[ola] Re: Moving on...
- From: Ashley Uyaguari <auyaguari@xxxxxxxxxxxxxxxxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Thu, 9 Jan 2014 13:39:02 -0500
Lisa,
In what ways are you incorporating OWL then? Just trying to imagine it.
JoAnna,
I would keep the written part of the exam very open ended so that you can
see how the students can communicate through writing.
And about the give and take. I think before OWL students could tell me a
lot ABOUT Spanish and grammar etc. But, now they can talk to me about
themselves and life IN Spanish. I don't think what I'm giving up is
anything important compared to what I've gained.
Everyone,
I love our conversations here! Thank you for all of the idea and questions
to get me thinking.
-Ashley
On Thu, Jan 9, 2014 at 1:26 PM, Young, Lisa <lyoung@xxxxxxxx> wrote:
> I use units with my kids still. I think it keeps things moving. I
> surveyed the kids at the beginning of the year to see what kinds of things
> they would like to talk about in class and use those as vocab lists. We
> act out the words in the circle and I attach a or maybe more than 1
> gramatic concept that we can use to converse with the words.
>
>
>
> *From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
> Behalf Of *JoAnna Coleman
> *Sent:* Thursday, January 09, 2014 10:22 AM
>
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] Re: Moving on...
>
>
>
>
>
> Heidi, January is a difficult month, I have always felt like this. I am
> right there with you.
>
>
>
> I am seriously considering finishing the semester in December and doing a
> group-project for team building during the 2 weeks in January before the
> end of the semester next year.
>
>
>
> How have you progressed this year? - I feel like my kids are speaking and
> understanding more than in years past, but we have "covered" WAY less
> material (ie. grammar and vocabulary)
>
> Like many of you have said, this is the give and take of OWL.
>
>
>
> What are your students working on? Right now my second years are working
> on asking/answering questions, describing, extending sentences and using
> connectors and fillers to keep the conversation going
>
> Topics we are discussing currently are what they did over the break and
> daily routine activities
>
>
>
> How have you brought in new topics and created interesting progressions?
>
> I have a really hard time not having a plan and just using the students as
> the curriculum. As things come up in class, we learn that new vocabulary,
> but I have a difficult time coming up with progressions based off of those
> moments.
>
>
>
> Can people weigh in about using units versus being against using units?
>
> Again, something else that is hard for me to let go of - kids like the
> structure (and so do I!) of a study guide with a list of objectives for the
> unit - this is what you are going to learn and be asked to do - this is
> where we are going - so I have tried to maintain that with the OWL goals
> and the ACTFL profiency levels - this is where you are and this is what we
> are working towards.
>
>
>
> For semester finals - students will be doing an oral interview next week
> with me and then on the day of the final, there will be a multiple choice
> exam with listening/reading based on topics and functions we've learned and
> a writing portion where they will answer questions
>
>
>
>
>
> JoAnna Coleman
>
> Spanish Teacher
>
> Wilson High School
>
> 503-916-5280 ext. 75231
>
> joannac@xxxxxxx
>
> http://profecoleman.wordpress.com/
>
>
>
>
> ------------------------------
>
> *From:* ola-bounce@xxxxxxxxxxxxx <ola-bounce@xxxxxxxxxxxxx> on behalf of
> Heather Pineault <heather_pineault@xxxxxxxxxxxxxxxxx>
> *Sent:* Thursday, January 9, 2014 8:13 AM
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] Re: Moving on...
>
>
>
> Hi Folks,
>
> Along with the previous question, what do you do for midyears? I am the
> only person in my department using this approach. We have a very
> traditional, grammar driven program in one of those "highly successful"
> high schools. So while everyone else is working on multiple choice and
> verb conjugation chart tests, I'm trying to figure out what to do. How do
> you approach midyears? Would love any suggestions!
>
> Thanks.
> Heather
>
>
>
> On Thu, Jan 9, 2014 at 9:19 AM, Heidi Hewitt <heidihewitt13@xxxxxxxxx>
> wrote:
>
> Hi all,
>
>
>
> I am in one of those ruts Tom and others in the group have talked about...
>
>
>
> With midterms coming up, I feel like my students have barely progressed
> from quarter 1 topics including body parts, colors, animals, and
> descriptions. Where do I go from here? I've seen documents (thanks, Nanosh,
> for the most recent one) with standard Spanish I questions - where do you
> live, when's your birthday, etc. I have avoided that route because of my
> mission to make everything "organic." Now it seems like I've come to a dead
> end and I need more structure with what I'm bringing to class. I've had
> more than enough of talking about animals, colors, and body parts all the
> time, and I'm SURE my students are too.
>
>
>
> How have you progressed this year?
>
> What are your students working on?
>
> How have you brought in new topics and created interesting progressions?
>
> Can people weigh in about using units versus being against using units?
>
>
>
> Thanks so much for any input!
>
>
>
> Heidi
>
>
>
>
>
>
>
--
Ashley Uyaguari
Spanish Teacher 6/7/8
Team Curriculum Coordinator
Innovation Academy Charter School
Tyngsboro, MA 01879
978-649-0432 x3301
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