Polyglot Press
Staying
Connected to World Language Teaching Resources
March
4, 2013
Here’s wishing
you a wonderful National Foreign Language Week. This is our week to stand
centerstage at schools and to celebrate the wonder and value of learning more
than one language.
National Foreign Language Week – March 4 – 9, 2013
· National Foreign Language
Week is here!!! Follow the action in tweets:
o CMS starts
off the week with Chinese food in the cafeteria complete with chopsticks and
fortune cookies, compliments of the UCPS Child Nutrition Department that know
how and where to order. https://twitter.com/PollyGlotPress/status/308625523821654018/photo/1
o CHS showcases the NFLW theme for
2013: “Foreign languages: They nurture the brain” https://twitter.com/PollyGlotPress/status/308648101059641344/photo/1
o Weddington looks forward to a
week of activities culminating in a musical extravaganza each block by students in
their classes.
o Tweets can be
found following @PollyGlotPress. Send out your own tweet with your
school’s activities including @PollyGlotPress or email them to donna.podgorny@ucps.k12.nc.us to share
in the next Polyglot Press.
o Last minute NFLW ideas:
§ Share the
NFLW poster and this year’s theme: http://www.lacitycollege.edu/academic/honor/amg/posters.html
§ Use NFLW
archived posters from years past to discuss the value of WL http://www.lacitycollege.edu/academic/honor/amg/posters.html
§ Have a poster
contest of your own for this year’s NFLW theme: “Foreign languages: They
nurture the brain” https://twitter.com/PollyGlotPress/status/308648101059641344/photo/1
§ Encourage
students to get a degree in foreign languages at UNC-Charlotte http://education.uncc.edu/mdsk/academic-programs/minor-foreign-language-education
§ Promote
study abroad
§ Create a digital
scavenger hunt: reasons to learn other languages, places, practices,
perspectives, people for the countries you emphasize.
§ Have a
warm up focus on the benefits of learning a world language
§ Have
students research how multilingualism influences the brain.
§
Encourage
students to get a degree in foreign languages
at UNC-Charlotte http://education.uncc.edu/mdsk/academic-programs/minor-foreign-language-education
BRAVO
·
The
Marvin Ridge cluster sponsors a one and five mile fun-run with encouraging foreign language signs along the route.
What a great idea… literally ‘taking it to the streets’. Last year the event
was a high school event that has now expanded to the five schools in the
cluster. Spanish teacher, Sarah Wade,
heads the high school fun-run efforts.
·
Monroe
High World Language students decorated their teacher’s doors to celebrate
African American History Month. Anahi
Crichigno’s heritage Spanish speaking students focused on the life of Rosa
Parks in Spanish. Alice DiPom’s door
focused on Corneille from Ruanda. Marlena
James’ door focused on Afro-Latinos like Victor Cruz and Soledad O’Brien.
·
Novice student
writing and speaking samples: Moodle Pro Topic Boxes 1 and 2. Thanks to
the following for sharing: Pascale
Perreau, Amanda Mancilla, Kathryn Snearly, Tyler Vaughan, Fancy Zolke, Debra
Moats, Looking forward to having
others post samples http://moodlepro.ucps.k12.nc.us/course/view.php?id=468
Professional
Development
·
DPI Update webinar on
January 31, 2013.
The PowerPoint, handouts and archived broadcast are now posted on the 2012-2013
World Language Webinar Series wikipage (http://wlnces.ncdpi.wikispaces.net/2012-2013+Webinars). This page also contains the PowerPoint
presentations and other materials from each webinar, along with the
registration for upcoming webinars through April.
·
Wednesday,
February 27,4:00 – 5:00 p.m.
The next DPI World Languages webinar
has been re-scheduled. This is a topical webinar on proficiency-based rubrics and all are welcome to participate.
To register for this webinar, please go tohttps://www4.gotowebinar.com/register/909025471 and complete the registration form. Connection
information and reminders will be sent directly to the email address that you
provide.
Teacher
Self-Improvement Resources
·
Graduate Certificate
Program in Foreign Language Education – UNC Charlotte http://education.uncc.edu/node/865#node-865
·
Twitter hashtags for World Language
teachers - #flteach and #langchat
·
20 Movies Every
Educator Should See
http://www.schoolleadership20.com/forum/topics/twenty-movies-every-educator-should-see-1?utm_source=February+24%2C+2013&utm_campaign=Feb+24+2013&utm_medium=email
Advocacy
·
Bilingualism Across
the US:
Languages in the Home, Benefits of Bilingualism, Benefits of Learning A Second
Languages as a Child - http://edudemic.com/2013/02/learning-a-second-language
DPI
·
Resources per Language
from DPI
Teaching
World Languages
·
Comparing Language
Learning across Countries: British teens are the
worst at learning languages? The European Survey on
Language Competences and the British Academy both agree: British teenagers are
officially the worst at learning languages. http://www.independent.co.uk/news/education/education-news/englands-dire-record-on-language-learning-laid-bare-in-international-study-8497038.html Sweden, Malta and
the Netherlands come top of the class. http://www.independent.co.uk/voices/comment/british-teens-are-the-worst-at-learning-languages-once-youve-cracked-spanish-french-is-a-doddle-8498547.html
Best
Practices
·
Below is a website that will give you 10 things to do when you
only have 5 minutes left in class.
http://teaching.monster.com/benefits/articles/4282-10-things-to-do-when-you-only-have-5-minutes-left-in-class?page=1 (Shared
by Adrien Porter – FHHS)
Technology
·
The
UCPS technology plan for 2013-2014 “Reboot” is found at http://bit.ly/rebootFAQ Please read
carefully. With Chromebooks, students will access the web to create documents,
presentations and spreadsheets. Microsoft Word, Power Point and Excel and other
software cannot and will not be loaded on the Chromebooks. Students will use
the Chromebooks to access the web and to use 2.0 tools online.
·
Google Voice can be an excellent
and easy tool for your students to record speech. Students use their cell phone
to call a telephone number to record a message.
o
This
could constitute presentational
communication for speaking, Standard 3. Students record an audio message in
response to a teacher’s oral or written prompt.
o
IF the students and the
teacher are all using this recording system at the same time, this could
simulate interpersonal communication,
Standard 1. In this case, with
students face-to-face with the teacher, the teacher asks a question that all
students answer at the same time on their cell phone. All cell phone recordings
are saved on the teacher’s google voice account.
·
Revised
Bloom’s Taxonomy Tech Tools “Tree” – visual that organizes web 2.0
tools per skill (remember, apply, etc.) http://www.educatorstechnology.com/2013/01/4-awesome-new-blooms-taxonomy-posters.html
·
The Basics of Twitter
by
Bill Ferreter (NC 6th grade language arts teacher and national presenter) http://digitallyspeaking.pbworks.com/w/page/33908410/Twitter-for-Singletons
Common
Core Support– English Language Arts (Writing)
College
and Career Readiness Anchor Standards for Writing
The standards below define what ELA students
should understand and be able to do
by the end of each grade span. They correspond to the College and Career
Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards
are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and
understandings that all students must demonstrate. Models are added as to how world language students and teachers can
practice these Common Core ELA Writing Anchor Standards.
·
Text Types and
Purposes*
o
Write
arguments to support claims in an analysis of substantive topics or texts using
valid reasoning and relevant and sufficient evidence. (WL model: Novice Low – “The Chinese like to play sports. The
Chinese like ping pong and badminton a lot. The country of China is good at
ping pong and badminton. The Chinese do not like football a lot. The Americans
like football, baseball and basketball a lot. The Americans are better at
football than ping pong.”)
o
Write
informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection,
organization, and analysis of content. (WL model: Novice Low – “Chinese restaurants have beef, pork,
chicken and fish. They do not usually have hamburgers or coffee. Chinese
restaurants have chopsticks and napkins. We can drink hot tea, wine or soda in
Chinese restaurants but not milk.”)
o
Write
narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequences. (WL model:
Novice Low – “My father went to Beijing,
China. He went in a big plane. He went Thursday, January 5, 2013. He liked
China. He saw many things. He liked China.”)
·
Production and
Distribution of Writing
o
4.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (ads vs, narrative vs. comparing school schedules, etc.)
o
5.
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (in-class
activities)
o
6.
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others. (i.e.
blogspot.com; Photostory3, Power Point, etc.)
·
Research to Build and
Present Knowledge
o
7.
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation. (WL
model: Novice Low – Study family trees of
famous Chinese personalities. Investigate train times and names between two
cities. Label Chinese cities on a map in Chinese characters. Poll classmates
on: likes and dislikes; languages spoken, classes taken, etc.)
o
8.
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism. (WL model: Novice Low – Research train schedules and the looks of the trains that run from
Nanjing to Beijing on different websites. Create a potential travel itinerary and
sample ‘travelogue’ for a future trip to China.)
o
9.
Draw evidence from literary or informational texts to support analysis,
reflection, and research. (WL model: Novice Low – Research train travel in China: times, looks of the train, number of
passengers, travel distances and times in L1 or L2. Analysis results possibly
comparing speed, number of passengers, travel time, etc. for US vs. Chinese
trains.)
·
Range of Writing
o 10. Write routinely
over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences. (Daily or weekly journal writing would support this anchor standard.) (WL - Self-explanatory)
Assessment
·
NC
Education module - MSLs in Grades 9 – 12 https://center.ncsu.edu/nc/course/view.php?id=167311 addresses scoring of
constructed responses using a rubric for English Language Arts, Math, Science
and Social Studies.
Student
Samples
Resources
for Chinese
·
Better
Chinese Reader Activity templates http://blog.betterchinese.com/my-first-chinese-reader-activity-templates
·
Better Chinese I Love Chinese templates (jianzi, paper
cutting ‘chun’ and ‘ye’ , etc. ) http://blog.betterchinese.com/i-love-chinese-activity-templates
Resources
for German
·
What are US Department of Defense Schools like in Germany? Visit Ansbach High School’s webpage http://www.ansb-hs.eu.dodea.edu/
Resources for Latin
Resources
for Spanish
·
Standard 2
– Reading Comprehension ¿Un mejor trato? Análisis
comparativo de los préstamos chinos en América Latina http://www.ase.tufts.edu/gdae/policy_research/NewBanksSpanish.html
·
Standard 2
– Interpretive Communication in ads on You Tube with lyrics https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
o Standard 2 – Listening
Comprehension Music Teacher (Spanish) on YouTube Target ad covers classroom
objects and clothing vocab http://www.youtube.com/watch?NR=1&v=3s8JIcDOJM4&feature=endscreen Lyrics at https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
o Standard 2 – Listening
Comprehension Mes de la camioneta on You Tube ad covers troca vs.
camioneta and price http://www.youtube.com/watch?v=V6SYFUD_BGI Lyrics at https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
o Standard 2 – Reading Comprehension
Atletas olímpicos – ad utilizing the preterit and praising mothers http://www.youtube.com/watch?v=-mbzb7WTT8o Script at https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
o Standard 2 – Listening
Comprehension Comercial Kraft
Macaroni and Cheese on YouTube ad covers saber, direct object pronouns http://www.youtube.com/watch?v=Bn2IacEmkNE lyrics at https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
o Standard 2
– Listening Comprehension ¿Cuánto
cuesta la hamburguesa de 39 centavos? http://www.youtube.com/watch?v=bv3xdAABFfQ&feature=related on YouTube; ad covers food,
numbers, ¿Cuánto cuesta? Script at https://docs.google.com/document/d/1pQpPcL9X84Ov4RMQMaRe3o2dpiJK3nPWoFveiIXDxJw/edit?hl=en_US
PLC Quotes
·
Tweeted at PLC Conference Little Rock “Summative
assessment allows students to PROVE what they know formative assessments allow
students to IMPROVE what they know.” @InquiryLearner
o
“Make it harder for students to fail than it is for them to
be successful.” Tweeted at PLC Conference Little Rock. @CC
Riley
o
"Student engagement is the highest indicator of student
success" Rick DuFour
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