Contents
Content Type: 4
Title: Predicting Words for Writing
Body:
by Tigre Lusardi, CASLS Graduate Intern
This activity was created to help learners use what they know about language patterns to predict what unknown words might be while writing in the target language. It is suitable for learners of all levels.
Learning outcome(s):
Learners will be able to:
- Identify morphemes or radicals, root words, and/or prefixes and suffixes of target words.
- Brainstorm possible related words given a set of root words, prefixes and suffixes.
Mode(s): Presentational
Material(s): Predict Words as You Write video, list of 8-10 sample words in the target language that are related to current curricular themes or units, blackboard or shared Google suite space (e.g., Google Doc, Jamboard, or Google Drawing)
Procedure:
- Ask learners to think about what they usually do when they are writing in the target language and realize that they don’t know a word that they want to write. Elicit the strategies they typically use (e.g., look the word up, think about words that might be similar, or ask someone else what word to use). Write the strategies on the board (or on Google Jamboard for online classes), and then read strategies one by one and ask learners to raise their hands for the strategies they use the most.
- Next, show learners the Predict Words as You Write video. Have learners write down the three steps mentioned in the video. After watching the video, ask learners to name the three steps .
- Write a list of 8-10 sample words on the board. Ask learners to explain what a morpheme or radical is (as stated in the video). For each word on the list, have the class break the word into parts (e.g., morphemes). Mark parts by putting a slash in between each in the words written on the board.
- Ask learners to explain what root words or radicals and, if relevant to the target language, what prefixes and suffixes are. Have learners brainstorm at least 6-8 root words or radicals and as many prefixes and suffixes as they can name. Write these on the board and have learners write them down.
- Next, have learners work in small groups to assemble possible words by working with the brainstormed list.
- As a whole group, review the list of words groups have made. Circle any words that multiple groups listed.
- Ask learners to verify their predicted words by looking them up, and lead the group in a discussion regarding their perceived utility of the strategy of predicting words when writing.
Notes:
- For step 4, if preferred, provide pre-selected root words, prefixes, and suffixes on cards or slips of paper and hand one batch to each group. Learners will use the cards like puzzle pieces to assemble longer words.
Source: CASLS
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Content Type: 3
Title: InterCom: July 12, 2021
Body:
Today, we begin a new focus on writing strategies for language learners. This week’s video and activity provide learners with an approach to predicting what words might be while writing. This strategy is a particularly beneficial approach to lessening learners' dependence on dictionaries and other external resources.
Thank you to Tigre Lusardi, CASLS Graduate Intern, for his work in developing this week’s video and activity.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, learners practice examining word parts (e.g., morphemes) to predict what words that they do not know might be.
- Check out this #LangChat summary of writing strategies posted by Calico Spanish for some practical classroom approaches to improving learners’ writing proficiency.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 1
Title: Teachers of Critical Languages Program
Body:
From: https://tclprogram.org/
The American Councils for International Education has announced the opening of the Teachers of Critical Languages Program (TCLP) grant application. TCLP is fully funded by the Bureau of Educational and Cultural Affairs of the U.S. Department of State and helps U.S. K-12 schools to launch new or expand existing Arabic or Chinese language programs.
Since 2006, TCLP has sponsored over 300 highly trained teachers that have worked in over schools across 39 states and impacted over 87,500 students. TCLP teachers have also collectively conducted over 25,500 hours of cultural outreach to bring international experiences to their host schools and communities.
TCLP makes it easy for U.S. schools to grow their critical language programs by placing fully-funded teachers from Egypt, Morocco, or China to teach Arabic or Chinese as a world language for an academic year. By sharing their languages and cultures, the teachers bring global competencies to their host schools and communities. Host a teacher in 2022 by starting an application today.
The application deadline for TCLP host schools is Friday, October 22, 2021 at 11:59pm EST.
Visit: https://tclprogram.org/
Source: TCLP and American Councils for International Education
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Content Type: 4
Title: Tips for Using Dictionaries
Body:
This activity was created to support langauge learners of all proficiency levels in understanding how to use dictionaries to support their writing and communication. The activity begins with a consideration of what to pay attention to within a given entry or set of entries and ends with circumlocution practice to lessen learners' dependence on outside resources.
Learning outcomes:
Learners will be able to:
- Identify clues within a dictionary that given insight into appropriate word choice
- Demonstrate development of circumlocution skills
Mode(s): Presentational
Materials: Using Dictionaries in Presentational Writing video, a dictionary entry or page of entries
Procedure:
- Think of a word in the L1 that has multiple meanings. Ask learners to brainstorm all of the possible meanings of the word (e.g., the English word fly is both a noun and a verb).
- Ask learners to explain how they know the intended meaning of the word when it is written or spoken. Possible answers could include imagery (e.g., from advertisements, memes, or the like), contextual clues within an utterance, or an understanding of the general topic being written about or discussed.
- Show learners the Using Dictionaries in Presentational Writing video. Have them look at an entry in a dictionary (of the word discussed in Step 1) and identify the various clues that exist that help them understand the most accurate word to select when using the source. Mark the entry (In online contexts, use a tool such as a Google Drawings or a PDF editor. In face-to-face contexts, learners may mark a paper copy of the entry) to indicate important clues mentioned in the video including part of speech, example sentences, and the variety of possible definitions at play.
- Provide an example sentence in the target language with a blank for each use of the word discussed in Step 1. Ask learners to identify the most appropriate use of the term for each blank.
- Next, ask learners whether they needed a dictionary at all to communicate the meaning of the word. Brainstorm possible synonyms or ways to circumlocute the word for each possible meaning.
- If time allows, give learners the opportunity to play circumlocution games. Explain that the purpose of the games is to support learners in communicating using only the words that they know and to lessen their dependence on outside resources such as dictionaries.
Notes:
- In Step 2, it may be necessary to use a dictionary in the L1 and the L2, or it may be appropriate for your learners to use a dictionary that is completely in the L2. For example, if the word is difficult for learners because one word in the L1 has multiple L2 translations, a dictionary in both languages might be the most appropriate source. However, if the the word is difficult because it has multiple construals in the L2, a dictionary in the L2 might be the most appropriate source.
- Improve the learner-centeredness of Step 3 by having learners look at a page of entries and identify the categories themselves.
Source: CASLS
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Content Type: 3
Title: InterCom: July 19, 2021
Body:
Today, we continue our focus on writing strategies for language learners. This week’s video and activity provide learners with an overview of what to consider when looking up a word in a dictionary when engaging in presentational writing (e.g., part of speech, example sentences that demonstrate the most appropriate context for a word, or whether the dictionary even needs to be referenced at all).
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, learners mark a dictionary entry for important information (e.g., part of speech) to use when deciding what word to select when writing and consider alternatives to dictionary use.
- Check out this video CASLS created last year about circumlocution games. Let us know which games are your favorite by responding to our InterCom Live post on Monday!
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Idiomatic Expressions
Body:
This activity was created for language learners of all proficiency levels. It invites learners to consider idiomatic expressions and to select one or two to include in their writing in an effort to improve their output.
Learning Outcomes:
Learners will be able to:
- Demonstrate understanding of what an idiomatic expression is
- Incorporate at least one idiomatic expression in their writing
Mode(s): Presentational
Materials: Using Idiomatic Expressions to Improve Writing video, a list of five to ten idiomatic expressions in the target language
Procedure:
- As a group, watch the Using Idiomatic Expressions to Improve Writing video.
- Ask learners to brainstorm idiomatic expressions they already know. For Novice learners, allow them to offer examples in the L1. More advanced learners will likely be able to offer L1 and L2 examples. Document the brainstorming session on a shared digital space (e.g., Google Doc) or a shared analog space (e.g., butcher paper).
- Next, provide learners with five to ten idiomatic expressions in the target language (these can come from the brainstorming session or can be newly introduced). Allow learners to predict the meaning of each expression before providing the meaning yourself.
- Form small groups of learners (three or four group members is ideal). In face-to-face contexts, ask learners to write each idiomatic phrase on a small slip of paper (one phrase per slip). In digital contexts, ask that learners use the chat function within video conferencing to make sure that they all have the list.
- Next, one learner in each group will select an idiomatic expression (by drawing a slip in face-to-face contexts or picking from the list in online contexts). The learner will have one minute to draw an image of the idiomatic expression. The other group members must try to guess it.
- Rotate learners acting as drawers and repeat Step 5 until all idiomatic expressions have been reviewed. Next, ask learners to identify one idiomatic expression they would like to use in their writing. Remind them about the video from Step 1 and that the use of idiomatic expressions is one strategy for making their writing more expert-like.
Source: CASLS
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Content Type: 3
Title: InterCom: July 26, 2021
Body:
Today, we continue our focus on writing strategies for language learners. This week’s video and activity provide learners with one strategy for making their writing more expert-like.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, learners play a drawing game in which they demonstrate understanding of idiomatic expressions and select an idiomatic expression to use in future writing.
- Check out this blog post and its tips related to improving writing in the target language. The suggested phrasebook would be a particularly useful tool in documenting and learning idiomatic expressions.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Interdisciplinary Planning Protocol
Body:
This activity was created to guide interdisciplinary planning meetings. It was designed to provide additional support for world language teachers lacking robust professional networks (e.g., a local world language department), but is appropriate for all world language teachers.
Learning Outcomes:
Teachers will be able to:
- Set a goal for an interdisciplinary team meeting
- Create a plan for instruction involving educators from other disciplines
Materials: Tips for Interdisciplinary Collaboration video
- Watch the Tips for Interdisciplinary Collaboration video. Identify three colleagues from other disciplines with whom you would like to collaborate towards augmenting the real-worldeness and applicability of your instruction.
- Invite your colleagues to meet for 30 minutes. Identify a goal for the meeting (e.g., writing unit questions together, crafting interdisciplinary projects, or improving the real-world relevance of assessments) and share the Tips for Interdisciplinary Collaboration video so that everyone has some awareness of the protocol you will be using.
- Begin the meeting by sharing your content with one another. Be sure to explain the overarching relevance of the content in terms of the ultimate success of your curriculum. Here, consider the relevance of the language content in terms of function, overall communicative competence, and/or central concepts related to communication. For example, if you are teaching a unit with adjectives, consider how the use of adjectives are used functionally (e.g., the creation of compelling descriptions in advertisements).
- After everyone has shared, make sure to summarize the importance and relevance of the content they shared in your own words to verify understanding. Provide clarification as needed.
- Finally, begin work related to the goal selected in Step 2. Work together to discuss how your descriptions in Step 3 relate to one another as you refine and repurpose the project, unit questions, or assessments you are considering.
Source: CASLS
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Content Type: 3
Title: InterCom: August 2, 2021
Body:
Welcome to August! Whether you still have a little time or are back to school this month, we hope that you have had a restful summer and are ready to kick off an amazing school year.
In honor of the start of the school year, we are kicking off this academic year with a series for educators about the development of high-functioning professional communities. This week’s video and activity focus on a protocol for working in interdisciplinary teams.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we outline a protocol to help guide interdisciplinary planning meetings.
- Still working from home? The research discussed in this article may provide you with some insight regarding the successful ingredients of collaborative professional communities in online contexts.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Steps for Creating Resource Repositories
Body:
This activity was created to guide meetings related to the creation of a collaborative resource repository. These repositories are particularly useful in supporting vertical planning, horizontal planning, and planning among educators that teach less commonly taught languages.
Learning Outcomes:
Teachers will be able to:
- Create a system for organizing resources
- Share resources within the system
Materials: Resource Repositories Video
Procedure:
Before Meeting
- Form a professional learning community. This community can be departmental, by language learning level, and/or interdisciplinary.
First One-Hour Meeting
- As a team, watch the Resource Repositories video.
- Begin by deciding what resources you want to share. Brainstorm together in a shared space (e.g., on a whiteboard or in a digital space like a Google Jamboard). List as many as possible and then circle those resources that everyone agrees upon. In world language departments, these resources might include syllabi, lesson plans, assessments, or unit plans. In interdisciplinary teams, these resources might include cross-curricular projects, program-wide initiatives, and any critical programmatic documentation.
- As a team, decide how to organize the resources. Most teams will likely emplpy a two-tiered system (e.g., organized by unit first, and then by associated type of documentation).
- Select a digital platform to use to create the repository. This job can either be given to one person on the team or shared among multiple people working together. Some great organizational resources to check out include Google suite, Asana, and Trello.
- Create the structure of the repository as a group. Use your organizing principles (First One-hour Meeting, Step 3) to develop file folders or planning boards.
Second One-Hour Meeting
- Begin uploading materials to the platform. While this step is likely to take around an hour the first time the team engages with it, future meetings devoted to uploading should be much shorter (15-30 minutes should be expected if the team revisits this step regularly).
Ongoing
- Set aside one large (at least one hour) planning meeting a year to review what exists in the repository and to identify team goals for improving and or updating documents.
- Maintain regular meetings for uploading the materials to the repository.
Notes:
- Some professional learning communities may wish to focus on one resource at a time. For example, instead of brainstorming all possible resources (First One-Hour Meeting, Step 2), the members of the team may instead decide to collect only the most critical resources at that juncture.
- Try to incorporate repository planning and uploading efforts into regularly scheduled meetings. Department and other team meetings are a perfect venue to engage in this work while avoiding significant extra work for educators.
Source: CASLS
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