October Update from Polly Glot

Polyglot Press

Staying Connected to World Language Teaching Resources

October 29, 2012

It is wonderful to receive and discover news of great events and accomplishments. Thanks as always to those who share.  This digital newsletter is also archived at www.polyglotpress.blogspot.com  New ideas, websites, projects, and creations are always welcome.

BRAVO

·         Welcome to Paula Venegas, from Santiago, Chile, who arrived to teach Spanish at Sun Valley High with the VIF (Visiting International Faculty) program. Paula has experience with high school and elementary English teaching as well as Spanish for second language learners.

·         Wanda Parks is organizing the Hispanic Heritage student performances at Forest Hills High.

·         Pascale Perreau creates a list of I can statements and I know statements per unit to copy for her French 1 students at Cuthbertson Middle. She also adds a self-assessment section: “I have mastered target numbers (circle all that apply); I need extra practice in target numbers (circle all that apply): What will I do for extra practice? _____” Pascale also uses the TPRS drawings from Allez, viens as picture prompts for presentational speaking and writing. Realidades has TPRS drawings for Spanish students. Penpals are a great way to bring modern culture, visuals, perspectives and friendship to your students. Enjoy the Animoto video about the postcards received at Cuthbertson Middle School from their penpals from St. Andiol in southeast France http://animoto.com/play/LQz2BWxOKG1zzt80zqX93A?utm_content=main_link

·         Stacie Thompson uses epals and Global Gateway through the British Council’s Schools Online is another option. See http://schoolsonline.britishcouncil.org/Global-Gateway to find penpals for her Spanish students at Cuthbertson High.

·         Two Argentine principals visited Andrew Rosene and Stacie Thompson’s Spanish classes at Cuthbertson High. The visiting principals are hosted by Principal Neil Hawkins of New Salem Elementary through the American Council for International Education http://www.americancouncils.org/program/40/APEP/

·         Study of Spanish Takes Global Learning Out to Lunch - Seven Marvin Ridge High School students and their two teachers, Jose Sevilla and Cathy Eisner, were among the attendees at the World Affairs Council of Charlotte recent luncheon hosting HE Francisco Campbell, Ambassador from Nicaragua to the United States.  During his remarks, the Ambassador noted the importance of growing the relationship between the United States and Central America, and that global education would be a key factor in the future of the two countries.

·         The TPRS two-day workshop in Durham was attended by Sibyll Spoons-Salazar of Weddington High, Nordine Schweister of Weddington Middle, and Stacie Thompson of Cuthbertson High.

·         Alice Shrader attended the World View Symposium as part of the GIG committee at Marvin Ridge High. World View ‘s Symposium explores significant global issues, offers best practices in global education, and provides educators an opportunity to develop a global action plan for their classroom, school, or system. Readings include: Why 2013 Will Be a Year of Crisis; Experts Warn of ‘Perfect Storm’ for Global Economy. How Green Was My Lawn; Global Trends 2025: A Transformed World; An Attainable Global Perspective; Turning Global Activism into A Game; A Tipping Point in the Fight Against Slavery? http://worldview.unc.edu/programs-2/fall-symposiums/k-12-global-education-symposium-2012/

·         Katie Kane’s Spanish students are communicating with Spanish penpals using epals. Her Piedmont High students individually write to their penpals in the computer lab at the end of each chapter incorporating what they learned in the chapter and practicing for the writing section of the exam. Following the chapter exam, the students record an audio message similar to their written message but speaking from memory on FLIP video cameras to send to their penpals, thus addressing presentational communication with technology and a meaningful ‘audience’ (the penpals). Exciting!

·         If you are interested in learning more about the items above, please contact these people directly for details.

Professional Development

·         November 1 3:30 – 4:30 p.m. LinguaFolio Webinar - The World Language Webinar Series for 2012-2013. This is a webinar for the LinguaFolio Community and is open to any educator (ESL, World Language, or other content area) who is considering, training with, or implementing LinguaFolio - the formative assessment tool for language learning. We will be sharing updates on LinguaFolio resources, including e-LinguaFolio functionality, and discussing how to network and collaborate more as a community of LinguaFolio users. To register for this webinar, please go to https://www4.gotowebinar.com/register/267040775 and complete the registration form. Connection information and reminders will be sent directly to the email address that you provide. The virtual space will open at 3:00 p.m. on November 1^st so that participants can login before the start of the broadcast at 3:30 p.m. To submit questions for this webinar, go to http://tinyurl.com/WLWebinarQuestions and complete the form. As always, all materials (PowerPoint presentations, handouts, etc.) and a link to the webinar archive will be posted on the 2012-2013 World Language Webinars wiki page at http://wlnces.ncdpi.wikispaces.net/2012-2013+Webinars within one week following the live broadcast. 

·         The Department of Public Instruction has developed nine, new, online modules as a means of providing professional development that is flexible and can be used by districts and charter school teams in ways that best suit their needs. For additional information about the modules, enrollment information, and strategies for implementation, please see the Phase II Online Module Implementation Guide at http://rt3nc.org/pubs/implementation_guide_2012.pdf

o    Modules are available through the NC Education site at https://center.ncsu.edu/nc/course/category.php?id=33281

o    Connecting with Our 21st Century Learners 10 hours / 1.0 CEU Participants observe and analyze model lessons to identify 21st century skills and methods of teaching them, design a lesson incorporating 21st century skills and tools, and collaborate with colleagues to critique lessons developed by other participants.

o    Introduction to Data Literacy 4 hours / 0.4 CEU This module provides an introduction to data literacy. Both teacher and principal perspectives are included. It includes information on types of data, strategies for analyzing and understanding data, and processes for determining how these can influence instructional practices. In order to design effective instruction and learning environments, educators need to determine what learners know and effectively use the evidence collected. This module aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction.

o    Digital Literacies in the K–12 Classroom 12 hours / 1.2 CEU Students need continual guidance in building digital literacy, and teachers need continually to reflect on how best to provide that guidance and to refine their own skills. Just as basic literacy—reading and writing—must be a part of teaching and learning in every content area, so must digital literacy. This module offers a sound and thorough grounding in digital literacy as it pertains to the classroom, or of digital literacies, as the title of the module says, for there are many ways of thinking about digital literacy.

o    Literacy in History/Social Studies, Science and Technical Subjects 3 hours / 0.3 CEU This introductory module defines literacy in the disciplines. Learners will receive an overview of the connections between the North Carolina Essential Standards and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects. They will then have guided practice examining, discussing, and creating learning activities for students that integrate the North Carolina Essential Standards and the Common Core Literacy Standards for disciplines in grades 6–12.

o     

Events

·         November 10, 2012 Scandinavian Festival – 10:00 a.m. – 5:00 p.m. Carolina Courts; 7210 Stinson Hardis Road; Indian Trail, NC 28079; http://www.scandinavianconnection.org/scanfest/

Integrating the NC WL Essential Standards

o    Spontaneous Presentational Speaking Ideas – for practice and assessment http://www.eyeoneducation.com/Blog/articleType/ArticleView/articleId/1291/Foreign-Language-Activity-Using-YouTube-for-Spontaneous-Speaking#.UIjALG_A-f4

o    Capture the Flag- an idea on how to monitor and increase communicative second language use in the classroom https://www.eyeoneducation.com/Blog/articleType/ArticleView/articleId/1253/Foreign-Language-Activity-Capture-the-Flag

o     

World Languages Common Assessment

·         Michael Yarborough, NC Communication Specialist for Race to the Top, shared the following in the Race to the Top Update October 17:

·         The Smarter Balanced sample items and performance tasks were released Oct. 9. In less than a week, more than 45,000 people have visited the website. Public interest has been high, as indicated by numerous articles, blog posts, and a high volume of social media activity. The sample assessment items and performance tasks can be viewed on the Smarter Balanced website at http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

·         “Arts Education, Healthful Living and World Language Assessment Examples were developed as part of North Carolina's Race to the Top plan to support standards implementation. These examples are not intended to be used as standardized statewide tests, but to serve as examples of some ways that standards (or parts of the standards) might be assessed in the classroom, by individual teachers. The examples are intended to help illustrate ways that the standards could be assessed, but are not required or mandated for statewide student or teacher accountability, and they are not Common Exams (formerly known as Measures of Student Learning). Teachers are encouraged to implement assessments in ways that make sense to their teaching situations and that best fit the needs of their students. The examples that have been reviewed and approved, along with a description of the development process, are accessible from the following web pages:

o    http://ances.ncdpi.wikispaces.net/AEs+for+Arts+Education

o    http://hlnces.ncdpi.wikispaces.net/AEs+for+Healthful+Living

o    http://wlnces.ncdpi.wikispaces.net/AEs+for+World+Languages

·         Additional examples are being refined and are expected to be available by mid-December 2012.

·         On October 10, the Department of Public Instruction and NC Principals and Assistant Principals Association held a webinar on educator effectiveness, with a focus on the Common Exams.  To ensure that you receive pertinent info on this topic, we have archived the recorded webinar online.  To view it, please visit https://www1.gotomeeting.com/register/142460961.  You will be prompted to complete a form as if you were registering for the live webinar.  This action will provide you with access to the recorded version.

·          Please note the open-ended nature of these assessments. It will be helpful to adjust your own assessments to include open-ended assessments.

o    On the WL page above, one will find the Assessment Examples reviewed by proficiency level at the August 23 UCPS Curriculum Day. Note that, per this information, world language state assessment examples do not include multiple choice questions, but do include ‘brief constructed responses, extended response and performance tasks. http://wlnces.ncdpi.wikispaces.net/AEs+for+World+Languages

Technology Tips

·         Edmodo app voted one of top ten Apple apps for iphone and ipad (free) http://www.eschoolnews.com/2012/04/21/new-10-shiny-apple-apps-for-education/2/?

·         Homework app voted one of top ten Droid apps – (free) organize homework deadlines, priorities, calendar, etc.  http://www.eschoolnews.com/2012/06/01/new-10-of-the-best-droid-apps-for-education-in-2012/2/?

·         AnyMemo app –  voted one of top ten Droid apps – (free)  text-to-speech, MP3/OGG/WAV audio; download millions of flash card db to study Arabic, English, Chinese, Japanese, Spanish, German, French, from anymemo.org, flashcardexchange, Quizlet, or StudyStack; download and upload from/to Dropbox; import from StudyStack; import flash cards from Mnemosyne, http://www.eschoolnews.com/2012/06/01/new-10-of-the-best-droid-apps-for-education-in-2012/

Global Opportunities

·         World Affairs Council – teacher educator scholarships up to $2,500. “The Council Scholar Program offers a unique opportunity for selected educators (K-12) to travel out of the country and bring their experiences abroad home to their school community in North Carolina. We are looking for internationally-minded educators and administrators who are currently working to provide a global perspective in their classrooms.  Applicants should have a desire to immerse themselves in an international topic/region and be enthusiastic about bringing their experiences home to their classroom, school and colleagues. Deadline: Applications must be received by 4 p.m. on November 30th, 2012. The applications can either be mailed or hand delivered to the Council. http://www.worldaffairscharlotte.org/educationoutreach/councilscholar/2012-2013/councilscholarapplication.htm

·         Students can apply to live overseas in high school with full scholarships http://exchanges.state.gov/ Search by county or keywords to find scholarships through the US State Department Bureau of Educational and Cultural Affairs.

o    The deadline to apply to the National Security Languages Initiative for Youth scholarships for study in countries with critically needed languages is November 1, 2012.

o    The deadline for the Bundestag Youth Exchange Program in Germany is January 2013.

·         Irish Society of Charlotte - http://irishsocietyofcharlotte.org

Global View Points

·         Take ePals Global Citizens Pledge! What is a global citizen? A global citizen is someone who:

o    Wants to learn more about the global community to which we all belong.

o    Understands the interconnectedness of the world (socially, culturally, politically, economically, and physically.)

o    Believes in responsible stewardship of the environment.

o    Has a respect for human rights and cares about injustice.

o    Promotes peaceful conflict resolution.

o    Is aware of global issues, takes responsibility for global issues, and takes action to make the world a better place. http://en.community.epals.com/epals_cares/b/global_citizens_activities/archive/2012/05/10/global-citizens-pledge.aspx Thanks to Alice Shrader, Spanish teacher at Marvin Ridge High, for sharing.

·         Understanding China - EU Relations – With Europe in the midst of an economic crisis and the United States announcing a pivot to Asia, relations between China and Europe are at a critical point http://carnegieeurope.eu/publications/?fa=49688&lang=en

·         The University of Montana, at Missoula, has three year old language training program contracted by the Department of Defense immersing U.S. troops and diplomats in critical languages and cultures where American interests are at stake. The program includes avatar-based learning, synchronized video teleconferencing and an immersion program in Korean. UM received the largest share of the DOD grants at $2 million. As Pashto declines in its importance, UM will have to be positioned to do other things. They started up a Korean program and also offers instruction in Arabic. There's more emphasis on Dari. They hope to do Chinese down the road. Pashto and Dari are both spoken in Afghanistan. There's interest in introducing North African languages, especially as U.S. interests there grows with the fallout of the Arab Spring and the emergence of al-Qaida in Somalia. http://www.northjersey.com/news/education/175151581_UM_language_program_teaches_troops__diplomats.html

Global Resources

·         Food in Every Country http://www.foodbycountry.com/

Chinese Resources

·         2012: The Year Mandarin Chinese Becomes a 'Commonly Taught Language'?

http://asiasociety.org/blog/asia/2012-year-mandarin-chinese-becomes-commonly-taught-language

Spanish Resources

·         Play along with the World Affairs Council of Charlotte as the teams compete. One category is The Cuban Missile Crisis. Resources include: Harvard Kennedy Center – Cuban Missile Crisis http://www.cubanmissilecrisis.org/

1.     JFK Presidential Library http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx

2.     Cuban Missile Crisis –NY Times http://www.nytimes.com/2012/06/16/opinion/at-50-the-cuban-missile-crisis-as-guide.html?_r=0

3.     Wikipedia – Cuban Missile Crisis http://en.wikipedia.org/wiki/Cuban_missile_crisis

4.     Cuban Missile Crisis – US Navy http://www.history.navy.mil/faqs/faq90-1.htm

5.     Cuban Missile Crisis – History Channel http://www.history.com/videos/cuban-missile-crisis#cuban-missile-crisis

6.     Cuban Missile Crisis - Timeline http://www.nuclearfiles.org/menu/key-issues/nuclear-weapons/history/cold-war/cuban-missile-crisis/timeline.htm

7.     Cuban Missile Crisis - Quiz http://www.funtrivia.com/quizzes/history/us_history/cuban_missile_crisis.html

8.     Cuban Missile Crisis – Quiz (BBC) http://www.bbc.co.uk/apps/ifl/schools/gcsebitesize/history/quizengine?quiz=causesofthecubacrisistest&templateStyle=history

Colombus Day! The Ships Arrive in a New World

Polyglot Press

Staying Connected to World Language Teaching Resources

October 12, 2012

Thanks for the wonderful ideas found, shared and discovered while touring the county world language classrooms. This digital newsletter is also archived at www.polyglotpress.blogspot.com New  ideas, websites, projects, and creations are always welcome.

BRAVO!

·         The East Union Middle School Teacher of the Year is ... Yubely Zolke. Yubely has been involved in many efforts across the county including creating a digital version of the 6^th grade locally adapted Spanish textbook, teaching WL and EUMS teachers how to use Smart Notebook software, teaching about how she has incorporated laptops into her world language instruction at curriculum day, etc. She also presented last year at FLANC about the use of SmartNotebook in World Language classes. Yubely is a native of Colombia who came to the US as a VIF teacher in a pilot program with some of VIF’s most promising young teachers. Yubely is now married and lives in Indian Trail. She has taught at Porter Ridge Elementary and East Union High School.

·         Tyler Vaughan, Spanish teacher at Cuthbertson Middle, shares the following Animoto clip he created for Day of the Dead http://animoto.com/play/SSTmtN02VJx5KhZ6Yr5q0A

·         Pascale Perreau, French teacher at Cuthbertson Middle, shares the Animoto she created for National French Week http://animoto.com/play/3FGjOhlrf1eO5NrPWfsNtw?utm_content=main_link Enjoy!

·         Alice Dipom is working with XtraNormal and showing her students how to create animated characters that can speak and move. Use alt codes and the numeric keyboard on your desktop or lap to type in accents, foreign letters and foreign punctuation http://www.xtranormal.com

·         Nordine Schweister is challenging the French teachers to create some exciting videos of student accomplishments to post on YouTube. Here is one from his French class at Weddington Middle’s YouTube channel as they sing the French alphabet http://www.youtube.com/watch?v=aJqaol-FXms&list=UUWMfoRw6gHjtHrpSi1eElCg&index=3&feature=plpp_video

·         Christina Bachiller has mastered assessment for presentational communication (NC WL Essential Standard 3). In less than 30 minutes, she takes her whole class to the lab to record their speaking assignment. Every student has a half-sheet drawing (by Christina) representing what they need to talk about: student’s name, the weather outside, what they like to do, what they don’t like to do, etc. She reminds them how to use the software, what buttons to press, what they have to include, that they have all practiced this before and that they are very capable. Voila! 30 student oral speaking assessments! Done!

·         Attending the FLANC Conference in Winston-Salem this year! Daisy Rodriguez (Parkwood HS), Yubely Zolke (East Union), Soledad Townsend (Parkwood MS), Edna Castiblanco (Porter Ridge MS), Donna Podgorny. We will share what we learn with all UCPS WL teachers soon.

Events

·         September 15 – October 15 Hispanic Heritage Month

·         October 12 Día de la raza – Recognition of the mixing of the races as a result of the conquest of Latin America by the Europeans.

o    http://zedillo.presidencia.gob.mx/welcome/PAGES/culture/note_12oct.html

o    http://gosouthamerica.about.com/cs/southamerica/a/CulDiaRaza.htm

o    http://www.elbalero.gob.mx/kids/about/html/holidays/race_kids.html

o    http://www.lasculturas.com/aa/aa100800a.php

·         October 14 – Latin American Festival Charlotte Internationally renowned musical acts, savory cuisine, visual artist demonstrations, authentic crafts, dance presentations, and interactive children’s activities. You won’t know where to look next! The festival takes place from 12:00 to 8:00 p.m. (rain or shine) at Symphony Park at South Park Mall, 4400 Sharon Road, Charlotte, NC 28211. General admission is $5, children under 8 are free. All proceeds from the festival support the Latin American Coalition and the Latin American Women’s Association’s programming. http://www.latinamericancoalition.org/festivallatinoamericano/about

·         October 24, 2012 United Nations Day

·         October 25, 2012 Eid al Adha begins at sundown. This is an important religious holiday celebrated by Muslims worldwide to commemorate the willingness of Abraham to sacrifice his son Ishmael as an act of obedience to God before God intervened to provide him with a sheep to sacrifice instead. Muslims who can afford, sacrifice their best domestic animals (usually a cow, but can also be a camel, goat, sheep or ram depending on the region). http://en.wikipedia.org/wiki/Eid_al-Adha

·         November 1 – 8, 2012 National French Week http://www.frenchteachers.org/nfw/

·         November 12 – 16 International Education Week http://iew.state.gov/ is an opportunity to celebrate the benefits of international education and exchange worldwide. This joint initiative of the U.S Dept. of State and US Dept. of Education.

Professional Development

·         October 11 – 13 FLANC Conference – Foreign Language Association of North Carolina – Winston Salem, NC http://www.flanc.org/?sec=conference

o    Pre-Conference Workshops ($30 per half day or $60 whole day): Thursday, Friday night,

o   Conference – Friday – Saturday $140- 60 minute sessions Full-conference registration on-site

o   Saturday only $75 on-site registration

o    Post-Conference workshops ($30) - Saturday afternoon 2:15 – 5:15 p.m.

·         Links are in Moodle for the October 8 World Language Teachers’ Tech Tools workshop. Find tutorials and some samples for Chirbit, Audacity, SmartBoard Recorded, Voice Thread and One Note. Thanks to Jan Anderson and Joey Barber, Instructional Technology Faciliators, for their wisdom, presence and support. http://moodlepro.ucps.k12.nc.us/course/view.php?id=468

·         Tech Time - Technology Services is pleased to announce a series of Professional Development Opportunities for Middle and High School teachers that will focus on integrating technology and educational best practices. These sessions are designed for all content areas, and you will leave each session with something you can take back to your class and use right away. Don’t hesitate!!! Save your spot today by going to http://pdc.ucps.k12.nc.us and registering for “Middle / High Tech Time.” Attend all 6 session and receive 1 Literacy CEU! 4:15 – 5:45 p.m. at the Technology Services Center at 721 Brewer Drive, Monroe.

o    Middle / High Tech Time - INTEGRATING TECHNOLOGY AND EDUCATIONAL BEST PRACTICES.

o    October 25, 2012………..Making Moodle Interactive: Glossaries, Games, and More

o    November 15, 2012……..Student Collaboration with Google Docs

o    January 8, 2013………….Student Portfolio Projects Using Google Sites

o    February 7, 2013………..Formative Assessments Using Moodle Journals and Quizzes

o    March 5, 2013……………Collecting, Analyzing, and Applying Data with Google Forms

o    April 16, 2013…………...Evaluating and Creating with Google Presentations

Integrating the NC World Language Essential Standards

·         Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers. By Tedick, Diane J. (ed.).  Center for Advanced Research on Language Acquisition. Minnesota, 1998. http://www.carla.umn.edu/articulation/handbook.html

·         Oral Assessment per DPI (2001) http://www.dpi.state.nc.us/curriculum/worldlanguages/resources/orallanguages/

·         Teachers Can Register for Webinar on Common Exams Join the NC Department of Public Instruction and the NC Association of Educators for a webinar on the new Common Exams (formerly referred to as Measures of Student Learning). Find out more about the creation of these new assessments, and how they will be used in the sixth standard rating for teachers. The webinar will be held on Wednesday, Oct. 24, from 4:30 to 5:30 p.m. Register at https://www1.gotomeeting.com/register/217537432 Reminder that the world language NC Common Exams (Measure of Student Learning exams = MSLs) are not expected this year and will not arrive until at least 2013-2014. “More Information is coming soon” for World Languages. http://www.dpi.state.nc.us/docs/educatoreffect/measures/msl-timeline.pdf

·         Technology is one excellent way to give students access to NC WL Essential Standard 2 – listening activities in which the students listen for a purpose and control when to stop, rewind and repeat a listening passage or section. Picture prompts are one way to prompt students address NC WL Essential Standard 3 to present orally or in writing. Screencast-o-matic is just one tool for students to record their speech about a picture or writing. Enjoy some of the tasks Daniela Kolarska has created in her Moodle pages: Spanish 1 http://moodlehigh.ucps.k12.nc.us/course/view.php?id=35896 ; French 1 http://moodlehigh.ucps.k12.nc.us/course/view.php?id=35897 

·         How do find the time to record students’ speaking ability? Jennifer Edenfield uses the ‘voice recorder’ on her laptop for her Parkwood High Spanish 1, 2, and 3 students to quickly record their presentational speaking assignments. She can complete a whole class of students during the 90 minute slot. All that is needed is a laptop with a microphone and the software for ‘voice recorder’. If you don’t know how to find the ‘voice recorder’ for your laptop, just type in ‘voice recorder’ in the search space above the “Windows” signal on your PC. Create one folder on your laptop for the student creations so that the students can easily save their file for you to easily access later.

Supporting the Common Core

·         EduCore has a tool with three templates for argumentation, informational, and narrative teaching support middle and high school educators who are implementing the literacy standards in all disciplines. Created by the Literacy Design Collaborative, each template offers secondary teachers fill-in-the-blank "shells" built from the Common Core standards that allow educators to insert the texts students must read, writing students must produce, and content students must address. In addition, the EduCore tool empowers content-area teachers to create their own tasks for students that support engagement and growth within the CCSS. Related resources include videos that instruct educators how to create their own templates and Microsoft Word templates teachers can use to develop their own modules. Through a simple registration process, educators can access additional EduCore features, such as the ability to save searches, organize tools, and annotate resources. http://www.literacydesigncollaborative.org/  

o    Here is an example of a type of LDC template task: Level 1: After researching _____ (informational texts) on _____ (content), write a _____ (report or substitute) that defines _____ (term or concept) and explains_____ (content). Support your discussion with evidence from your research. L2: What _____ (conclusions or implications) can you draw? Multiple templates and rubrics are in their free online book http://www.literacydesigncollaborative.org/wp-content/uploads/2012/02/LDCBook_web.pdf

o    No matter what the LDC template task, they all require teachers to create an assignment that asks students to:

§  Think, in ways that prepare students for success in college and the workplace

§  Read, analyze, and comprehend texts as specified by the common core

§  Write products as specified by the common core

§  Apply common core literacy standards to content

·         The UCPS is featured in the ASCD Common Core Implementation Resources for NC materials http://www.ascd.org/common-core-state-standards/implementation-resources-for-north-carolina.aspx for integrating the Common Core State Standards in NC http://www.ascd.org/ASCD/pdf/siteASCD/commoncore/NC_CC_STATE_STANDARDS_SUMMIT_revised.pdf Other states featured are: Arkansas, Colorado and Utah.

Advocacy

·         For global brands, multilingual websites are becoming a necessity. A recent study found that 58 percent of Fortune 500 companies have multilingual websites, and 70 percent of America’s biggest companies have some localized content. If a company already has a presence in a foreign market, content marketing is an obvious next step. But communicating effectively across national and linguistic borders can create unique challenges. Content marketing in foreign languages can be the key to reaching a much larger audience. Figures from Internet World Stats show that English is rapidly losing its position as the dominant online language, with growth in Arabic, Chinese, and Russian far outstripping it. English now only accounts for around a quarter of web users, with Chinese close behind. The Common Sense Advisory found that people overwhelmingly prefer to browse the web in their mother tongue. http://www.business2community.com/content-marketing/create-content-that-effectively-crosses-cultural-and-linguistic-borders-0289943

·         On Thursday, the US Defense Language Institute formally opened a language center in Stuttgart, Germany. Teachers are now working out of classrooms complete with new high tech gear, including SmartBoards that enable video conferencing. The language demands in Stuttgart are wide-ranging: French, Russian, Arabic, Pashto, Dari and Swahili are some of the more popular courses. In two years, DLI has trained 8,500 DOD personnel in Europe, with much of the focus on providing Pashto and Dari instruction to soldiers deploying to Afghanistan. DLI in Europe has two primary focuses: meeting the language needs of EUCOM and AFRICOM and providing basic language and cultural instruction to forces deploying to Afghanistan. The Monterrey, Calif.-based DLI is regarded as the military’s premiere foreign language program and dates back to 1941. vandiverj@estripes.osd.mil     http://www.stripes.com/news/defense-language-institute-gets-a-home-in-stuttgart-1.192041?localLinksEnabled=false

Global Opportunities

·         International Exchange and Research Opportunities for U.S. Classroom Teachers - The U.S. Department of State’s Bureau of Educational and Cultural Affairs offers Fulbright grants for U.S. primary and secondary classroom teachers, guidance counselors, curriculum specialists, curriculum heads, Talented and Gifted coordinators, Special Education coordinators and media specialists/librarians to participate in international exchanges during the 2013-2014 academic year through the Fulbright Classroom Teacher Exchange Program (CTE) (http://www.fulbrightteacherexchange.org/fulbright-classroom-teacher-exchange-program) and the Distinguished Fulbright Awards in Teaching Program (DA) (http://www.fulbrightteacherexchange.org/distinguished-fulbright-awards-in-teaching-program) . By living, teaching or conducting research overseas, U.S. teachers gain new skills, learn new instruction and assessment methodologies and share best practices with international colleagues and students. Teachers also have the opportunity to expand their understanding of other cultures and international education systems that will enrich their U.S. home schools and local communities with global perspectives.  Teachers may apply for the CTE Program for one of six countries: the Czech Republic, France, Hungary, India, Mexico and the United Kingdom.  Teachers may apply for the DA Program for one of eight countries: Argentina, Finland, India, Mexico, Morocco, Singapore, South Africa and the United Kingdom.  For more information about eligibility requirements, benefits and impact of these programs, please visit the program website, www.fulbrightteacherexchange.org . 

o    The application deadline for the CTE Program is October 15, 2012. The Fulbright Classroom Teacher Exchange Program is a direct one-to-one exchange of teachers from primary and secondary schools. The program operates between the United States and six countries worldwide for a semester or academic year. By living and working in the host countries, Fulbright Teachers gain a unique understanding and appreciation of the similarities and differences in cultures and education systems. Teachers interested in applying to the CTE program can find more information here: http://www.fulbrightteacherexchange.org/application-te2.

o    The application deadline for the DA program is December 15, 2012. Under the Distinguished Fulbright Awards in Teaching Program, highly accomplished U.S. primary and secondary level teachers of all subjects, guidance counselors, curriculum specialists, curriculum heads, Talented and Gifted coordinators, Special Education coordinators and media specialists/librarians may apply for this professional development program to carry out a course of study for three to six months abroad. The DA program provides U.S. teachers with the opportunity to study in an overseas research center or university and work within local schools in the host country.  Applicants will propose a Capstone Project at the time of application that should enhance their learning and have practical applications to their teaching. Teachers interested in applying to the DA program can find more information here: http://www.fulbrightteacherexchange.org/application-tp2.

·         For further information contact: Elizabeth (Betsy) Devlin-Foltz • Program Officer • Teacher Exchange Branch • Bureau of Educational and Cultural Affairs 2200 C Street NW - 4th Fl| Washington, DC 20522-0504 | U.S. Department of State | Washington, DC | (: 202.632.6334| 7: 202.632.9479| *: devlin-foltzea@state.gov

·   The U.S. Department of State announces scholarships for American high school students to study abroad:

·         The National Security Language Initiative for Youth (NSLI-Y) offers merit-based scholarships to U. S. high-school aged students for overseas study of seven critical foreign languages: Arabic, Chinese (Mandarin), Hindi, Korean, Persian (Tajik), Russian and Turkish. The NSLI-Y program is designed to immerse participants in the cultural life of the host country, giving them invaluable formal and informal language practice and sparking a lifetime interest in foreign languages and cultures. Applications for summer 2013 and academic year 2013-2014 programs are due November 1, 2012. Visit www.nsliforyouth.org for more information.

·         The Kennedy-Lugar Youth Exchange and Study (YES) Abroad Program offers scholarships to American high school students to spend the 2013-14 academic year in countries that may include Bosnia & Herzegovina, Egypt,Ghana, India, Indonesia, Malaysia, Mali (semester), Morocco, Oman, South Africa, Thailand, Tunisia, and Turkey. This post 9/11 program focuses on increasing understanding between people in the U.S. and countries with significant Muslim populations. The application deadline is January 16, 2013. Visit the YES Program’s website for more information.

·         The Congress-Bundestag Youth Exchange Program (CBYX) was established in 1983 to celebrate German-American friendship based on common values of democracy. Secondary school students live with host families, attend local schools, and participate in community life in Germany. Young professionals (undergraduates) and high school graduates of vocational studies ages 18-24 study and participate in practical training. Scholarships are now available for academic year 2013-14; application deadlines vary by U.S. region and range from September 2012 to January 2013. For more information and application deadlines, visit the organization in charge of recruitment for your state at USAGermanyScholarship.org.

·         The American Youth Leadership Program offers opportunities for American high students and educators to travel abroad on a three- to four-week-long exchange program to gain first-hand knowledge of foreign cultures and to collaborate on solving global issues. Several different organizations implement this program, and each has organized an academic and experiential educational exchange focused on dialogue and debate, leadership development, and community service. Recruitment areas and application deadlines vary, so please check the American Youth Leadership Program website for more information.

Global Competency

·         Education Secretary Arne Duncan on Oct. 2 called for the nation to move as fast as possible away from printed textbooks and toward digital ones. “Over the next few years, textbooks should be obsolete,” he declared. It’s not just a matter of keeping up with the times, Duncan said in remarks to the National Press Club. It’s about keeping up with other countries whose students are leaving their American counterparts in the dust. South Korea, which consistently outperforms the U.S. when it comes to educational outcomes, is moving far faster than the U.S. in adopting digital learning environments. One of the most wired countries in the world, South Korea has set a goal to go fully digital with its textbooks by 2015. http://www.eschoolnews.com/2012/10/03/education-chief-wants-textbooks-to-go-digital/

·         Excerpts follow from the book, Educating for Global Competence: Preparing Our Youth to Engage the World, by Veronica Boix Mansilla & Anthony Jackson, under the auspices of the Asia Society  

World languages

o    The study of world languages is a core component of global competence. Virtually all of the highest performing nations in the world require their students to begin sustained second language instruction from an early age. . .The failure to embrace the benefits of world language programs in the U.S. stems in part from a failure to recognize the ways learning another language contributes to a student’s broader academic and professional skill set. Learning a second language is one of the most effective ways to allow students to see things from multiple perspectives and consider worldviews that might differ from their own—a critical skill in an increasingly diverse nation and globalized world. And while there is much debate over which languages are most critical to learn, research shows that the skills developed learning one language can be applied to the learning of others. The goal, therefore, should be to make students effective learners of language in general, rather than just successful learners of one language in particular.

o    Building a successful world language program means ensuring that language is seen as much more than a class in a school building. Sustainable programs connect with other academic disciplines, engage the larger school community, and offer opportunities to interact with students in other countries through electronic exchanges, travel, or studying abroad. While the mastery of grammar and vocabulary have formed the core of most world language instruction in the United States, the best world language programs are those that go beyond language proficiency to build a more comprehensive framework for the development of students’ global competence. For example, world language students should be investigating the cultures and societies in which the target language is spoken, learning about the diversity and history of the people who speak, read, and write it. They should be making comparisons between the target language and culture and their own, developing a stronger understanding of differing perspectives as well as the general principles of language patterns and structure. Students should be communicating with diverse audiences that include native speakers of the language and using their developing skills in authentic contexts. Indeed, building connections with native speakers makes the learning experience more authentic—and these personal relationships can be a significant motivator for students to continue their language study over the long term.

o    In addition to offering robust programs that build student language proficiency over time, it is critical that world language programs engage learners. World language teachers need to consistently incorporate culture, including contemporary culture, into their instruction, and make the experience meaningful to students by fostering comparisons with their own. Similarly, world language programs should consistently make use of technology for both language learning and to connect students with their peers in other countries who speak the target language. Building connections with these and other native speakers will make the language learning experience more authentic and meaningful—and these personal relationships can be a significant motivator for students to continue their language study over the long term and to explore opportunities to travel and study abroad.

o    One of the key considerations in making a language program compelling for students is incorporating tasks that involve higher order cognitive skills—even at the beginning levels. While the grammar and vocabulary one learns in first- or second-year classes is inherently simple and limited, teachers can incorporate activities to engage learners at higher levels. For example, rather than just having students memorize grammar patterns or vocabulary, teachers can ask students to analyze and extract those patterns from authentic materials. Similarly, teachers can incorporate interactive games and role-playing scenarios that simulate real world situations, asking students to compare the target language and culture with their own.

o    Another mechanism for building student engagement is to incorporate content from other areas of instruction into the language classroom. Teaching lessons in the target language that connect to students’ science or history courses, for example, is a great way to make the language more relevant and interesting. The ultimate goal should be that students have the opportunity to develop their communication skills in the language, while at the same time developing the capacity to learn and think about languages and cultures more broadly— being able to apply their skills in the real world.

Superintendent Forums

·         At the September Superintendent’s Forum, it was reported that Dr. Ellis “said her vision for the future is to secure funding that would bring foreign language back into the elementary schools.” “Ellis talked about the G.I.G. (Globalization, Innovation and Graduation), an initiative that has become the school system’s mantra and the three main areas that serve as a focus for UCPS. In her discussion of the globalization initiative, Ellis mentioned the Splash Immersion Program, Gateway Elementary Schools, Global Scholars Program and the Global Schools and Global Teachers designations.” http://www.ucps.k12.nc.us/news/jump.php?news_id=369475
Future forums (all at 6:00 p.m.):  

Cuthbertson - Tuesday, Oct. 30, 2012 - Cuthbertson High School
Forest Hills - Tuesday, Nov. 27, 2012 - Forest Hills High School
Monroe - (Includes CATA, WBEC and Wolfe) - Tuesday, Dec. 11, 2012 - Monroe High
Sun Valley - (Includes UC Early College) - Tuesday, Jan. 29, 2013 - Sun Valley High School
Weddington - Tuesday, Feb. 26, 2013 - Weddington High School
Parkwood - (Includes South Providence) - Tuesday, March 26, 2013 - Parkwood High
Piedmont - Tuesday, April 30, 2013 - Piedmont High School
Porter Ridge - Tuesday, May 28, 2013 - Porter Ridge High School

Tech Tools

·         How to type accents and other foreign characters  http://tlt.its.psu.edu/suggestions/international/accents/codealt.html#foreign

Bloom’s Revised Taxonomy – per Homer Simpson

·         Bloom's Taxonomy (Revised) According to Homer Simpson http://bit.ly/ye6dlr

German Resources

·         Listen to the pronunciation of German names for both males and females http://www.nordicnames.de/Aussprache.html

Spanish Resources

o    Having troubles viewing the videos in the online Realidades textbooks? Try a different browser. It should work in Google Chrome. The county is recommending Google Chrome for most everything.

o    Daily news stories in Spanish for teenagers http://tweentribune.com/spanish Good for intermediate students’ for Standard 2 or for reading only headlines for novice mid or high students.