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Content Type: 1
Title: CAL Institutes: Professional Development Opportunities in Washington, DC
Body:
From http://www.cal.org/solutions/institutes/index.html
Here are some upcoming professional development opportunities for those who are involved in teaching English language learners, from the Center for Applied Linguistics:
June 25-27, 2014
Teaching Reading to Students Learning English - Training of Trainers Institute
July 14-17, 2014
SIOP Training of Trainers: Foundations Institute
July 14-17, 2014
SIOP Training of Trainers: Advanced Institute
July 18, 2014
Research-Based Vocabulary Instruction for English Learners
July 22-24, 2014
Teaching Reading to Students Learning English - Direct Strategies Institute
August 4-5, 2014
Hot Topics in ELL Education: Developing Academic Literacy and Language in the Content Areas
August 6-7, 2014
Hot Topics in ELL Education: Oral Language, Math and Science
For more information go to http://www.cal.org/solutions/institutes/index.html
Source: CAL
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Content Type: 1
Title: Report: ELL Students Neglected in School Turnaround Efforts
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From http://thejournal.com/articles/2014/04/17/ell-students-neglected-in-school-turnaround-efforts.aspx
ELL Students Neglected in School Turnaround Efforts
By David Nagel
April 17, 2014
A new evaluation of School Improvement Grant recipients shows that even in schools with high percentages of English language learners, ELL students were poorly represented in strategic reform efforts.
The report — Study of School Turnaround: A Focused Look at Schools Receiving School Improvement Grants That Have Large Percentages of English Language Learner Students (issued by the United States Department of Education's Institute of Education Sciences) — looked at 11 schools that participated in the SIG program over a three-year period (from 2010–2011 to 2012–2013) and evaluated the depth to which these schools addressed the needs of ELL students, using a point-based system.
It found that, at best, only moderate attention was paid to the unique needs of ELLs. For the most part, only limited attention was given. No schools achieved the highest category, "strategic attention."
Read the full article and access the report at http://thejournal.com/articles/2014/04/17/ell-students-neglected-in-school-turnaround-efforts.aspx
Source: THE Journal
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Content Type: 1
Title: Extensive Reading Central
Body:
From http://www.er-central.com/about-us
Extensive Reading Central is a not-for-profit organization dedicated to developing an Extensive Reading and Extensive Listening approach to foreign and second language learning. You can learn what the extensive reading and extensive listening approach are at http://www.er-central.com/contributors/learn-about-extensive-reading-and-listening
Resources on the website include hundreds of texts to read, over 1000 texts with audio, word learning games, and an application to help read imported texts such as websites.
Extensive Reading Central is available at http://www.er-central.com
Source: Extensive Reading Central
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Content Type: 1
Title: Differentiating Lessons By "Content, Process or Product"
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Recently in Education Week’s Classroom Q&A feature, Larry Ferlazzo was asked about different ways of differentiating instruction in a lesson. Among those who responded with well-supported ideas are Carol Tomlinson, Donalyn Miller and Jeff Charbonneau. Read their responses and learn more about differentiating instruction at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/04/response_differentiating_lessons_by_content_process_or_product.html
Source: Education Week
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Content Type: 1
Title: Evaluating iPad Apps
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Here is a wonderful article about evaluating iPad Apps for use in a language classroom. Criteria include connections with curriculum, authenticity of the task, personalization, and differentiation. Read the article and access additional resources at http://langwitches.org/blog/2014/04/18/evaluating-ipad-apps
Source: Langwitches Blog
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Content Type: 1
Title: Guide Your Students through Writing a Mystery
Body:
From http://sraspanglish.blogspot.com
Here is a well-detailed blog post for guiding your students through the process of writing a mystery, complete with characters, clues, and even red herrings: http://sraspanglish.blogspot.com/2014/04/how-to-write-mystery.html
Source: Señora Spanglish Rides Again
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Content Type: 1
Title: Guessing Game Activity
Body:
Here is a description of a game that you can play with your language students. The students must suggest ideas (for example, things to take on a trip to Hawaii), and the teacher says whether or not they are acceptable. The actual criterion has something to do with the shape of the word, or some other factor not actually related to what the item is. Read how teacher Martina Bex uses this game in her classroom and some of the different variations of it at http://martinabex.com/2014/04/19/my-favorite-game-ever
Source: The Comprehensible Classroom
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Title: Quick Activity Idea: The Fork Game
Body:
From http://bryankandeltprs.com
Here’s an easy-to-implement activity idea that focuses on students’ listening comprehension: http://bryankandeltprs.com/2014/04/17/el-tenedor-the-fork-game
Source: Bryan Kandel TPRS
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Title: Activity Idea: Tweetfest
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Here is a Twitter-based pen-and-paper activity that you can use for any topic: http://musicuentos.com/2014/04/tweetfest
Source: Musicuentos
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Content Type: 4
Title: Negotiating Identity through Photo Curation
Body:
Tiffany VanPelt, University of Oregon
This activity is designed to use the mobile app Instagram to allow students to document their experiences as learners by cultivating a series of photos illustrating their target language activities outside of class. Through the use of Instagram, the instructor can assess the degree of improvement in their language and cultural competence and provide additional target language practice opportunities via social media. Students' photos also serve as a launching point for in-class reviews, activities, and discussions.
Outcomes:
- Learners will be able to successfully use the Instagram application to take, edit, and tag photos without instructor intervention.
- Learners will be able to produce contextually relevant hashtags that reflect appropriate forms for their photos.
- Learners will be able successfully negotiate pragmatic exchanges that arise in course of their documenting, such as asking permission to take subjects' photos.
Resource: Account set-up instruction sheet
Procedure:
- Using the instruction sheet, learners download the application and create Instagram accounts using the instruction sheet if needed. The instructor ensures the students set their feeds to private, with photos shared only with each other and the instructor.
- The instructor then provides an overview of Instagram use, including settings, favoriting, commenting, deleting, tagging, and applying filters to photos. The instructor introduces photo etiquette and safety, i.e., asking permission to photograph people and their possessions, attention to rules regarding flash and use of recording devices, awareness of personal surroundings, etc.
- Using a sample photo, the instructor will then generate example hashtags to illustrate how they are created. The instructor will then solicit suggestions from the learners, and generate as many tags as they can. A focus will be placed on appropriate structures for different types of tags.
- Learners proceed to take 10 photos prior to each class and add 5 hashtags each.
- The instructor uses the photos and hashtags to drive review sessions, additional grammar work, and in-class discussions.
Source: CASLS Activity of the Week
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