Friday+Sessions

=Friday Session Notes:= = = =10:45 a.m. Wyoming K-6 Pilot= 1999 They do not have a lot of minorities but a senator with vision initiated this program...

Several K-6 Models Were Initiated: Teachers provided manuals-all teachers teaching Spanish regardless of background Immersion opportunities using paraeducators--found this was as effective Students are entering their fifth year Found there wasn't much difference between using paraeducators and they were granted 5 million dollars to extend to sixth grade 2008 their first students are entering seventh grade--can choose a different language but a dilemma for those who want to continue in Spanish 30 schools participating in this pilot program

What do students exiting this immersion pilot program look like?
 * Beyond colors, numbers, etc.
 * They've been writing and readingabotu Spanish
 * Some of their projects have been used for content grades
 * Accustomed to a different type of teaching-no sit and get
 * They know how to learn the second language because they started them so young
 * Their expectations are very high for language learning

Middle school teachers are asking what content-based programming do we need for these students grades 7-beyond? ACTFL Speaking Proficiency Guidelines:
 * Sixth grade curriculum is targeted for Novice-High Speakers
 * handle a variety of intermediate-Low tasks but can't sustain that level
 * uncomplicated communicative tasks
 * convers about predicatable target culture topics
 * respond to simple, direct questions
 * can ask a few formulaic questions
 * rephrases or uses recombined phrases
 * utterances are sort, incomplete, and remain in present tense
 * can converse with sympathetic listeners
 * Seventh grade is for Intermediate-Low Speakers
 * Can handle uncomplicated communicative tasks by creating w/targeted language
 * Can talk about predictable topics
 * Can express basic personal information and immediate needs
 * Are reactive and struggle to answer direct questions or provide requested information
 * Can ask a few appropriate questions
 * Can express persona meaning by combining what they know and recombining information afrom interlocutors
 * Make frequent pauses
 * Self-correct a lot
 * Can be understood by sympathetic listeners
 * Sixth grade curriculum is targeted for Novice-High Writers
 * Limited practical writing using lists, short messages, postcards, and simple notes--relying on mainly practiced material
 * Writer-centered and focused on common, discrete elements of daily life,
 * Recombine learned vocabulary and structures to create simple sentences with familar topics
 * The language produced may only partially communicated what is intended
 * Seventh grade is for Intermediate-Low Writers
 * Can meet limited practical writing needs
 * Can create statements and formulate questions based on familiar material
 * Sentences are typicaly recombinations of learned vocabulary and structures
 * Use short, simple, conversational sentences with basic subject-verb, object workd order
 * Use present tense with occasional and often incorrect use of past or future tenses
 * Vocabulary is limited to common objects and routine activities
 * Writing is somewhat mechanistic and topics are limited to highly predicatable contenct areas
 * Basic errors in grammar, word choice, punctuation, spelling and prevalent
 * Can be understood by natives used to the writing of non-natives

Here is what we concluded for the development of the 6th grade curriculum
Units available on curriki.org [|Wyoming 6-8 Units] Purposefully construct the lessons and units for paraeducators who don't have as much classroom experience or as much language fluency.
 * Content-related thematic units: Leisure, Food, Health & Nutrition, Communities, and Travel
 * Tied to other curricular areas and correlated to the Wyoming Content Standards
 * Uses Integrated Units

I want to find out more about their K-5 program. They've been immersing their content area instruction in Spanish through paraeducators. Problems with protected reading time has been a concern in this year of implementation. Some sixth grades across the state are part of the elementary and some are middle school. FLAP grant--only grant funded for Spanish.

Salsa program for grades K-2 http://www.gpb.org/salsa Kite-ll for grades 3-5 (South Carolina Broadcasting) [|kite-ll link] http://www.knowitall.org/instantreplay/content/video.cfm?ProgramIDpassed=505&SeriesIDpassed=78&offset=0

Wyoming language standards which cover grades K-5

Here is what we developed for seventh grade curriculum:

 * Literature-based, drawing upon legends from the Spanish-speaking world (Peru, Mexico, Spain)
 * Tied to other curricular areas and correlated to Wyoming state standards
 * Based on folktales and legends
 * Units and lessons on curriki.org in the spring
 * Paraeducators are watching the reading teachers to see how to reinforce, complement regular curriculum-strategies, genres, graphic organizers

This has been a process. Moving middle school foreign language teachers to this new level of instruction has not been easy-can't be introductory bingo. Even the connection to the content areas-strategically choosing those to complement the entire curriculum. Content-based elementary world languages instruction has transformed-sparking more cross-curricular need for discussion. Also the native-speaking paraeducators have enhanced the existing program.

Paraeducators-she meets with them once a week via satellite. She reviews the lessons with them and always includes more strategies for working in the classroom.

New Jersey-world languages is now a requirement. Five credits of WL is a high school graduation requirement. http://internationaledwa.org/summit.htm

Email for PowerPoint ccelay@educ.state.wy.us
=1:00 p.m. IQ Chinese Exhibitor Workshop= Great powerpoint--presenter, Kathleen...(took my sheet away!) Go back to booth Nashville, Tennessee--implemented for statewide after school world language programming (Technical difficulties getting wireless connection.)

=1:45 p.m. Two-Way Immersion in a Rural America--Building a Bilingual Community= Joined last minute because other session was full Two-Way Immersion 1-on-1 (The Heart of Dual Language!) 7 Steps to Success in Dual Language Immersion

Natives of both languages English teacher instructs in English and Spanish teacher teaches in Spanish--do everything once-introduce concepts through either language--trust that it will all come together Intervention in Native Language through grade 2 Enrichment separate intervention because no tracking for immersion

3rd grade=meeting state standards in their native language 5th grade=meeting/or exceeding state standards in both languages BILITERATE

Differentiation is the biggest struggle/challenge "Rocket Science Teaching" (reminds me of multiage--tough to coordinate) Beardstown, Illinois

Very positive on the affective aspects of the programming. How do they have the bilingual "manpower. "Only 4 of the 20 teachers are proficient in Spanish--it is a problem." Beardstown-6,000 people (hard to recruit) Rural community--still difficult to "sell" parents on why having their students read in Spanish is a good ting

[|School District Link]



Superintendent is committed to have it happen grades k-12.

Classroom Teacher-fourth grade 50-50 program Content and standards drive the instruction Library and Music part of the programming Day 1-6 (language allocation) *IN HANDOUT Second Language Learner (18 hours of ELL/bilingual classes qualified her) She will teach to one group of students lessons 1-10 in math (Spanish) and then switch with her counterpart and teaches lessons 11-20 in English This semester-she is teaching all of social studies in Spanish her counterpart is teaching science in English--then they will alternate next unit-social studies in English and science in Spanish. WIDA is her guide Grammar-differentiation is a struggle Use most academic Spanish you can. Social Studies-have English texts and translated Spanish texts (JUST CREATES BETTER TEACHING-THOUGHTFUL UNIT DESIGN, ALWAYS ESSENTIAL CONCEPTS IN MIND, KEEPS EVERYONE CHALlENGED--DIFFICULT IS SIMPLE CONCEPTS IN NATIVE LANGUAGE TO DIFFERENTIATE)

Every lesson has a content/lesson objective and a language objective.

=3:15 Using Teen Podcasts=

Arrived 10 minutes late. Power Point available on NCLRC site.

President Elect regular podcast

Podcast specially created for learners

NCLRC-CULTURE CLUB “Hangout” Podcasts for foreign language [|HANGOUT]
 * LOOK AT THIS FOR PODCAST ON MY NEW NANO

Templates on the website in all languages

Gcast.com (RADIO PODCASTS) • Easy to use • Need a computer • A phone can be the microphone • Own audio broadcast • Use one number to sign up and a different one to actually call/record the podcast

Podcasts are really meant to be a series

Itunes U-local sharing NCLRC-great resource http://www.nclrc.org/ [|nclrc.org/profdev/actfl08/podcasts]

1. Used the template of the hangout (first introduction-just talking about themselves through another person interviewing them) 2. Created their own site on Gcast 3. Students needed to respond to their answers

jillrobins.com

ugh..reminds me of the Saturday Night Live skit of the two female talk radio hosts