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Content Type: 1
Title: Spanish Vocabulary Games with Stick Figures
Body:
Here is a printable with stick figures that you can use in your Spanish class, with more ideas for using stick figures that don’t require the printable: http://spanishplayground.net/spanish-vocabulary-games-stick-figures/
Source: Spanish Playground
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Title: Common Core Can Help English Learners in California, New Study Says
Body:
Common Core can help English learners in California, new study says
Education Trust reports also found that poverty is still a major obstacle
By Pat Wingert
September 23, 2014
The rigorous new Common Core standards represent both a daunting challenge and a promising pathway that could help close the achievement gap for the growing number of American students who enter school knowing little or no English.
So concludes a new yearlong study released today by the California-based arm of Education Trust, a nonpartisan research and advocacy group that has repeatedly voiced concern that the new national standards might prove to be an additional burden for students whose native language is not English, particularly those who come from low-income families.
Read the full article at http://hechingerreport.org/content/common-core-can-help-english-learners-california-new-study-says_17439/
Source: Hechinger Report
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Title: #Langchat Summary: How to Help Students Gain Proficiency in Writing
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The #langchat topic on September 4 was “How to Help Students Gain Proficiency in Writing.” You can read a summary of the ideas and resources that teachers shared at http://blog.calicospanish.com/2014/09/10/help-students-gain-proficiency-writing.html
You can learn more about #langchat and how to participate in it at http://langchat.pbworks.com/w/page/39343677/FrontPage
Read more about how #langchat can be a professional development resource for you in this past InterCom article by guest writer Sara-Elizabeth Cottrell: http://caslsintercom.uoregon.edu/content/17980
Source: Calico Spanish
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Title: World Languages Model Curriculum from the Ohio Department of Education
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Earlier this year ODE world language consultants collaborated with world language experts and a representative committee of 18 Ohio teachers to develop a model curriculum that support the Ohio learning standards for K-12 world languages (see http://caslsintercom.uoregon.edu/content/17225).
The model curriculum is available at http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/World-Languages-Model-Curriculum-Framework
For more information about how to use the model curriculum go to http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/How-to-Use-the-Model-Curriculum
Learn more about how the model curriculum supports the state standards at http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/World-Languages-Model-Curriculum/Learn-More-About-the-Draft-Model-Curriculum
Source: ODE
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Title: 50 Fun Ways To Group Learners
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Meghan Everette describes fifty different ways to put your students into groups in this article: http://www.scholastic.com/teachers/top-teaching/2014/09/50-fun-ways-group-learners
Source: Scholastic
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Title: Fasten Seat Belts: Short Videos about Cultural Norms
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From http://fastenseatbelts.eu/en/35/0/About-this-project/
Fasten Seat Belts is a series of light-hearted videos with Do’s and Don’t’s about visiting different countries. The first series, launched in 2007, focuses on European countries. The site has recently been updated with a new series for travelers going to Asia.
Fasten Seat Belts is available at http://fastenseatbelts.eu/en/countries/0/by-Country
Read a review of this resource at http://www.freetech4teachers.com/2014/09/fasten-seat-belts-2-videos-for-learning.html
Source: European Commission
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Title: Beginning of School / Ice Breaker Activities
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Here are some getting-to-know-you activities for you and your students, from the Journey in TESL blog: http://evasimkesyan.com/2014/09/06/4-new-first-week-activities-and-some-oldies/
And here are some more ideas from a recent post by Rachael Roberts on the British Council’s TeachingEnglish blog: http://www.teachingenglish.org.uk/blogs/rachael-roberts/rachael-roberts-breaking-ice
Source: Various
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Content Type: 4
Title: Personalized Birthday Cards
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This series of activities builds towards each person in class writing a meaningful birthday card for someone else in the class. It is geared towards Novice High learners and targets this Can-Do Statement for Presentational Writing: “I can write a special occasion message such as a birthday or congratulatory note.” If you are new to the NCSSFL-ACTFL Global Can-Do Benchmarks, you can learn more about them and access them here.
Procedure:
- Give each student a copy of the Getting to Know Me! worksheet. Have students fill our the worksheets. Brainstorm helpful phrases and vocabulary as needed.
- Put students in pairs. They will share what the have written with each other and suggest more ideas for likes, memories, and hopes for the coming year. Be sure to have students write their partner's name at the bottom of the worksheet.
- Collect the students' worksheets.
- As a whole class, look at birthday cards in the target language and culture (if this is a practice in the target culture). Be sure to discuss both the images and "canned" greetings as well as the personalized messages that card givers add to the card. Look for common sentence starters such as "I hope that ..." and "As you turn ___, remember that ...."
- Give each student a copy of the Meaningful Birthday Cards worksheet. Students will refer to this worksheet during the drafting and revising process.
- Write the name of everyone in class on a slip of paper. Each student will draw the name of the person that they'll make a birthday card for. If they draw their own name or the name of the partner who helped them revise their Getting to Know Me! worksheet, they must re-draw.
- Each student will be given the Getting to Know Me! worksheet for the person whose name he or she drew.
- Students draft the card itself - cards in many cultures have an image on front and an accompanying message on the front and inside.
- Now students write a personalized message for their birthday person. Before they do so, go over the sentence starters on the Meaningful Birthday Cards worksheet and as a whole class brainstorm some additional helpful starters.
- Once students have drafted their birthday card and message, they should find the person who helped the birthday person to revise their Getting to Know Me! worksheet. They will work together to make revisions to the birthday card and message. Each student will need to play both roles: getting help with the card they've drafted, and helping someone else with their card.
- Students make a final copy of the card. On the outside of the envelope, they need to write the recipient's name and birthday (or "half-birthday" if their actual birthday happens when class isn't in session).
- Collect all of the cards. You will give them to each student on their actual birthday (or half-birthday). Now your students have one more thing to look forward to in language class!
Source: CASLS Activity of the Week
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Content Type: 3
Title: CASLS Celebrates Its Twentieth Year!
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by Julie Sykes, CASLS Director
On September 15, 2014, the Center for Applied Second Language Studies (CASLS) celebrated its 20th Anniversary. Twenty is an exciting milestone. It is a time to celebrate the past and look towards the future. We continue as home to the Chinese Oregon Flagship Program and are excited to announce we have received a Title VI grant to continue as a National Foreign Language Resource Center.
While much has changed at CASLS over the past twenty years, we remain a diverse group of multilingual people working together toward a common goal: improving the teaching and learning of second, foreign, and heritage languages. As we look towards the future, CASLS will continue to focus on its core mission by providing research-based solutions to materials creation, implementation, and evaluation and assessment.
What does this mean for our work in the immediate future? We will continue many of the projects teachers, students and administrators have asked for and come to count on. In addition, we are starting new projects designed to create exciting opportunities for teaching and learning languages.
Our work will center around six main areas:
- Program Development: The design of language learning experiences remains at the core of our work. We look forward to continued work with advanced students through the Oregon Chinese Flagship Program as well as Shule ya Umoja: Swahili College Readiness Academy, a STARTALK program for high school students.
- Place-based Learning: Projects in this area will provide a research-based model for the use of place-based experiences in language teaching and learning contexts. Contexts include foreign language classes and academic residential programs. We will also be creating a national database of available projects, so if you are working on something place-based, let us know so we can include your work!
- Articulation and Collaboration: We will seek enhance collaboration between two- and four-year higher education institutions and articulate language program outcomes.
- Innovative Assessment: Projects will expand available assessment instruments and provide resources for their effective integration into the classroom. This includes improvement and support of Linguafolio Online as well as the use of digital simulations for assessment.
- Professional Development: This cornerstone provides educators with practical, research-based information and resources about language instruction. Key projects include InterCom, resources for teaching in an intercultural classroom, and Games to Teach, a project with a partner LRC, CERCLL.
- Study Abroad: CASLS directs the Oregon International Internship Program and hosts students from universities in China, Japan, and Taiwan who are interested in language education.
These priorities have been designed based on your requests for materials and resources. We continue to remain open to your needs and always welcome input and insight.
Thank you to CASLS partners around the world and especially to language teachers working every day to expand horizons and make learning languages great!
We can't wait for the next 20 years!
Source: CASLS Topic of the Week
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Title: October 2014 Issue of Language Magazine
Body:
The October 2014 issue of Language Magazine is available online at http://languagemagazine.com/?p=117838
In this issue:
Cutting to the Common Core: What Does CCSS Mean for Early Learning
Benjamin Heuston explains why a publisher has adapted its early learning materials to complement the new standards
Cutting to the Common Core: Sticking to the Script
Timothy Shanahan reassesses the role of handwriting in literacy development
Lessons from the Ukrainian Conflict
Angelika Putintseva’s firsthand experience leads her to believe that language intolerance is the root cause of conflict on the shores of the Black Sea
Breaking Barriers to German
Alexander Voll celebrates the 25th anniversary of the fall of the Berlin Wall
Customizing Videos for School
Claire Miller explains how TED-Ed enable teachers to turn almost any video into an engaging learning experience
Last Writes Richard Lederer has a ball with monsters of all kinds
Source: Language Magazine
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