Thursday, January 3, 2013

First Rough Draft of Program

Rough Outline of Program Structure

Short Introduction

All activities are prefaced with the teacher giving the students explicit, clear, and specific instructions as to what they will be engaged in and how they will perform their tasks.  
The teacher will demonstrate the steps taken while explaining them.

All activities must integrate some or all of:
  • Reading
  • Writing
  • Speaking
  • Comprehension

Structure for Back-to-Back Instruction

Option 1
1.  Introductory activity (song and name-game) - 2-5 minutes
(Re-) Introduce theme of the week
(Remind) Introduce students to line of activities for the day

2.  Dialogic Reading (small group)  - 15 - 20 minutes
Focus: reading, speaking, comprehension

3.  Interactive Journaling (small group) - 10 minutes
Focus: writing, speaking, comprehension

4.  Poetry Recitation / Major Song Activity (large group) - 10 minutes
Focus: reading, speaking

5.  ABC Picture/Word Wall Activity (large group) - 10 minutes
Focus: reading, speaking

5.  End of class activity - 5 - 10 minutes
Total Time: 57 - 65 minutes

Rough Description of Activities

  1. Dialogic Read aloud to students (small group)
    1. use picture book
    2. Led by teacher, have group of 4 students sit in front of the teacher reading the story book while asking questions (already prepared beforehand) to ask
    3. Teacher makes mental notes as to who is answering and who is not
  2. Interactive Journaling (small group)
    1. provide student with journal and have them draw a picture of something they did today or the day before at home
    2. ask student to add a description (if they can, depending upon literacy level)
    3. teacher must take note of writing-ability progress of particular students
    4. teacher asks student what s/he is drawing and why (allow student to expand upon reasoning, and then continue)
  3. Poetry Recitation or Sing aloud (large group)
    1. This is where we integrate some physical body motions
    2. have students clap syllables
    3. have large pictures depicting actions and characters in the poem/song (even large cutouts)
    4. large poster with large print so students can “read” along with the teacher
  4. ABC Picture/Word Wall Activity (to follow poetry recitation/sing aloud in large group)
    1. (all pictures/activities do not have to be related to theme of the week)
    2. work on vocabulary related to theme of the week (either reinforcing vocabulary worked on in school or new vocabulary)
    3. Have pictures of actions or people in the 29 slots available (29 letters in Spanish)
    4. while playing a singing game that calls the students individually (led by teacher) the student will be asked to name the action or picture on the picture word wall (drawing randomly from a jar to get the letter, which student will be asked to name--help provided by teacher if need be)
    5. Have a larger picture available of each item with the spelling of the word broken into its syllables and in large print
    6. teacher reads the word to student, and student repeats.  Student asked to repeat a specific phrase from a sentence frame (to practice oral skills and correct use of grammar):
      1. e.g. - “I can see that the picture from the Picture Wall is a picture of  __________, and the word _________ begins with the letter ____.”

Reasoning for order

Dialogic reading begins the sessions because it provides the student interactive book exposure to appropriate language use and reading comprehension while developing the students’ vocabularies.

Interactive journaling comes just after they’ve been exposed to putting sentences together and connecting those sentences to actions and pictures in from dialogic reading.  Now they themselves may create a “page” with a picture and some text with guidance from their student teacher who will also ask them their reasoning for drawing their pictures or events (while also taking note as to which students are comfortable with text and which aren’t).  Students here focus on becoming comfortable with transitioning from speaking and listening to reflecting and writing their thoughts down.

Once these two small group sessions are over, the students will come together to recite poetry and/or sing songs related to their cultural backgrounds (nursery rhymes in Spanish from all over Latin-America) with big cutouts of the imagery in the poetry and text to go along with the cutouts.  Students here will again focus on connecting the relationships between words and images/actions.  They will also focus on the connection between words and sounds, how they are made of units of sound (further expanded upon in the next activity).

After the poetry recital/sing along in large group, the group will then move to a fun interactive Picture/Word Wall Activity.  Here students will play a game where they are individually called (in a song).  The called student will go to a jar and pick out a piece of paper.  The piece of paper will have a picture of a character/image from the day’s reading or a picture of a fellow classmate.  The teacher then asks the student to match the picture to the appropriate “square” on the picture/word wall.  The wall lists all 29 letters of the Spanish alphabet.  To the right of each letter there is a short list of pictures from the day’s lesson or a picture of a classmate. Behind each “picture” there is a word the spells the vocabulary word or name referenced by that picture, and the first letter of that word matches to the alphabet letter to the left.  The teacher will then pull out that word and stick it onto a larger picture of the vocab word.  The student will then be asked to “read” from a sentence frame like the one provided in the description of the picture/word wall.

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