Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j4QMutG11991; Thu, 26 May 2005 18:56:55 -0400 (EDT) Date: Thu, 26 May 2005 18:56:55 -0400 (EDT) Message-Id: <BAY101-F21641DD216391D7D08A1ADD30F0@phx.gbl> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Tom Zurinskas" <truespel@hotmail.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10887] RE: NIFL-ESL digest 2707 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 12115 Lines: 337 I believe the phonetics first approach is a good approach to learning any language. The truespel converter respells USA English into a simple phonetic spelling. Spanish could be respelled as well using the same truespel phonemes. Spanish adepts could learn English by seeing the difference in pronunciation. If anyone would want to work on a Spanish version of truespel, let me know and we'll get started. Tom Zurinskas creator of truespel Convert English to truespel (USA accent) by copy/pasting at http://www.foreignword.com/dictionary/truespel/transpel.htm Truespel Book One: Analysis of the Sounds (Phonemes) of USA English http://www.authorhouse.com/bookstore/itemdetail.aspx?bookid=16593 Truespel is the world's first keyboard friendly pronunciation guide spelling system. See truespel.com. Write tzurinskas@yahoo.com or for group discussion truespel@yahoogroups.com >From: nifl-esl@nifl.gov >Reply-To: nifl-esl@nifl.gov >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> >Subject: [NIFL-ESL:10885] NIFL-ESL digest 2707 >Date: Thu, 26 May 2005 15:44:16 -0400 (EDT) > > NIFL-ESL Digest 2707 > >Topics covered in this issue include: > > 1) bilingual, phonetic approach better? > by PAUL ROGERS <pwaynerogers@yahoo.com> > 2) Re: co-teaching and supervision > by "Hillary Gardner" <hgardner@lagcc.cuny.edu> > 3) Re: co-teaching and supervision > by "Debra Clouston" <cloustod@cravencc.edu> > >---------------------------------------------------------------------- > >Date: Thu, 26 May 2005 10:46:21 -0700 (PDT) >From: PAUL ROGERS <pwaynerogers@yahoo.com> >To: nifl-esl@nifl.gov >Subject: bilingual, phonetic approach better? >Message-ID: <20050526174621.45266.qmail@web60911.mail.yahoo.com> > >I recently received the email below and thought I >would present it to this list for feedback. The author >makes a very interesting comment concerning learning >languages phonetically. >I look forward to any replies. >Paul Rogers > >Dear Paul: >I serve 3 Mexican immigrant children that speak very >limmited English. They are 9 and 10 years of age and >2 can read in Spanish. The third is a limited Spanish >speaker as well as a limited English speaker. > >I use different material, Oxford Picture Dictionary, >Edmark Reading, Flash Cards, 1st 1000 Words, >Steck-Vaughn grammar excercises, and Puma Rosa. > >Puma Rosa helps in many ways. It helps my female >student learn new phrases and vocabulary, their >meaning, the correct pronunciation and the correct >spelling while keeping her up to date in Spanish, >which is proven to be necessary in language >aquisition. The better she can speak Spanish the >better capable she is for learning English. > >Puma Rosa helps one male student to learn the above >and serves as a remedial for his Spanish. His native >language is Tarasco which is an Aztec dialect. > >He is very poor in Spanish and may actually be >learning English phonetics faster than Spanish >phonetics which may complicate his education furthur >on. >Puma Rosa rectifies this by teaching English and >Spanish Phonetics at the same time. > >This may prove to be the MOST effective way to teach >in cases like this. I wish y'all would research that, >at least it is my hypothesis. > >I am a chemical engineer by trade. I speak spanish >having traveled Mexico extensively and studied at the >University of Guanajuato. My wife is Mexican. I may >be able to help with any research needed. Let me know >what plans your orginization may have. > >hope this helps > > > > > > > > > >__________________________________ >Do you Yahoo!? >Yahoo! Small Business - Try our new Resources site >http://smallbusiness.yahoo.com/resources/ > >------------------------------ > >Date: Thu, 26 May 2005 13:48:21 -0400 >From: "Hillary Gardner" <hgardner@lagcc.cuny.edu> >To: <nifl-esl@nifl.gov> >Subject: Re: co-teaching and supervision >Message-ID: <s295d3e5.006@mailgate.lagcc.cuny.edu> > >I currently co-teach with an experienced colleague. We aren't in the >class at the same time, but alternate days, 2 days each over a 4 day >week. On a practical note, we keep a folder called "Handouts". Any extra >copies of what we do go in there and students know to check it for what >they missed if they are absent. It also helps us to see what the other >has done. We keep another folder just for us with games, ideas, or >copies to be worked on and a lesson plan that we pass back and forth. We >meet once a week to plan and usually send daily notes, either through >e-mail or post-its, for updates. We have a somewhat set schedule, for >example, she likes to teach pronunciation on Tues and work with the >newspaper on Thurs. I like to do reading/vocabulary on Mondays and from >there I pull out possible grammar threads or pronunciation ideas for her >to follow-up on for the rest of the week. For Wednesdays, I make >homework strips with what reading or writing I want students to prepare >for Monday. > > >From the start, I was the lead teacher too. I somewhat set up how I >like to do the lesson plans and then over time let her do more and more >of them. I think it's a great way to really see how someone else teaches >and over time we have learned to balance out each other's strengths and >interests. > > >Hillary Gardner, Program Coordinator & Instructor >English & Civics Program >Center for Immigrant Education and Training >LaGuardia Community College, Room C250 >31-10 Thomson Avenue >Long Island City, NY 11101 >718.482.5067 > > > > >>> cloustod@cravencc.edu 5/25/2005 8:38:45 AM >>> >Sandi: >I would look at what you do and what you think would be the easiest for >her to pick up as well as look at what experience she does have. For >instance, does she have a background in teaching with phonics, big >books, can she make games for the classroom. Just getting to know her >talents will help you make decisions. That's wonderful that you have a >co-teacher.. I would have her make all the manipulatives that you >never have time to make. > >You need to let her know that for the while, you will be responsible >for lesson planning; however, in time, she will be picking up that >responsibility. Think about when you were student teaching and picked >up one course at a time. Eventually, you were teaching all subject >areas. > >When I was a first grade instructor, I made educational games all year >long. By my second year, it was a breeze, by the third; I felt like I >was on vacation!! > >Debra > > >>> gubinorama@yahoo.com 05/25/05 12:14AM >>> >Hi all, > >I am about to begin co-teaching with a much less-experienced teacher. >She will >be joining me in my very multi-level adult ESL class. I will be >responsible >for supervising her and bringing her up to speed. Does anyone have >any >feedback about: > >1) resources for co-teaching >2) resources for teacher supervision >3) your own personal experiences or advice about having a teacher join >you in >your classroom. In particular, we will need to figure out how to share >the >burdens of lesson planning. What makes our situation interesting is >that we >are never sure which students will show up - we have only about a third >of the >students who are the same from the last week on any given night. > >Thanks. I look forward to your responses. > >Sandi > > > >__________________________________ >Do you Yahoo!? >Yahoo! Small Business - Try our new Resources site >http://smallbusiness.yahoo.com/resources/ > > >------------------------------ > >Date: Thu, 26 May 2005 14:05:16 -0400 >From: "Debra Clouston" <cloustod@cravencc.edu> >To: <hgardner@lagcc.cuny.edu>, <nifl-esl@literacy.nifl.gov>, >Subject: Re: co-teaching and supervision >Message-ID: <s295d7b1.032@admin.craven.cc.nc.us> > >We also have two instructors that co-teach. They choose different >content area to teach all the while working on the basics. One teaches >math/science/social studies, the other reading/writing. With whole >language teaching they interweave reading, writing, speaking, and listening >throughout their curriculum. Also, the variety of learning a topic like >civics, geography of our country, social services, our monetary system >(shopping), health (emergency situations/doctor appointments) fit nicely in >teaching content. > > > >Debra Clouston, M.Ed. >Director of Literacy/Basic Skills >Craven Community College >800 College Court >New Bern, NC 28562 >(252) 638-7246 >Fax: (252) 638-3538 >cloustod@cravencc.edu > > > > > >>> hgardner@lagcc.cuny.edu 05/26/05 01:51PM >>> >I currently co-teach with an experienced colleague. We aren't in the >class at the same time, but alternate days, 2 days each over a 4 day >week. On a practical note, we keep a folder called "Handouts". Any extra >copies of what we do go in there and students know to check it for what >they missed if they are absent. It also helps us to see what the other >has done. We keep another folder just for us with games, ideas, or >copies to be worked on and a lesson plan that we pass back and forth. We >meet once a week to plan and usually send daily notes, either through >e-mail or post-its, for updates. We have a somewhat set schedule, for >example, she likes to teach pronunciation on Tues and work with the >newspaper on Thurs. I like to do reading/vocabulary on Mondays and from >there I pull out possible grammar threads or pronunciation ideas for her >to follow-up on for the rest of the week. For Wednesdays, I make >homework strips with what reading or writing I want students to prepare >for Monday. > > >From the start, I was the lead teacher too. I somewhat set up how I >like to do the lesson plans and then over time let her do more and more >of them. I think it's a great way to really see how someone else teaches >and over time we have learned to balance out each other's strengths and >interests. > > >Hillary Gardner, Program Coordinator & Instructor >English & Civics Program >Center for Immigrant Education and Training >LaGuardia Community College, Room C250 >31-10 Thomson Avenue >Long Island City, NY 11101 >718.482.5067 > > > > >>> cloustod@cravencc.edu 5/25/2005 8:38:45 AM >>> >Sandi: >I would look at what you do and what you think would be the easiest for >her to pick up as well as look at what experience she does have. For >instance, does she have a background in teaching with phonics, big >books, can she make games for the classroom. Just getting to know her >talents will help you make decisions. That's wonderful that you have a >co-teacher.. I would have her make all the manipulatives that you >never have time to make. > >You need to let her know that for the while, you will be responsible >for lesson planning; however, in time, she will be picking up that >responsibility. Think about when you were student teaching and picked >up one course at a time. Eventually, you were teaching all subject >areas. > >When I was a first grade instructor, I made educational games all year >long. By my second year, it was a breeze, by the third; I felt like I >was on vacation!! > >Debra > > >>> gubinorama@yahoo.com 05/25/05 12:14AM >>> >Hi all, > >I am about to begin co-teaching with a much less-experienced teacher. >She will >be joining me in my very multi-level adult ESL class. I will be >responsible >for supervising her and bringing her up to speed. Does anyone have >any >feedback about: > >1) resources for co-teaching >2) resources for teacher supervision >3) your own personal experiences or advice about having a teacher join >you in >your classroom. In particular, we will need to figure out how to share >the >burdens of lesson planning. What makes our situation interesting is >that we >are never sure which students will show up - we have only about a third >of the >students who are the same from the last week on any given night. > >Thanks. I look forward to your responses. > >Sandi > > > >__________________________________ >Do you Yahoo!? >Yahoo! Small Business - Try our new Resources site >http://smallbusiness.yahoo.com/resources/ > > >------------------------------ > >End of NIFL-ESL Digest 2707 >***************************
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:13 EST