HL-Span+378-W14

Heather Larsen



Post-reading activities:
 * Keep the pen moving on the paper (scribbles), it keeps the mind moving.

__Assignments for rest of semester__:
 * FLTeach - Summarize on the one page document what you learned across the five threads. (Find an over-arching theme that connects what you've learned).
 * Title, image that illustrates or helps understand the topic, 3 quotes from threads, quote from outside source about topic, something I say about topic.
 * Rubric generate - will start in class
 * Professional thing - Espanolandia...April 17th


 * The skills and processes that influence reading
 * reading skills from other languages transfer over as far as matching sounds with letters.
 * Interpersonal and interpretive skills.
 * Schemata
 * Content
 * Formal
 * Linguistic
 * How principles of copyright influence reading instruction
 * Pedagogical purposes of different types of reading and writing activities
 * Get them speaking, using the language, interact, discuss, evaluate
 * Reading to write.
 * How different levels of reading proficiency affect student performance
 * Definitions of terms related to various theories about how students learn to read (including different types of reading and processing)
 * How different levels of reading proficiency affect student performance
 * Definitions of terms related to various theories about how students learn to read (including different types of reading and processing)


 * activate prior knowledge
 * prep students for conceptual content of story (make a file cabinet in their brains for them to keep the info they're about to receive)
 * Get them ready to make predictions.
 * GENERATE POSITIVE EMOTIONS!!!!

Alphabetize vocab words for students because that's easier for the minds to handle.

El jueves 20 de marzo tenemos un examen del capitulo ocho de Taylor y Bateman.

Poem: "Dos mujeres" (only use it in A.P. or Span 3,4,5)

Pre-, during-, and post-reading activities
 * Pre*****
 * Make a list of yes/no questions that include vocabulary words. Is a bully //contento//? //antipatico? amable?// etc.
 * How do you recognize a bully?
 * How do you cure a bully?
 * During *****
 * Have students draw while you read what's happening.
 * Do activities to give context and conversation for students.
 * Post*****
 * Have a student read sentences to their groups while the others in the group act out the actions.
 * Give a worksheet with blanks for either verbs or verb conjugations.

Alexander and the No Good, Very Bad, Horrible Day

http://languagelinks2006.wikispaces.com/Topical+Listing+of+Children%27s+Books

Use a book (Corduroy for example) and type up small parts of the story on different cards. In pairs, students record the reading of their section with sound effects (the second student) on audacity or garage band and then you can play the recording of everyone while you show the pictures in the book.

5 T's of Lesson Planning: Topic, Text, Task, Talk, Tools.
 * The topics need to become more complex by connecting it to a social issue.
 * Food - connect with obesity/nutrition/food preparation, GMOs/additives, etc. (look for the "-tions")
 * Family - connect with immigration, marriage, adoption, abuse, gender roles, **tradition**
 * Friends - peer pressure/drugs, healthy relationships, love and dating,
 * Likes/dislikes - media/entertainment, current events, identity (who are you? Why? How do you express that?)
 * Clothing - identity, fashion, dress codes
 * Next step is cultural context
 * What are the cultural situations where these things might actually occur.
 * Family - traditions - weddings, quinceañeras, extended family relationships
 * Love and dating - piropos
 * Then think about personal interest and problems. Think about what is interesting and important to your students to help better their lives.
 * Then identify culturally authentic **texts**. Art, articles, realia, etc. Multiple perspectives.
 * **Tasks** - what will you do to help students understand and process text?
 * **Talk** - interpersonal communication tasks
 * **Tools** - technology, templates, scaffolding, etc.

http://wayback.archive-it.org/855/20101103145624/http://nflrc.iastate.edu/pubs/units/unitsList.html Look at the peneite colorado one in depth.

Pronunciation with 'p' put a paper in front of your mouth and show that the English 'p' makes the paper move when the Spanish 'p' doesn't.

Have a simple picture and cut it up into pieces. One student has the original and has to explain to the other student where the components go in the picture so they can put the puzzle together.

(Modified file)



___ 1. Alfabetizacion 2. Tecnologia 3. Cognicion visual
 * Focal point
 * Flow
 * Contrast
 * Repetition

Google searches: filetype:ppt, pdf, etc. to specify the form of documents you want to search for.

screenshot options: Install pixlr grabber on your browser.

Be able to move images on word: Format, Tight wrap text and you can move it wherever you want.

Read chapter 15 in Taylor and Bateman book.

Puede usar ** trozitos ** de una obra para propositos de educacion. No se puede distribuir
 * 1 capitulo de un libro
 * 30 segundos de un video por internet
 * 1 imagen de un libro.
 * @http://teachers.saschina.org/mpunzalan/files/2010/08/2-copyright_chart_Page_1.png

Dar credito No poner cosas en el wiki que no son copyright safe.