The document outlines a Japanese language and culture program for Pre-K to 5th grade, emphasizing small group instruction and learning centers. It details strategies for integrating language instruction with technology, social studies, and other subjects while ensuring students develop communication skills through various activities and assessments. Additionally, it provides planning tips for teachers to effectively implement small group instruction in their classrooms.

1. Centers and Small Group Instructionfor Foreign Language ClassroomsJessica HaxhiMaloney Interdistrict Magnet SchoolWaterbury, CTjhaxhi@waterbury.k12.ct.us

2. Jessica HaxhiMaloney Interdistrict Magnet SchoolWaterbury, CTjhaxhi@waterbury.k12.ct.usJapanese Language and Culture Programhttp://teacherweb.com/CT/maloneymagnetschool/japanese/Wiki for Resources and Handoutshttp://maloneyjapanese.wikispaces.com/(“World Language Teachers” Section)

3. Web ViewersPlease note that some videos were shown during this presentation that will not be shown in the online version.

4. Maloney Interdistrict Magnet SchoolJapanese Language and Culture ProgramPrekindergarten – 5th Grade ProgramMost classes meet 3 times per week for 25 minutes each2nd and 5th grade classes meet 2 times per week, one 25 minute, one 50 minute classAlumni students in grades 6-12 come once per week after school

5. Maloney Interdistrict Magnet SchoolJapanese Language &Culture Curriculum The 5 C’s!A typical unit will combine elements from each goal area: Communication, Culture, Connections, Comparisons, and Communities. COMMUNICATIONInteracting with others - through conversations and some written textComprehending- the spoken word and some written textPresenting - orally and with some written textFour Task AreasThese help teachers to focus planning, instruction and assessment.SocializingCOMPARISONSOf Japanese Language and Culture to Our Native Languages and Culturesproducts,practices and perspectives of JapanCULTUREExperiencingJapanGetting ThingsDoneTalking aboutMyself &OthersCOMMUNITIESUsing Japanese with native speakers, outside of class, in the community, and just for fun!4Social Studies& Multicultural CurriculumTalking about ourselves, our families, our homes, and communities in Japanese and comparing them to those in Japan. Talking about countries and languages of our heritage and the world; findingthem on a map and globe.Language ArtsUsing and reinforcing language arts skills while talking about stories, listening for a purpose, comparing languages, finding meaning in context, and reading in Japanese and English.CONNECTIONSto other subject areasTechnologyUsing iPods,voice recordersPowerpoint,digital storytellingand othertechnologyto learn anddemonstrateJapanese Skills.PhysicalEducationUsing dance, movement, games, and rules toaccess language and culture.MathUsing mathfacts,measuring,andconversionsto get things done in Japanese.MusicUsing music, rhythm, and patterns to access Japanese language and culture.ScienceUsing predicting, experimenting and charting to discussconcepts in Japanese.ArtUsing drawing,color, impact andcreativityas an aideto expressionin Japanese.

6. Who are you? What do you want to learn today?

7. AgendaDefining “small group instruction”Planning for CentersIdeas for each of the 5 C’sSetting up the classroom Tracking student progress

8. What is “small group instruction?”The teaching of small groups of students while others work at learning “centers.”

9. Why use Small Group Instruction?Lessons from the Homeroomopportunity for “guided reading”teachers can engage the learnerteachers can use “strategic coaching”teachers can “scaffold” the learningstudents develop as independent learnersTaken from Ford, M.P. & Opitz, M.F. (2002) “Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher.” The Reading Teacher

10. Why use Small Group Instruction and Centers in our FL Classrooms?Students develop individual study skills

11. develop group work skills

12. get one-on-one time with teachers

13. get to interact with technology, realia, or content can access a variety of activities in all of the 5 Cs and for various intelligences appeals to the “iGeneration”Why use Small Group Instruction and Centers in our FL Classrooms?Teachers can get to know students more individually can collect a variety of data all at once

14. can use materials that are difficult to use in large groups can reduce class management issues

15. can sit down for awhile!Planning for Centers and Small Group Instruction

16. PlanningHow much time for each center?A whole class periodHalf a periodOne-thirdOne-fourthOne-fifth

17. PlanningBrainstorming ActivitiesTeacher TableFour to five student centers

18. The Teacher TableWhat could you do... if you had 20 minutes with 5 of your students around a table?

19. Student CentersWhat types of things can your students do on their own?3-47-85-6K-2

20. PlanningThe Best Centerscan be used independentlycan be used by allhave accountabilityare not too hard to make or changebuild around class routinesTaken from Ford, M.P. & Opitz, M.F. (2002) “Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher.” The Reading Teacher

21. Planning Let’s Get SpecificWhat are the objectives of this unit? What do students need to know and be able to do?

22. What learning and practice would best be done at the teacher table?

23. What experiences are best done in small groups or individually?

24. What skills really need extra practice or support?

25. What are engaging realia, videos, etc. for this unit?

26. What materials and technology do I have access to?

27. How shall I group students to maximize learning?PlanningGrouping StudentsDepends on your objectivesheterogeneous groups homogeneous groups (assessing oral)behavior issuesWays of Keeping Track of Groups class list highlighted construction paper list-up nametags in bunchesIf a particular center is an assessment, keep track of who is absent for that center each day so that you can send them to it next class.

28. PlanningKeeping Students in the Target LanguageVery tricky!Keep them busy.Maybe use a reward system.Maybe use a penalty system.Buy iPods!Build in accountability...

29. PlanningAccountability for StudentsTeacherCollect papers each time and checkAsk homeroom teacher to circulateGroup (with lead student)Group checklist Lead student collects finished papers Group behavior system – gain/lose points, money, etc.Group test at endIndividual studentChecklist for each student as they go through centers (objectives or activities)Completing a packet as they goCorrecting papers as they go, inserting in folderTest on content at end Behavior system for good work/problemsAccountability Can be Fun! (when students record themselves)

30. Accountability can be Fun!(Students record themselves)From Low Tech to High Tech

31. Cassette Player Recorder $16 new

32. very easy to use

33. almost retro cool!

34. Best for one-time use for your scoring purposesSONY TCM-150

35. Digital Voice Recorder$25-200

36. Easy for kids to use

37. Uploads to computer so you can save for the future

38. Must make them say their names each timeSony ICD BX700

39. Computer Sound Recorder Already on any PC in Accessories>Entertainment Students can delete and re-record until it is perfect Saves easily to computer Kids can name files with their own namesMay need a microphone

40. Photostory 3 for Windows

41. Photostory 3 for WindowsStudents can record something specific to a photo that you or they have put in.Students can delete and fix it until it is perfect. Requires whole-class training, using some English. Requires plan for saving to disk or computers.

42. Flip CameraAbout $150 eachVery easy to useDoesn’t require tapesStudents can instantly viewUploads to computer for saving for laterwww.theflip.com

43. Other OptionsRegular video cameraCamera already installed on computerFor voice – www.audacity.comFor creativity – www.voki.com

44. http://www.techiequest.com/pic/voki01.jpg

45. Quick Excitement BreakWhat has already gotten you thinking?

46. Activity IdeasThe 5 C’sInterpersonal (two-way conversations)Interpretive (listening/reading/watching)Presentational (creating a final product)CultureConnectionsComparisonsCommunities

47. Interpersonal Skillsperson-to-person speaking

48. Interpersonal SkillsTeacher TableHaving simple conversations about personal informationTalking about likes, dislikes, or opinionsPlaying “Go Fish” or a variationDescribing picturesTalking about a holiday, folktale or books read in classRole-playing with puppets or animalsIntroducing or using situation cardsHints:Always ask “push” questionsHave a class list, rubric copy, or laptop for recording scores and making notes

49. Interpersonal SkillsStudent CentersPracticing a situation card or known dialogueLearning new content with vocabulary, hint sheets, dictionaries or computer kiosksUsing puppets, cell-phones, or walkie talkies to make it funRecording with laptops, digital recorder, iPods, flip camera, or cassette player

50. Interpersonal SkillsStudent Center Games Hangman “Guess who?” or Eggspert games with a designated leader Teacher-created games with dice Candyland or Chutes and Ladders (no English!) Go Fish Culturally authentic games Online games with one student as “Vanna White”one student as “leader”

51. Interpretive Skillslistening and reading for a purpose

52. Listening Center Books

53. Songs

54. Conversations

55. Poetry

56. Speeches

57. Tapes

58. iPods

59. Laptops

60. Listen for a certain word and count instances

61. Teacher-created simple listening test

62. Listening comprehension test

63. Fill in the missing words (with or without word bank)

64. Match what you hear to a picture

65. Listen and put book pictures in order

66. Put words in order (on sentence strips or copies)

67. Let’s try!Watching Center Cartoon

68. Song video

69. Conversation video

70. Drama

71. Other YouTube find!

72. VCR