[ola] Re: 1st and 2nd year -
- From: Emily Gerstner <emilygerstner@xxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Sat, 23 Nov 2013 17:33:13 -0500
I definitely second talk about friends and family members. Also, I like to
hold students accountable when they talk to partners by asking them what
partners had to say. Or, I've done activities where students respond in
writing after some kind of speaking activity by writing about what they
have in common/whether they agree or disagree with the people they talked
to (i.e. "We think that...." or "So-and-so and I don't agree because..." or
"So-and-so and I are different because....").
On Fri, Nov 22, 2013 at 12:31 PM, Amanda Miller <AMiller@xxxxxxxxxx> wrote:
> When I think about the novice level, I associate it with “me, me, me”.
> As the students move into the intermediate, it’s my understanding that they
> begin to talk more outside of themselves and the immediate “here and now”.
> So it seems perfectly developmentally appropriate for the novice level
> speakers to be talking about themselves! It’s what is most important to
> them, anyway. I’ve had some success with providing my students with
> connector words (with, because, in, at…) so that their descriptions of
> activities can become more rich, “On Saturday, I watched Skyfall at my
> house with my brother”, versus “I watched Skyfall”. I’ve coached them
> through questioning to use these words and gesture towards the board with
> the written connectors. I just collected a presentational communication
> assessment, and many students are also using these words in their writing!
> Back to other pronouns- as they bring up topics like their brother, you can
> probe about their brother “Did he like Skyfall? What does he like” etc. I
> have found that as they become more comfortable with speaking more, they
> have begun to speak about their friends, families, and characters from
> tv/movies. Another thing that is always fun- have the students discuss
> polarizing topics- Do you like Honey Boo-Boo? What’s Miley Cyrus’ problem?
>
>
>
> I hope this random collection of my experiences is helpful!
>
>
>
> -Amanda
>
> Amanda Miller
> Division 1.3 Spanish Teacher
> The Francis W. Parker Charter Essential School &
> Sizer Teachers Center
> Devens, Massachusetts
> AMiller@xxxxxxxxxx
> ------------------------------
> *From:* ola-bounce@xxxxxxxxxxxxx [ola-bounce@xxxxxxxxxxxxx] on behalf of
> JoAnna Coleman [joannac@xxxxxxx]
> *Sent:* Friday, November 22, 2013 12:06 PM
>
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] 1st and 2nd year -
>
> If I am really focusing on Novice to Intermediate skills, I feel like a
> majority of the language is talking about myself and talking about the
> person I am talking to, with very little focus on other subject pronouns.
>
>
> Do you all try to "fit" in other subject pronouns to your conversations?
> (ie. we, he, she, they, etc...) it doesn't seem really natural to me since
> a majority of what we do are pair conversations asking and answering
> questions.
>
>
> In whole circle practice I point it out (I see myself, I see you, you
> see me, we see each other, she sees me, etc...), but in the conversations,
> it doesn't seem to naturally come up as often, at least not often enough
> for them to internalize it.
>
>
> Do you all have conferences next week?
>
>
> Happy Friday!
>
>
> JoAnna Coleman
> Spanish Teacher
> Wilson High School
> 503-916-5280 ext. 75231
> joannac@xxxxxxx
> http://profecoleman.wordpress.com/
>
>
--
Emily Gerstner
Teach For America Corps Member
NE Ohio 2012
(781) 258-4530
emilygerstner@xxxxxxxxx
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