in the sense of "in a practical way" or "in practical terms." Practically = casi. Preciso vs Precise Preciso can mean precise, correct, or necessary. Precise = preciso or exacto. Presente vs Present Presente = present when talking about time or presence. Present meaning "gift" is un regalo. 56 Preservativo vs Preservative Preservativo indicates a condom. Preservative is un conservador. Pretender vs Pretend Pretender means to claim: Ella pretende ser rica - She claims to be rich. Pretend is translated by fingir or simular. Privado vs Private Privado means private as in exclusive (such as a school or club). Private is fairly general - it's basically the opposite of public and can be translated by privado, personal, secreto, íntimo, or particular. Procurar vs Procure Procurar rarely means to procure; the more common translations by far are to try and to manage (to do something). Procure = obtener, conseguir. Quitar vs Quit Quitar means to take away, remove, or get rid of. Quit = dejar, abandonar, salir de. To quit one's job: abandonar su puesto, dimitir. Raro vs Rare Raro can mean rare, but more commonly means odd or strange. Rare = poco común or excepcional. Real vs Real Real can mean real as well as royal. Real means verdadero, auténtico, or legítimo. Realizar vs Realize Realizar means to realize only in the sense of to make real, to attain, or to fulfill. Realize can mean realizar as well as darse cuenta de, comprender, and reconocer. Receta vs Receipt Receta = recipe or prescription. Receipt = un recibo. 57 Recolección vs Recollection Recolección is a collection, harvest, or summary. Recollection is el recuerdo or la memoria. Recordar vs Record Recordar means to remember, recall, or remind. Record is equivalent to registrar, inscribir, or grabar. Red vs Red Red refers to a network. Red is the color rojo. Relativo vs Relative Relativo has the same meaning as an adjective, but as a noun it is used only in linguistics. Relative as a noun = pariente or familiar. Restar vs Rest Rester means to take away or subtract, to not give much, to remain or be left or, in sports, to return. Rest as a verb = descansar or apoyar. Revolver vs Revolver Revolver is a verb: to move around, turn over, revolve, or disturb. Revolver is a noun: un revólver (that accent is important!) Ropa vs Rope Ropa means clothing. Rope = una cuerda or una soga. Salario vs Salary Salario refers to hourly wages, while Salary indicates fixed earnings per month or year: el sueldo. Sano vs Sane Sano = healthy, fit, or intact. Sane means cuerdo, sensato, or de juicio sano. 58 Sensible vs Sensible Sensible = sensitive or regrettable. Sensible means juicioso, sensato, or prudente. Simple vs Simple Simple can nearly always be translated by simple: when it means foolish, not compound, etc. Simple, however, is translated as sencillo when it means unadorned or uncomplicated. Sobre vs Sober Sobre is either a noun: envelope or a preposition: on, above, over. Sober means sobrio or sereno. Sopa vs Soap Sopa refers to soup or, informally, a hangover, while Soap is jabón. Soportar vs Support Soportar means to bear, carry, support, hold up, or withstand. Support as a verb is usually translated by apoyar, sostener, or mantener. Suceder vs Succeed Suceder means to happen or to follow, come next. Succeed = tener éxito, triunfar. Suceso vs Success Suceso is an event, incident, happening, or outcome. Success refers to un éxito or triunfo. Tipo vs Type Tipo means type/kind as well as guy or bloke. Type = tipo or clase. To type = escribir a máquina. Trampa vs Tramp Trampa indicates a trap. Tramp is a un vagabundo or una zorra. 59 Tratar vs Treat Tratar means to treat or handle; to deal with, be about, have to do with; or to address. Treat as a verb means tratar, invitar, curar, or discutir. Tuna vs Tuna Tuna has a range of meanings: prickly pear, a student music group, the life of a rogue, and, in Central America, drunkenness. Tuna = el atún. Últimamente vs Ultimately Últimamente means lastly, finally, as a last resort, or lately. Ultimately = por último, al final, a la larga, en el fondo. Último vs Ultimate Último means final or last. Ultimate has several meanings: the best - definitivo, the most important/essential fundamental, esencial; the latest - último grito. Vaso vs Vase Vaso is a glass or tumbler. Vase indicates un florero or jarrón. 60 List of Spanish Homonyms and Homophones Here are most of the common homonyms and homophones of Spanish, as well as some of the uncommon ones, each with a common definition. The definitions given are not the only ones possible. Note: An asterisk before a word pair indicates that the words sound alike in some regions but are distinguished from each other elsewhere. [About.com: http://spanish.about.com/od/writtenspanish/a/homophones.htm ] • • • • • • • • • • • • • • • • • • • • a (first letter of the alphabet), a (to), ha (conjugated form of haber) ama, amo (owner, master/mistress), ama, amo (conjugated forms of amar, to love) • * arrollo (conjugated form of arrollar, to roll up), arroyo (stream) • * asar (to roast), azar (chance, fate) • * Asia (Asia), hacia (toward) asta (mast), hasta (until) barón (baron), varón (man) baile (dance), baile (type of judge) basta (enough), basta (coarse), vasta (vast) basto (coarse), vasto (vast) bazar (bazaar), vasar (kitchen shelf) be (phonetic spelling of the letter b), ve (phonetic spelling of the letter v) bello (beautiful), vello (bird down) bienes (property), vienes (conjugated form of venir, to come) bis (encore), vis (force) calle (street), calle (conjugated form of callar, to silence) • * calló (conjugated form of callar, to silence), cayó (conjugated form of caer, to fall) • * casa (house), caza (conjugated form of cazar, to hunt) • * cazo (saucepan), cazo (conjugated form of cazar, to hunt) • * ce (phonetic spelling of the letter c), se (reflexive pronoun), sé (conjugated form of saber, to know) • * cebo (bait), sebo (fat) • * cegar (to blind), segar (to cut off) • * cepa (vine), sepa (conjugated form of saber, to know) • * cerrar (to close), serrar (to saw) • * cesión (cession), sesión (meeting) • * cesto (basket), sexto (sixth) • * cien (hundred), sien (temple of the head) • * ciento (hundred), siento (conjugated form of sentir, to feel) • * cima (summit), sima (chasm) • * cocer (to cook), coser (to sew) copa (cup), copa (conjugated form of copar, to win) de (of from), de (phonetic spelling of the letter d), dé (conjugated form of dar, to give) el (the), él (he, him, it) errar (to make a mistake), herrar (to put horseshoes on) ese (that), ese (phonetic spelling of the letter s), ése (that) flamenco (Flemish, a dance), flamenco (flamingo) fui, fuiste, fue, etc. (conjugated forms of ser, to be), fui, fuiste, fue, etc. (conjugated forms of ir, to go) 61 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • grabar (to record), gravar (to worsen) • * halla (conjugated form of hallar, to find), haya (conjugated form of haber, to have) • * has (conjugated form of haber, to have), haz (conjugated form of hacer, to do) hierba or yerba (herb), hierva (conjugated form of hervir, to boil) hierro (iron), yerro (mistake) hojear (to leaf through), ojear (to look at) honda (deep), honda (sling), onda (wave) hola (hello), ola (wave) hora (hour), ora (conjugated form of orar, to pray), ora (correlative conjunction usually translated as “now”) • * hoya (hole in ground), olla (cooking pot) • * hozar (to move dirt around with one’s snout), osar (to dare) huno (Hunnish), uno (one) huso (spindle), uso (utilization) la (the, her, it), la (note of the musical scale) • * lisa (smooth), liza (battle) mal (bad), mall (shopping mall) mas (but), más (more) • * masa (mass), maza (club used as weapon) • * mesa (table), meza (conjugated form of mecer, to rock) mi (my), mi (note of the musical scale), mí (me) mora (Moorish), mora (blackberry) o (letter of the alphabet), o (or) oro (gold), oro (conjugated form of orar, to pray) papa (potato), Papa (pope) • * pollo (chicken), poyo (stone bench) polo (pole as of a magnet or planet), polo (polo) • * poso (sediment), pozo (well, shaft) puya (goad), puya (puya, a type of plant found primarily in the Andes) que (who, that), qué (what, how) • * rasa (conjugated form of rasar, to skim), raza (race or ethnicity) rebelarse (to rebel), revelarse (to reveal oneself) recabar (to ask for), recavar (to dig again) • * rallar (to grate), rayar (to make lines on) sabia (wise female), savia (vitality) sol (sun, unit of Peruvian currency), sol (note of the musical scale) solo (alone), sólo (only) si (if), sí (yes) • * sumo (supreme), zumo (juice) • * tasa (rate), taza (cup) te (you), te (phonetic spelling of the letter t), té (tea) ti (you), ti (note of the musical scale) tu (your), tú (you) tubo (pipe), tuvo (conjugated form of tener, to have) vino (wine), vino (conjugated form of venir, to come) 62 Spanish Prefix • ante- (before): antemano (beforehand), anteayer (day before yesterday), antebrazo (forearm), anteponer (to put something before something else) • anti- (against): anticuerpo (antibody), antimateria (antimatter), anticoncepción (contraception) • auto- (self): autodisciplina (self-discipline), autogestión (self-management), automóvil (automobile) • bi-, bis-, biz- (two): bicicleta (bicycle), bilingüe (bilingual), bisemenal (twice a week) • cent- (hundred): centímetro (centimeter), centenar (group of 100) • contra- (against): contraataque (counterattack), contrapeso (counterweight), ir contrareloj (to work against the clock) • con- (with): convivir (to live together), conjuntar (to coordinate), complot (conspiracy) • des- (undo, diminish): desplegar (to unfold), desdecirse (to go back on one’s word), descubrir (to discover or uncover) • entre-, (between, among): entremeter (to place among), entrecruzar (to interweave), entreabierto (half-open) • ex- (former, outside): excombatiente (military veteran), exportar (to export), exprimiar (to squeeze or sqeeze out) • homo- (same): homónimo (homonym), homólogo (equivalent), homogeneizar (to homogenize) • im-, in- (opposite): incapaz (incapable), inaudible (inaudible), inconformista (nonconformist) • inter- (between, among): interacción (interaction), interrumpir (to interrupt), interponer (to interpose) • mal- (bad): maltratar (to abuse or mistreat), malpensado (malicious), malvivir (to live badly) • mono- (one): monótono (monotonous), monopolio (monopoly), monocarril (monorail) • para- (together, with, for): paramédico (paramedic), paraguas (umbrella), parachoques (vehicle bumper) • poli- (many): poligloto (multilingual person), politeísta (polytheistic), poligamia (polygamy) • pre- (before): prefijo (prefix), predestinación (predestination), prehistoria (prehistory) • pro- (in favor of): proponer (to propose), pronombre (pronoun), prometer (to promise) • re- (again, with intensity): repaso (review), renacer (to be reborn), renegar (to strongly deny) • semi- (medium, half): semidifunto (half-dead), semifinalista (semifinalist), semicírculo (semicircle) • seudo- (false): seudónimo (pseudonym), seudociencia (pseudoscience) • sobre- (excessive, extraordinary): sobrevivir (to survive), sobredosis (overdose), sobrecargar (to overload) • sub- (under): subsuelo (subsoil), subyacer (to underlie), subsector (subsection) • super- (superior): supermercado (supermarket), superhombre (superman), supercarburante (highgrade fuel) • tele- (at a distance): teléfono (telephone), telecontrol (remote control), telescopio (telescope) • uni- (one): unificación (unification), unilateral (one-sided), unisexo (unisex) 63 Strategy Name: Capsule Vocabulary (Crist, 1975; Irvin, 1990) Strategy Explanation: Capsule Vocabulary is a strategy in which students are given key concept words with definitions (less than 10) from an upcoming topic, article, chapter or unit of study. It is used to generate student discussion and lead to a written paragraph incorporating these vocabulary words. RtI Target Tier: Tier 1 Materials: Chart paper, white board, overhead/document camera, blackline master, key concept vocabulary, pens/pencils, paper Estimated Time for Strategy: 5 – 10 minutes Steps for Strategy: I do… • Select key concept words We do… • • Teacher provides definition of word Class discusses experiences they have had with the word (where they have seen it, heard it, context they have heard it in, connections to the world…) You do… • Partners hold a conversation focused on using the key concept words in context Students individually write a summary or a brief paper on the topic using each of the vocabulary words • 64 Support and Extension: Capsule Vocabulary Support: To differentiate for struggling learners, teacher • Allows students to work in pairs or small groups to write summaries • Provides students with a paragraph frame or story starter • Allows picture representation • Allows verbal response Extension: To challenge students, teacher • Has students self-select words that are central to the theme prior to the assignment • Allows students to choose their own article My own Notes and Ideas: This strategy is good as a pre-reading and a pre-thinking strategy for any of the units in any world language, and how it relates to current topics (through articles) and fiction/nonfiction in the native language. How can this apply to my classroom? 65 Strategy Name: Concept Definition Mapping (Schwartz, 1988) Strategy Explanation: Concept definition mapping is a graphic organizer used to teach the meaning of key concepts. Students describe what the concept is and isn’t by giving examples. RtI Target Tier: Tier 1 Materials: Flip chart, overhead transparency, document camera, markers, blackline master, pencils/pens Estimated Time for Strategy: 10 -15 minutes Steps for Strategy: I do… • • Display example Discuss questions: - What is it? (broader category/classification) - What is it like? (important characteristics, qualities that make it different) - Example/non-example We do… • Model by choosing a familiar vocabulary word and map its features (if needed) You do… • Students work in pairs to complete a map (encourage students to use their background knowledge prior to a glossary or dictionary) After map is complete, students write a definition using the map Students will revisit their map through out the unit to add or change their map as new information is presented • • 66 Support and Extension: Concept Definition Mapping Support: To differentiate for struggling learners, teacher • Discusses students’ prior knowledge concerning the subject/topic to be mapped • Determines if students can make connections with information they have already covered in the class Extension: To challenge students, teacher • Assigns higher level vocabulary words and/or concepts to the students, who will have more complex maps and end product My Notes and Ideas: This strategy can be used at any level. If the student is not proficient enough to write a full sentence for an example, a single word or even a picture can be substituted. This is a great way to get students to think of alternative ways to describe a word or a concept to each other (circumlocution) so as to own the information for ease of recall in future situations. How can this apply to my classroom? 67 Concept of Definition Map Name ________________________________________ Date _________________ What is it? (Definition) What is it like? (Characteristics) What are some examples? Word/term What does it look like? 68 Concept of Definition Map Example/Ejemplo: Tema 1a ¿Qué te gusta hacer? Name ___ ________________________________________ Date _________________ Directions: Complete each section for the vocabulary term or phrase. What is it? / ¿Qué es esto? (Definition/Definición) What is it like? /Descripción Characteristics/Características What are some examples? Ejemplos Actividades físicas Nadar Word/Palabra o Tema Correr Deportes Esquiar What does it look like? / ¿A que se parece? 69 Strategy Name: Frayer Model (Frayer, Frederick, & Klausmeier, 1969) Strategy Explanation: Frayer Model allows students to categorize words, using definitions, characteristics, examples and non-examples in their own words. RtI Target Tier: Tier 1 Materials: Whiteboard, overhead projector/document camera, blackline master, or chart paper Estimated Time for Strategy: 5 -10minutes Steps for Strategy: • explain Frayer Model using blackline master • using an easy word, complete a model with the class • students work in pairs to complete their Frayer Model with their assigned word/concept have students share their words with others I do… We do… You do… • 70 Support & Extensions: Frayer Model Support: To differentiate for struggling learners, teacher • models several class-developed Frayer examples. These can be collected into notebooks for each student. Extension: To challenge students, teacher • has students create word games with the vocabulary words (word search, create word wall, crossword puzzle, taboo cards, BINGO, etc.) My Notes and Ideas: In cases where students are not yet proficient, pictures can be substituted for answers. Also a good strategy to use for subject/theme reviews. How can this apply to my classroom? 71 72 Frayer Model Name: _________________________________ Definition/Definición: (Use your own words/ usando tus propias palabras) Date: ____________ Pd.:_________ Characteristic/Características: (Define it’s essential characteristics/Define las características esenciales) Claro Oscuro Examples/Ejemplos COLOR Azul, verde, rojo, morado, lila Non-Example/Mal Ejemplo Tigre, pasto, invierno 73 Strategy Name: Graphic Organizers Strategy Explanation: Graphic Organizers instill active comprehension and dynamic discussion by having students visually connect concepts and information from a variety of sources. Information is condensed and classified to assist students in organizing important details. RtI Target Tier: All Materials: Text selection, graphic organizer blackline master example (can be from TE), document camera/overhead Estimated Time for Strategy: 10-45 minutes (warm-up to whole class period) Steps for Strategy: I do… • • • • Introduce concept for graphic organizer Introduce specific organizer and set-up Introduce the reading selection Display graphic organizer example • Begin completing the graphic organizer as a whole class • • Read text to gather information Complete graphic organizer We do… You do… 74 Support and Extension: Graphic Organizer Support: To differentiate for struggling learners, teacher • has students work in pairs or small groups to complete graphic organizers • provides a prompt or starter for each box in the graphic organizer Extension: To challenge students, teacher • assigns a graphic organizer as a starting point for a writing assignment or research project • has students come up with their own individual design for a graphic organizer on a different skill or concept Examples of different types of Graphic Organizers: Thinking Maps Venn Diagram Semantic Mapping ABC Chart Brainstorming Web Semantic Feature Analysis Two Column Notes Somebody… Wanted… But… So strategy Concept Definition Map KWL Frayer Model My Notes and Ideas: All of these graphic organizers can be adjusted to the students’ level of mastery in the target language. If it’s a Level 1 student the answer could be one word or even a picture. The higher-level students can do complex sentences, and it can be used for brainstorming for analysis and summary essays. How can this apply to my classroom? 75 Drawing Conclusions, Making Inferences STATED FACTS/ SE SABE QUE… INFERENCES/ SE DEDUCE QUE… 76 Drawing Conclusions, Making Inferences Realidades 1, Tema 2B, pg. 116 ¿Cómo es la escula? STATED FACTS/ SE SABE QUE… • • • • • Estudiantes en países donde se habla español duran más horas al día en el colegio. (Tabla en pg. 116) INFERENCES/ SE DEDUCE QUE… La escuela tiene una prioridad más lata en países donde se habla español. School takes a higher priority of children’s time in Spanish-speaking countries Students in many Spanish-speaking countries spend more time in school than the US schools do. (See chart on pg 116 for representation) La profesora/El profesor puede llamar a En muchos países del mundo hispano hay mucho más respeto entre los estudiantes y los los estudiantes por su apellido. profesores. Este respeto se siente por todo el colegio. The teacher may call the student by their last name. In many Spanish-speaking countries there is a shared sense of respect between teachers and students; as well as there being a higher level En muchos colegios cuando el of respect in school as a whole. profesor/la profesora entra los estudiantes se paran. • In many schools, when the teacher enters the classroom the students stand. • ¿Cuáles son las diferencias en actitud entre los colegios en el mundo hispano y los Estados Unidos? • How are the attitudes different between US and Spanish-speaking schools? Hay una diferencia entre como los estudiantes en los Estados Unidos tratan a los profesores y el colegio cuando se comparan con los estudiantes en países hispanos. There is a difference in how US students and teachers approach school in comparison to the schools in Spanish-speaking countries. 77 Strategy Name: Jigsaw (Aronson, 1971) Strategy Explanation: Jigsaw is a cooperative learning technique that covers a large section of text interactively through group participation and sharing. RtI Target Tier: All Materials: paper, pen/pencils, text Estimated Time for Strategy: varies Steps for Strategy: I do… • • • • • students are divided into small groups of 5-6 students assign one student from each group as the leader divide the day’s assignment into 5-6 sections assign each student to learn one section, making sure students have direct access only to their own section bring the students back into their original groups (after expert groups are finished) • no modeling • students read over their section at least twice and become familiar with it form temporary “expert groups” by having one student from each original group join other students assigned to the same section give students in these expert groups time to discuss the main points of their section and to rehearse the presentations they will make to their original group ask each student to present her or his section to the group encourage others in the group to ask questions for clarification We do… • You do… • • • 78 Support & Extensions: Jigsaw Support: To differentiate for struggling learners, teacher • assigns a leveled, lexiled text on the topic to jigsaw • assigns supplemental material that goes with your adopted text in many instances Extension: To challenge students, teacher • can have students represent their assigned parts in maps, charts or graphs and share with the class My Notes and Ideas: All of these graphic organizers can be adjusted to the students’ level of mastery in the target language. If it’s a Level 1 student the answer could be one word or even a picture. The higher-level students can do complex sentences, and it can be used for brainstorming for analysis and summary essays. How can this apply to my classroom? 79 Strategy Name: KWL (What I know; Want to Learn; Learned) (Ogle, 1986) Strategy Explanation: KWL can be used to assist students with making predictions, crtitical thinking, and reflection that can become the students’ study guide. KWL begins prior to reading and extends through post reading of topic. RtI Target Tier: All Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper, informational text, markers, pen/pencils Estimated Time for Strategy: varies with topic Steps for Strategy: I do… We do… • choose reading selection from class materials • ask students to contribute what they think they know about the topic record their ideas under the “K” column • • • You do… • students generate questions they would like answered concerning the topic under the “W” column students read selection and look for answers to their questions after reading, students discuss/write what they learned in the “L” column 80 Support & Extensions: KWL Support: To differentiate for struggling learners, teacher • should fill in part of the chart to start the discussion • encourages students to work in pairs or small groups if the KWL is not done as a whole group. Extension: To challenge students, teacher • can Google® K-W-L to locate subject-specific examples of K-W-L charts My Notes and Ideas: All of these graphic organizers can be adjusted to the students’ level of mastery in the target language. If it’s a Level 1 student the answer could be one word or even a picture. The higher-level students can do complex sentences, and it can be used for brainstorming for analysis and summary essays. How can this apply to my classroom? 81 KWL Chart What you KNOW?/ Lo que ya sabes What do you think you WILL learn?/ Lo que quieres saber 82 What did you LEARN? / ¿Qué aprendiste? KWL Chart Example/Ejemplo: La Semana Santa from ¡Avancemos! Level 1 Cultural Interactions online at: http://www.classzone.com/cz/books/avancemos_1/resources/applications/interactiva/ML1/ML_1_Sem ana_santa/ml_1_semana_santa.html What you KNOW?/ Lo que sabes Semana Santa (Holy Week) is the week of Easter in Spanishspeaking countries. Most traditions are based on those in Spain. Most businesses and schools are closed for 4 or more days. What do you think you WILL learn?/ Lo que quieres saber What is traditional in each region/country? How is it different from US celebrations? Are there local celebrations in the Hispanic/Latino community near by that keep those traditions alive in the US? Note: What did you LEARN? / ¿ Qué Aprendiste? Each country and/or region has their own traditions which include: parades, flower decorations, saints, church services, etc. Some locations through out the US celebrate Semana Santa traditions that have been transported here either by their Catholic churches and schools or by the large concentration of one Hispanic groups (LA, Miami, NY, etc.) Even though this example is in English, there is no reason a student cannot do this activity in the target language. For beginning students it may be necessary to use English at first, but they can soon move into the target language. This is a great tool for prior activation of knowledge regarding a theme or a concept, and is common enough that students should be familiar with the structure of the activity. The KWL chart can also be done as a whole class activity and for unit/chapter summarization before a quiz/test. 83 Strategy Name: Possible Sentences Strategy Explanation: Possible Sentences is a strategy to help students make predictions about a text by using key concepts and vocabulary. Students write sentences they think will appear in the text. RtI Target Tier: Tier 1 Materials: passage, whiteboard, overhead/doc cam, notebook paper, chart paper Estimated Time for Strategy: 20 – 30 minutes Steps for Strategy: I do… • • select 10-15 key concepts and/or vocabulary words from the passage (a mix of familiar/unfamiliar) provide definition and explanations for new vocabulary and concepts . • model creating possible sentences with the familiar words and concepts using two key concepts/vocabulary words per sentence • students work individually or in pairs to create sentences that may possibly occur in the text students must use two key concepts/vocabulary words per sentence after reading the passage, students should revisit their possible sentences and check them for accuracy and revise if necessary We do… You do… • • 84 Strategy Name: Possible Sentences Support: To differentiate for struggling learners, teacher • asks for one key concept/vocabulary word per sentence • does this activity as a whole class/groups of 3 – 4 students Extension: To challenge students, teacher • asks for paragraphs using as many concepts/vocabulary words as possible • asks that sentences include part of the definition (creating context clues) My Notes and Ideas: All of these graphic organizers can be adjusted to the students’ level of mastery in the target language. If it’s a Level 1 student the answer could be one word or even a picture. The higher-level students can do complex sentences, and it can be used for brainstorming for analysis and summary essays. This strategy can also be used with a theme, to expand upon prior knowledge and to explain a theme to a whole group. This can is a great strategy for themed vocabulary to tie in all the words in a unit of study! How can this apply to my classroom? 85 Possible Sentences For Name of Topic Word Box _____ 1. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____ 2. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____ 3. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____ 4. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____ 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 86 Possible Sentences For Name of Topic/ Nombre del Tema: Word Box/ Palabras Comemos Beber La ensalada El cereal El desayuno El almuerzo La cena Compartimos _____ 1. Los estudiantes beben soda durante el almuerzo. __X__ 2. El cereal es una parte importante de la cena. _____ 3. Nosotros comemos tacos una vez a la semana. _____ 4. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ _____ 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 87 Strategy Name: QAR (Question-Answer-Relationships) (Raphael, 1982; 1986) Strategy Explanation: QAR is a strategy used to clarify the questioning process with a common language for discussing types of questions. QAR allows students to understand the type of answer necessary based on the type of question. Students should be able to generate their own QAR questions as an end result. RtI Target Tier: Tier 1 Materials: short passage or text, QAR blackline guide Estimated Time for Strategy: varies Steps for Strategy: I do… We do… • introduce the strategy by describing the different question/answer relationships (use guide sheet) • students read passage/text and as they finish, teacher asks 1 question from each QAR category repeat as necessary • • • You do… • assign another short passage with questions and answers and students determine which QAR category they belong to assign longer passage/text, assign more questions (more than one from each category), students answer questions and determine QAR category *continue as needed for practice eventually, passages are assigned in which students generate QAR questions of their own 88 Support & Extensions: QAR Support: To differentiate for struggling learners, teacher • provides additional QAR examples for students to classify with modeling, partner work, groups, etc. Extension: To challenge students, teacher • has students write their own QAR questions for classmates to determine what kind they are • can also use student generated questions for tests My Notes and Ideas: This is a great strategy to substitute for just answering the questions at the back of each chapter or after a short reading. It can be easily done as a whole group for the lower levels in English or the target language, or as a think-pare-share activity. The higher levels can have more complex/critical questions that can be answered in a short or long essay format. This activity promotes critical thinking skills and is a good example of how to model question analysis for FCAT and in the future for Common Core Standards. How can this apply to my classroom? 89 Question Answer Relationship – 4 Types of Questions In the Book QAR’s RIGHT THERE The answer is in the text, usually easy to find. The words use to make up the question and words used to answer the questions are RIGHT THERE in the same sentence. THINK and SEARCH (Putting it Together) The answer is in the selection, but you need to put together different pieces of information to find it. Words for the question and words for the answer are not found in the same sentence. They come from different places in the selection. In your head QAR’s AUTHOR and YOU The answer is NOT in the story. You need to think about what you already know, what the author tells you and in the text and how it fits together. ON MY OWN The answer is not in the selection. You can even answer the question without reading the selection. You need to use your own experience. Teachers ask this type of question to bring out your prior knowledge. 90 QAR Examples for World Languages – Spanish Book/Libro: The Tooth Fairy meets El Ratón Pérez by Rene Colato Lainez Right There Questions/ Preguntas del texto: ¿A cuales de los niños le da dinero el Ratoncito Pérez? ¿A cuales de los niños le da dinero la Tooth Fairy? ¿Comó se llama la niña que perdió el diente? English: To what children does the Rantoncito Pérez bring money? To what children does the Tooth Fairy bring money? What is the name of the little girl in the story? Think and Search Questions/ Busca y piensa: ¿Que deciden el Ratoncito Pérez y la Tooth Fairy en el caso de Nadia? ¿A quién le pregunta la Tooth Fairy sobre la identidad del ratón? English: What do the Rantoncito Pérez and the Tooth Fairy do in Nadia’s case? Who does the Tooth Fairy identity of the mouse? Author and You/ El autor y tu: Basado en el cuento, que estrategia(s) usan los personajes para identificarse y para comunicar si usan diferentes idiomas. ¿Habrá otras leyendas en otras culturas sobre lo que pasa cuando un niño pierde sus dientes? English: Based on the story, what strategy(s) do the two characters use to identify and communicate with each other when they do not speak the same language? Do you think there are other legends out there regarding what happens to children’s teeth when they loose them? On My Own/ Pensando solo: Describe como este libro puede ayudar a niños que viven en diferentes culturas. ¿Hay estudiantes en tu escuela/clase a los cuales este libro puede ayudar? English: How can this story help children who live in different cultures? Are there any students in your school or classroom that this story could help? 91 Strategy Name: Quick Writes (Moore, Moore, Cunningham & Cunningham, 1998; also called Write Now by Rillero, Zambo, Cleland, & Ryan, 1996 ) Strategy Explanation: Quick Writes involve a short written response to a portion of text that causes a reaction in the reader. Quick Writes allow the student to create a framework for writing and thinking critically about a topic, develop writing fluency, and help build confidence as a reader. RtI Target Tier: Tier 1 Materials: Text selection, notebook paper/journal, pens/pencils, timer Estimated Time for Strategy: 5-10 minutes Steps for Strategy: I do… • • • • • teacher models how to write a response to a borrowed line or thought related to the text • • listen to teacher’s response student writes their response focused on text-to-text, text-toself, and text-to world connections (see text connection strategy) share responses with a partner if time allows, allow students to volunteer to share whole class We do… You do… select text (poem, quote, or short story) read the text aloud to students provide 2-3 minutes of uninterrupted free writing time (should not be a prompt) after free writing, teacher should model written response with whole class • • 92 Support & Extensions: Quick Writes Support: To differentiate for struggling learners, teacher • provides a sentence starter prompt for the responses • discusses text, reads the text a second time, and then allows 2-3 minutes for either verbal or written responses Extension: To challenge students, teacher • increases writing time from 2-3 minutes to 5-6 minutes • extends previously written Quick Write into formal writing My Notes and Ideas: This is a great strategy for students to summarize what they have read. In the lower levels where full sentences in the target language may be difficult, a picture or a short response done in a think-pair-share group may be appropriate. This is also a great activity to help with bell-tobell instruction. How can this apply to my classroom? 93 Strategy: Quick Write Example/Ejemplo: Realidades 1, 164, Unidad 3B, “Think about it!” Prompt/ Piensa sobre esto…: En muchos países donde se habla español la medicina natural (hierbas, tés, etc.) han sido aceptadas por siglos. ¿Piensas que las hierbas medicinales pueden ayudar o curar algunas enfermedades? ¿Por qué? In many Spanish-speaking cultures, herbal remedies have been accepted for centuries. Do you think that medicinal herbs can provide relief and cures? Why or Why not? OR/ O… En muchos países donde se habla español la medicina natural (hierbas, tés, etc.) han sido aceptadas por siglos. ¿Que otras culturas usan hierbas como medicinas? ¿Tienen lugar en la medicina dentro de los Estados Unidos? In many Spanish-speaking cultures, herbal remedies have been accepted for centuries. What other cultures can you think of that also use herbal remedies? How do all these remedies fit into the U.S. medical system? NOTE: Both of these prompts can be done in a short or long essay format answers in the target language. 94 Strategy Name: RAFT (Role/Audience/Format/Topic) (Santa, 1988) Strategy Explanation: RAFT is used with informational text. Students show understanding through creative writing and it forces students to process the information rather than simply answering questions. R: Role of the writer: What’s the writer’s role? A: Audience: Who is going to be reading the writing? F: Format: What is the best layout for this writing? (letter, article, poem, etc) T: Topic: Who or what is the subject of this writing? RtI Target Tier: Tier 1 Materials: informational material, textbook, paper, pencil Estimated Time for Strategy: varies Steps for Strategy: I do… • • We do… decide what your major focus or idea is that you want students to understand this becomes their topic for writing • brainstorm possible roles students could assume • decide on the audience • determine format • model (if needed) **once students become comfortable with this strategy, allow them to come up with their own roles, audience and format • students write their RAFT paper You do… 95 Support & Extensions: RAFT Support: To differentiate for struggling learners, teacher • assigns roles, audience, format and topic to students • gives paragraph frames for students to use for RAFT paper • gives students a written model for an example to follow Extension: To challenge students, teacher • gradually releases the RAFT components for students to come up with their own RAFT papers based on the text students are working with My Notes and Ideas: How can this apply to my classroom? 96 RAFT Pre-writing Chart Role/ Posicion Audience/ Publico Format/ Formato 97 Topic/ Tema RAFT Pre-writing Chart Subject: Geography - Latin American History and Government (Taken from the Social Studies MESH guide) Role/ Posicion Audience/ Publico Format/ Formato Topic/ Tema Maya Priest Other Mayans Glyphs (inform) Astronomical Observations Caudillo (dictator) Military Speech (persuade) To gain allegiance from or with… Fancois ToussaintLouverture Enslaved Haitians Song (encourage) Sons about revolting against the French Aztec Parent Aztec children Fable or Story (illustrate) Aztec class system Historian College students Article (critique) Spanish conquistadors and the destruction of the Inca Empire 98 Strategy Name: Read Aloud (Trelease, 1982) Strategy Explanation: Read Aloud is a strategy that promotes engaged listening, increases vocabulary, and assists comprehension through modeled fluent reading of a particular topic, genre or author. RtI Target Tier: All Materials: Teacher chosen text selection related to the topic. Estimated Time for Strategy: 5-10 minutes Steps for Strategy: I do… • • • select high-interest text to be read to spark interest in a topic or build background knowledge read aloud text selection using modeled prosody (inflection) and fluency allow time for student discussion of text (optional) . • students listen quietly as teacher reads aloud the text • discuss text with partner or in group (optional) We do… You do… 99 Support & Extensions: Read Aloud Support: To differentiate for struggling learners, teacher • provides a copy for students to follow along while you read aloud (which then makes this strategy “shared reading”) • provides pictures to create a visual • allows students to draw as they listen which assists with comprehension and focus Extension: To challenge students, teacher • has students write a new ending for the read aloud story • has students use critical thinking skills to make interpretations of the story to discuss later • asks students to draw illustrations to show comprehension of the story My Notes and Ideas: This is a great activity for increasing fluency in reading within your target language classroom. Popcorn reading can be helpful in the second half of Level 1 classroom, choral reading can be a great way to get all students involved with a low stress level (as everyone will be reading so it’s not just their voice), and clozed reading can be used for text that is a bit above the student’s reading level but is none the less important for content. (Please see 100 Reading Terms to know for definition of highlighted terms) How can this apply to my classroom? 100 Retrieved from: http://teacherlink.ed.usu.edu/tlresources/units/champions/simonbolivar.pdf Simón Bolívar - (1783-1830) “The Liberator” “The George Washington of South America” Simón Bolívar was one of South America’s greatest generals. Because of his great work, he was able to liberate six Central and South American countries including Bolivia, Panama, Colombia, Ecuador, Peru and Venezuela. Bolivar continues to capture the gratitude of a continent. Bolívar was born July 24, 1783 in Caracas, Venezuela. His parents died when he was a young boy of nine years and he was raised by his uncle. At the age of fifteen he was sent to Spain to continue his education. While in Spain, he met and married a young woman named Maria Teresa. They returned to Venezuela a few years later and Maria died of yellow fever. Shortly after her death, Bolivar decided to go back to Spain. It was during this time that he witnessed several events that influenced him to never rest until America was free from the Spaniards. He again returned to Venezuela and went to war with Spain. He took command and later Valencia, Venezuela declared its independence. After many battles, including the “Battle of Boyaca,” which resulted in a great victory, Bolívar created the Angostura Congress that founded Gran Colombia (a federation of present-day Venezuela, Colombia, Panama and Ecuador). Bolívar was named president. Later, all of South America was liberated and the last remnants of the Spanish army were destroyed, taking all of Spain’s presence out of South America. Bolívar helped enact laws to protect the environment, wild life and the native population of Central and South America. He also freed South American slaves 40 years before the U.S. Civil War. This is truly a fascinating story of one of the most remarkable freedom fighters in all of history. Bolivar will be remembered for all he did in fighting for the freedom of America. 101 Strategy Name: Text Connections (Keene & Zimmerman, 1997). Strategy Explanation: Text Connections (text-to-text, text-to-self, and text-to-world) encourages students to connect current reading to prior knowledge and experiences. RtI Target Tier: All Materials: fiction or informational text, blackline master, overhead/doc cam Estimated Time for Strategy: Varies Steps for Strategy: I do… • • • . select text to use explain the 3 types of connections read a text aloud and model making connections • work with students to generate connections, possibly focusing on a prior unit of study or current event • students read a text and make connections using blackline master We do… You do… 102 Strategy Name: Text Connections Support: To differentiate for struggling learners, teacher • provides background knowledge prior to reading so that students can make connections with the text you are about to introduce Extension: To challenge students, teacher • encourages connections that are less obvious and have a deeper personal/conceptual meaning • ask students to explain how they made their connection My Notes and Ideas: This strategy is great for all levels (not just the advance students)! The Level 1 students can use single word or short phrases in the target language to answer in each column. They just need to summarize the main idea of each column. For the higher-level students, complex sentences in the target language are to be expected. This strategy can also be used with a theme (example provided) instead of a reading. Additionally this is a good strategy to show students how to connect themes and topics (even readings) throughout their courses. This connection can aid with reading comprehension, strategic thinking skills, and in schools where cooperative learning groups are trying to incorporate the same subject in all course areas this is a great way to tie it all together and to get that same level of incorporation from a world languages classroom. How can this apply to my classroom? 103 Text Connections Text-to-self connections are highly personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. An example of a text-to-self connection might be, "This story reminds me of a vacation we took to my grandfather’s farm." Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text. “This character has the same problem that I read about in a story last year,” would be an example of a text-to-text connection. Text-to-world connections are the larger connections that a reader brings to a reading situation. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature. An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article." Below are some examples of connecting statements to use as prompts... This part reminds me of.... I felt like...(character) when I.... If that happened to me I would.... This book reminds me of...(another text) because.... I can relate to...(part of text) because one time.... Something similar happened to me when.... Below are some examples of questions that can be used to facilitate connections: Text-to-self: What does this remind me of in my life? What is this similar to in my life? How is this different from my life? Has something like this ever happened to me? How does this relate to my life? What were my feelings when I read this? Text-to-text: What does this remind me of in another book I’ve read? How is this text similar to other things I’ve read? How is this different from other books I’ve read? Have I read about something like this before? Text-to-world: What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How did that part relate to the world around me? Adapted from FORF-PD's Reading Strategy of the Month, Making Connections October 2004 http://forpd.ucf.edu/strategies/stratText.html 104 How Connecting Helps Comprehension Text Summary/ La Lectura, Texto o Tema Reminds me of…/ Mis experiencias (yo) Helps me understand…/ Mi mundo Type of connection/ Conexiones Connecting to other classes/ Conexiones a otras clases Adapted from Harvey and Goudvis, 2000 105 How Connecting Helps Comprehension Theme/Tema: Birthday/Cumpleanos Text Summary/ La Lectura, Texto o Tema Cumpleaños Birthday Reminds me of…/ Mis experiencias (yo) Helps me understand…/ Mi mundo Mi último Me ayuda a cumpleaños y la entender que todos fiesta en el parque. celebramos ocasiones My last birthday importantes, no and the party we importa el idioma had at the park. de la persona. Helps me see that we all celebrate important occasions, no matter what language it’s in. Type of connection/ Conexiones Conexión al mundo y a otros. Connection to the world and to others. Connecting to other classes/ Conexiones a otras clases Hay temas que se discuten en una clase que tienen importancia en varias clases. Celebraciones culturales afectan la historia y la literatura. There are themes thatn run cross every class, and that have importance in other subject matters. Cultural celebrations affect history and literature. Adapted from Harvey and Goudvis, 2000 106 Strategy Name: Text Map Strategy Explanation: Text Map encourages students to summarize current text. Text Map also encourages students to make connections between the reading, priori knowledge and other subject areas in and out of school. RtI Target Tier: All Materials: Paper, pencil/pen, highlighters Estimated Time for Strategy: 10 – 20 minutes Steps for Strategy: I do… • • Select the text to use Model filling out Text Map • With simpler (initial) text model a complete Text Map as a class activity • Students read a text and summarize as well as make connections with assigned reading We do… You do… 107 Support and Extension: Text Map Support: To differentiate for struggling learners, teacher • Provide background knowledge prior to reading so that students • Model a second (more complex) type of text Extension: To challenge students, teacher • Encourage connections that are less obvious • Ask students to explain how they made their connections • Ask students to use their worksheet to create an essay My Notes and Ideas: This strategy is great for all levels (not just the advance students)! The Level 1 students can use single word or short phrases in the target language to answer in each section. For the higher-level students, complex sentences in the target language are to be expected. This strategy can also be used with a theme (example provided) instead of a reading. How can this apply to my classroom? 108 Título de la lectura/ Title of the reading: Página(s)/ Pages: El tema (una palabra)/ Main idea (one word): E.D.D. : • Exposición (personajes, lugar, tiempo)/ Exposition (people, place, time) • Desarrollo (el problema y los conflictos)/ Development (problem, conflicsts) • Desenlace (la re-solución del problema)/ Resolution Frases de la lectura para apoyarla…EVIDENCIA/ Support statements (Evidence): Vocabulario/ Vocabulary: 1. 4. 2. 5. 3. 6. Frases – modismos/ phrases - colloquialisms: 1. 2. 3. Lo que no entendí bien/ What I didn’t really get: Comparaciones.../ Comparisons… • • • Culturales/ Cultural: Personales/ Personal: Con otras materias/ In other subjects: 109 Título de la lectura/ Title of the reading: El Ratoncito Pérez y The Tooth Fairy by Jane Cadwallader & Gustavo Mazali El tema/ Main idea: ¿Quien recoge los dientes? / Who picks up the baby teeth? E.D.D.: • • • Exposición (personajes, lugar, tiempo)/ Exposition (people, place, time): La Tooth Fairy, el ratoncito Pérez, otros personajes de cuentos. Se encuentran en la casa y visitan a sus amigos. Toma lugar durante una noches. Desarrollo (el problema y los conflictos)/ Development (problem, conflicsts): La Tooth Fairy y el ratoncito Pérez tratan de recoger el mismo diente y no saben que es lo que está haciendo el otro personaje. Desenlace (la re-solución del problema)/ Resolution: Los dos deciden que la Tooth Fairy van a turnarse a los niños que hablan ambos idiomas. Frases de la lectura para apoyarla…EVIDENCIA/ Support statements (Evidence): “Who are you? Asked the Tooth Fairy, but the mouse just spoke mumbo jumbo! “The Tooth Fairy recoge los dientes de los niños que hablan inglés y les deja, a cambio, una moneda.” Vocabulario/ Vocabulary: 1. andaba 4. diente 2. agujerito 5. hada 3. almohada 6. turnarían Frases – modismos/ phrases - colloquialisms: 1. El diente estaba enganchado. 2. El hada volvió a responder en jerigonza y el Ratoncito Pérez no entendí ni media palabra. 3. Los dos estaban muy contentos porque ahora sabían que tenían el mismo trabajo y podían ser amigos. Lo que no entendí bien/ what I didn’t really get: ¿Que es un Lirón? Comparaciones.../ Comparisons… • • • Culturales/ Cultural: Hay una diferencia entre quien recoge los dientes. ¿Habrá una diferencia en otros personajes? Personales/ Personal: Yo crecí con el ratoncito, pero mi hermano cree en la Tooth Fairy. Con otras materias/ In other subjects: Los personajes usan tecnología para ver quién es la otra ‘persona’ que estaba tratando de ‘robar’ el diente. 110 Strategy Name: THIEVES (Title Heading Introduction Every first sentence Visuals/Vocabulary Endof-chapter questions Summary) (Rinsky & Wassman, 1997) Strategy Explanation: The THIEVES strategy is used to preview informational text, activate prior knowledge and set a purpose for reading by surveying the passage prior to reading. RtI Target Tier: Tier 1 Materials: THIEVES blackline master, overhead/doc cam, chart paper, informational passage Estimated Time for Strategy: 20 – 30 minutes Steps for Strategy: I do… • • • identify informational text to be used provide students with handouts review THIEVES acronym with students . • model using THIEVES strategy with a short informational text or a portion of assigned reading • students complete the THIEVES handout as they preview the informational text. We do… You do… 111 Support and Extension: THIEVES Support: To differentiate for struggling learners, teacher • allows students to work in pairs to preview the text and complete the activity My Notes and Ideas: How can this apply to my classroom? 112 Title What is the title? What do I already know about this topic? What does this topic have to do with the preceding chapter? Does the title express a point of view? What do I think I will be reading about? Headings What does this heading tell me I will be reading about? What is the topic of the paragraph beneath it? How can I turn this heading into a question that is likely to be answered in the text? Introduction Is there and opening paragraph, perhaps italicized? Does the first paragraph introduce the chapter? What does the introduction tell me I will be reading about? Do I know anything about this topic already? Every first sentence Visual and vocabulary What do I think this chapter is going to be about based on the first sentence in each paragraph? Does this chapter include photographs, drawings, maps, charts, or graphs? What can I learn from the visuals in a chapter? How do captions help me better understand the meaning? Is there a list of key vocabulary terms and definitions? Are there important words in boldface type throughout the chapter? Can I tell the meaning of the boldfaced words from the sentences in which they are embedded? End-ofchapter questions What do the questions ask? Summary What do I understand and recall about the topics covered in the summary? What information do they earmark as important? What information do I learn from the questions? Let me keep in mind the end-of-chapter questions so that I may annotate my text where pertinent information is located. 113 Chapter/Article Title: Title Headings Introduction Every first sentence Visual and vocabulary End-of-chapter questions Summary 114 2010 The College Board (www.collegeboard.com) Spanish Language exam sample questions (NARR ETS) Este informe titulado «La música mejora el rendimiento académico» apareció en el sitio de Internet de OEI (Organización de Estados Iberoamericanos) el 2 de septiembre de 2008. (MA) Trabajo en equipo, compromiso, rigurosidad, llevar objetivos adelante, son algunos de los beneficios que puede entregar la música, la cual mejora notablemente los resultados académicos de quienes la ejercitan. Diversos estudios han asociado los resultados escolares al entorno, a la familia, a la educación de los padres, a la sala de clases, etc. A esto se agrega la primera investigación chilena que determina la influencia de la música en el desempeño académico, realizada por el economista de la Universidad de Chile, Pablo Egaña. Según estudios internacionales, el arte influye para: * Inducir a ser y sentirse parte de una comunidad o escuela. * Desarrollar a los estudiantes en áreas que de otra forma no desarrollaría. * Transformar el ambiente de aprendizaje y proveer nuevos desafíos a los jóvenes. * Otorgar una oportunidad para que los adultos (padres, profesores y otros) aprendan de los jóvenes. * Conectar las experiencias de aprendizaje a las del mundo laboral, ya que ayuda a aprender sobre el desenvolvimiento y funcionamiento de organizaciones propias del mercado laboral. "La participación en las orquestas potencia el desarrollo de habilidades no cognitivas: autoestima, trabajo en equipo, tolerancia a la frustración, etc., que generan un impacto en aspectos cognitivos", dice Egaña, quien ejemplifica: "Los profesores te cuentan cómo cambia la actitud de los niños en clases: aumenta su participación y están más concentrados, lo que hace que la misma clase sea más provechosa. Es decir, lo que antes el alumno estudiaba en dos horas en su casa, parándose, mirando televisión, etc., ahora puede hacerlo en 30 minutos de manera más concentrada efectiva". El músico, profesor, director de la sede de Concepción de la Fundación Orquestas Juveniles e Infantiles, y mentor de la Orquesta Infantil Juvenil de Curanilahue, Américo Giusti, tiene claro los beneficios académicos: "La música entrega disciplina, un componente vital para obtener logros. Cuando el niño aprende por una experiencia propia es más potente que la vía del premio o el castigo, ya que hace un trabajo y un esfuerzo que tiene una meta y entrega un logro, una realización. Es otra forma de aprender". Para el maestro Giusti, si al proceso de aprender un instrumento se suma el incentivo de la familia es aún mejor: "Cuando un instrumento llega al niño, es toda la familia que se abre al disfrute del arte, la cultura y al trabajo duro, cotidiano y de equipo". A continuación, añade Giusti: "Este aprendizaje logra resultados desde un comienzo, lo que le entrega al alumno el valor del trabajo y del esfuerzo. Esto trae consigo una autoafirmación del niño, una mejora en la autoestima. A través del aprendizaje de un instrumento fortalecemos, también, el carácter y la voluntad. En la Fundación que ayudamos a 270 orquestas que se han formado, hemos tratado de cultivar una cierta cultura al mérito, a través de las becas, las cuales las ganan los mejores". 115 Chapter/Article Title: La música mejora el rendimiento académico Title/ Titulo La música mejora el rendimiento académico – Me imajino que vamos a leer sobre musica en la clase. La música mejora el rendimiento académico – I think I’ll be reading about music in the classroom. Headings/ Partes Las diferentes partes de la lectura describen como la música ayuda en el progreso escolar de los estudiantes. Bullets in the reading describe benefits of music in student’s educational progress. Introduction/ Introducción Da la idea principal del estudio: que la música aumenta el progreso académico de los estudiantes. Gives the main idea of what the study is about: how music can help improve students’ performance. Every first sentence/ Este artículo me va a decir que aprender a tocar un instrumento me va a Cada primera frase ayudar en el colegio. This article is going to tell me how learning to play a musical instrument is going to help students perform better in school. Visual and No hay objetos visuales (tablas, fotos, etc.) y no hay vocabulario aparte. vocabulary/ Objetos There are no visuals or highlighted vocabulary. visuales y el vocabulario End-of-chapter Hay un ensayo que debería tomar 35 minutos para responder. questions/ Preguntas al final del capitulo There is a 35 min. essay question associated with this article. Summary/ Conclusion No hay una conclusión formal en el artículo, pero el último párrafo da un pequeño resumen y explica sobre la fundación de música que ayuda a estudiantes que quieren tocar instrumentos. While there is no summary at the end of the article the last paragraph does highlight some aspects of music education, as well as giving me information about musical foundation that helps students who want to learn to play instruments. 116 Strategy Name: Think-Pair-Share (Lyman, 1981) Strategy Explanation: Think-Pair-Share is a discussion strategy that encourages active participation from every student. This strategy is best served as a pre-reading activity, problem-solving strategy, pause in a lecture, or post-reading activity. RtI Target Tier: Tier 1 Materials: Display device (overhead, dry erase board, document camera, question strips, or chart paper) for questions Estimated Time for Strategy: 5 minutes Steps for Strategy: I do… • suggest a topic or ask a question • “Think” about what you know or have learned about the topic • students write down what they know or have learned about the topic students “Pair” with another student or small group and share ideas whole group “Share” discussion We do… You do… • • 117 Support & Extensions: Think-Pair-Share Support: To differentiate for struggling learners, teacher • uses as a brainstorming activity for a writing assignment • includes a hint under each question to lead their thinking • includes a sentence starter for the responses Extension: To challenge students, teacher • has students generate their own questions or topics and use them within cooperative groups or with the whole class • uses Think-Pair-Share in place of brainstorming My Notes and Ideas: This strategy is appropriate for all levels of students and for most classroom activities. It can be used as a pre-activity to activate prior knowledge in your classroom, or for critical thinking in small and whole group regarding a theme, topic or reading. In the lower levels the use of partner work can help improve target language vocabulary and expression. Keep in mind that there should be a set time limit that is not too long for this activity to minimize student’s using the time for social planning. How this can apply in my classroom? 118 Think-Pair-Share Template Name: _________________________ Directions Before we read this selection, think about the following question or problem: Think Write three answers or ideas you have about this question or problem. 1. 2. 3. Pair Discuss your ideas with a partner. Check any ideas above that your partner also wrote down. Write down ideas your partner had that you did not have here. 1. 2. 3. Share Review all of your ideas and circle the one you think is most important. One of you will share this idea with the whole group. As you listen to the ideas of the whole group, write down three you liked. 1. 2. 3. 119 Think-Pair-Share Example Name: _________________________ Directions Before we read this selection, think about the following question or problem: Example #1 (mostly in English, one word or short answer for Level 1) In 2010 the state of Arizona enacted an immigration law (Senate Bill 1070) that is meant to help the state deal with its illegal immigrant problem. Do you feel that the Arizona has the right to pass such a law? – Consider that such a law is being contested by the US Attorney General as overextending the States authority into federal law. Think Write three answers or ideas you have about this question or problem. 1. There is already a federal law that covers this. 2. What are they going to do with all these people they suspect to be illegal, arrest them, jail them, sent them home? 3. What happens if someone is there on vacation and gets harassed as an “illegal immigrant”? Can they go to their hotel to get their passport? Will they tell their friends not to go to Arizona? Pair Discuss your ideas with a partner. Check any ideas above that your partner also wrote down. Write down ideas your partner had that you did not have here. 1. Is the law Constitutional? 2. Do Arizona’s voters get to have a say in this law? 3. Share Review all of your ideas and circle the one you think is most important. One of you will share this idea with the whole group. As you listen to the ideas of the whole group, write down three you liked. 1. What happens to Arizona if it does something to offend another country? Will the US defend them internationally even if it’s fighting to repeal the law? 2. Is this racism? If so, aren’t there laws against that? 3. Are the just going after Spanish people or anyone who ‘looks foreign’… they have the Grand Canyon; lots of immigrants go see that! 120 2010 The College Board (www.collegeboard.com) Spanish Language exam sample questions Jóvenes de la Sinfónica «orgullosos de ir a España» con Abreu Caracas, Venezuela.- Los jóvenes integrantes de la Orquesta Sinfónica Nacional Simón Bolívar están «orgullosos» de «representar a Venezuela» y arropar a su maestro, José Antonio Abreu, en la entrega del Premio Príncipe de Asturias de las Artes 2008. «Es una gran emoción recibirlo, porque aquí estamos trabajando fuerte, y cuando nos otorgan un premio de esta categoría, es increíble», aseguró el músico y profesor Rafael Pallaro tras un ensayo en su sede en Caracas. Él es uno de los 240 músicos de entre 14 y 29 años que conforman la Orquesta Simón Bolívar, la considerada «primera división» del Sistema de Orquestas Juveniles e Infantiles de Venezuela fundado por Abreu en 1975. «Es un honor recibir este premio, te pones a analizar quiénes lo han recibido . . . Y es grandioso viajar con toda la orquesta y acompañar al maestro», manifiesta otro joven músico. Junto a ellos estará también el director de la Orquesta Simón Bolívar, uno de los más ilustres alumnos de Abreu, Gustavo Dudamel. Pallaro empezó a estudiar música en los Andes venezolanos, y entró en la Orquesta Nacional Infantil de Venezuela para tocar el violín de la mano de Abreu, que es para él «como un segundo padre». «Cuando el maestro inició todo esto, creo que ni él mismo pensaba que esto iba a ser así», afirma Vanesa Matamoros, una contrabajista de 23 años. La mayor parte de estos jóvenes comenzó su formación musical en los llamados «núcleos», pequeñas orquestas diseminadas por Venezuela que sirven como cantera de las agrupaciones nacionales. Actualmente, «El Sistema» está constituido por unas 170 orquestas en todo el país, en las que están integrados unos 265.000 jóvenes y niños de todos los sectores, especialmente los más desfavorecidos, y que su fundador califica de «instrumento para el desarrollo humano». «Cuando era pequeña soñaba con que llegara rápido la tarde para ir al núcleo, porque lo pasaba muy bien», comenta Vanesa. Según el joven Ramón Grande, en esta red «no importa la edad que tengas, de dónde vengas: lo que importa es que estás tocando música y compartiendo con otros muchachos, educándote». En esta red musical «no existe diferenciación, no tienes que ser rico o muy pobre para poder tocar» porque «aquí todos somos iguales, vengan de donde vengan», asegura antes de advertir que «una vez que entras en la música, es muy difícil despegarse». Reproduced by permission of El Universal 121 Think-Pair-Share Template Name: _________________________ Direcciones Después de leer el artículo piensen y respondan a la próxima pregunta. Ejemplo #2 (Reponses in target language for levels 2+/respuesta en Español para niveles 2+) Question/Pregunta: Como podemos comparar a los personajes más importantes de la historia hispana y Estados Unidos. Think/ Piensen Escriban 3 respuestas o ideas sobre la pregunta relacionada con el artículo. Write three answers or ideas you have about this question or problem. 1. 2. 3. Pair/ En Pareja Discute tus ideas con tu pareja. ¿Que ideas tuvo tu pareja diferentes a las tuyas? Discuss your ideas with a partner. Check any ideas above that your partner also wrote down. Write down ideas your partner had that you did not have here. 1. 2. 3. Share/ Compartir Revisen todas las ideas e identifiquen la más importante para ustedes. Un personaje en la pareja/grupo va a compartir esta idea con la clase. Review all of your ideas and circle the one you think is most important. One of you will share this idea with the whole group. Escribe otras buenas ideas que oyes durante la discusión en clase. As you listen to the ideas of the whole group, write down three you liked. 1. 2. 3. 122 Strategy Name: UNRAVEL Strategy Explanation: UNRAVEL is a comprehension strategy that helps students engage with text to better understand their reading. RtI Target Tier: Tier 1 Materials: whiteboard, overhead projector/document camera, blackline master, or chart paper Estimated Time for Strategy: varies Steps for Strategy: I do… • • . • students follow the steps as the teacher is modeling with the abbreviated text on their sample • • • • • • • • Underline the title Now predict what the passage is about Run through and number the paragraphs All the important words should be circled or underlined Venture through and read the passage Eliminate the wrong answers Let’s answer the questions students fill out their handout using the above directions We do… You do… make sure each student has a copy of sample abbreviated text teacher models UNRAVEL with an abbreviated text 123 Support and Extension: UNRAVEL Support: To differentiate for struggling learners, teacher • provides more modeling • assigns peer partner(s) • reduces number of activities (letters of UNRAVEL) that students are expected to complete Extension: To challenge students, teacher • provides different types of articles for students to UNRAVEL My Notes and Ideas: This activity requires two components: an informational article and multiplechoice questions. It is also particularly beneficial for review prior to test taking. This activity increases critical thinking skills within the question and answer format and can be used to better prepare students for questions on FCAT 2.0 and the upcoming Common Core Standards requirements. This strategy can be used with simple or complex answers for all levels of world language acquisition. How can this apply to my classroom? 124 UNRAVEL YOUR READING Underline the title Now predict what the passage is about Run through and number the paragraphs All the important words should be circled or underlined • the first sentence in each paragraph • bold or italicized words • words that answer who, what, where, when, why, and how • underlined words • big words • any of the 12 words • words in parentheses • transition words • words in quotation marks • words in different colors • number words and dates • words you don’t know • Proper Names • ANY WORDS THAT STAND OUT • Venture through and read the passage Eliminate the wrong answers Let’s answer the questions! Remember to DOUBLE CHECK your work! * For this strategy I could not find an appropriate level text to use as an example, but it can be used with any appropriate level text that has multiple-choice questions at the end. 125 Strategy Name: VIPER W? Strategy Explanation: VIPER W? (Visualize, Infer, Predict, Emotion, Remind, I Wonder, and ? I’m totally confused about …) VIPER W? helps engage the student to make connections to any content area text or novel. RtI Target Tier: All tiers Materials: whiteboard, overhead projector/document camera, VIPER W? blackline master, or chart paper Estimated Time for Strategy: Used throughout lesson Steps for Strategy: • explain and discuss what each letter stands for and means • read aloud a section of text and model how a connection is made and noted on the blackline master using phrases or pictorial representations I do… . • teacher continues reading aloud, students make their own connections and record on blackline master • students continue reading and noting connections on their blackline master • students share their personal connections with rest of the class We do… You do… 126 Support and Extension: VIPER W? Support: To differentiate for struggling learners, teacher • provides more modeling • assigns work with partner • allows for verbal responses • provides one or two answers • allows picture representation Extension: To challenge students, teacher • • • changes V to represent Vocabulary assigns students to write a summary of their different connections assigns students to give a detailed explanation of their personal connections My Notes and Ideas: This activity increases critical thinking skills within the question and answer format and can be used to better prepare students for questions on FCAT 2.0 and the upcoming Common Core Standards requirements. It can be done at any language acquisition level and can be used with simple or complex answers. How can this apply to my classroom? 127 V I P isualize nfer redict E R W ? motion eminds onder (I am totally confused) 128 Example/Ejemplo Realidades Level 3 pg. 35 “Los Ecocamps de Torres del Paine” Los glaciares, caminar, montar bicicleta, subir montanas. Visualize/ Visualiza Beautiful glaciers, hiking, biking, nature walks. Infer/ Inferencias El parque nacional de Torres del Paine es hermoso, pero hay tantos visitantes que están afectando el ecosistema. Predict/ Predicción Van a tener que cambiar la cantidad de visitantes y como pueden visitar al parque si lo van a rescatar. Emotion/ Emociones The national part is beautiful but is in trouble because too many people are visiting it. They are going to have to make changes to how people visit the park if they are going to save it. Quiero viajar a este parque y ver la naturaleza que ha inspirado a tantos. Pero también lo quiero ver conservado. Feeling like I want to travel there and see this natural beauty that inspires so many. But I also want to see the park protected. Reminds/ Me acuerdo de… Los exploradores de los Andes y los conquistadores que subieron las montanas para tener más terreno. Wonder/ ¿Que piensas? ¿Comó puedo viajar a una de estas localidades que respetan la naturaleza? ¿Hay una opción similar para el parque Glaciar en Alaska? ¿Comó resolvieron ellos su problema turístico? ? Cuando establecieron el parque nacional, qué hicieron con la gente que vivía en el territorio? Andes explorers and conquistadors having to climb the Andes to get to more land. How to travel down there and stay in an eco-friendly location. Can I do the same with the Alaska Glacier National Park? How did they solve their ecotourism problem? When the national park was established and what did they do with people who may have lived in the area. 129 Strategy Name: Vocabulary Grid Strategy Explanation: Vocabulary Grids allow students to recall previous vocabulary words, and reference them to current and previous topics/themes. It is a good way for students to make connections between vocabulary, culture and familiar activities/locations. RtI Target Tier: All tiers Materials: White boards, pens/pencils, paper. Estimated Time for Strategy: 5 minutes Steps for Strategy: I do… • • • Select a letter of the alphabet Select the categories for students Model using one letter • Model using one word for the class • Fill out words from previous vocabulary that starts with the assigned letter into each category We do… You do… 130 Support and Extension: Vocabulary Grid Support: To differentiate for struggling students, teacher • Provide more modeling • Assign work with partner • Allow extra time for the activity • Allow students to use textbook and/or reference guide Extension: To challenge students, teacher • Shorten the time allowed for activity • Make groups for competition My Notes and Ideas: This strategy is great for all levels and can be adjusted to help higher-level students (Level 3+) to review concepts and/or themes for text. Vocabulary grid is also a great strategy for review and tying in of vocabulary to cultural and every day items and ideas for the students. How can this apply to my classroom? 131 Example/Ejemplo: Letter/Letra: ________ Categoría/ Category Casa/ House Escuela/ School Vacaciones/ Vacation Afición/ Hobby Palabra/ Word Example/Ejemplo: Letter/Letra: ____S____ Categoría/ Category Casa/ House Escuela/ School Vacaciones/ Vacation Afición/ Hobby Palabra/ Word Sabanas/ Sheets Salón/ Classroom Sol/ Sun Saltar Caballos/ Jumping horses Example/Ejemplo: Letter/Letra: ____E____ Categoría/ Category Casa/ House Escuela/ School Vacaciones/ Vacation Afición/ Hobby Palabra/ Word Estufa/ Stove Escaleras/ Stairs Esperar el avión/ Waiting for the plane Esquiar/ Skiing 132 Strategy Name: Vocabulary Menu (Langston, et al, 2004) Strategy Explanation: Vocabulary Menus are used to increase student understanding of word meanings through student chosen activities with varied and multiple interactions with the words. RtI Target Tier: Tier 1 Materials: notebook paper and writing utensils Estimated Time for Strategy: Three to five days/5-10 minutes daily Steps for Strategy: I do… • • • . We do… • • write definitions of vocabulary words write an example related to the vocabulary word meaning • activity 1: Choose an appetizer activity from the menu and complete using all vocabulary words activity 2: Choose a main course activity from the menu and complete using all vocabulary words activity 3: Choose a dessert activity from the menu and complete using all vocabulary words activity 4: Review words for assessment, and turn in all activities for the week • You do… display vocabulary words (no more than 10), give example of word in a sentence (optional), and show picture of word (optional) direct instruction of vocabulary word meanings daily review of vocabulary (if extra time available) • • 133 Support & Extensions: Vocabulary Menu Support: • • • To differentiate for struggling learners, teacher provides visual examples for each strategy that are available to students modifies choices on menu to meet individual needs of students allows extended time as needed Extension: To challenge students, teacher • changes the menu choices every nine weeks • allows students to create menu options • provides more challenging options My Notes and Ideas: This activity is great for all language learning levels, as it gives the students the option for pictures, short answers, and multi-media integration. This can be done with any theme, and can a graded project with modifications for every grade level. How can this apply to my classroom? 134 Vocabulary Menu Evening Specials: Monday—Teacher explains the word directly, THEN write your vocabulary words in your notebook. Tuesday—Choose an appetizer Wednesday—Choose a main course Thursday—Choose a dessert/STUDY the words Friday—Turn in your Menu from the whole week! Appetizers Choose One… 1. Write each of your vocabulary words and then use a dictionary or thesaurus to write a synonym OR antonym for each word. 2. Choose seven of your words and draw a cartoon to help you remember what they mean. 3. Locate your words in the newspaper or a magazine, cut them out and paste them on a sheet of paper. 4. Write each of your vocabulary words and then use a dictionary or thesaurus to write an antonym for each word. 5. Write each of your words on your paper and then rearrange the letters to make at least four new words. Main Courses Choose One… 1. Use each of your words in a sentence so that the meaning is in the context of the sentence. 2. Write a short story which includes at least seven of your words. 3. Create a crossword puzzle using the definitions of your words as clues (NOT a word search puzzle!!!) 4. Write a poem or song with includes at least seven of your vocabulary words. Be sure to use them correctly and write using poem format. 5. Draw a cartoon strip and include at least seven of your vocabulary words in the conversations between the characters. Desserts Choose One… 1. Write a news report of a recent accident OR a recent sporting event. Use at least seven of your vocabulary words in the report. 2. Choose four of your vocabulary words and write a “knock, knock” joke with each word. (Knock, Knock. Who’s there? Igneous. Igneous who? Igneous rock concert great?) 3. Look up all your words in the dictionary and write the part of speech and origin for each word. 4. Write your words and divide them into word parts. Use a space to separate each word parts. Then write another word that has the same beginning part as your word. (lib er ty) 5. Draw a picture and disguise your words in the picture. 135 Strategy: Vocabulary Menu MESH Subject: World Languages Example/Ejemplo: Realidades 1, pg 268, Repaso del capítulo: vocabulario y gramática Day 1: Definition/Definicion 1. Plato principal: the main dish 2. El postre: the dessert 3. La cuchara: the spoon 4. El camarero: the waiter or waitress 5. El cuchillo: the knife 6. El vaso: the glass Day 2: Appetizer/ Aperitivo (Los estudiantes usan imagines/ student uses clip art to illustrate) Plato principal El postre El camarero La cuchara El cuchillo El vaso 136 Day 3: Main Course/ Plato principal 1. Mi tía Helena siempre cocina el mismo plato principal, carne asada. 2. El pudin de mi mama es el mejor postre de la familia. 3. El camarero en el restaurante de anoche no nos atendió bien. 4. La cuchara de madera no es el mejor instrumento para revolver caramelo. 5. Se necesita afilar los chichillos de la cocina, casi no cortan el pan. 6. El vaso de agua fue muy refrescante. Day 4: Dessert/ Postre 1. Plato principal – Noun (masculine) 2. El postre – Noun (masculine); British origin 3. El camarero (a) – Noun (masculine and feminine); Spanish origin 4. La cuchara – Noun (feminine) 5. El cuchillo – Noun (masculine) 6. El vaso – Noun (masculine) 137 Strategy Name: What Happened? So What? What Next? Strategy Explanation: The What Happened?, So What?, What Next? strategy is used to summarize or reflect on a passage or an activity. The “what happened?” portion should be a paragraph summary; the “so what?” portion focuses on what the reading/activity means to the student; and “what next?” focuses on how the student can use the information. RtI Target Tier: Tier 1 Materials: text or planned activity, blackline master Estimated Time for Strategy: 3-5 minutes Steps for Strategy: • select text or plan an activity • use a familiar or short reading passage to model the strategy I do… We do… • You do… after completing the reading or activity, students summarize what happened, tell the impact in the so what portion, and reflect on the impact in the what next portion 138 Strategy Name: What Happened? So What? What Next? Support: To differentiate for struggling learners, teacher • provides the summary for students and only has them complete the “So What?” and “What Next?” portion • allows students to complete the activity in pairs or small groups Extension: To challenge students, teacher • has students read two related passages, completing the activity for both, and compare and contrast each part of the activity My Notes and Ideas: Students examine how the passages are similar/different using the “What happened” part. Then they examine the impact of the information in the passage by comparing/contrasting the “So What” part. The last part is to compare/contrast how they can use the information from each passage. This activity can be combined with Think-Pair-Share for lower levels or as part of a team competition for review at the end of a unit/chapter at all levels. Level 1 and 2 students can use single words or small phrases to describe each section. Pictures are optional, but may be useful depending on the topic/theme. How can this apply to my classroom? 139 What Happened? So What? What Now? Topic/Chapter/Title: What Happened? So What? What Next? Write a paragraph summary here: What does this mean to me? How can I use this information? 140 Titulo/Capitulo/Tema: El Camino de Santiago (Realidades Level 3, pg. 48-49) What Happened? / ¿Qué pasó? Escriba una abreviación de lo que paso en la lectura. Write a paragraph summary here: Este articulo es sobre el camino religioso (e histórico) en España. Por los últimos 1000 anos peregrinos ha usado este camino para llegar a la Catedral de San Jiménez. En el camino hay muchos hoteles para que los peregrinos y los turistas se queden. Hoy en día puedes caminar, montar bicicleta, montar a caballo, ir por carro o bus. Turistas vienen de todo el mundo para ‘caminar’ el camino de Santiago. This article is about the ancient religious (and now historical route) of Saint James in northern Spain. Pilgrims over the last 1000 years have traveled this route that ends at Saint James Cathedral. Along the route there are many hotels and hostels for people to stay in. You can travel the route by walking, biking, ridding a horse, car or bus. People come from all over the world to take this pilgrimage. So What? / ¿Qué significa…? ¿Qué significa esto para mí? What does this mean to me? Para mí este camino es históricamente importante como una localidad turística y religiosa. Podría ser una parte interesante de una vacación en España. Visitante todas las paradas y conociendo a otras personas de todo el mundo y de mi edad que también están interesados en la historia del camino. To me this means this is an important historical and tourist site and that it might be something fun for me to do if I’m on vacation in Spain. Visiting all those places and meeting other people my age that are having a similar experience visiting all these historical places. What Next? / Y ahora qué… ¿Como puedo usar esta información? How can I use this information? Esta información es importante no solo porque es parte de la historia de España y los pelegrinos, pero como una experiencia cultural. El viaje de lugar en lugar a lo largo del camino representa una buena experiencia cultura. This is important information not only about the history of Spain and of this pilgrimage; but to see and experience the cultural aspect of traveling with people my age around Spain. 141 Strategy Name: Word/Flower Wall Strategy Explanation: Word walls consist of words posted on classroom walls as a means of immersing students in language. Students add new words as they come in contact with them. Word walls can be used to teach vocabulary, pronunciation, word families, categorization, and spelling. This variation uses ‘flowers’ to represente each word in the ‘garden’. RtI Target Tier: All tiers Materials: Paper plates, colored pencils, pencil/pen, scissors, vocabulary list. Estimated Time for Strategy: Varies per word Steps for Strategy: I do… We do… You do… • • • • • • • • select a vocabulary word to model for students set what each ‘pedal’ is going to stand for create flower pots to plant flowers in per class assign reading from which words are to come from • pick the first week’s worth of words and do them in class as an activity to answer any questions select words from assigned reading create ‘flower’ with appropriate examples per pedal turn in my ‘flower’ each week ‘weed’ previous flowers 142 Support and Extension: Word/Flower Wall Support: To differentiate for strggling learners, teacher • Provide the word list • Provide multiple examples of ‘good’ flowers • Assign work with a partner Extension: To challenge students, teacher • Assign student to create their own ‘garden’ • Assign more ‘pedals’ per flower example My Notes and Ideas: This is a great activity for all language levels in any world language. It is also an activity that can be easily translated to all subject areas. Can be used in conjunction with ThinkPair-Share and with Back to Your Roots. How can this apply to my classroom? 143 De acuerdo Lo que es difícil de cumplir El desafío El Reto (Dare or Challenge) El reto mas difícil en mi clase de matemáticas es hacer toda la tarea. Substantivo (Noun) 144 Dar (to give) Obtener (to obtain) Recibir (To receive) Voy a recibir (recibo) muchos regales para mi cumpleaños. Verbo (Verb) 145 Strategy Name: X – Marks the Spot (Brown & Stephens, 1987) Strategy Explanation: X – Marks the Spot is a strategy where students use symbols to interact with their reading. This strategy helps students identify significant information, new information, and unclear information. Response Codes: X = “I’ve found a key point.” ! = “I’ve found something interesting, new information.” ? = “I’m confused; I have a question about what this means.” RtI Target Tier: Tier 1 and 2 Materials: any article or textbook, sticky notes, highlighters, highlighter tape or journal Estimated Time for Strategy: used throughout lesson Steps for Strategy: I do… • • model the strategy before having students try it on their own be sure to include an example of each code you want the students to use . • students respond to teacher modeling • students read text and use the response codes We do… You do… 146 Support and Extension: X Marks the Spot Support: To differentiate for struggling learners, teacher • provides more modeling • assigns work with partner • allows for verbal responses • provides one or two answers Extension: To challenge students, teacher • • • has students organize important details (X) into a summary has students give an explanation of their interesting details (!) has students reread to clear up confusions (?) My Notes and Ideas: This is a good activity for all learning levels. It can be done with any piece of text (simple or complex), and students can use this strategy across the content area. Teaching students to use similar strategies throughout their school day increases retention of information and increases comprehension. For the higher level students, this strategy can be used to organize their thoughts for a reflective or summaritive essay on the topic being presented. How can this apply to my classroom? 147 100 Web sites/ References • http://www.stenhouse.com/assets/pdfs/Allen0399%20pp81-86.pdf – an excerpt from a Janet Allen book, describes the strategy • http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=9 – a web-site that focuses on how predictions impact student learning – includes possible sentences as well as other strategies • http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=816 – a lesson plan for The Story of Ruby Bridges by Robert Coles – includes possible sentences • http://english.byu.edu/novelinks/reading%20strategies/Brave%20New%20World/anticipation% 20guide.pdf – an anticipation guide plan for Brave New World by Aldous Huxley – includes teacher notes for possible discussion • http://www.readwritethink.org/lesson_images/lesson226/anticipation.pdf – another template for anticipation guides – more in depth for after reading • http://www.learnnc.org/reference/anticipation%20guide – a description of anticipation guides – the column on the right side has content area lesson plans for anticipation guides • http://olc.spsd.sk.ca/DE/PD/instr/strats/kwl/ - describes the strategy – includes suggestions for adaptation and additional web resources • http://oame.on.ca/main/files/thinklit/FrayerModel.pdf – a description of the strategy – focuses on use in math classes – contains examples and adaptation ideas • http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html – a description of the strategy – includes several examples on different topics • http://www.teach-nology.com/web_tools/graphic_org/sq3r/ - SQ3R generator • http://www.litandlearn.lpb.org/strategies/strat_sqrqcq.pdf – a strategy similar to SQ3R – for math word problems • http://www.usatoday.com/educate/et/2008/jul/IUSAT07.16.2008.pdf – a concept ladder from USA Today – uses articles from the paper and includes a small vocabulary focus • http://teachers.net/lessons/posts/1337.html – a description of using quick writes for vocabulary • http://162.127.6.150/esu6/Gems/lvermaas/SemanticFeatureAnalysis.doc – brief explanation and two math examples • http://www.readaloudamerica.org/booklist.htm – lists recommended read alouds for different grade levels • http://www.seeds-ia.org/pages/uploaded_files/unalteredContent%20Area%20Read.pdf – 148 planning guide for using read aloud during a lesson • http://searchlight.utexas.org/content/study-guide-second-grade/study-guide-secondpdf/2.2_SemanticMapping.pdf • http://olc.spsd.sk.ca/DE/pd/instr/strats/think/index.html – describes the strategy and lists was to adapt and manage • http://wac.colostate.edu/intro/pop5.cfm – lists examples of write to learn activities – explore the other areas of the site too • http://iteslj.org/Lessons/Peng-Geography.html – examples of write to learn in geography • http://www.teachervision.fen.com/writing/letters-and-journals/48536.html?page=2&detoured=1 – this article has suggestions for how to use in each subject area • http://www.edhelper.com/teachers/General_graphic_organizers.htm – printable graphic organizers • http://www.writedesignonline.com/organizers/ - explanations of various graphic organizers, printable • http://www.brideys.com/GraphicOrganizers.pdf – has many, many graphic organizers to choose from • http://www.greece.k12.ny.us/instruction/ela/6-12/tools/Text%20Connections2.PDF – shows how to use text connections with a 3 circle Venn diagram • http://www.wku.edu/3kinds/dmaesexamples.html – has examples of exit slips for various content areas – includes student samples • http://www.jimwrightonline.com/pdfdocs/math_QAR.pdf – using QAR to interpret math graphics • http://writingfix.com/WAC/RAFT.htm – description of the strategy – include “RAFT builder” for content areas • World Language Related Web Sites • • http://www.spanish.bz/cognates.htm - Spanish Cognates http://www.elearnspanishlanguage.com/vocabulary/falsosamigos.html - Cognates and other helpful lists http://www.proteacher.com/redirect.php?goto=859 - Spanish graphic organizers http://www.eduplace.com/graphicorganizer/spanish/ - Spanish graphic organizers • • 149 READING TERMS TO KNOW 1. Authentic assessment uses actual literacy tasks for the purpose of determining student performance, as opposed to relying solely on traditional forms of testing. 2. Balanced reading is a reading program which includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary-building, comprehension, and motivation. 3. Choral Reading is a reading technique that is highly effective for students, it teaches expression. The students have a high level of accountability as the whole group is reading the same material. 4. Clustering is grouping information to help children remember it better; a form of brainstorming. 5. Clozed Reading is a reading technique where the teacher reads a passage and the students fill in the word when the teacher pauses. 6. Critical listening is listening for a specific purpose (e.g., evaluation, information, entertainment). 7. Critical reading is reading “text in such a way as to question assumptions, explore perspectives, and critique underlying social and political values or stances.” (IRA and NCTE, 1996, p.71) 8. Experience stories are teacher-directed stories written by the teacher and the students to reflect a group experience. 9. Expository writing refers to a precise, factual, informational writing style. 10. Implied meaning is meaning which cannot be cited from the text but which may be drawn from the reading; reading “between the lines.” 11. Letter-sound correspondence means recognizing the corresponding sound of a specific letter when that letter is seen or heard. 12. Metacognition is the awareness and knowledge of one’s mental processes such that one can monitor, regulate, and direct them to a desired end; selfmediation; thoughts about thinking (cognition); for example, thinking about how to understand a reading selection. 13. Non-print text means visual media other than printed material (e.g., photographs, movies, symbols). 150 14. Paired reading means partners reading aloud to each other for the purpose of practicing, sharing, developing fluency, communicating information, or modeling oral reading technique. 15. Paired writing refers to two students collaborating to create one piece. 16. Phoneme is the smallest unit of sound; for example, the word “cat” has three phonemes. 17. Phoneme awareness is an understanding that speech consists of a series of small sound parts. 18. Phonics is the association of speech sounds with printed symbols. 19. Print text is a written, typed, or printed version of a piece of prose or poetry. 20. Reading process is a process in which we construct meaning from print. The reading process is made up of the following areas: oral language, phonemic awareness, phonics, fluency, vocabulary, comprehension. 21. Reflection (1) The process or result of seriously thinking over one’s experiences, especially those valued. (2) An approach to problem solving that emphasizes the careful consideration of the nature of the problem, the thorough planning of procedures to solve the problem, and the monitoring of the processes used in reaching a solution. (3)In Rosenblatt’s (1978) transactional theory of reading, a late or final phase of the reading process in which the significance of the reader’s evocation of the text is reviewed and evaluated. (4)A sign. (5)Introspection. 22. Schema is a unit of organized knowledge. It includes how a person thinks and acts when planning and executing and evaluating performance on a task and its outcomes. 23. Shared reading is all reading that is not individual; this can include paired reading, read-alouds, literacy circles, small groups, and choral reading. 24. Visual message refers to non-print texts (e.g., cartoons, posters, pictures). 25. Word families are groups of words having similar roots or stems: --ight, -oon. 26. Word play consists of addressing words through games, rhymes, tongue twisters; any method that increases students’ awareness of the meaning and value of individual words. 151 27. Word walls consist of words posted on classroom walls as a means of immersing students in language. Students add new words as they come in contact with them. Word walls can be used to teach vocabulary, pronunciation, word families, categorization, and spelling. 152