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Title: InterCom: August 29, 2022
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Join us this week for the last installment of our pre-reading series! This week we will discuss making predictions about a text before reading, to utilize what learners already know in order to increase understanding.
Thank you to Madi Collins, CASLS Student Worker, for her role in the creation of this week’s video.
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 Video and Activity of the Week! In this activity, learners articulate any information they already know about a novel reading text and make predictions about what they want or will need to learn to best understand it.
- Check out this searchable list of strategies for before, during and after reading.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Prediction Exchange!
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In this activity, learners will make predictions about a given text before reading, and compare their predictions with those of their peers. Novice learners, in combination with the target language, can also make these predictions with pictures and/or phrases in their first langugae. More advanced learners can use the target language throughout.
Learning outcomes:
Learners will be able to:
- Articulate two pieces of information they already know about the text
- Predict two things they would need to learn to be able to understand the text
- Compare their answers to those of their peers
Mode(s): Interpretive
Materials: Making Predictions: Prepare for Reading video, Group Predictions Handout, Prediction Exchange Individual Handout, post-it notes (or slips of paper and tape), short reading text of teacher’s choice (printed or digital)
Procedure:
- Select the texts learners will be using before beginning the lesson. You will need one text per each group of 3-4 students, that learners have not yet read (ideally one that is completely novel to them). Texts can be matched in subject matter and genre to fit curricular themes and goals, and in complexity to fit learner proficiency level(s).
- In the whole group, ask learners to think about situations where they have made predictions in their own lives. When did they make predictions? What kind of information did they use to make them? How much information did they need to make a prediction? Where did they get this information? Point out that making a prediction relies on using information we already know.
- Then show learners the Making Predictions: Prepare for Reading video. After watching the video, remind learners of the KWLH (or KWL) chart (mentioned in the video). Ask learners to recall what the K (What I Know) and W (What I Want to Learn) parts of this chart mean. Then tell learners they will be using the K and W parts of this chart to record what they already know, and predict what they will need to learn, about a reading text they will be seeing for the first time.
- Divide learners up into groups of 3-4, and give each group a copy of the Group Predictions Handout and sticky notes or slips of paper (4 notes or slips per person). Give each member of the group a copy of their assigned reading text.
- Tell learners that they will be filling out the Group Predictions Handout together, to create a document that shows what the whole group knows (K) and what they all want to learn (W). Each learner will take a turn writing down one K (a thing they know about the text) and one W (a thing they want to learn) in the spaces on the handout. After they have written their entries for K and W, they should cover them with a sticky note or slip of paper so that their peers cannot immediately see what they wrote. This will help ensure that each learner has time to look at their text, notice elements about it (titles, pictures, captions, genre, etc.), and come up with their K and W without being influenced by others’ answers. Each learner should take two turns to write down a K and a W (or more if time allows). They can write in the L2, or in a shared L1 if needed (depending on proficiency levels).
- Once learners have all written down 2 pieces of information they know and 2 things they want to learn, give each learner a copy of the Prediction Exchange Individual Handout.
- Have each group remove the sticky notes or slips of paper from their Group Handout, and read through, together, the K and W entries they all wrote. Ask them to notice any similarities and differences between what they and their peers wrote down. Did their group members know similar or different things? Do they want to learn similar or different things?
- Once they have read through the Group Handout, each learner will fill out their Individual Handout. On this handout they will write down any trends they noticed for their groups' K's and W's, as well as any information that was new to them, or new things they want to learn. Allow learners adequate time to fill out this handout.
- Then bring the whole group back together, and ask learners to reflect on what any similarities or differences they noticed within their small group. Were there any noticeable trends? Were they surprised by any of their groups’ K’s or W’s? Why or why not?
- If learners don’t have much in response to the quesitons from step 9, remind them that making predictions relies on using knowledge one already has. For example, if you have different knowledge than someone else, would you make a different prediction about what the text is about, or about what you would need to learn to better understand it? Why or why not?
Modifications:
- This activity can be revisited after learners have read their texts in order to complete the remainder of the KWLH chart mentioned in the video. Learners would then make lists for L (what I learned) and H (how I learned it), in addition to their already completed lists for K and W.
- This activity can be modified for digital learning environments by having learners examine their texts and fill out the two worksheets digitally. Learners may skip taking turns and covering their answers if filling out a digital Group Handout. In this case, learners can use a Google Jamboard or similar, which allows them to add their ideas as individual sticky notes and then to move and arrange the notes to point out any trends they see.
Source: CASLS
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Title: Choice Baskets & Other Independent Activities for Elementary World Language Classes
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From: https://www.mundodepepita.com/2022/08/choice-baskets-other-independent.html
This blog post describes individual and small group activities that are effective with elementary (K-5) language learners that support learner agency, independence and self-directed learning. Ideas presented include choice baskets, which provide learners with multiple options for tasks, and also allow them to choose the length of time spent on a chosen task. This resource would be useful for teachers looking to foster greater learner independence, as well as to encourage building positive working relationships between individual learners.
Visit: https://www.mundodepepita.com/2022/08/choice-baskets-other-independent.html
Source: Mundo de Pepita
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Title: Woolaroo: Preserving Languages with Machine Learning
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From: https://artsandculture.google.com/project/woolaroo
This app, created in collaboration with the Google Arts & Culture project, allows users to take a picture of something in their environment and then learn the words for it in 17 endangered languages and dialects. Machine learning is utlized to recognize objects in users' photos and. The website also provides select video and audio archives of the languages covered, as well as more information about preservation and dcoumentation of language and other important cultural phenomenon. This would be a useful resource for introducing learners to current examples of AI and machine learning use in language preservation and revitalization, and for sparking discussion about the potential benefits or drawbacks of such use.
Visit: https://artsandculture.google.com/project/woolaroo
Source: Woolaroo, Google Arts & Culture
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Title: Want more meaningful classroom management? Here are 8 questions teachers can ask themselves.
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This blog post discusses how teachers can use self-reflective techniques to interrogate and improve the learning environments that they build and steward. The post highlights the importance of recognizing the cooperative nature of a classroom, understanding power dynamics between teachers and learners, and creating a fair, rule-governed, space for learners. This resource would be useful for any teacher planning for the new school year, especially for those who want to reflect on, revisit, or even overhaul how they manage the learning environment, to better fit learner needs and context.
Source: KQED Mindshift, Nimah Gobir
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Title: Content, Language, and Culture Learning Targets
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From: https://www.languagemagazine.com/2022/08/22/content-language-and-culture-learning-targets
This post presents the C6 Biliteracy Instructional Framework (C6BIF), used since 2018 in dual language, bilingual, world language, ESL, and English monolingual teaching. Along with the rationale and historical context of the C6BIF, it discusses the six step framework that offers a model of language instruction that integrates content, language, and culture learning targets. The perspectives and resources in the post will be useful for educators and administrators looking to both build curricula and plan lessons using a critical consciousness framework, and center on the co-creation of meaning in their language curricula and teaching.
Visit: https://www.languagemagazine.com/2022/08/22/content-language-and-culture-learning-targets
Source: Language Magazine, José Medina
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Title: Spanish Classroom Decor Ideas for Back to School
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From: https://srtaspanish.com/2022/08/01/spanish-classroom-decor-ideas-for-back-to-school/
This article gives ideas for decorating a Spanish classroom, including suggestions such as word walls, displaying student work, play-on-word decorations, and even a display of emojis in Spanish. The learning goals underlying each suggestion, such as helping learners get to know each other or to remember key phrases or vocabulary, is highlighted. This resource would be especially helpful for Spanish teachers who are brand new to the classroom, though experienced teachers may find new ideas to try out as well.
Visit: https://srtaspanish.com/2022/08/01/spanish-classroom-decor-ideas-for-back-to-school/
Source: Srta Spanish
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Title: InterCom: September 5, 2022
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Happy September, and happy back to school season for those beginning a new school year!
Join us this month as we begin a brand new series on tips for navigating ambiguity when communicating in the target language. This week we dive into recognizing whether a language has more of a hearer- or a speaker-orientation, meaning whether the hearer or the speaker is the subject of what is communicated.
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 Video and Activity of the Week! This activity guides learners through determining whether the target language has speaker and hearer orientation when speakers make a request or apologize.
- Check out this resource to explore more about hearer-oriented and speaker-oriented strategies for apologies.
Happy exploring! We are excited to continue engaging with you this week.
Source: CASLS
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Content Type: 4
Title: Which Orientation Is It?
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This activity guides learners through deciphering whether their target language tends to have more of a speaker-orientation or a hearer-orientation for requests and apologies. It was written for intermediate or advanced learners. Modifications for novice learners are included in the Notes section.
Learning outcomes:
Learners will be able to:
- Name two examples of target language requests or apologies
- Identify whether example requests/apologies demonstrate hearer or speaker orientation
- Give evidence for why examples are hearer- or speaker-oriented
Mode(s): Interpersonal, Interpretive
Materials: Speaker and Hearer Orientation: Recognizing Patterns Video, Which Orientation Is It? Handout, examples of requests and/or apologies in the target language (learner-selected, 2 per learner)
Procedure:
- In the whole group, ask learners to define the word “orientation.” What does it mean in general? Learners may answer things like “facing towards or away from something,” or “a direction.” Write answers on the board or a digital document for all to see.
- Then ask learners to think about what “orientation” might mean in a communicative context. How are people who are communicating oriented to each other? This could include ideas like “how they stand,” “where they face,” “what they are thinking about.” Add their thoughts to the brainstorm from step 1. Then introduce the terms “speaker orientation” and “hearer orientation.” Tie these two terms back to learners’ brainstormed ideas if appropriate (especially if learners have volunteered ideas about the feelings or actions of people when communicating), but do not yet give full definitions of the terms.
- Next, show learners the Speaker and Hearer Orientation: Recognizing Patterns Video. After watching the video, ask the group to define “speaker orientation” and “hearer orientation.” based on what learners remember from the video. These definitions should be something along the lines of “speaker orientation centers the speaker's feelings, hearer orientation centers the hearer’s action/response.” Add these definitions to the board or digital document for learners to reference.
- Ask learners to think about why orientation might matter for situations like apologies and requests, as was mentioned in the video. What about orientation could cause miscommunication or confusion for apologies and requests? Learners’ answers may include ideas like “the other person won’t know you’re asking for something,” or “the person doesn’t know you are apologizing and thinks you’re rude,” etc. If learners do not volunteer ideas, replay the apology in Spanish example (“dicúlpame/lo siento) or the “Hey, I need a pen” example from video and ask them to break down what is happening to cause miscommunication in these examples.
- Then have learners take out the examples of apologies and requests they brought in to work with. These could be audio, video, digital or printed materials, depending on learner interests. They will work with one apology or request phrase said or written by the speaker/writer from each of two examples.
- Give learners the Which Orientation Is It? Handout, and allow adequate time for learners to fill it out for at least one of their examples, if not both. On the worksheet they will write down the apology or request phrase or sentence, check off whether it is an apology or request, choose whether the example is speaker-oriented or hearer-oriented, and give evidence for which orientation they think it is. Encourage learners to be specific about the evidence they give- whose feelings or thoughts are the subject of the interaction? What, if any, action is expected from the hearer/reader? How do they know?
- Reconvene the whole group, and ask for volunteers to explain, show/play (for audio or digital media) or reenact their example. Learners may do this individually if they are comfortable doing so, or can work in pairs to present. If learners prefer to work in pairs, give the whole group a few minutes to plan for how to present their example prior to presenting.
- Once the presenter(s) has explained, shown or reenacted the example, have all learners vote on whether they think each example is hearer- or speaker-oriented. This can be done in any number of ways, including:
- by pointing to their mouth for speaker-oriented and to their ear for hearer-oriented
- by using a digital poll where learners choose one or the other
- by having learners get up and move to one end of the classroom for speaker-oriented and the other end for hearer-oriented
- by having learners move icons in a digital document to one side or the other, or make/draw marks on one side or the other
Choose the way that best fits your context and learner needs or preferences.
- Then have the learner who presented the example give their vote and explain their evidence. Do they agree or disagree with the group’s assessment? Why or why not?
- When examples occur where learners do not agree on orientation, remind them of when the video said that languages tend towards one orientation or the other, but that this does not mean that every language, and every person who speaks that language, will do so using the same orientation.
- Then ask learners to think about the orientation in their L1s and how it compares to the examples in the video and that they brought in. Ask for a show of hands for how many learners think their L1 tends to be speaker-oriented? How many tend to be hearer-oriented? Why do they think so/what evidence from their L1 use can they provide to support this?
- Finally, ask learners to think about the differences in orientation, if any, between their L1(s) and the L2. Will knowing the orientation affect how they think they will make requests or apologize in the L2?
- Alternatively, the discussion questions in step numbers 11 and 12 could be a journaling prompt instead of (or in addition to) a class discussion, if time is short and/or learners would benefit from more time to reflect before answering.
Notes: Modifications for novice learners
For novice learners, provide pre-selected examples of requests or apologies. These can be from textbooks or other texts or digital content learners have already used in class, so that they are familiar with the content beforehand. The video can be played multiple times, or its content restated in simplified terms by the teacher if needed. Learners may benefit from reenacting and then discussing one of the example scenarios from the video as practice for filling out the handout. They can also fill out the handout together as a whole group, facilitated by the teacher, instead of filling it out individually. In this case, learners could volunteer to present or reenact each example before the group fills the worksheet out, instead of steps 7-9 above. The evidence given can be simplified as much as needed (for example, evidence for speaker orientation could be “speaker feelings” or “what I feel”, vs. “hearer action” or “what you do” for hearer orientation).
Source: CASLS
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Title: Four circles of self-care: a tool to help students make mental health a daily practice
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For the past decade, and especially during the years of the pandemic, mental health issues have been on the rise in students. This article discusses Know Resolve’s visual model of the four circles of self-care as a resource for students to help them better understand and cope with stress and anxiety. The four circles are physical, emotional, mental, and spiritual wellbeing. Students can fill in each circle with activities that they enjoy every day, which can help them see and appreciate the positive aspects of their lives. This resource would be useful for teachers who want to incorporate students’ self-reflection about wellness into their classroom culture.
Source: KQED Mindshift, Kara Newhouse
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