1. “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

2. 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

3. 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.

5. 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.

6. 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)

7. 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

8. 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.

9. 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___________________

10. 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.

11. 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.

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

13. 6 of 10
Graphic organizers are not particularly helpful to ELLs.
or…
2. Graphic organizers are recommended for ELLs.

15. 7of 10
Spelling is a strong predictor of reading comprehension.
or…
2. Spell-check devices have reduced the need for
systematic spelling instruction.

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

17. 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.

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

19. 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.

20. team building
choral reading
projects
choice boards
book clubs
presentations
centers
creative dramatics

21. 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.

22. 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

23. 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

24. 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

25. Video: Stephen Krashen
at 5:30

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

27. 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?

28. 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?

29. 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?