1 visual strategies for supporting english instruction presenters: lisa holton pam wright-meinhardt
TRANSCRIPT
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Visual Strategies for Supporting English Instruction
Presenters:
Lisa Holton
Pam Wright-Meinhardt
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Consider:
I don’t like that pizza.
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Introduction
How is meaning conveyed in English? Verbal Language:
Pitch Volume Pace Pauses Emphasis Breathing Pattern
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Introduction
How is meaning conveyed in ASL? Location Pace
Speed Distance Sign Movement
Facial Expressions Body Movement
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Never Lose “Why”
Don’t be content with ‘surface’ meaning. Look deeper for a more complete understanding
It’s tempting to give ‘for now’ or ‘in this case’ answers, but be cautious of teacher-dependency
Don’t be afraid to go on a journey of “why?” with your students
Look things up when you aren’t sure Consider each specific situation and try to
generalize when possible There are ALWAYS exceptions, so be careful
with rules
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Parts of Speech Review Nouns Verbs Adjectives Adverbs (Ad/Verbs) Conjunctions
Coordinating FANBOYS Subordinating (because, while, since, although,
etc) Correlative (not only…but also, either…or, etc)
Prepositions Pronouns (Hand shape) Interjections (Ouch, wow, oh, no) Determiners (sometimes put with adjectives)
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Excerpt from Jabberwocky by Lewis Carroll
…He took his vorpal sword in hand: Long time the manxome foe he sought –
So rested he by the Tumtum tree, And stood awhile in thought And as in uffish thought he stood, The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood, And burbled as it came! …
'Twas brillig, and the slithy toves Did gyre and gimble in the wabe;
All mimsy were the borogoves, And the mome raths outgrabe.
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Attend to function—don’t get stuck with a single meaning or even multiple meanings with the same function.
Strengthen vocabulary by teaching function, concepts, and forms
Light Noun: Turn on the light. The light is broken. The
lightening was bright. Adjective: My shirt is light blue. The feather is
light. I will add a lightening agent to the paint. Verb: Come on baby light my fire. We will light
out of town. We need to lighten the load. Adverb: The cat tread lightly across the hot
pavement.
Function in the “Real” World
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Activity
Functions of the word RUN Noun Verb Adjective
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To
Meanings of TO: Go Ahead
I want to eat To a place (preposition)
I am going to the mall Until (from-to)
I will be there from 4:00 to 7:00 Up to
He grew to six feet
It is important to note that signs may vary, but when teaching the concept, differentiate the signs
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To with Verbs Infinitive= To + Verb *NOT VERBS*
I never wanted to see the movie. Jeremy told me to go home. Carla and Kim aren’t planning to throw a birthday
party.
Infinitives often lead to Noun phrases Mom, I want to buy a new car. I couldn’t believe she was planning to consider
that hideous brown dress! Some infinitives can be finished with
prepositions or prepositional phrases Tyler told me to look around the room.
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In, On, At Selective Strategy
Time It happened in 1970. It happened on November 10th. It happened on Monday. It happened at 10:37pm.
Place I live in the United States. I live in MN. I live in Faribault. I live on Main Street. I live on the east side. I live at 2416 Main Street. I am at the mall.
IN
ON
AT
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Determiners These words signal nouns Placed before adjectives (before nouns) or
before a noun (without an adjective) Four general categories:
A/An/The Possessive pronouns (Closed 5 Hand) Quantifiers
Numbers (how many) Some, all, none, a few, several, every, no,
etc Demonstrative Pronouns
This, That, These, Those Spatial: This, These vs That, Those Plurality: This, That vs These Those
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Royal Order of Adjectives
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Much/Many Both of these are quantifiers (determiners) used
before nouns Count and Non Count nouns
Count nouns: You can count them Trees, snowflakes, hours, students, gallons of milk
Non-Count nouns (mass): Cannot be individually counted *or you would not WANT to count them individually* Water, milk, money, time, hockey Usually do not tolerate “S” “IES” or “ES” for pluralizing
Visual Strategy: “Many” sign has countable fingers—COUNT nouns “Much” sign had non-moving fingers—NON COUNT
nouns
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Less/Few Both of these are quantifiers (Determiners)
used before nouns
Count and Non Count noun dependent
Visual Strategy: “Few” sign has countable fingers—COUNT nouns “Less” sign had non-moving fingers—NON COUNT
nouns
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Bridge Words English words that when used together have a different
meaning that needs to be signed differently It helps students break away from word-by-word writing
and recognition Useful when a student asks “what’s the word for ___” STRATEGY: Use a “bridge” when instructing
The people came together for the party. Examples:
Fill up Back and forth Look like Feel like Don’t know Don’t care Roll up Make Up
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Bridge Verbs Verbs are rarely just one word Example: We tend to teach: Walk, Walks,
Walked But what about:
Will walk Could/Can walk May/Might walk Has/Had/Have walked Do/Does/Did walk Is/Am/Are walking Was/Were walking Has/Have/Had been walking Would have been walking May/Will be walking
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Adaptation from Fitz Key*Not for everyone*
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Subject/Verb Agreement—Find a tool that works “S” Strategy: Only one “S”
Plural Subjects have an “S” so the verb does not The girls like playing with dolls.
Singular Subjects do not have an “S” so the verb does The girl likes playing with dolls.
Holds true for: Do/Does, Go/Goes, Have/Has, Are/Is Is/Are:
Is: used with singular subjects, non counts, and collective nouns (has an ‘s’)
Are used with plural subjects and plural count nouns Strategy: Which has more letters? (IS vs ARE)
IS only has 2 letters but ARE has 3—ARE Is used for plural Strategy: little “i”: Use “i” as the #1 or as a lonely,
singular concept
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Block Visual Tool for Subject-Verb Agreement
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Compound Sentence Structure Punctuation
For students struggling with punctuation Compound sentence= Two complete sentences
put together with either: Comma + FANBOYS conjunction
The movie was great, but I think the first one was better. Semicolon
She told me her big secret; I nearly fell off my chair.
Reminders: A comma is not strong enough to hold two complete
sentences together (Comma Splice) A semicolon is! (‘super comma’)
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Complex Sentence Structure Punctuation Complex sentence = Dependent and Independent
together Study Subordinating Conjunctions (when, because,
while, since, etc). Subordinating conjunctions make independent sentences dependent.
Teach “because” first to use the strategy: When the dependent is first, you need a comma When the independent is first, you don’t need a comma
(brush off) Because the fair is next week, I am going to
request some days off work. I am going to request some days off work because
the fair is next week. TOTALLY interchangeable with/without the comma
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Never Lose “Why”
Don’t be afraid to go on a journey of “why?” with your students
Look things up when you aren’t sure Consider each specific situation and try to
generalize when possible There are ALWAYS exceptions, so be careful
with rules
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Resources/Websites
Grammar Overall (Great parts of speech too) Great:
http://grammar.ccc.commnet.edu/grammar/index.htm
Very Good: http://owl.english.purdue.edu/owl/ Parts of Speech:
http://newton.uor.edu/facultyfolder/rider/conjunctions.htm
http://www.virtualsalt.com/conjunct.htm www.esldesk.com http://www.englishclub.com/grammar/
prepositions-list.htm