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Title: Animal Sounds in Spanish
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What does a partridge say in Spanish? What about a turkey? Here's an infographic with the sounds that many animals make in Spanish, from the Fundación del Español Urgente: https://www.fundeu.es/blog/el-perro-hace-guau-y-el-pavo-hace-que-hace-el-pavo-las-onomatopeyas-de-animales/
Source: Fundéu
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Title: Thanksgiving Poems for Young Spanish Learners
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From https://www.spanishplayground.net
Here are two Thanksgiving-themed poems for young Spanish learners to act out and recite, one about a turkey and one about sharing a meal: https://www.spanishplayground.net/spanish-thanksgiving-poems/
Source: Spanish Playground
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Title: Teaching English Learners with Short Animated Videos
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From https://www.middleweb.com
Valentina Gonzalez writes, "Short animated videos are excellent for supporting literacy skills while making the learning fun and engaging. They are especially effective for English learners because they are visual in nature. Think of the short animated video as a scaffold to a written form of the text.
"Since often English learners are reading in English at levels that are lower than their cognitive level or their ability to read in their native language, the use of the video allows students to think critically and experience a story at a higher level than they can decode on their own."
Read the full article for suggestions for selecting and using videos with English learners: https://www.middleweb.com/39038/teaching-ells-with-short-animated-videos/
Source: MiddleWeb
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Title: SIOP and TESOL's Six Principles
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From http://www.janaechevarria.com
The Sheltered Instruction Observation Protocol (SIOP) is a research-based model for teaching English learners in content classes that has been in use for over fifteen years. You can access SIOP resources at http://www.cal.org/siop/
In March 2018, TESOL released a set of six principles for exemplary teaching of English learners, grounded in research and developed by a team of experts, available at http://www.tesol.org/the-6-principles/
How does SIOP measure up to TESOL's six principles? In this excellent blog post on Jana Echevarria's website (an author of SIOP), you can read a guest post by SIOP co-author and the lead author of TESOL's book about the six principles, Deborah Short, in which she lays out the six principles and how SIOP helps teachers follow them.
Read the blog post at http://www.janaechevarria.com/?p=1138
Source: Reflections on Teaching English Learners
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Title: Reading Aloud with Older English Learners
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From https://www.empoweringells.com
Carrie Mage, a high school teacher of English Learners in Ontario, has written a delightful blog post about why and how she reads books aloud to her teenage students. She summarizes some of the reasons as follows:
Reading reasons:
- Fosters a love of reading
- Models reading for pleasure
- Raises the comprehension
- Provides an opportunity to hear a text read fluently
- Provides text-to-self-text-world connections
- Invites students to make predictions and inferences
Language reasons:
- Provides opportunities for authentic talk
- Teaches words in context, not in isolation
- Builds connections to other content areas
- Gives students a solid example of phrasing
- Creates a safe environment, which reduces the affective filter (Krashen)
- Exposes students to various genres of writing
- Builds rapport between teachers and students
Read her full blog post for examples of books that she's read, and her students' reactions: https://www.empoweringells.com/readalouds/
Source: Empowering ELLs
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Title: Virtual Immersive Teaching and Learning lab (VITaL): A Virtual Immersive Environment
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From https://fltmag.com/vital-izing-call-teacher-education/
Seyed Abdollah Shahrokni and Joy Egbert write, "One tool that can be integrated into CALL teacher education, regardless of the approach, is a virtual immersive environment (VIE). A VIE is a simulated setting that can enhance the user’s immersion in a context, which can create a 'psychological state characterized by perceiving oneself to be enveloped by, included in, and interacting with an environment that provides a continuous stream of stimuli and experiences' (Witmer and Singer 1998, 227). This environment can potentially support:
- Engagement: Users may spend more time on task, have a deeper focus, and exhibit more desire to continue using VIEs.
- Situated learning: Users can learn by actively participating in the learning experience. Examples include virtual field trips, laboratories, and kinesthetic activities.
- Authenticity: VIEs can support the use of authentic materials—those from which users can learn and which they believe are important to their learning.
- Control: A constant interplay of perspectives from egocentric to exocentric in a VIE can give users a sense of control over their environment.
- Transfer: By being immersed in a “real world,” rather than an explicitly instructional context, users can more effectively use the knowledge gained in other real-life situations.
- Social interaction: VIEs can support social interaction through different a/synchronous communication tools, allowing users to negotiate meaning, produce comprehensible input, and receive corrective feedback."
Read Shahrokni and Egbert's description of their learning lab and two lesson plans using it at https://fltmag.com/vital-izing-call-teacher-education/
Source: FLTMAG
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Title: Creating a Calm Classroom
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From https://elmundodepepita.blogspot.com
Your InterCom editor loves a high-energy classroom and high-energy activities. However, as Julie from the Mundo de Pepita blog points out, young students often have highly stimulating, long days, and some calming activities can be a welcome relief for them. Get some ideas for creating a calm classroom with a balance of calm and higher energy activities in this post: https://elmundodepepita.blogspot.com/2018/11/creating-calm-classroom-supporting-our.html
Source: Mundo de Pepita
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Title: Infusing Input with Culture Using Compelling Images
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From https://lamaestralocablog.com
Annabelle Allen, a Spanish teacher and blogger, shares how she uses compelling images to infuse culture into her target-language lessons in this recent blog post: https://lamaestralocablog.com/2018/11/06/picture-talk-for-compelling-comprehensible-culture/
Source: La Maestra Loca
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Title: Teaching Grammar in Context Using Authentic Resources, Part 3
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From https://passion4theprofession.com
In Part 3 of an ongoing series (see http://caslsintercom.uoregon.edu/content/25543 for an overview of Part 2), Leslie Grahn of the passion4theprofession blog continues to link the ACTFL Core Practice of teaching grammar in context with the use of authentic resources.
In this third installment, learn Grahn's formula for "unlocking language patterns": capture patterns from the text, create a visual for how the pattern works, create new example of the pattern, guess what the rule is, and determine how the pattern helps communication.
Read the blog post at https://passion4theprofession.com/2018/11/02/teaching-grammar-in-context-using-authentic-resources-part-3/
For more about teaching grammar in context, visit Grahn's website here: https://www.grahnforlang.com/grammar-in-context.html
Source: passion4theprofession
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Title: Weekend Chat Ideas
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From https://williamsonci.com/
Many teachers start Monday classes by having students talk about what they did over the weekend. In this blog post, Dustin Williamson summarizes an approach that several teachers use: posting activities that students commonly do over the weekend for everyone to see, and asking students to write their names under the activities they did. This serves as the springboard for target language conversations.
Read the blog post here: https://williamsonci.com/2018/10/10/weekend-chat-upgrade/
Source: Williamson CI & TPRS
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