“But I Don’t Speak Spanish” Workshop: How we can help our Spanish-speaking students (even if we don’t speak Spanish….mucho.) Presenter: Amy Benjamin www.amybenjamin.com

Today: Introduction: True/False/Maybe Two Videos: Stephen Krashen: Language Acquisition Kindergarten Class: A Master Teacher III. Morphology Charting: A classroom practice that benefits all students

1 of 10 Word-learning occurs gradually, mostly as an unconscious process. or… 2. Word-learning occurs rapidly if the learner consciously focuses on memorizing definitions.

2 of 10 There are only a handful of Spanish-English look-alikes and sound-alikes (cognates) or… 2. There are approximately 20,000 Spanish-English cognates.

3 of 10 Spanish-English cognates are especially recognizable in technical and academic language (CALPS). or… 2. Spanish-English cognates are especially recognizable in basic conversational language (BICS)

find begin (encounter) (commence) cabinet remaining episode (edition) Comenzaremos la primera parte del programa hablando de los 98,4 millones de dólares que México se piensa gastar en comprar misiles estadounidenses; y del gabinete “de reconciliación” que formará Pedro Pablo Kuczynski para salir de la crisis política en Perú. Hablaremos también del análisis de los restos de una niña encontrada en Alaska, que revelan nueva información sobre los primeros pobladores de América; y para finalizar, de la edición número 75 de los Globos de Oro. episode (edition) begin (commence) buy (compensate) remaining find (encounter) cabinet

4 of 10 In “sheltered instruction” teachers plan lessons around content objectives and language objectives. or… 2. Blending content objectives with language objectives impedes learning in subjects such as science.

Content Objective: SWBAT determine the fastest and cheapest means of transportation from their home to Washington, D.C. Language Objective: SWABAT use some of the following vocabulary: transportation, fare, mileage, journey, traffic, delay, rapidly, miles per hour Content Objective: SWBAT research and describe a tourist attraction in an American city. Language Objective: SWABAT use the following sentence frame: __________is a tourist attraction in ____________. People flock to visit it because __________ ________________. The best season to see _______ is ________________because___________________

Content Objective: SWBAT find the lowest common multiple (LCM) of 2 or more numbers. Language Objective: SWABAT write the steps to solve the problems. Content Objective: SWBAT agree or disagree with statements about the causes of the Civil War. Language Objective: SWABAT explain their reasoning about why a statement is or is not a cause of the Civil War.

5 of 10 Teachers should accompany explanations and directions with minimal visuals, to prevent confusion and distraction. or… 2. Visuals, context, slow speech, repetition and gestures accelerate second language learning.

L(language)+ 1 improved language capacity + one step above that student’s understanding

6 of 10 Graphic organizers are not particularly helpful to ELLs. or… 2. Graphic organizers are recommended for ELLs.

7of 10 Spelling is a strong predictor of reading comprehension. or… 2. Spell-check devices have reduced the need for systematic spelling instruction.

rules phonics sorts mnemonics air-writing tracing unscrambling word finds crosswords etymology patterns and groupings classroom visuals rhythms & songs reading, reading, reading

8 of 10 Short classroom breaks are to be avoided because they interfere with learning. or… 2. Short classroom breaks are helpful because they can reduce anxiety.

breathe chat stretch hydrate play meditate get moving hear music laugh imagine dance be kind give thanks draw write snack

9 of 10 Because it allows the teacher to direct the learning and control the language, whole class instruction works best for ELLs. or… 2. Because it provides for a variety of language experiences and exposure, a combination of whole class, small group, think-pair-share, and individualized learning works best for ELLs.

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10 of 10 Experts on second language acquisition fall into camps of sharp disagreement about what works best. or… 2. Current research regarding ELL best practices is clear and conclusive.

Summary of Best Practices for ELLs in English-speaking Classrooms: The teacher provides: 1. CCCC: Context, clues, connections, cognates: Ex: visuals, gestures, meaningful repetition, graphic organizers, re-wordings, hands-on 2. Opportunities for oral practice and/or listening with peers in a low-stress situation 3. Word games and puzzles in a low-stress situation

Summary of Best Practices for ELLs in English-speaking Classrooms: The teacher is aware of: 4. Effective, research-based vocabulary instruction integrated with content instruction 5. Emotional needs of newcomers; stages of second language acquisition; 6. The need to encourage knowledge-building in the student’s home language: library books, Spanish recreational activities, encouraging continued use of Spanish at home

Summary of Best Practices for ELLs in English-speaking Classrooms: The teacher is willing to: 7. Learn and try to speak with BASIC Spanish expressions: Como se dice…? (How do you say…?_) ? ? Que significa…? (What does….mean? 8. Regard students’ knowledge of Spanish and hispanic culture as an asset to classroom life and learning

Video: Stephen Krashen https://www.youtube.com/watch?v=fnUc_W3xE1w&t=187s at 5:30

Video: Kindergarten Teacher Katherine Byrnes, Freeport Schools IMG_3544.MOV-2.mov

Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into this frame: The_____. VERBS: They will fit into this frame: To____ or Can____or I am_______(ing) ADJECTIVES: They will fit into this frame: The ________truck ADVERBS: They will fit into this frame: Do it ___________. Nouns answer the question: What? or Who? Verbs answer the question: What is it doing, having, feeling, or being? Adjectives answer the question: What kind? (They may also answer the questions Which one? and How many? but those kinds of adjectives do not fit into the frame of The______truck. Adverbs answer any of these questions: Where? When? Why? To what extent? How?

Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into this frame: The_____. VERBS: They will fit into this frame: To____ or Can____or I am_______(ing) ADJECTIVES: They will fit into this frame: The ________truck ADVERBS: They will fit into this frame: Do it ___________. Nouns answer the question: What? or Who? Verbs answer the question: What is it doing, having, feeling, or being? Adjectives answer the question: What kind? (They may also answer the questions Which one? and How many? but those kinds of adjectives do not fit into the frame of The______truck. Adverbs answer any of these questions: Where? When? Why? To what extent? How?

Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into this frame: The_____. VERBS: They will fit into this frame: To____ or Can____or I am_______(ing) ADJECTIVES: They will fit into this frame: The ________truck ADVERBS: They will fit into this frame: Do it ___________. Nouns answer the question: What? or Who? Verbs answer the question: What is it doing, having, feeling, or being? Adjectives answer the question: What kind? (They may also answer the questions Which one? and How many? but those kinds of adjectives do not fit into the frame of The______truck. Adverbs answer any of these questions: Where? When? Why? To what extent? How?