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Title: Idea: March Madness in Spanish Class
Body:
This activity idea isn’t so much about basketball as it is about brackets – the brackets could be for anything, with student polls determining who advances. See how it can work with music at http://spanishplans.org/2014/03/26/march-madness-in-spanish-class
Source: SpanishPlans.org
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Title: Revista Trabalenguas: Audio Magazine for Spanish Learners
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You and your students can listen to and read articles about current events and cultural happenings at this website, which is aimed at learners of Spanish: http://revista-trabalenguas.info
Source: Revista Trabalenguas
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Title: Spanish Zoo Animal Activities
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From http://spanishplayground.net
From the Spanish Playground blog, here are online resources that can help you teach young children about zoo animals in Spanish: http://spanishplayground.net/spanish-zoo-animal-activities
Source: Spanish Playground
Inputdate: 2014-03-28 20:32:36
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Title: SpanishListening: Short Videos of Native Spanish Speakers
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Here is a website with over 300 videos of native Spanish speakers speaking, for your students’ listening practice: http://www.spanishlistening.org
Source: SpanishListening
Inputdate: 2014-03-28 20:33:19
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Content Type: 1
Title: Online Course: Separating Difference From Disability With Students Learning English as an Additional Language
Body:
Separating Difference From Disability With Students Learning English as an Additional Language
Instructor: Catherine Collier
Dates:
21 April - 18 May 2014
7 July - 3 August 2014
27 October - 23 November 2014
This 4-week course addresses specific issues in assessment, intervention, and identification strategies that are most effective in separating difference from disability. Participants will learn what tools and strategies are available and appropriate to use. RtI models for English language learners will also be explored, focusing on the interpretation of data gathered during the general education intervention problem-solving process, prior to conducting an evaluation for special education.
Source: TESOL
Inputdate: 2014-03-28 20:34:46
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Content Type: 1
Title: How To Create Choose Your Own Adventure Games
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Here is a nine-step plan for creating your own choose-your-own-adventure games for your English language learners: http://busyteacher.org/19264-decision-games-how-to-create-9-steps.html
Speaking of chose-your-own-adventure games, here are two that teacher and blogger Larry Ferlazzo recently reviewed: http://larryferlazzo.edublogs.org/2014/03/27/two-new-well-done-choose-your-own-adventure-games
Source: Busy Teacher
Inputdate: 2014-03-28 20:35:44
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Title: Study: Students of Teachers with ESOL Endorsement Do Better
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UF researchers helping to change ESOL education
By Alexa Volland
March 23, 2014
In 2007, the U.S. Department of Education awarded $1.2 million to three University of Florida bilingual education professors to create Project DELTA — Developing English Language through Teacher Achievement.
The goal was to study the effects in the classroom of teachers who have the state-mandated English for Speakers of Other Languages — ESOL — endorsement.
Since then, Ester de Jong, Maria Coady and Candace Harper have been studying the link between UF’s elementary teacher preparation program and ESOL students’ achievement in the classroom and on the FCAT.
…After poring over data involving more than 24,000 Florida elementary school teachers and 72,000 students and comparing elementary ESOL students taught by UF graduates and by non-UF teachers, de Jong said the team found that teachers who completed UF’s program, ProTeach, had ESOL students who performed better in the classroom and on the FCAT.
Read the full article at http://www.gainesville.com/article/20140323/ARTICLES/140329853/-1/entertainment?Title=UF-researchers-helping-to-change-ESOL-education
Source: The Gainesville Sun
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Title: Article: Strategies to Reach Every Student, Regardless of Language Barrier
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Strategies to Reach Every Student, Regardless of Language Barrier
by Katrina Schwartz
March 19, 2014
Helping every student experience meaningful, deep learning is a constant challenge, in no small part because no two learners are alike. To reach students who are particularly challenged — whether because of their ability to speak English or some other reason — educators can find a way in by tapping into students’ interests and passion.
“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of The Internationals Network For Public Schools, schools that serve high school students who have been in the country fewer than four years. Sylvan spoke on a Deeper Learning MOOC panel focused on strategies for helping even the most challenged learners to engage in meaningful work.
Every student at an Internationals school is an English Language Learner, but not all have a common mother tongue. Internationals schools give students projects that involve complex thinking in both English and native languages. “Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,” Sylvan said. There’s often a myth that students need to learn English before they can participate in more interesting work, but the Internationals Network has built an entire model on engaging students in learning through work that interests them, giving them a compelling reason to learn English.
Read the full article at http://blogs.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier
Source: Mind/Shift
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Title: Activity Idea: Questions Crunch
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Spanish teacher Amy Lenord finds that asking questions is a more demanding task for her students than answering them. Read about an activity she did recently that focused on asking questions: http://www.amylenord.net/1/post/2014/03/just-an-idea-that-turned-out-to-be-a-great-idea.html
Source: The Language Coach
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Title: Teaching about Classroom Objects with Young Learners
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Recently a Ñandutí listserv user asked for ideas for teaching about classroom objects with young learners. Follow the discussion thread to see other teachers’ suggestions: http://caltalk.cal.org/read/messages?id=58110
Source: Ñandutí
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