Dr. Karen Weiller Dr. Jennifer Bridges Dr. Rossana Boyd AAHPERD Conference March 31, 2011 San Diego, CA Desarrollo del Vocabulario en Español y en Inglés

Dr. Karen WeillerDr. Jennifer Bridges Dr. Rossana Boyd

AAHPERD ConferenceMarch 31, 2011San Diego, CA

Desarrollo del Vocabulario en Español y en Inglés Utilizando Movimiento

Copyright 2011 Weiller Abels, Bridges, & Boyd

La Bamba!

Let’s get ready to share an interactive language and movement session by warming up with music, movement and Spanish lyrics by:Dora and Wyclef Jean singing La Bamba

(Used with expressed written permission)

Stand up, Sing, Clap and Have Fun!! (2:40 min:sec)

© 2011 Viacom International Inc. All Rights Reserved. Nickelodeon, Mega Music Festival and Dora the Explorer and all related titles, logos and characters are trademarks of Viacom International Inc.


http://www.nickjr.com/kids-videos/

PRESENTATION OBJECTIVES

Demonstrate to elementary teachers how they can a. build vocabulary in English and in Spanish through b. listening, speaking, and “doing” movement.

Demonstrate to elementary teachers how teaching from a movement education perspective can help children

a. stay physically active, b. acquire movement success, and c. build English and Spanish vocabulary.


National Association of Sport and Physical Education (NASPE) Standards

Standard 1: The student demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: The student demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


TESOL Standards


Professionalism

Language as a systemLanguage acquisition and development

Issues of assessment for ELL’sLanguage proficiency assessmentClassroom based assessment for ELL’s

Culture as it affects student learningESL research and history Professional development partnerships and advocacy

Planning for standards based ESL and content instructionUsing resources and technologyImplementing and monitoring

ELPS & MEF Relationship

English language proficiency standards (ELPS) focus on Classroom instruction including the cross-curricular second language acquisition, essential knowledge and skills that effectively addresses the proficiency levels of beginning, intermediate, advanced, and advanced high ELL students. This is possible using movement vocabulary for language development.

Movement Education Framework (MEF) focuses on Classroom instruction that effectively addresses movement activity using language and content vocabulary. This is possible through spelling, word recognition, oral production, and performing movements.


TOOLS TO TEACH MOVEMENT EDUCATION

ALPHABET ON THE MOVE– Spanish & English curriculum– www.learningzone.com

FLIP AND FOLD– Spanish & English in Book Appendices– Weiller Abels & Bridges (2010) Teaching Movement Education.

Foundations for active lifestyles. Human Kinetics Pub.www.humankinetics.com

MOVEMENT WORD WALL– www.sportime.com

KinetiKidz™ Characters


http://www.learningzone.com/

http://www.humankinetics.com/

http://www.sportime.com/


Dual Language Curriculum Spanish & English


Movement Flip-n-foldEnglish Spanish


Spanish Movement Glossary

Movement Literacy Word Wall Posters



Movement Literacy Word Wall


Movement Literacy Word Wall

Let’s Do! SAMPLE ACTIVITIES


Activity 1: Vocabulary WordsRelated to Body Shapes

En Inglés En Español• Narrow Estrecho• Wide Estirándose• Round Redondo• Twisted Torcido• SymmetricalSimétrico• Asymmetrical Asimétrico• Poly Spots Lugar poli


Activity 1: Balance and Body Shapes

• Show me a narrow/wide/round/twisted shape in your self- space.

• Think of different narrow/wide/round/twisted shapes and try those now.

• Find a partner with whom you can work well.

Can you and your partner make matching twisted

shapes?

Can you and your partner make mirroring body shapes?


Actividad 1: Balanceo y Figuras Actividad 1: Balanceo y Figuras con Partes del Cuerpo con Partes del Cuerpo


• Piensa en diferentes figuras: angostas, anchas, redondas y torcidas

• Busca a un compañero(a) con quien puedas trabajar. • Puedes tú y tu compañero(a) hacer figuras torcidas iguales? (y otras figuras corporales?)

• Puedes tú y tu compañero(a) hacer figuras corporales como si estuvieran viéndose en un espejo?• Muéstrame una figura angosta, ancha, redonda y torcida usando tu espacio.

Activity 2: Vocabulary Words Related to Body Parts

En Inglés En Español• ElbowCodo• Knee Rodilla• Arm Brazo• Foot Pie• Hand Mano• Head Cabeza• Balloons Globos• Balls Pelotas


Activity 2: Parts and Force with Balloons

• Use body parts to strike balloons in different ways.

• Think about using 4 different body parts to strike the balloon.

• What is one body part you can use? Do this 5 times in a row. Count as you are striking with that body part.

• Can you now use the paddles to strike the koosh ball or yarn ball?


Actividad 2: Partes del Cuerpo y Actividad 2: Partes del Cuerpo y Fuerza Usando Globos Fuerza Usando Globos


•Usa 4 partes del cuerpo diferentes para pegarle al globo.

• Cual es una parte del cuerpo que pueden usar?

•Vamos a usar las partes del cuerpo para pegarle a los globos de diferentes maneras. •Háganlo 5 veces. Cuenten mientras están pegándole al globo con esa parte del cuerpo.

•Pueden usar las raquetas ahora para golpear la pelota de tela o la pelota de lana?

Activity 3: Vocabulary Words Related to Movement Sequence

En Inglés• Definite Beginning• Movement Sentence• Definite EndingEn Español• Comienzo definido• Oración relacionada a movimiento• Final definido


Activity 3: Movement Sequence

• In your own self-space, create your own movement sentence.

• Talk about a definite beginning and a definite ending.

• Show me how you and your partner can create a movement sentence/sequence that uses the– Different movement element cards you selected. – I am looking for a smooth, free flow to your movement

sequence.


Actividad 3: Secuencias del MovimientoActividad 3: Secuencias del Movimiento


• En su propio espacio, cada quien crea su propia oración sobre movimiento.

• Háblame sobre un comienzo y un final definidos.

• Muéstrame como tú y tu compañero(a) pueden crear una oración y secuencia de movimiento con las

• Diferentes tarjetas sobre los elementos del movimiento que seleccionaste.• Estoy buscando una secuencia de movimiento suave, que fluya libremente.

Activity 4: Vocabulary Words Related to Position and Relationship

En Inglés En Español• In front of Enfrente de• Beside Al par• Behind Atrás• Above Arriba• Quickly Rápidamente• Ribbon Cinta


Activity 4: Position and Relationships

• Hold the ribbon in front of you. Can you hold the ribbon behind you? How about beside you?

• Make your ribbon move in front of you and behind you. How about beside you? Can you make your ribbon move slowly beside you? How about more quickly?

• Can you move the ribbon on lots of ways? How about above you? Below you? In front of you?


Actividad 4: Posición and Relaciones

• Sosten la cinta enfrente de ti. Puedes sostener la cinta detrás de ti? Y al lado tuyo?

• Haz que tu cinta se mueva enfrente de ti y detrás de ti. Y al lado tuyo?

• Puedes hacer que tu cinta se mueva despaciosamente al lado tuyo? Puedes moverla mas rápido?

• Puedes mover la cinta de diferentes maneras? Sobre ti? Debajo de ti? Enfrente de ti?


Activity 5: Vocabulary WordsRelated to Cooperation

En Inglés En EspañolCooperation CooperaciónGroup to Group De grupo en grupoSoft (force) Suave (fuerza)Hard (force) Fuerte (fuerza)Slow DespacioFast RápidoAcceleration AceleraciónHawaiian Parachutes Paracaídas Hawaianos


Activity 5: Cooperation

• Your small group will be cooperating to lift the parachute using a soft force. Let’s see if you can raise it to a high level and then back down to a low level.

• Now, let’s see if you can show me how you can raise the parachute using a hard force. Can you make the parachute move fast? How about slowly?

• Let’s see if you can show a change in speed.

• Working together (cooperating) let’s see if you can send the object (s) to different levels.


Actividad 5: Cooperación

• Tu grupo cooperarápara levantar el paracaídas usando una fuerza suave. Veamos si pueden levantarlo a un nivel alto y después bajarlo a un nivel bajo.

• Ahora, veamos so pueden mostrarme como levantan el paracaídas usando una fuerza fuerte. Pueden hacer que el paracaidas se mueva rápido? Y despacio?

• Veamos si pueden mostrar algún cambio en la velocidad.

• En cooperación, veamos si pueden lanzar los objetos usando diferentes niveles.

29Copyright 2011 Weiller Abels, Bridges, & Boyd

Karen Weiller Abels, Ph.D. Rossana Boyd, [email protected] [email protected]

(940) 565-2856 (940) 565-2933

Jennifer Bridges, [email protected]

(989) 964-7324

THANK YOU! GRACIAS


mailto:[email protected]

mailto:[email protected]

Documents

Dr. Karen Weiller Dr. Jennifer Bridges Dr. Rossana Boyd AAHPERD Conference March 31, 2011 San Diego, CA Desarrollo del Vocabulario en Español y en Inglés