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Contentid:
16533
Content Type: 1
Title: Start Your School Year with a Song
Body: Here is a full lesson plan based around the song “Los Pollitos Dicen,” targeted for true beginners of Spanish and linked to supporting resources: http://martinabex.com/2013/08/21/los-pollitos-dicen
Source: The Comprehensible Classroom Blog
Inputdate: 2013-08-25 06:56:21
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Title: Start Your School Year with a Song
Body: Here is a full lesson plan based around the song “Los Pollitos Dicen,” targeted for true beginners of Spanish and linked to supporting resources: http://martinabex.com/2013/08/21/los-pollitos-dicen
Source: The Comprehensible Classroom Blog
Inputdate: 2013-08-25 06:56:21
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16534
Content Type: 1
Title: TESOL’s Leadership Development Certificate Program
Body: From http://www.tesol.org/attend-and-learn/certificate-leadership-programs/leadership-development-certificate-program Registration is now open for TESOL’s online Leadership Development Certificate Program (LDCP), 30 September – 25 October 2013. Learn about current developments in TESOL International Association and the profession, explore key leadership concepts and effective practices, discuss leadership issues with peers worldwide, and learn from a variety of experienced TESOL leaders. The 4-week, 40-hour online program is open to TESOL members only. Learn more at http://www.tesol.org/attend-and-learn/certificate-leadership-programs/leadership-development-certificate-program View the syllabus at http://www.tesol.org/docs/default-source/education-programs/ldcp-syllabus-8-1-2013.pdf?sfvrsn=6
Source: TESOL
Inputdate: 2013-08-25 06:59:29
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Title: TESOL’s Leadership Development Certificate Program
Body: From http://www.tesol.org/attend-and-learn/certificate-leadership-programs/leadership-development-certificate-program Registration is now open for TESOL’s online Leadership Development Certificate Program (LDCP), 30 September – 25 October 2013. Learn about current developments in TESOL International Association and the profession, explore key leadership concepts and effective practices, discuss leadership issues with peers worldwide, and learn from a variety of experienced TESOL leaders. The 4-week, 40-hour online program is open to TESOL members only. Learn more at http://www.tesol.org/attend-and-learn/certificate-leadership-programs/leadership-development-certificate-program View the syllabus at http://www.tesol.org/docs/default-source/education-programs/ldcp-syllabus-8-1-2013.pdf?sfvrsn=6
Source: TESOL
Inputdate: 2013-08-25 06:59:29
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16535
Content Type: 1
Title: For Young ELLs, Learning in Two Languages Best, Review Says
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/08/for_young_ells_learning_in_two_languages_best_review_says.html For Young ELLs, Learning in Two Languages Best, Review Says By Lesli A. Maxwell August 19, 2013 Instruction in English and in a child's home language in the preschool and early elementary years leads to the best outcomes for the youngest dual-language learners, both in terms of academic-content achievement and as English-language proficiency, a new research review and policy brief concludes. In fact, evidence suggests that total immersion in English in the preschool years for students who speak another language at home leads to a loss of their first language, as well as lower academic achievement in the long run, writes Linda M. Espinosa, an early childhood and dual-language expert. This latest review— which is an update to a policy brief that Espinosa wrote five years ago—draws on newer evidence about young dual-language learners to counter what the author calls "common myths" about these students. The brief was published by the Foundation for Child Development, a New York City-based philanthropy, and is the tenth in a series that focuses on policy recommendations for the pre-K through 3rd-grade years. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/08/for_young_ells_learning_in_two_languages_best_review_says.html
Source: Education Week
Inputdate: 2013-08-25 07:00:31
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Title: For Young ELLs, Learning in Two Languages Best, Review Says
Body: From http://blogs.edweek.org/edweek/learning-the-language/2013/08/for_young_ells_learning_in_two_languages_best_review_says.html For Young ELLs, Learning in Two Languages Best, Review Says By Lesli A. Maxwell August 19, 2013 Instruction in English and in a child's home language in the preschool and early elementary years leads to the best outcomes for the youngest dual-language learners, both in terms of academic-content achievement and as English-language proficiency, a new research review and policy brief concludes. In fact, evidence suggests that total immersion in English in the preschool years for students who speak another language at home leads to a loss of their first language, as well as lower academic achievement in the long run, writes Linda M. Espinosa, an early childhood and dual-language expert. This latest review— which is an update to a policy brief that Espinosa wrote five years ago—draws on newer evidence about young dual-language learners to counter what the author calls "common myths" about these students. The brief was published by the Foundation for Child Development, a New York City-based philanthropy, and is the tenth in a series that focuses on policy recommendations for the pre-K through 3rd-grade years. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2013/08/for_young_ells_learning_in_two_languages_best_review_says.html
Source: Education Week
Inputdate: 2013-08-25 07:00:31
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16536
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Title: New York and the CCSS for ELLs: What Happened Over Summer Vacation
Body: From http://blog.colorincolorado.org/2013/08/14/new-york-and-the-ccss-for-ells-what-happened-over-summer-vacation New York and the CCSS for ELLs: What Happened Over Summer Vacation by Diane Staehr Fenner August 14, 2013 In this post, I’ll give you some information about one NY State group’s realities teaching the CCSS to ELLs, highlight how ELLs fared on the new CCSS-based assessments in English language arts (ELA) and mathematics, tell you about a NY ELL curriculum scaffolding initiative, and close with news of a project with teachers in Poughkeepsie, NY. Even if you don’t teach ELLs in NY, I hope you’ll find something in this post that’s relevant to your context. Read on at http://blog.colorincolorado.org/2013/08/14/new-york-and-the-ccss-for-ells-what-happened-over-summer-vacation
Source: Colorín Colorado
Inputdate: 2013-08-25 07:01:42
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Title: New York and the CCSS for ELLs: What Happened Over Summer Vacation
Body: From http://blog.colorincolorado.org/2013/08/14/new-york-and-the-ccss-for-ells-what-happened-over-summer-vacation New York and the CCSS for ELLs: What Happened Over Summer Vacation by Diane Staehr Fenner August 14, 2013 In this post, I’ll give you some information about one NY State group’s realities teaching the CCSS to ELLs, highlight how ELLs fared on the new CCSS-based assessments in English language arts (ELA) and mathematics, tell you about a NY ELL curriculum scaffolding initiative, and close with news of a project with teachers in Poughkeepsie, NY. Even if you don’t teach ELLs in NY, I hope you’ll find something in this post that’s relevant to your context. Read on at http://blog.colorincolorado.org/2013/08/14/new-york-and-the-ccss-for-ells-what-happened-over-summer-vacation
Source: Colorín Colorado
Inputdate: 2013-08-25 07:01:42
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Contentid:
16537
Content Type: 1
Title: ESL Educator Resources from KQED
Body: From http://www.kqed.org Radio station KQED's educator resources, programs and reports about immigrant communities in California include many of use for English language learners, including lessons, immigrant stories, and immigrant-related radio programs. Explore the available resources at http://www.kqed.org/education/educators/immigrantvoices
Source: KQED
Inputdate: 2013-08-25 07:02:36
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Title: ESL Educator Resources from KQED
Body: From http://www.kqed.org Radio station KQED's educator resources, programs and reports about immigrant communities in California include many of use for English language learners, including lessons, immigrant stories, and immigrant-related radio programs. Explore the available resources at http://www.kqed.org/education/educators/immigrantvoices
Source: KQED
Inputdate: 2013-08-25 07:02:36
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16538
Content Type: 1
Title: More Beginning of School Ideas, Part 4
Body: In the last several weeks we have been sharing teacher’s suggestions for the beginning of school. Here are some more: --- For reviewing in second and subsequent years, one teacher writes: I don't have a packet.....because I let the kids plan the review. They know what they feel shaky on; why waste time reviewing stuff they are confident about! Also, I've already taught them all this, usually, so maybe it'd be good to hear it from someone else's lips/perspective. And, research shows that Teaching Others is the best way to put something into long-term memory. That's why WE know our stuff. Starting on Day 1 of school, we whole-group make a list of everything they did the year before (and if they forget something, that's a good thing to review). Then I take them online to practice some of it (their choice; differentiation). Then, as my Ticket Out they tell me what they most need to review. The next day, they sign up for one of the top 5-6 topics from the Ticket Out, and become members of an "expert group" on that topic, and I use Jigsaw (they will teach 'their' topic to their classmates). Day 1: they practice their topic Day 2: remediation if needed, and they start planning the lesson they'll teach. I require, for the lesson: instruction, practice, a game, and 5 quiz questions. Day 3: Lesson plan due for my approval and they are making supplies for lesson -- handouts, flashcards, etc. Day 4: Quiz questions due; last workday. The following week, one group per day, they teach/review their topic. (Jigsaw: groups break apart and re-form, so there is one expert on each review topic in the new group). When all groups are done, I give the quiz THEY wrote (using the quiz questions provided by each group). At the same time, I have begun the 'new' material. I never give groups the whole class period to work on Jigsaw stuff .... Blaz, D. Re: [FLTEACH] Creative ways to complete a review packet. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Aug 2013). --- Another teacher describes what she did on the first day with her Spanish II students: Here is what happened on day 1: tongue twisters. I had only done one tongue twister with these students in Spanish I making the concept fairly new. It went so well! We started off the year with something silly and fun that made us talk and laugh and smile. And I think it showed the students that their mouths really will speak Spanish after a summer break! More detail for anyone interested: I created slides to project each of 3 progressively more difficult rhymes. New vocabulary I illustrated with clip art and went over as a decoding exercise (what is logical here? what does this look like? etc.) and even got in some pop-up grammar "review" (I think they were pleased to remember the basic questions and even more pleased to show OFF that they remembered). Rhyme number one had only two new vocabulary words and they were similar (trigo/trigal). Rhyme two had 2 new words as well. Rhyme 3 was a bit different and is my favorite example for decoding (because it looks so intimidating at first): El cielo está enladrillado ¿Quién lo desenladrillará? El desenladrillador que lo desenladrille Buen desenladrillador será. They all attempted it first, exclaiming "I don't have a clue what I'm reading!" Then we went back and sounded out all the "ladrillo" words together. (They probably thought we were practicing pronunciation, which we were, but I really just wanted to take it slowly so that they could see that the mystery words were all connected somehow. They noticed.) Then I defined "ladrillo." Light bulbs started going off all over the room. We looked at endings and context for each "ladrillo" word to determine the meaning, read it again, laughed a bit more, then moved on to the necessary emergency exit procedures. Volzer, D. [moretprs] first day of Spanish II success: tongue twisters. MoreTPRS listserv (moretprs@yahoogroups.com, 10 Aug 2013).
Source: Various
Inputdate: 2013-08-25 07:03:39
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Title: More Beginning of School Ideas, Part 4
Body: In the last several weeks we have been sharing teacher’s suggestions for the beginning of school. Here are some more: --- For reviewing in second and subsequent years, one teacher writes: I don't have a packet.....because I let the kids plan the review. They know what they feel shaky on; why waste time reviewing stuff they are confident about! Also, I've already taught them all this, usually, so maybe it'd be good to hear it from someone else's lips/perspective. And, research shows that Teaching Others is the best way to put something into long-term memory. That's why WE know our stuff. Starting on Day 1 of school, we whole-group make a list of everything they did the year before (and if they forget something, that's a good thing to review). Then I take them online to practice some of it (their choice; differentiation). Then, as my Ticket Out they tell me what they most need to review. The next day, they sign up for one of the top 5-6 topics from the Ticket Out, and become members of an "expert group" on that topic, and I use Jigsaw (they will teach 'their' topic to their classmates). Day 1: they practice their topic Day 2: remediation if needed, and they start planning the lesson they'll teach. I require, for the lesson: instruction, practice, a game, and 5 quiz questions. Day 3: Lesson plan due for my approval and they are making supplies for lesson -- handouts, flashcards, etc. Day 4: Quiz questions due; last workday. The following week, one group per day, they teach/review their topic. (Jigsaw: groups break apart and re-form, so there is one expert on each review topic in the new group). When all groups are done, I give the quiz THEY wrote (using the quiz questions provided by each group). At the same time, I have begun the 'new' material. I never give groups the whole class period to work on Jigsaw stuff .... Blaz, D. Re: [FLTEACH] Creative ways to complete a review packet. FLTEACH listserv (FLTEACH@LISTSERV.BUFFALO.EDU, 11 Aug 2013). --- Another teacher describes what she did on the first day with her Spanish II students: Here is what happened on day 1: tongue twisters. I had only done one tongue twister with these students in Spanish I making the concept fairly new. It went so well! We started off the year with something silly and fun that made us talk and laugh and smile. And I think it showed the students that their mouths really will speak Spanish after a summer break! More detail for anyone interested: I created slides to project each of 3 progressively more difficult rhymes. New vocabulary I illustrated with clip art and went over as a decoding exercise (what is logical here? what does this look like? etc.) and even got in some pop-up grammar "review" (I think they were pleased to remember the basic questions and even more pleased to show OFF that they remembered). Rhyme number one had only two new vocabulary words and they were similar (trigo/trigal). Rhyme two had 2 new words as well. Rhyme 3 was a bit different and is my favorite example for decoding (because it looks so intimidating at first): El cielo está enladrillado ¿Quién lo desenladrillará? El desenladrillador que lo desenladrille Buen desenladrillador será. They all attempted it first, exclaiming "I don't have a clue what I'm reading!" Then we went back and sounded out all the "ladrillo" words together. (They probably thought we were practicing pronunciation, which we were, but I really just wanted to take it slowly so that they could see that the mystery words were all connected somehow. They noticed.) Then I defined "ladrillo." Light bulbs started going off all over the room. We looked at endings and context for each "ladrillo" word to determine the meaning, read it again, laughed a bit more, then moved on to the necessary emergency exit procedures. Volzer, D. [moretprs] first day of Spanish II success: tongue twisters. MoreTPRS listserv (moretprs@yahoogroups.com, 10 Aug 2013).
Source: Various
Inputdate: 2013-08-25 07:03:39
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16539
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Title: More Beginning of School Ideas, Part 5
Body: Here is another activity for the beginning of school that works as an ice-breaker: If you make note cards with names of celebrities (they can be Hispanic) and have a couple of the students tape them in the backs of others without looking at the name. The ones that were taping the names should tape each other without seeing their cards either. Then you give the order to go around the classroom asking one question to another student and vice versa in the classroom about the celebrity they are, like am I alive? Am I singer? Was I born in the USA? Am I an athlete? The answers should be yes or no. The person then moves on to the next student and asks another question until they guess who they are. Only one question per student and they have go ask a different person the next time. After 8 to 10 minutes you call off the activity and the people who has not guessed their celebrity yet, get to see who they were. You can use the target language if the class is advanced or you can use just a few words if the level of the class is low. You may put suggested question on the board, so they get the idea on how to do it. Have fun with it, it is a very nice ice breaker and let all the students talk to each other. Zuchovicki, L. Re: [nandu] FIRST DAYS OF SCHOOL - HIGH SCHOOL SPANISH. Ñandutí listserv (nandu@caltalk.cal.org, 5 Aug 2013). Visit this teacher’s website for curriculum and more teaching ideas at http://www.conversabooks.com
Source: Various
Inputdate: 2013-08-25 07:04:23
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Title: More Beginning of School Ideas, Part 5
Body: Here is another activity for the beginning of school that works as an ice-breaker: If you make note cards with names of celebrities (they can be Hispanic) and have a couple of the students tape them in the backs of others without looking at the name. The ones that were taping the names should tape each other without seeing their cards either. Then you give the order to go around the classroom asking one question to another student and vice versa in the classroom about the celebrity they are, like am I alive? Am I singer? Was I born in the USA? Am I an athlete? The answers should be yes or no. The person then moves on to the next student and asks another question until they guess who they are. Only one question per student and they have go ask a different person the next time. After 8 to 10 minutes you call off the activity and the people who has not guessed their celebrity yet, get to see who they were. You can use the target language if the class is advanced or you can use just a few words if the level of the class is low. You may put suggested question on the board, so they get the idea on how to do it. Have fun with it, it is a very nice ice breaker and let all the students talk to each other. Zuchovicki, L. Re: [nandu] FIRST DAYS OF SCHOOL - HIGH SCHOOL SPANISH. Ñandutí listserv (nandu@caltalk.cal.org, 5 Aug 2013). Visit this teacher’s website for curriculum and more teaching ideas at http://www.conversabooks.com
Source: Various
Inputdate: 2013-08-25 07:04:23
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Contentid:
16540
Content Type: 1
Title: Dartmouth Foreign Language Classes Embrace Twitter
Body: From http://www.eschoolnews.com/2013/08/15/dartmouth-foreign-language-classes-embrace-twitter/?ps=137159-0013000000j0Y7W-0033000000q5sgG Dartmouth foreign language classes embrace Twitter Popular micro-blogging service is a fun—and effective—way to learn another language, students say August 15, 2013 Foreign language professor Tania Convertini is thrilled to catch her Dartmouth College students complaining about homework or upcoming tests. She’s not eavesdropping—she’s reading their tweets, written in Italian and assigned as part of an effort to immerse students in the language 140 characters at a time. Convertini, director of Dartmouth’s French and Italian language program, requires students to follow prominent Italian individuals, companies, and organizations on Twitter and to tweet among themselves in Italian. And while the approach is a nod to the younger generation’s obsession with smart phones, Convertini says she is not embracing technology just for technology’s sake. Instead, she wants put students in charge of their learning, expose them to authentic language in real-life, real-time situations, and create a community that extends beyond the classroom. Read on to learn how she is integrating Twitter into students’ instruction: http://www.eschoolnews.com/2013/08/15/dartmouth-foreign-language-classes-embrace-twitter/?ps=137159-0013000000j0Y7W-0033000000q5sgG
Source: eSchool News
Inputdate: 2013-08-25 07:05:25
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Title: Dartmouth Foreign Language Classes Embrace Twitter
Body: From http://www.eschoolnews.com/2013/08/15/dartmouth-foreign-language-classes-embrace-twitter/?ps=137159-0013000000j0Y7W-0033000000q5sgG Dartmouth foreign language classes embrace Twitter Popular micro-blogging service is a fun—and effective—way to learn another language, students say August 15, 2013 Foreign language professor Tania Convertini is thrilled to catch her Dartmouth College students complaining about homework or upcoming tests. She’s not eavesdropping—she’s reading their tweets, written in Italian and assigned as part of an effort to immerse students in the language 140 characters at a time. Convertini, director of Dartmouth’s French and Italian language program, requires students to follow prominent Italian individuals, companies, and organizations on Twitter and to tweet among themselves in Italian. And while the approach is a nod to the younger generation’s obsession with smart phones, Convertini says she is not embracing technology just for technology’s sake. Instead, she wants put students in charge of their learning, expose them to authentic language in real-life, real-time situations, and create a community that extends beyond the classroom. Read on to learn how she is integrating Twitter into students’ instruction: http://www.eschoolnews.com/2013/08/15/dartmouth-foreign-language-classes-embrace-twitter/?ps=137159-0013000000j0Y7W-0033000000q5sgG
Source: eSchool News
Inputdate: 2013-08-25 07:05:25
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16541
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Title: Recommended Online Resources for the Language Classroom
Body: In “Apps That Snap and Tools That Rule,” Christopher DiStasio recommends free online resources for the language classroom. Read on at http://languagemagazine.com/?page_id=7421
Source: Language Magazine
Inputdate: 2013-08-25 07:06:13
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Title: Recommended Online Resources for the Language Classroom
Body: In “Apps That Snap and Tools That Rule,” Christopher DiStasio recommends free online resources for the language classroom. Read on at http://languagemagazine.com/?page_id=7421
Source: Language Magazine
Inputdate: 2013-08-25 07:06:13
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16542
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Title: World Wise Schools Has a New Website
Body: From http://www.peacecorps.gov/wws/about Peace Corps’ Coverdell World Wise Schools program brings the Peace Corps experience home to American classrooms. The newly redesigned World Wise Schools site makes it easier than ever for you to find free cross-cultural learning materials including videos, lesson plans, podcasts, publications, and much more. In addition to the online learning materials, WWS also enables educators to connect their classrooms with current and returned Peace Corps Volunteers. Explore the new website at http://www.peacecorps.gov/wws
Source: World Wise Schools
Inputdate: 2013-08-25 07:07:08
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Title: World Wise Schools Has a New Website
Body: From http://www.peacecorps.gov/wws/about Peace Corps’ Coverdell World Wise Schools program brings the Peace Corps experience home to American classrooms. The newly redesigned World Wise Schools site makes it easier than ever for you to find free cross-cultural learning materials including videos, lesson plans, podcasts, publications, and much more. In addition to the online learning materials, WWS also enables educators to connect their classrooms with current and returned Peace Corps Volunteers. Explore the new website at http://www.peacecorps.gov/wws
Source: World Wise Schools
Inputdate: 2013-08-25 07:07:08
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