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Content Type: 1
Title: 5 Ways to Celebrate Thanksgiving in Spanish Class
Body:
From http://solazucar.blogspot.com
Here are five ideas for celebrating Thanksgiving in your Spanish class: http://solazucar.blogspot.com/2015/10/top-5-ways-to-celebrate-thanksgiving-in.html
Source: Sol Azúcar
Inputdate: 2015-11-06 14:04:26
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Title: California Adopts Materials for New English Learner Approach
Body:
California adopts materials for new English learner approach
by Theresa Harrington
November 2, 2015
The State Board of Education adopted a new set of instructional materials and textbooks for kindergarten through 8th grade on Wednesday that incorporates what education officials describe as a pathbreaking approach to more effectively teaching English learners.
…In the new framework, language development for English learners is viewed as an integral part of their instruction in every curriculum area, in addition to small-group or one-on-one instruction in English. Teachers can integrate teaching English to students who speak another language into their regular instruction by stressing key words that help students understand the content – such as science or math vocabulary – or words that connect, contrast, clarify, imply cause and effect, or explain a sequence of events.
Read the full article at http://edsource.org/2015/california-prepares-to-adopt-materials-for-new-english-learner-approach/89908
Source: EdSource
Inputdate: 2015-11-06 14:06:18
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Content Type: 1
Title: 8 Tips to Protect ELLs from Bullying in Your Classroom and School
Body:
From http://www.colorincolorado.org
ELLs can be an easy target for school bullies. Language Lizard offers tips for addressing bullying problems (including cyberbullying) that may affect ELLs in this article: http://www.colorincolorado.org/article/8-tips-protect-ells-bullying-your-classroom-and-school
Source: Colorín Colorado
Inputdate: 2015-11-06 14:07:02
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Content Type: 1
Title: Recent Episodes of Tea with BVP
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A few weeks ago we reported on a new weekly radio show hosted by Bill VanPatten. You can listen to past shows here: http://us11.campaign-archive1.com/home/?u=d2083c746881c75a1243a956a&id=8abcc99ad7. Recent shows include the following:
Should we get rid of grades for language learning?
Textbook: Friend or Foe?
Whatever happened to comprehensible input?
Source: Tea with BVP
Inputdate: 2015-11-06 14:08:11
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Content Type: 1
Title: Activity Idea for Interpersonal Communication: Hobby Circles
Body:
Here is an idea for structuring conversations about pastimes: https://sandymillin.wordpress.com/2015/10/04/hobby-circles/. See it in action here: https://tekhnologic.wordpress.com/2015/11/01/three-circles-a-getting-to-know-you-activity/
Source: Sandy Millin
Inputdate: 2015-11-06 14:08:52
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Content Type: 1
Title: Google Docs for Collaborative Writing Activities
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Here is a step-by-step description of how you and your students can use Google Docs and an inductive approach to formulate guidelines for different genres of writing: http://blog.tesol.org/google-docs-for-collaborative-writing-activities/
Source: TESOL Blog
Inputdate: 2015-11-06 14:09:25
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Title: Using Stock Photo Sites To Generate Language
Body:
Here are ideas for using quirky photos for comprehensible input and as prompts for students, as well as some resources for finding photos on the Internet: http://indwellinglanguage.com/using-stock-photo-sites-to-generate-language/
Source: Indwelling Language
Inputdate: 2015-11-06 14:10:01
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Title: 5 Tips for Grading IPAs
Body:
Integrated Performance Assessments are a great way to assess your students across modes, but how do you grade three different pieces of work for each student, including at least one speaking piece? Here are some ideas to streamline the process: http://madameshepard.com/?p=999
Source: Madame's Musings
Inputdate: 2015-11-06 14:10:35
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Content Type: 4
Title: Preserve History: Education after Global Catastrophe
Body:
This activity encourages advanced, high-school or college-level learners to consider the aftermath of a catastrophic global event and the lessons that can be gleaned from it. Learners will decide what items most fully represent life before the catastrophe and what occurrences led to the ultimate downfall of those aspects of life. These occurrences will be taken from the timeline of events that learners encounter in playing Plague, Inc.
Objectives: Learners will be able to
- appropriately use vocabulary related to science, health, and global health issues.
- justify opinions with reasoning, evidence, and detail.
Modes: Interpersonal Communication, Interpretive Reading
Resources: Give One, Get One Vocabulary Sort, Event Log, Group Discussion Guide, a medium to create and present the class museum, Plague, Inc. app, resource sheet
Procedure:
- Introduce learners to basic science, health, and global health vocabulary words by discussing global health issues. Use tools like gapminder.org to give learners insight regarding the underlying causes of the spread of disease. Learners may add to this discussion with information learned in other classes or areas of their lives.
- Have learners supplement their vocabulary with 30-40 minutes of play on Plague, Inc. Learners will keep note of the new vocabulary words that they are able to interpret as they play via the use of context and recognition of cognates and linguistic patterns.
- Learners will share their interpretations with classmates by using the Give One, Get One Vocabulary Sort.
- Discuss the vocabulary sort findings as a class. Look for opportunities to help learners to connect words to multiple categories so that they develop more complex schemata.
- Next, learners will play Plague, Inc. again in groups of 2-4 people. While they play, they should keep a log of major events as they happen using the Plague, Inc. Event Log. These events may include events featured on the news real, the date of the outbreak in selected countries, the dates on which selected countries collapsed, decisions made by the countries to protect themselves, and efforts regarding the creation of a vaccination.
- After game play has expired and learners have finished documenting the events related to the spread of their respective plagues, learners are tasked with the creation of a traveling museum to educate the remaining members of humanity about the old way of life and the lessons that can be gleaned from the spread of the plague. The timeline reflected in the event log from the second interaction with Plague, Inc. will inform this discussion with its indications of the downfall of certain global systems (e.g., international travel).
- Learner groups will decide which exhibits they would like to include in the museum using the Group Discussion Guide. After learner groups decide on which exhibits they would like to include in the museum, they must rank each exhibit in order of importance.
- Finally, the groups will share their favorite exhibits with the class. Each group must justify the inclusion of the exhibits in the class’ final museum. After hearing these arguments, the class will vote on the five most important exhibits. The class may choose to create its museum with a selected communications medium at this point.
Source: CASLS Activity of the Week
Inputdate: 2015-11-12 09:09:01
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Content Type: 1
Title: Center for Open Educational Resources and Language Learning Fall 2015 Newsletter
Body:
Our sister LRC, the Center for Open Educational Resources and Language Learning, has released its fall 2015 newsletter. In this issue they examine the Open Educational Practices (OEP) of a variety of language educators. You will also find updates on all of COERLL’s Open Educational Resources (OER) in development as well as the latest news on upcoming events for language teachers. These events include two webinars in February, three summer workshops, and much more. If you’re attending the ACTFL Convention next week, you can pick up a printed copy of the newsletter at COERLL’s booth (#1852). Otherwise, access the newsletter online at https://www.coerll.utexas.edu/coerll/sites/coerll.utexas.edu.coerll/files/coerll-newsletter-fall-2015.pdf
Source: COERLL
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