[ola] Re: ola Digest V2 #136
- From: Annie Tyner <annietyner@xxxxxxxxxxx>
- To: ola crew <ola@xxxxxxxxxxxxx>
- Date: Fri, 30 Aug 2013 17:05:14 +0000
Howdy everybody!!
It is awesome to see all you rockstars sharing such incredible and amazing
ideas!!!! You are all so inspiring!!
For those of you who started teaching this week, (or earlier), could you share
with us what a few of your vocabulary lists looks like thus far? It would be
fun to see for those of us who are starting next week to take a look at what
has come up in your classes in the first week(s)!
Thanks so much!!! Yay for this incredible community!!
A
> Date: Fri, 30 Aug 2013 01:05:09 -0400
> From: ecartis@xxxxxxxxxxxxx
> To: ecartis@xxxxxxxxxxxxx
> Subject: ola Digest V2 #136
>
> ola Digest Thu, 29 Aug 2013 Volume: 02 Issue: 136
>
> In This Issue:
> [ola] =?utf-8?B?QmVnaW5uaW5nIG9mIHRoZSB5ZWFyIOKAmHJldmlld+KA
> [ola] Re: Songs!
> [ola] Re: Beginning of the year =?ISO-8859-1?B?jHJldmlld7k=?
> [ola] Re: Songs!
> [ola] =?windows-1258?Q?RE:_[ola]_Re:_Beginning_of_the_year_=
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] =?utf-8?Q?Re:_[ola]_RE:_[ola]_Re:_Beginning_of_the_yea
> [ola] Re: job posting - Phoenix (teach w/Nanosh!)
> [ola] =?windows-1252?Q?Re=3A_=5Bola=5D_Re=3A_Beginning_of_th
> [ola] Re: Teaching Pinterest Board
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] Re: Songs!
> [ola] flipping videos through TED Ed
>
> ----------------------------------------------------------------------
>
> Date: Wed, 28 Aug 2013 22:53:04 -0700 (PDT)
> From: Darcy Rogers <rogersdr25@xxxxxxxxx>
> Subject: [ola] =?utf-8?B?QmVnaW5uaW5nIG9mIHRoZSB5ZWFyIOKAmHJldmlld+KAmQ==?=
>
> Hello OWLers!!!
>
> As I was
> thinking about many of you who are just starting OWL, or even those of you who
> have been doing it for a while, and thinking about the role that grammar has
> had
> traditionally for many us in our beginning of the year, I wanted to challenge
> us all to think about it from a different perspective.
>
> I am
> guessing that many of us are used to starting each year with a ‘review’, and
> this generally consists of some kind of grammar practice (conjugation games or
> quizzes, vocab quizzes, etc.), which actually tells us nothing about their
> actual language level. I would
> challenge you instead to think of the beginning of the year as investigative,
> trying to find out what LANGUAGE your students DO have. There is no need for
> ‘review’, since
> your only goal is to identify what level they are at so that you can figure
> out
> how to move them forward. They should be able to talk and write about lots of
> different topics at whatever level they are at (NM, NH, IL, IM, etc.). Our job
> is to give them exposure to as many different opportunities to show us their
> level as possible.
>
> These are
> some questions to keep in mind as we lead them through this:
> What level are my students at?
> What functions can they do?
> What kind of language (text type-lists, phrases, sentences, etc.) am I
> hearing?
> What is our content and context, that is how many different topics can
> they
> talk/write about?
> Where are they on the ACTFL scale?
> What overall language am I hearing/seeing in writing?
>
> Think of
> yourself as an investigative reporter trying to collect as much ‘information’
> as possible about each student. Between all the activities in class and the
> written journals and/or pre-assessments within the first two weeks, you should
> have a solid idea of where students are. If you are still unsure of certain
> students, pull them aside to do oral interviews and determine better where
> they
> are. You could also do oral pre-assessments for all if you felt so inclined.
>
> I keep
> track of all their levels and they set goals based off what level they think
> they are, with proof (their journal, pre-assessment, conversations, etc.) I
> compare where I have them at with where they placed themselves. If any
> discrepancies arise, it leads to some wonderful conversations and possible
> goal
> re-setting. It’s very empowering to have the language and conversation be
> about
> their language level and what they CAN do and what they need to do to get the
> next level instead of how well they can or can’t conjugate or what vocab they
> don’t remember from the previous year.
>
> What other
> ideas are out there?! What specific things do you do? I would love to hear
> some
> different ideas around transforming those first two weeks of class and
> creating
> an investigative, fun, community building space!!!! J
>
> Darcy Rogers
> Organic World Language (OWL)
> Phone: 541.601.4509
> Fax: 541.776.4099
> Website: olaed.com
> Facebook: tinyurl.com/organic-language-facebook
>
>
>
> ________________________________
> De: JoAnna Coleman <joannac@xxxxxxx>
> Para: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
> Enviado: Miércoles, 28 de agosto, 2013 6:49 P.M.
> Asunto: [ola] Re: Songs!
>
>
>
>
> We sing everyday in class - I incorporate the daily song into the OWL format
> sometime during the class period - sometimes we play musical chairs while
> singing, or use the song for Smoosh! or sing in a circle while doing
> something (ie. send the clap, swaying, moving in and out like the tide), we
> play "don't forget the lyrics" or combine singing with gestures.
> We'll also watch the video without sound and one partner will describe what
> they see to another who isn't looking at screen, then watch all together and
> sing. Dance offs can be fun, too.
> I am going to try a modified version of the embedding literacy activity we
> did with Annie with songs this year as well
>
>
>
>
> 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 Harris
> levinson [hlevinson@xxxxxxxxxxxx]
> Sent: Wednesday, August 28, 2013 1:50 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
>
> I think the key is to make sure that everyone practices singing it as a
> class. They need to risk singing aloud even though they fear they can't sing
> or "don't have a voice." Singing in a group is powerful, fun, and can help
> build community. You might give one quarter of the class verse 1, another
> verse 2, another verse 3, and another the chorus. Or let everyone join in on
> the chorus.
> Perhaps you ask one of the dancers in class to choreograph some moves and
> then teach the class his/her steps.
> You might also ask them to develop a storyboard for their own music video to
> the song, or to craft a lyrics book, puppet show, live theatrical
> presentation, lo que sea.
> Singing with my class has become one of the greatest joys of teaching for
> me...and I am not one who looks to sing solo or even in public, but with
> students in the classroom it's a real pleasure.
>
> Suerte con las canciones.
> Harris
>
>
>
> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
>
> Hi everyone,
> >
> >
> >I'm doing my música miércoles (music Wednesday) this year with OWL... AH!
> >This morning I had one tough class and one decent one with a Juanes song and
> >am wondering what kinds of things people have tried.
> >
> >
> >Thanks!!!
> >
> >Heidi
> >
> >
> >P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 10:42:09 -0400
> Subject: [ola] Re: Songs!
> From: Stel Schmalz <sschmalz@xxxxxxxxxxxxxxxxxxxxx>
>
> I bought a subscription to Wooly last year- there are some GREAT videos
> that you only have access to if you purchase the membership. The first
> thing the kids were asking for this year is some of the videos from last
> year. They especially loved "Puedo ir al bano" and Pan! Well worth the
> cost- all songs are in spanish and give the kids great context clues
> through the visual story. We would watch the video, do a cloze activity
> and I would break them up in groups with the lyrics and have them act out
> parts of the video. I would then videotape them when they were ready.
> They loved watching themselves reenact the videos. Great Fun. Wooly also
> has some great activity videos. Though he uses English to teach them to
> the kids, I was able to do them w/o any English in my OWL classroom.
> http://www.youtube.com/watch?v=n3KbP2OEbW4
>
> Stel
>
>
> stel
>
>
> On Wed, Aug 28, 2013 at 7:07 PM, Sarah Powell
> <sarahjeanpowell@xxxxxxxxx>wrote:
>
> > I have had fun with Soy Guapo from Sr. Wooly...
> > http://www.youtube.com/watch?v4FxtEyRgIw
> >
> > Attached are the words.
> >
> > Sarah
> >
> >
> > On Wed, Aug 28, 2013 at 2:52 PM, Alicia DePaolo
> > <aliciadepaolo@xxxxxxxxx>wrote:
> >
> >> Thanks so much, everybody, for all of the great ideas! I had my first day
> >> of teaching today and it was a blast. I love all of your suggestions for
> >> incorporating music into the classroom. Keep 'em coming!
> >>
> >> Cheers,
> >> Alicia
> >>
> >>
> >> On Wed, Aug 28, 2013 at 5:41 PM, Jeanne O'Hearn <jlo817@xxxxxxxxxxx>wrote:
> >>
> >>> My music day is Friday. Check out Julieta Venegas. My 7th and 8th
> >>> graders loved her song *Eres Para Mi *last year. We learned the little
> >>> dance that appears toward the end of the video. Other good songs by
> >>> Julieta are *Lento* and *Lim�n y Sal*. I personally like Alex Cuba's
> >>> music and my students liked singing his *S� Pero No *and *�Qu� Pasa
> >>> Lola? *Of course, I love anything by Juanes. My students would often
> >>> request Shakira's *Waka Waka *song and they would get up and dance with
> >>> the video. They also liked Jarabe de Palo's *Bonito*. Depending on
> >>> the song, sometimes I would have a competition to see which half of the
> >>> room could sing a part of the song the best or you can do boys vs. girls.
> >>> :)
> >>> Jeanne
> >>>
> >>> ------------------------------
> >>> Date: Wed, 28 Aug 2013 10:43:37 -0400
> >>> Subject: [ola] Songs!
> >>> From: hambrozaitis@xxxxxxxxx
> >>> To: ola@xxxxxxxxxxxxx
> >>>
> >>>
> >>> Hi everyone,
> >>>
> >>> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >>> AH! This morning I had one tough class and one decent one with a Juanes
> >>> song and am wondering what kinds of things people have tried.
> >>>
> >>> Thanks!!!
> >>>
> >>> Heidi
> >>>
> >>> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>>
> >>
> >>
> >
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 08:09:14 -0700
> Subject: [ola] Re: Beginning of the year =?ISO-8859-1?B?jHJldmlld7k=?=
> From: Arnold Bleicher <arnoldb@xxxxxxxx>
>
> I like Darcy's outline of how to deal with these first few days and weeks.
> Grammar instruction at the lower levels (Novice) is pointless. Grammar and
> control of structures play a more important role as the students move up the
> scale of proficiency but at the lower levels it is a hinderance to their
> ability to communicate using the language they have. Remember what John
> DeMado says: "Grammar does not communication. It makes communication
> accurate." How accurate does a Novice have to be? Not very.
> Also keep in mind that you are assessing performance, which is an island in
> the world of Proficiency. Without the follow-ups and level checks and
> probes, one can't determine Proficiency. But one can get a good idea of
> where the student is performing on a given task on a given topic. These
> islands of performances grow into continents and then into a world of global
> proficiency. When you look at the totality of their performance it is safe
> to conclude that their proficiency is somewhere near the performance. For
> example, a student demonstrating solid Novice High performance on a variety
> of topics and tasks is very likely to be "proficient" in that range. One
> showing vacillating performance between N-H and listing of the N-M may be a
> different proficiency profile. Same for all other levels. A student showing
> good I-L performance on a variety of tasks and topics will likely be
> proficient in the N-H to I-L range. A student showing good performance on a
> variety of topics and tasks will likely be proficient in the I-L to I-M
> range. Again, without the benefit of level checks and probes it is not
> really possible to determine the sub level but it is possible to get a good
> idea of the major level (Novice, Intermediate, Advanced).
>
> Someone produced a very nice graphic showing how the levels overlap. The
> graphic highlights how it is not a linear progression but an exponential one
> and the N-H shares a good deal in common with the I-L. They both have the
> same functions and text type and accuracy/comprehensibility but the N-H
> isn't sustaining it all the time. They are very similar profiles, much more
> alike than a N-M and a N-H.
>
> I wish you all a good school year.
>
> Arnold
>
>
>
> From: Darcy Rogers <rogersdr25@xxxxxxxxx>
> Reply-To: OLA Listserve <ola@xxxxxxxxxxxxx>
> Date: Wednesday, August 28, 2013 10:53 PM
> To: OLA Listserve <ola@xxxxxxxxxxxxx>
> Subject: [ola] Beginning of the year �review�
>
> Hello OWLers!!!
>
> As I was thinking about many of you who are just starting OWL, or even those
> of you who have been doing it for a while, and thinking about the role that
> grammar has had traditionally for many us in our beginning of the year, I
> wanted to challenge us all to think about it from a different perspective.
>
> I am guessing that many of us are used to starting each year with a
> �review�, and this generally consists of some kind of grammar practice
> (conjugation games or quizzes, vocab quizzes, etc.), which actually tells us
> nothing about their actual language level. I would challenge you instead to
> think of the beginning of the year as investigative, trying to find out what
> LANGUAGE your students DO have. There is no need for �review�, since your
> only goal is to identify what level they are at so that you can figure out
> how to move them forward. They should be able to talk and write about lots
> of different topics at whatever level they are at (NM, NH, IL, IM, etc.).
> Our job is to give them exposure to as many different opportunities to show
> us their level as possible.
>
> These are some questions to keep in mind as we lead them through this:
> What level are my students at?
> What functions can they do?
> What kind of language (text type-lists, phrases, sentences, etc.) am I
> hearing?
> What is our content and context, that is how many different topics can they
> talk/write about?
> Where are they on the ACTFL scale?
> What overall language am I hearing/seeing in writing?
>
> Think of yourself as an investigative reporter trying to collect as much
> �information� as possible about each student. Between all the activities in
> class and the written journals and/or pre-assessments within the first two
> weeks, you should have a solid idea of where students are. If you are still
> unsure of certain students, pull them aside to do oral interviews and
> determine better where they are. You could also do oral pre-assessments for
> all if you felt so inclined.
>
> I keep track of all their levels and they set goals based off what level
> they think they are, with proof (their journal, pre-assessment,
> conversations, etc.) I compare where I have them at with where they placed
> themselves. If any discrepancies arise, it leads to some wonderful
> conversations and possible goal re-setting. It�s very empowering to have the
> language and conversation be about their language level and what they CAN do
> and what they need to do to get the next level instead of how well they can
> or can�t conjugate or what vocab they don�t remember from the previous year.
>
> What other ideas are out there?! What specific things do you do? I would
> love to hear some different ideas around transforming those first two weeks
> of class and creating an investigative, fun, community building space!!!! J
>
> Darcy Rogers
> Organic World Language (OWL)
> Phone: 541.601.4509
> Fax: 541.776.4099
> Website: olaed.com
> Facebook: tinyurl.com/organic-language-facebook
>
>
>
>
>
>
>
> De: JoAnna Coleman <joannac@xxxxxxx>
> Para: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
> Enviado: Mi�rcoles, 28 de agosto, 2013 6:49 P.M.
> Asunto: [ola] Re: Songs!
>
>
>
>
> We sing everyday in class - I incorporate the daily song into the OWL
> format sometime during the class period - sometimes we play musical chairs
> while singing, or use the song for Smoosh! or sing in a circle while doing
> something (ie. send the clap, swaying, moving in and out like the tide), we
> play "don't forget the lyrics" or combine singing with gestures.
> We'll also watch the video without sound and one partner will describe what
> they see to another who isn't looking at screen, then watch all together and
> sing. Dance offs can be fun, too.
> I am going to try a modified version of the embedding literacy activity we
> did with Annie with songs this year as well
>
>
> 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
> Harris levinson [hlevinson@xxxxxxxxxxxx]
> Sent: Wednesday, August 28, 2013 1:50 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
> I think the key is to make sure that everyone practices singing it as a
> class. They need to risk singing aloud even though they fear they can't sing
> or "don't have a voice." Singing in a group is powerful, fun, and can help
> build community. You might give one quarter of the class verse 1, another
> verse 2, another verse 3, and another the chorus. Or let everyone join in on
> the chorus.
> Perhaps you ask one of the dancers in class to choreograph some moves and
> then teach the class his/her steps.
> You might also ask them to develop a storyboard for their own music video to
> the song, or to craft a lyrics book, puppet show, live theatrical
> presentation, lo que sea.
> Singing with my class has become one of the greatest joys of teaching for
> me...and I am not one who looks to sing solo or even in public, but with
> students in the classroom it's a real pleasure.
>
> Suerte con las canciones.
> Harris
>
>
> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> > Hi everyone,
> >
> > I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL... AH!
> > This
> > morning I had one tough class and one decent one with a Juanes song and am
> > wondering what kinds of things people have tried.
> >
> > Thanks!!!
> >
> > Heidi
> >
> > P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
>
>
>
>
>
>
>
>
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 08:20:20 -0700
> Subject: [ola] Re: Songs!
> From: Antonio Torres <antonio_torres@xxxxxxxxxxxxxxxxxx>
>
> It would be great if any of you who use songs in your classroom could send
> the attachments of the songs if you have them handy:) Here is the link to
> One Semester of Spanish Love Songhttp: //www.youtube.com/watch?v�3qOZvlpQw
>
> Thank you so much for sharing your great ideas:)
>
> Antonio
>
>
> On Thu, Aug 29, 2013 at 7:42 AM, Stel Schmalz <
> sschmalz@xxxxxxxxxxxxxxxxxxxxx> wrote:
>
> > I bought a subscription to Wooly last year- there are some GREAT videos
> > that you only have access to if you purchase the membership. The first
> > thing the kids were asking for this year is some of the videos from last
> > year. They especially loved "Puedo ir al bano" and Pan! Well worth the
> > cost- all songs are in spanish and give the kids great context clues
> > through the visual story. We would watch the video, do a cloze activity
> > and I would break them up in groups with the lyrics and have them act out
> > parts of the video. I would then videotape them when they were ready.
> > They loved watching themselves reenact the videos. Great Fun. Wooly also
> > has some great activity videos. Though he uses English to teach them to
> > the kids, I was able to do them w/o any English in my OWL classroom.
> >
> > http://www.youtube.com/watch?v=n3KbP2OEbW4
> >
> > Stel
> >
> >
> > stel
> >
> >
> > On Wed, Aug 28, 2013 at 7:07 PM, Sarah Powell
> > <sarahjeanpowell@xxxxxxxxx>wrote:
> >
> >> I have had fun with Soy Guapo from Sr. Wooly...
> >> http://www.youtube.com/watch?v4FxtEyRgIw
> >>
> >> Attached are the words.
> >>
> >> Sarah
> >>
> >>
> >> On Wed, Aug 28, 2013 at 2:52 PM, Alicia DePaolo
> >> <aliciadepaolo@xxxxxxxxx>wrote:
> >>
> >>> Thanks so much, everybody, for all of the great ideas! I had my first
> >>> day of teaching today and it was a blast. I love all of your suggestions
> >>> for incorporating music into the classroom. Keep 'em coming!
> >>>
> >>> Cheers,
> >>> Alicia
> >>>
> >>>
> >>> On Wed, Aug 28, 2013 at 5:41 PM, Jeanne O'Hearn <jlo817@xxxxxxxxxxx>wrote:
> >>>
> >>>> My music day is Friday. Check out Julieta Venegas. My 7th and 8th
> >>>> graders loved her song *Eres Para Mi *last year. We learned the
> >>>> little dance that appears toward the end of the video. Other good songs
> >>>> by
> >>>> Julieta are *Lento* and *Lim�n y Sal*. I personally like Alex Cuba's
> >>>> music and my students liked singing his *S� Pero No *and *�Qu� Pasa
> >>>> Lola? *Of course, I love anything by Juanes. My students would often
> >>>> request Shakira's *Waka Waka *song and they would get up and dance
> >>>> with the video. They also liked Jarabe de Palo's *Bonito*. Depending
> >>>> on the song, sometimes I would have a competition to see which half of
> >>>> the
> >>>> room could sing a part of the song the best or you can do boys vs. girls.
> >>>> :)
> >>>> Jeanne
> >>>>
> >>>> ------------------------------
> >>>> Date: Wed, 28 Aug 2013 10:43:37 -0400
> >>>> Subject: [ola] Songs!
> >>>> From: hambrozaitis@xxxxxxxxx
> >>>> To: ola@xxxxxxxxxxxxx
> >>>>
> >>>>
> >>>> Hi everyone,
> >>>>
> >>>> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >>>> AH! This morning I had one tough class and one decent one with a Juanes
> >>>> song and am wondering what kinds of things people have tried.
> >>>>
> >>>> Thanks!!!
> >>>>
> >>>> Heidi
> >>>>
> >>>> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>>>
> >>>
> >>>
> >>
> >
>
>
> ------------------------------
>
> From: Call Daniel <dcall@xxxxxxxxxxxxx>
> Subject: [ola]
> =?windows-1258?Q?RE:_[ola]_Re:_Beginning_of_the_year_=8Creview=B
> Date: Thu, 29 Aug 2013 16:19:28 +0000
>
> Thanks, Arnold! Your way of putting things is so helpful. I especially like
> your �island in the world of Proficiency� metaphor.
> Dan Call
> Spanish Teacher
> Franklin Pierce High School
>
>
>
> From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf Of
> Arnold Bleicher
> Sent: Thursday, August 29, 2013 8:09 AM
> To: OLA Listserve
> Subject: [ola] Re: Beginning of the year �review�
>
> I like Darcy's outline of how to deal with these first few days and weeks.
> Grammar instruction at the lower levels (Novice) is pointless. Grammar and
> control of structures play a more important role as the students move up the
> scale of proficiency but at the lower levels it is a hinderance to their
> ability to communicate using the language they have. Remember what John
> DeMado says: "Grammar does not communication. It makes communication
> accurate." How accurate does a Novice have to be? Not very.
>
> Also keep in mind that you are assessing performance, which is an island in
> the world of Proficiency. Without the follow-ups and level checks and probes,
> one can't determine Proficiency. But one can get a good idea of where the
> student is performing on a given task on a given topic. These islands of
> performances grow into continents and then into a world of global
> proficiency. When you look at the totality of their performance it is safe to
> conclude that their proficiency is somewhere near the performance. For
> example, a student demonstrating solid Novice High performance on a variety
> of topics and tasks is very likely to be "proficient" in that range. One
> showing vacillating performance between N-H and listing of the N-M may be a
> different proficiency profile. Same for all other levels. A student showing
> good I-L performance on a variety of tasks and topics will likely be
> proficient in the N-H to I-L range. A student showing good performance on a
> variety of topics and tasks
> will likely be proficient in the I-L to I-M range. Again, without the
> benefit of level checks and probes it is not really possible to determine the
> sub level but it is possible to get a good idea of the major level (Novice,
> Intermediate, Advanced).
>
> Someone produced a very nice graphic showing how the levels overlap. The
> graphic highlights how it is not a linear progression but an exponential one
> and the N-H shares a good deal in common with the I-L. They both have the
> same functions and text type and accuracy/comprehensibility but the N-H isn't
> sustaining it all the time. They are very similar profiles, much more alike
> than a N-M and a N-H.
>
> I wish you all a good school year.
>
> Arnold
>
>
>
> From: Darcy Rogers <rogersdr25@xxxxxxxxx<mailto:rogersdr25@xxxxxxxxx>>
> Reply-To: OLA Listserve <ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>>
> Date: Wednesday, August 28, 2013 10:53 PM
> To: OLA Listserve <ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>>
> Subject: [ola] Beginning of the year �review�
>
> Hello OWLers!!!
>
> As I was thinking about many of you who are just starting OWL, or even those
> of you who have been doing it for a while, and thinking about the role that
> grammar has had traditionally for many us in our beginning of the year, I
> wanted to challenge us all to think about it from a different perspective.
>
> I am guessing that many of us are used to starting each year with a �review�,
> and this generally consists of some kind of grammar practice (conjugation
> games or quizzes, vocab quizzes, etc.), which actually tells us nothing about
> their actual language level. I would challenge you instead to think of the
> beginning of the year as investigative, trying to find out what LANGUAGE your
> students DO have. There is no need for �review�, since your only goal is to
> identify what level they are at so that you can figure out how to move them
> forward. They should be able to talk and write about lots of different topics
> at whatever level they are at (NM, NH, IL, IM, etc.). Our job is to give them
> exposure to as many different opportunities to show us their level as
> possible.
>
> These are some questions to keep in mind as we lead them through this:
> What level are my students at?
> What functions can they do?
> What kind of language (text type-lists, phrases, sentences, etc.) am I
> hearing?
> What is our content and context, that is how many different topics can they
> talk/write about?
> Where are they on the ACTFL scale?
> What overall language am I hearing/seeing in writing?
>
> Think of yourself as an investigative reporter trying to collect as much
> �information� as possible about each student. Between all the activities in
> class and the written journals and/or pre-assessments within the first two
> weeks, you should have a solid idea of where students are. If you are still
> unsure of certain students, pull them aside to do oral interviews and
> determine better where they are. You could also do oral pre-assessments for
> all if you felt so inclined.
>
> I keep track of all their levels and they set goals based off what level they
> think they are, with proof (their journal, pre-assessment, conversations,
> etc.) I compare where I have them at with where they placed themselves. If
> any discrepancies arise, it leads to some wonderful conversations and
> possible goal re-setting. It�s very empowering to have the language and
> conversation be about their language level and what they CAN do and what they
> need to do to get the next level instead of how well they can or can�t
> conjugate or what vocab they don�t remember from the previous year.
>
> What other ideas are out there?! What specific things do you do? I would love
> to hear some different ideas around transforming those first two weeks of
> class and creating an investigative, fun, community building space!!!! :)
>
> Darcy Rogers
> Organic World Language (OWL)
> Phone: 541.601.4509
> Fax: 541.776.4099
> Website: olaed.com
> Facebook: tinyurl.com/organic-language-facebook
>
>
> ________________________________
> De: JoAnna Coleman <joannac@xxxxxxx<mailto:joannac@xxxxxxx>>
> Para: "ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>"
> <ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>>
> Enviado: Mi�rcoles, 28 de agosto, 2013 6:49 P.M.
> Asunto: [ola] Re: Songs!
>
> We sing everyday in class - I incorporate the daily song into the OWL format
> sometime during the class period - sometimes we play musical chairs while
> singing, or use the song for Smoosh! or sing in a circle while doing
> something (ie. send the clap, swaying, moving in and out like the tide), we
> play "don't forget the lyrics" or combine singing with gestures.
> We'll also watch the video without sound and one partner will describe what
> they see to another who isn't looking at screen, then watch all together and
> sing. Dance offs can be fun, too.
> I am going to try a modified version of the embedding literacy activity we
> did with Annie with songs this year as well
>
>
> JoAnna Coleman
> Spanish Teacher
> Wilson High School
> 503-916-5280 ext. 75231
> joannac@xxxxxxx<mailto:joannac@xxxxxxx>
> http://profecoleman.wordpress.com/
>
> ________________________________
> From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>
> [ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>] on behalf of
> Harris levinson [hlevinson@xxxxxxxxxxxx<mailto:hlevinson@xxxxxxxxxxxx>]
> Sent: Wednesday, August 28, 2013 1:50 PM
> To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>
> Subject: [ola] Re: Songs!
> I think the key is to make sure that everyone practices singing it as a
> class. They need to risk singing aloud even though they fear they can't sing
> or "don't have a voice." Singing in a group is powerful, fun, and can help
> build community. You might give one quarter of the class verse 1, another
> verse 2, another verse 3, and another the chorus. Or let everyone join in on
> the chorus.
> Perhaps you ask one of the dancers in class to choreograph some moves and
> then teach the class his/her steps.
> You might also ask them to develop a storyboard for their own music video to
> the song, or to craft a lyrics book, puppet show, live theatrical
> presentation, lo que sea.
> Singing with my class has become one of the greatest joys of teaching for
> me...and I am not one who looks to sing solo or even in public, but with
> students in the classroom it's a real pleasure.
>
> Suerte con las canciones.
> Harris
>
> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx<mailto:hambrozaitis@xxxxxxxxx>>
> Hi everyone,
>
> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL... AH!
> This morning I had one tough class and one decent one with a Juanes song and
> am wondering what kinds of things people have tried.
>
> Thanks!!!
>
> Heidi
>
> P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
>
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 10:34:51 -0700
> From: "Jody Soberon" <JodySo@xxxxxxxxxxxxxxxxxxx>
> Subject: [ola] Re: Songs!
>
> Great idea!
>
> Foreign Languages
> Brookings Harbor High School
> >>> JoAnna Coleman <joannac@xxxxxxx> 8/28/2013 6:33 PM >>>
> we should really set up a song share on Google docs!
>
> 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
> Call Daniel [dcall@xxxxxxxxxxxxx]
> Sent: Wednesday, August 28, 2013 4:19 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
>
> Some huge hits I’ve had with students include:
> Sacar la Voz by Ana Tijoux – an MC from Chile, packs a mean punch,
> powerful lyrics. If you Cloze this song, it makes for a great exercise
> on subject/adjective agreement..
> Chicas de hoy by Tatiana – Cheese value! This old track from the 80s
> could double as background music for a tampon ad. My students couldn’t
> get enough, and I had them rewrite and perform a verse in groups.
>
> Dan Call
> Spanish Teacher
> Franklin Pierce High School
>
>
>
> From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On
> Behalf Of Sarah Powell
> Sent: Wednesday, August 28, 2013 4:07 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
>
> I have had fun with Soy Guapo from Sr.
> Wooly...http://www.youtube.com/watch?v=34FxtEyRgIw
>
>
>
> Attached are the words.
>
>
>
> Sarah
>
>
>
> On Wed, Aug 28, 2013 at 2:52 PM, Alicia DePaolo
> <aliciadepaolo@xxxxxxxxx> wrote:
>
> Thanks so much, everybody, for all of the great ideas! I had my first
> day of teaching today and it was a blast. I love all of your suggestions
> for incorporating music into the classroom. Keep 'em coming!
>
>
>
> Cheers,
>
> Alicia
>
>
>
> On Wed, Aug 28, 2013 at 5:41 PM, Jeanne O'Hearn <jlo817@xxxxxxxxxxx>
> wrote:
>
> My music day is Friday. Check out Julieta Venegas. My 7th and 8th
> graders loved her song Eres Para Mi last year. We learned the little
> dance that appears toward the end of the video. Other good songs by
> Julieta are Lento and Limón y Sal. I personally like Alex Cuba's music
> and my students liked singing his Sí Pero No and ¿Qué Pasa Lola? Of
> course, I love anything by Juanes. My students would often request
> Shakira's Waka Waka song and they would get up and dance with the video.
> They also liked Jarabe de Palo's Bonito. Depending on the song,
> sometimes I would have a competition to see which half of the room could
> sing a part of the song the best or you can do boys vs. girls.
> :)
> Jeanne
>
>
> Date: Wed, 28 Aug 2013 10:43:37 -0400
> Subject: [ola] Songs!
> From: hambrozaitis@xxxxxxxxx
> To: ola@xxxxxxxxxxxxx
>
>
>
> Hi everyone,
>
>
>
> I'm doing my música miércoles (music Wednesday) this year with OWL...
> AH! This morning I had one tough class and one decent one with a Juanes
> song and am wondering what kinds of things people have tried.
>
>
>
> Thanks!!!
>
>
>
> Heidi
>
>
>
> P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
>
>
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 10:36:30 -0700
> From: "Jody Soberon" <JodySo@xxxxxxxxxxxxxxxxxxx>
> Subject: [ola] Re: Songs!
>
> Hi JoAnna,
>
> Great ideas! Thanks for sharing :)
>
> What is Smoosh?
>
> Jody
>
>
>
> Foreign Languages
> Brookings Harbor High School
> >>> JoAnna Coleman <joannac@xxxxxxx> 8/28/2013 6:49 PM >>>
> We sing everyday in class - I incorporate the daily song into the OWL
> format sometime during the class period - sometimes we play musical
> chairs while singing, or use the song for Smoosh! or sing in a circle
> while doing something (ie. send the clap, swaying, moving in and out
> like the tide), we play "don't forget the lyrics" or combine singing
> with gestures.
> We'll also watch the video without sound and one partner will describe
> what they see to another who isn't looking at screen, then watch all
> together and sing. Dance offs can be fun, too.
> I am going to try a modified version of the embedding literacy activity
> we did with Annie with songs this year as well
>
>
> 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
> Harris levinson [hlevinson@xxxxxxxxxxxx]
> Sent: Wednesday, August 28, 2013 1:50 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
> I think the key is to make sure that everyone practices singing it as a
> class. They need to risk singing aloud even though they fear they can't
> sing or "don't have a voice." Singing in a group is powerful, fun, and
> can help build community. You might give one quarter of the class verse
> 1, another verse 2, another verse 3, and another the chorus. Or let
> everyone join in on the chorus.
> Perhaps you ask one of the dancers in class to choreograph some moves
> and then teach the class his/her steps.
> You might also ask them to develop a storyboard for their own music
> video to the song, or to craft a lyrics book, puppet show, live
> theatrical presentation, lo que sea.
> Singing with my class has become one of the greatest joys of teaching
> for me...and I am not one who looks to sing solo or even in public, but
> with students in the classroom it's a real pleasure.
>
> Suerte con las canciones.
> Harris
>
>
> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
>
>
> Hi everyone,
>
> I'm doing my música miércoles (music Wednesday) this year with OWL...
> AH! This morning I had one tough class and one decent one with a Juanes
> song and am wondering what kinds of things people have tried.
>
> Thanks!!!
>
>
>
> Heidi
>
> P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
>
>
>
>
> ------------------------------
>
> From: JoAnna Coleman <joannac@xxxxxxx>
> Subject: [ola] Re: Songs!
> Date: Thu, 29 Aug 2013 18:13:04 +0000
>
> Jody -
> Smoosh is an OWL activity for forming groups where kids walk around the room
> (or dance and sing!) while the song is playing, periodically I will stop the
> music and then yell out a number (2, 3, 4, 5) and they have to quickly form
> groups of that number. Each number represents a different group formation.
>
> Some good ones from OWL are
> 2 = one person jumps in the other person's arms (or piggy back),
> 3 = Charlie's Angels pose or a tree,
> 4 = 3 zombies eating a human,
> 5 = 4 people making a bridge with arms and one person rows a boat under it,
> etc...
>
> The possibilities for grouping are endless, but it makes it more interesting
> if they have to negotiate space together and not just stand in a certain pose
> next to each other.
>
> Once groups are formed, they can have a conversation before returning to the
> song, or you can use it as a game and whoever doesn't find a group is out and
> has to answer or ask a question - there are lots of possibilities!
>
>
> 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 Jody
> Soberon [JodySo@xxxxxxxxxxxxxxxxxxx]
> Sent: Thursday, August 29, 2013 10:36 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
> Hi JoAnna,
>
> Great ideas! Thanks for sharing :)
>
> What is Smoosh?
>
> Jody
>
>
>
>
> Foreign Languages
> Brookings Harbor High School
> >>> JoAnna Coleman <joannac@xxxxxxx> 8/28/2013 6:49 PM >>>
> We sing everyday in class - I incorporate the daily song into the OWL format
> sometime during the class period - sometimes we play musical chairs while
> singing, or use the song for Smoosh! or sing in a circle while doing
> something (ie. send the clap, swaying, moving in and out like the tide), we
> play "don't forget the lyrics" or combine singing with gestures.
> We'll also watch the video without sound and one partner will describe what
> they see to another who isn't looking at screen, then watch all together and
> sing. Dance offs can be fun, too.
> I am going to try a modified version of the embedding literacy activity we
> did with Annie with songs this year as well
>
>
> 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 Harris
> levinson [hlevinson@xxxxxxxxxxxx]
> Sent: Wednesday, August 28, 2013 1:50 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Songs!
>
> I think the key is to make sure that everyone practices singing it as a
> class. They need to risk singing aloud even though they fear they can't sing
> or "don't have a voice." Singing in a group is powerful, fun, and can help
> build community. You might give one quarter of the class verse 1, another
> verse 2, another verse 3, and another the chorus. Or let everyone join in on
> the chorus.
> Perhaps you ask one of the dancers in class to choreograph some moves and
> then teach the class his/her steps.
> You might also ask them to develop a storyboard for their own music video to
> the song, or to craft a lyrics book, puppet show, live theatrical
> presentation, lo que sea.
> Singing with my class has become one of the greatest joys of teaching for
> me...and I am not one who looks to sing solo or even in public, but with
> students in the classroom it's a real pleasure.
>
> Suerte con las canciones.
> Harris
>
>
> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx<mailto:hambrozaitis@xxxxxxxxx>>
> Hi everyone,
>
> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL... AH!
> This morning I had one tough class and one decent one with a Juanes song and
> am wondering what kinds of things people have tried.
>
> Thanks!!!
>
> Heidi
>
> P.S. First day was GREAT! :) Thank you all for being so supportive.
>
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
>
>
>
> ------------------------------
>
> Subject: [ola]
> =?utf-8?Q?Re:_[ola]_RE:_[ola]_Re:_Beginning_of_the_year_=C5=92re
> From: Caleb Zilmer <caleb_zilmer@xxxxxxxxx>
> Date: Thu, 29 Aug 2013 13:56:57 -0500
>
> This conversation reminds me of a tweet I saw the other day. I liked that it,
> too, focuses on the practice of target language usage and real communication
> rather than isolated grammar drills and the boring rules. Here is the link
> for anyone that's
> interested...http://leesensei.edublogs.org/2013/08/27/what-exactly-are-they-reviewing/#.Uh-Y91K9Kc1
> Enviado desde el iPhone de Caleb Zilmer
>
> El 29/08/2013, a las 11:19, Call Daniel <dcall@xxxxxxxxxxxxx> escribió:
>
> > Thanks, Arnold! Your way of putting things is so helpful. I especially
> > like your “island in the world of Proficiency” metaphor.
> >
> > Dan Call
> > Spanish Teacher
> > Franklin Pierce High School
> >
> >
> >
> > From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf
> > Of Arnold Bleicher
> > Sent: Thursday, August 29, 2013 8:09 AM
> > To: OLA Listserve
> > Subject: [ola] Re: Beginning of the year Œreview¹
> >
> > I like Darcy's outline of how to deal with these first few days and weeks.
> > Grammar instruction at the lower levels (Novice) is pointless. Grammar and
> > control of structures play a more important role as the students move up
> > the scale of proficiency but at the lower levels it is a hinderance to
> > their ability to communicate using the language they have. Remember what
> > John DeMado says: "Grammar does not communication. It makes communication
> > accurate." How accurate does a Novice have to be? Not very.
> >
> > Also keep in mind that you are assessing performance, which is an island in
> > the world of Proficiency. Without the follow-ups and level checks and
> > probes, one can't determine Proficiency. But one can get a good idea of
> > where the student is performing on a given task on a given topic. These
> > islands of performances grow into continents and then into a world of
> > global proficiency. When you look at the totality of their performance it
> > is safe to conclude that their proficiency is somewhere near the
> > performance. For example, a student demonstrating solid Novice High
> > performance on a variety of topics and tasks is very likely to be
> > "proficient" in that range. One showing vacillating performance between N-H
> > and listing of the N-M may be a different proficiency profile. Same for all
> > other levels. A student showing good I-L performance on a variety of tasks
> > and topics will likely be proficient in the N-H to I-L range. A student
> > showing good performance on a variety of topics and task
> s will likely be proficient in the I-L to I-M range. Again, without the
> benefit of level checks and probes it is not really possible to determine the
> sub level but it is possible to get a good idea of the major level (Novice,
> Intermediate, Advanced).
> >
> > Someone produced a very nice graphic showing how the levels overlap. The
> > graphic highlights how it is not a linear progression but an exponential
> > one and the N-H shares a good deal in common with the I-L. They both have
> > the same functions and text type and accuracy/comprehensibility but the N-H
> > isn't sustaining it all the time. They are very similar profiles, much more
> > alike than a N-M and a N-H.
> >
> > I wish you all a good school year.
> >
> > Arnold
> >
> >
> >
> > From: Darcy Rogers <rogersdr25@xxxxxxxxx>
> > Reply-To: OLA Listserve <ola@xxxxxxxxxxxxx>
> > Date: Wednesday, August 28, 2013 10:53 PM
> > To: OLA Listserve <ola@xxxxxxxxxxxxx>
> > Subject: [ola] Beginning of the year ‘review’
> >
> > Hello OWLers!!!
> >
> > As I was thinking about many of you who are just starting OWL, or even
> > those of you who have been doing it for a while, and thinking about the
> > role that grammar has had traditionally for many us in our beginning of
> > the year, I wanted to challenge us all to think about it from a different
> > perspective.
> >
> > I am guessing that many of us are used to starting each year with a
> > ‘review’, and this generally consists of some kind of grammar practice
> > (conjugation games or quizzes, vocab quizzes, etc.), which actually tells
> > us nothing about their actual language level. I would challenge you
> > instead to think of the beginning of the year as investigative, trying to
> > find out what LANGUAGE your students DO have. There is no need for
> > ‘review’, since your only goal is to identify what level they are at so
> > that you can figure out how to move them forward. They should be able to
> > talk and write about lots of different topics at whatever level they are at
> > (NM, NH, IL, IM, etc.). Our job is to give them exposure to as many
> > different opportunities to show us their level as possible.
> >
> > These are some questions to keep in mind as we lead them through this:
> > What level are my students at?
> > What functions can they do?
> > What kind of language (text type-lists, phrases, sentences, etc.) am I
> > hearing?
> > What is our content and context, that is how many different topics can they
> > talk/write about?
> > Where are they on the ACTFL scale?
> > What overall language am I hearing/seeing in writing?
> >
> > Think of yourself as an investigative reporter trying to collect as much
> > ‘information’ as possible about each student. Between all the activities in
> > class and the written journals and/or pre-assessments within the first two
> > weeks, you should have a solid idea of where students are. If you are still
> > unsure of certain students, pull them aside to do oral interviews and
> > determine better where they are. You could also do oral pre-assessments for
> > all if you felt so inclined.
> >
> > I keep track of all their levels and they set goals based off what level
> > they think they are, with proof (their journal, pre-assessment,
> > conversations, etc.) I compare where I have them at with where they placed
> > themselves. If any discrepancies arise, it leads to some wonderful
> > conversations and possible goal re-setting. It’s very empowering to have
> > the language and conversation be about their language level and what they
> > CAN do and what they need to do to get the next level instead of how well
> > they can or can’t conjugate or what vocab they don’t remember from the
> > previous year.
> >
> > What other ideas are out there?! What specific things do you do? I would
> > love to hear some different ideas around transforming those first two weeks
> > of class and creating an investigative, fun, community building space!!!! J
> >
> > Darcy Rogers
> > Organic World Language (OWL)
> > Phone: 541.601.4509
> > Fax: 541.776.4099
> > Website: olaed.com
> > Facebook: tinyurl.com/organic-language-facebook
> >
> >
> > De: JoAnna Coleman <joannac@xxxxxxx>
> > Para: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
> > Enviado: Miércoles, 28 de agosto, 2013 6:49 P.M.
> > Asunto: [ola] Re: Songs!
> >
> > We sing everyday in class - I incorporate the daily song into the OWL
> > format sometime during the class period - sometimes we play musical chairs
> > while singing, or use the song for Smoosh! or sing in a circle while doing
> > something (ie. send the clap, swaying, moving in and out like the tide), we
> > play "don't forget the lyrics" or combine singing with gestures.
> > We'll also watch the video without sound and one partner will describe what
> > they see to another who isn't looking at screen, then watch all together
> > and sing. Dance offs can be fun, too.
> > I am going to try a modified version of the embedding literacy activity we
> > did with Annie with songs this year as well
> >
> >
> > 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
> > Harris levinson [hlevinson@xxxxxxxxxxxx]
> > Sent: Wednesday, August 28, 2013 1:50 PM
> > To: ola@xxxxxxxxxxxxx
> > Subject: [ola] Re: Songs!
> >
> > I think the key is to make sure that everyone practices singing it as a
> > class. They need to risk singing aloud even though they fear they can't
> > sing or "don't have a voice." Singing in a group is powerful, fun, and can
> > help build community. You might give one quarter of the class verse 1,
> > another verse 2, another verse 3, and another the chorus. Or let everyone
> > join in on the chorus.
> > Perhaps you ask one of the dancers in class to choreograph some moves and
> > then teach the class his/her steps.
> > You might also ask them to develop a storyboard for their own music video
> > to the song, or to craft a lyrics book, puppet show, live theatrical
> > presentation, lo que sea.
> > Singing with my class has become one of the greatest joys of teaching for
> > me...and I am not one who looks to sing solo or even in public, but with
> > students in the classroom it's a real pleasure.
> >
> > Suerte con las canciones.
> > Harris
> >
> >
> > 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> > Hi everyone,
> >
> > I'm doing my música miércoles (music Wednesday) this year with OWL... AH!
> > This morning I had one tough class and one decent one with a Juanes song
> > and am wondering what kinds of things people have tried.
> >
> > Thanks!!!
> >
> > Heidi
> >
> > P.S. First day was GREAT! :) Thank you all for being so supportive.
> >
> >
> >
> > --
> > Harris Levinson
> > Teacher, Adviser
> > Vashon Island High School
> >
> > Tel: 206.463.9171 x141
> >
> >
> >
>
>
> ------------------------------
>
> From: Nanosh Lucas <nanoshlucas@xxxxxxxxx>
> Subject: [ola] Re: job posting - Phoenix (teach w/Nanosh!)
> Date: Thu, 29 Aug 2013 12:03:46 -0700
>
> Phoenix High School is looking for an ESOL endorsed half time (4 periods)
> ELD/Intervention teacher. The position would include 2 periods of ELD III/IV
> using the Language! curriculum, one period of ELD Support Center, and one
> period of 9th grade intervention that would use the same curriculum as the
> ELD III/IV classes.
>
> The posting should appear on the district website within 24 hours. The
> candidate does not have to speak Spanish.
>
> Thanks!
>
> Emily
> ------------------------------
>
> Date: Thu, 29 Aug 2013 12:33:58 -0700
> Subject: [ola]
> =?windows-1252?Q?Re=3A_=5Bola=5D_Re=3A_Beginning_of_the_year_=8C
> From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
>
> AMEN Arnold!
> On Thursday, August 29, 2013, Arnold Bleicher wrote:
>
> > I like Darcy's outline of how to deal with these first few days and weeks.
> > Grammar instruction at the lower levels (Novice) is pointless. Grammar and
> > control of structures play a more important role as the students move up
> > the scale of proficiency but at the lower levels it is a hinderance to
> > their ability to communicate using the language they have. Remember what
> > John DeMado says: "Grammar does not communication. It makes communication
> > accurate." How accurate does a Novice have to be? Not very.
> >
> > Also keep in mind that you are assessing performance, which is an island
> > in the world of Proficiency. Without the follow-ups and level checks and
> > probes, one can't determine Proficiency. But one can get a good idea of
> > where the student is performing on a given task on a given topic. These
> > islands of performances grow into continents and then into a world of
> > global proficiency. When you look at the totality of their performance it
> > is safe to conclude that their proficiency is somewhere near the
> > performance. For example, a student demonstrating solid Novice High
> > performance on a variety of topics and tasks is very likely to be
> > "proficient" in that range. One showing vacillating performance between N-H
> > and listing of the N-M may be a different proficiency profile. Same for all
> > other levels. A student showing good I-L performance on a variety of tasks
> > and topics will likely be proficient in the N-H to I-L range. A student
> > showing good performance on a variety of topics and tasks will likely be
> > proficient in the I-L to I-M range. Again, without the benefit of level
> > checks and probes it is not really possible to determine the sub level but
> > it is possible to get a good idea of the major level (Novice, Intermediate,
> > Advanced).
> >
> > Someone produced a very nice graphic showing how the levels overlap. The
> > graphic highlights how it is not a linear progression but an exponential
> > one and the N-H shares a good deal in common with the I-L. They both have
> > the same functions and text type and accuracy/comprehensibility but the N-H
> > isn't sustaining it all the time. They are very similar profiles, much more
> > alike than a N-M and a N-H.
> >
> > I wish you all a good school year.
> >
> > Arnold
> >
> >
> >
> > From: Darcy Rogers <rogersdr25@xxxxxxxxx <javascript:_e({}, 'cvml',
> > 'rogersdr25@xxxxxxxxx');>>
> > Reply-To: OLA Listserve <ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola@xxxxxxxxxxxxx');>>
> > Date: Wednesday, August 28, 2013 10:53 PM
> > To: OLA Listserve <ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola@xxxxxxxxxxxxx');>>
> > Subject: [ola] Beginning of the year �review�
> >
> > Hello OWLers!!!
> > ** **
> > As I was thinking about many of you who are just starting OWL, or even
> > those of you who have been doing it for a while, and thinking about the
> > role that grammar has had traditionally for many us in our beginning of the
> > year, I wanted to challenge us all to think about it from a different
> > perspective. ****
> > ** **
> > I am guessing that many of us are used to starting each year with a
> > �review�, and this generally consists of some kind of grammar practice
> > (conjugation games or quizzes, vocab quizzes, etc.), which actually tells
> > us nothing about their actual language level. I would challenge you
> > instead to think of the beginning of the year as investigative, trying to
> > find out what LANGUAGE your students DO have. There is no need for
> > �review�, since your only goal is to identify what level they are at so
> > that you can figure out how to move them forward. They should be able to
> > talk and write about lots of different topics at whatever level they are at
> > (NM, NH, IL, IM, etc.). Our job is to give them exposure to as many
> > different opportunities to show us their level as possible. ****
> > ** **
> > These are some questions to keep in mind as we lead them through this: ***
> > *
> > What level are my students at? ****
> > What functions can they do? ****
> > What kind of language (text type-lists, phrases, sentences, etc.) am I
> > hearing? ****
> > What is our content and context, that is how many different topics can
> > they ****
> > talk/write about? ****
> > Where are they on the ACTFL scale? ****
> > What overall language am I hearing/seeing in writing? ****
> > ** **
> > Think of yourself as an investigative reporter trying to collect as much
> > �information� as possible about each student. Between all the activities in
> > class and the written journals and/or pre-assessments within the first two
> > weeks, you should have a solid idea of where students are. If you are still
> > unsure of certain students, pull them aside to do oral interviews and
> > determine better where they are. You could also do oral pre-assessments for
> > all if you felt so inclined. ****
> > ** **
> > I keep track of all their levels and they set goals based off what level
> > they think they are, with proof (their journal, pre-assessment,
> > conversations, etc.) I compare where I have them at with where they placed
> > themselves. If any discrepancies arise, it leads to some wonderful
> > conversations and possible goal re-setting. It�s very empowering to have
> > the language and conversation be about their language level and what they
> > CAN do and what they need to do to get the next level instead of how well
> > they can or can�t conjugate or what vocab they don�t remember from the
> > previous year. ****
> > ** **
> > What other ideas are out there?! What specific things do you do? I would
> > love to hear some different ideas around transforming those first two weeks
> > of class and creating an investigative, fun, community building space!!!!
> > J ****
> >
> > *Darcy Rogers*
> > Organic World Language (OWL)
> > Phone: 541.601.4509
> > Fax: 541.776.4099
> > Website: olaed.com
> > Facebook: tinyurl.com/organic-language-facebook
> >
> >
> > ------------------------------
> > *De:* JoAnna Coleman <joannac@xxxxxxx <javascript:_e({}, 'cvml',
> > 'joannac@xxxxxxx');>>
> > *Para:* "ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola@xxxxxxxxxxxxx');>" <ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola@xxxxxxxxxxxxx');>>
> > *Enviado:* Mi�rcoles, 28 de agosto, 2013 6:49 P.M.
> > *Asunto:* [ola] Re: Songs!
> >
> > We sing everyday in class - I incorporate the daily song into the OWL
> > format sometime during the class period - sometimes we play musical chairs
> > while singing, or use the song for Smoosh! or sing in a circle while doing
> > something (ie. send the clap, swaying, moving in and out like the tide), we
> > play "don't forget the lyrics" or combine singing with gestures.
> > We'll also watch the video without sound and one partner will describe
> > what they see to another who isn't looking at screen, then watch all
> > together and sing. Dance offs can be fun, too.
> > I am going to try a modified version of the embedding literacy activity we
> > did with Annie with songs this year as well
> >
> >
> > JoAnna Coleman
> > Spanish Teacher
> > Wilson High School
> > 503-916-5280 ext. 75231
> > joannac@xxxxxxx <javascript:_e({}, 'cvml', 'joannac@xxxxxxx');>
> > http://profecoleman.wordpress.com/
> >
> > ------------------------------
> > *From:* ola-bounce@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola-bounce@xxxxxxxxxxxxx');> [ola-bounce@xxxxxxxxxxxxx<javascript:_e({},
> > 'cvml', 'ola-bounce@xxxxxxxxxxxxx');>]
> > on behalf of Harris levinson [hlevinson@xxxxxxxxxxxx <javascript:_e({},
> > 'cvml', 'hlevinson@xxxxxxxxxxxx');>]
> > *Sent:* Wednesday, August 28, 2013 1:50 PM
> > *To:* ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml', 'ola@xxxxxxxxxxxxx');>
> > *Subject:* [ola] Re: Songs!
> >
> > I think the key is to make sure that everyone practices singing it as a
> > class. They need to risk singing aloud even though they fear they can't
> > sing or "don't have a voice." Singing in a group is powerful, fun, and can
> > help build community. You might give one quarter of the class verse 1,
> > another verse 2, another verse 3, and another the chorus. Or let everyone
> > join in on the chorus.
> > Perhaps you ask one of the dancers in class to choreograph some moves and
> > then teach the class his/her steps.
> > You might also ask them to develop a storyboard for their own music video
> > to the song, or to craft a lyrics book, puppet show, live theatrical
> > presentation, lo que sea.
> > Singing with my class has become one of the greatest joys of teaching for
> > me...and I am not one who looks to sing solo or even in public, but with
> > students in the classroom it's a real pleasure.
> >
> > Suerte con las canciones.
> > Harris
> >
> >
> > 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx <javascript:_e({}, 'cvml',
> > 'hambrozaitis@xxxxxxxxx');>>
> >
> > Hi everyone,
> >
> > I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL... AH!
> > This morning I had one tough class and one decent one with a Juanes song
> > and am wondering what kinds of things people have tried.
> >
> > Thanks!!!
> >
> > Heidi
> >
> > P.S. First day was GREAT! :) Thank you all for being so supportive.
> >
> >
> >
> >
> > --
> > Harris Levinson
> > Teacher, Adviser
> > Vashon Island High School
> >
> > Tel: 206.463.9171 x141
> >
> >
> >
> >
> >
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 13:49:10 -0700
> From: "Jody Soberon" <JodySo@xxxxxxxxxxxxxxxxxxx>
> Subject: [ola] Re: Teaching Pinterest Board
>
> Thanks Tess!!
>
> I love your board and so now, I too have a Pinterest Board! :)
>
> Jody
>
> >>> Tess Siemer <tess.siemer@xxxxxxxxxxxxx> 8/27/2013 1:24 PM >>>
> Hi everyone,
>
> I have a teaching Pinterest board that I began this summer where I've been
> collecting random ideas which inspire me, make me laugh, things to tweak and
> use etc. Almost all of the ideas are NOT meant for a foreign language
> classroom but have lots of potential there (team building, games, funny
> writing prompts, bulletin boards, etc.) with a little vision.
>
> There are several ways you can use this too. First, you can check it out at
> http://pinterest.com/tessikamiller/teaching/ and follow the board so you see
> when things are added. Secondly, you can send me websites or photos of your
> class or classroom and I can put them on the board to share visually with
> everyone. Or, thirdly, I can add you as a contributor if you want to add
> ideas or if you're also a "pinner" - just let me know, I just need your email.
>
> Hope you find something inspirational! Happy first week(ish) to all, T
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 14:04:01 -0700
> Subject: [ola] Re: Songs!
> From: Kate FriendlyJones <kate.friendlyjones@xxxxxxxxxxxxx>
>
> Dear Owlers,
> I am going to attach some of the song lyrics I have saved on my computer.
> I haven't used all of them and with every song I use some different
> strategies and activities to go a long with them. Maybe later I can
> explain some!!! Also the documents are not all edited since sometime I
> pull the lyrics from the internet so please look through them.
>
> Today is the last day of in-service and I have spent little time in my room
> and with access to a computer. I am looking forward to being able to
> follow more of the threads and respond in a more timely manner.
>
> Kate
>
>
> On Thu, Aug 29, 2013 at 11:13 AM, JoAnna Coleman <joannac@xxxxxxx> wrote:
>
> > Jody -
> >
> > Smoosh is an OWL activity for forming groups where kids walk around the
> > room (or dance and sing!) while the song is playing, periodically I will
> > stop the music and then yell out a number (2, 3, 4, 5) and they have to
> > quickly form groups of that number. Each number represents a different
> > group formation.
> >
> > Some good ones from OWL are
> > 2 = one person jumps in the other person's arms (or piggy back),
> > 3 = Charlie's Angels pose or a tree,
> > 4 = 3 zombies eating a human,
> > 5 = 4 people making a bridge with arms and one person rows a boat under
> > it, etc...
> >
> > The possibilities for grouping are endless, but it makes it more
> > interesting if they have to negotiate space together and not just stand in
> > a certain pose next to each other.
> >
> > Once groups are formed, they can have a conversation before returning to
> > the song, or you can use it as a game and whoever doesn't find a group is
> > out and has to answer or ask a question - there are lots of possibilities!
> >
> >
> > 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
> > Jody Soberon [JodySo@xxxxxxxxxxxxxxxxxxx]
> > *Sent:* Thursday, August 29, 2013 10:36 AM
> >
> > *To:* ola@xxxxxxxxxxxxx
> > *Subject:* [ola] Re: Songs!
> >
> > Hi JoAnna,
> >
> > Great ideas! Thanks for sharing :)
> >
> > What is Smoosh?
> >
> > Jody
> >
> >
> >
> >
> > Foreign Languages
> > Brookings Harbor High School
> > >>> JoAnna Coleman <joannac@xxxxxxx> 8/28/2013 6:49 PM >>>
> > We sing everyday in class - I incorporate the daily song into the OWL
> > format sometime during the class period - sometimes we play musical chairs
> > while singing, or use the song for Smoosh! or sing in a circle while doing
> > something (ie. send the clap, swaying, moving in and out like the tide), we
> > play "don't forget the lyrics" or combine singing with gestures.
> > We'll also watch the video without sound and one partner will describe
> > what they see to another who isn't looking at screen, then watch all
> > together and sing. Dance offs can be fun, too.
> > I am going to try a modified version of the embedding literacy activity we
> > did with Annie with songs this year as well
> >
> >
> > 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
> > Harris levinson [hlevinson@xxxxxxxxxxxx]
> > *Sent:* Wednesday, August 28, 2013 1:50 PM
> > *To:* ola@xxxxxxxxxxxxx
> > *Subject:* [ola] Re: Songs!
> >
> > I think the key is to make sure that everyone practices singing it as a
> > class. They need to risk singing aloud even though they fear they can't
> > sing or "don't have a voice." Singing in a group is powerful, fun, and can
> > help build community. You might give one quarter of the class verse 1,
> > another verse 2, another verse 3, and another the chorus. Or let everyone
> > join in on the chorus.
> > Perhaps you ask one of the dancers in class to choreograph some moves and
> > then teach the class his/her steps.
> > You might also ask them to develop a storyboard for their own music video
> > to the song, or to craft a lyrics book, puppet show, live theatrical
> > presentation, lo que sea.
> > Singing with my class has become one of the greatest joys of teaching for
> > me...and I am not one who looks to sing solo or even in public, but with
> > students in the classroom it's a real pleasure.
> >
> > Suerte con las canciones.
> > Harris
> >
> >
> > 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> >
> >> Hi everyone,
> >>
> >> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >> AH! This morning I had one tough class and one decent one with a Juanes
> >> song and am wondering what kinds of things people have tried.
> >>
> >> Thanks!!!
> >>
> >> Heidi
> >>
> >> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>
> >
> >
> >
> > --
> > Harris Levinson
> > Teacher, Adviser
> > Vashon Island High School
> >
> > Tel: 206.463.9171 x141
> >
> >
> >
>
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 14:48:10 -0700
> Subject: [ola] Re: Songs!
> From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
>
> I like that idea :-). Students can invent their own content.
> On Wednesday, August 28, 2013, JoAnna Coleman wrote:
>
> > We sing everyday in class - I incorporate the daily song into the OWL
> > format sometime during the class period - sometimes we play musical chairs
> > while singing, or use the song for Smoosh! or sing in a circle while doing
> > something (ie. send the clap, swaying, moving in and out like the tide), we
> > play "don't forget the lyrics" or combine singing with gestures.
> > We'll also watch the video without sound and one partner will describe
> > what they see to another who isn't looking at screen, then watch all
> > together and sing. Dance offs can be fun, too.
> > I am going to try a modified version of the embedding literacy activity we
> > did with Annie with songs this year as well
> >
> >
> > JoAnna Coleman
> > Spanish Teacher
> > Wilson High School
> > 503-916-5280 ext. 75231
> > joannac@xxxxxxx <javascript:_e({}, 'cvml', 'joannac@xxxxxxx');>
> > http://profecoleman.wordpress.com/
> >
> > ------------------------------
> > *From:* ola-bounce@xxxxxxxxxxxxx <javascript:_e({}, 'cvml',
> > 'ola-bounce@xxxxxxxxxxxxx');> [ola-bounce@xxxxxxxxxxxxx<javascript:_e({},
> > 'cvml', 'ola-bounce@xxxxxxxxxxxxx');>]
> > on behalf of Harris levinson [hlevinson@xxxxxxxxxxxx <javascript:_e({},
> > 'cvml', 'hlevinson@xxxxxxxxxxxx');>]
> > *Sent:* Wednesday, August 28, 2013 1:50 PM
> > *To:* ola@xxxxxxxxxxxxx <javascript:_e({}, 'cvml', 'ola@xxxxxxxxxxxxx');>
> > *Subject:* [ola] Re: Songs!
> >
> > I think the key is to make sure that everyone practices singing it as a
> > class. They need to risk singing aloud even though they fear they can't
> > sing or "don't have a voice." Singing in a group is powerful, fun, and can
> > help build community. You might give one quarter of the class verse 1,
> > another verse 2, another verse 3, and another the chorus. Or let everyone
> > join in on the chorus.
> > Perhaps you ask one of the dancers in class to choreograph some moves and
> > then teach the class his/her steps.
> > You might also ask them to develop a storyboard for their own music video
> > to the song, or to craft a lyrics book, puppet show, live theatrical
> > presentation, lo que sea.
> > Singing with my class has become one of the greatest joys of teaching for
> > me...and I am not one who looks to sing solo or even in public, but with
> > students in the classroom it's a real pleasure.
> >
> > Suerte con las canciones.
> > Harris
> >
> >
> > 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx <javascript:_e({}, 'cvml',
> > 'hambrozaitis@xxxxxxxxx');>>
> >
> >> Hi everyone,
> >>
> >> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >> AH! This morning I had one tough class and one decent one with a Juanes
> >> song and am wondering what kinds of things people have tried.
> >>
> >> Thanks!!!
> >>
> >> Heidi
> >>
> >> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>
> >
> >
> >
> > --
> > Harris Levinson
> > Teacher, Adviser
> > Vashon Island High School
> >
> > Tel: 206.463.9171 x141
> >
> >
> >
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 14:51:30 -0700
> Subject: [ola] Re: Songs!
> From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
>
> I am going to use the activities from Embodying Literacy (hey Annie ;-) ) to
> teach songs before we listen to them. I think that will be a very powerful
> way of building comprehension and connection to the text that the class is
> observing.
> Ricardo
>
> On Thursday, August 29, 2013, Ricardo Linnell wrote:
>
> > I like that idea :-). Students can invent their own content.
> >
> > On Wednesday, August 28, 2013, JoAnna Coleman wrote:
> >
> >> We sing everyday in class - I incorporate the daily song into the OWL
> >> format sometime during the class period - sometimes we play musical chairs
> >> while singing, or use the song for Smoosh! or sing in a circle while doing
> >> something (ie. send the clap, swaying, moving in and out like the tide), we
> >> play "don't forget the lyrics" or combine singing with gestures.
> >> We'll also watch the video without sound and one partner will describe
> >> what they see to another who isn't looking at screen, then watch all
> >> together and sing. Dance offs can be fun, too.
> >> I am going to try a modified version of the embedding literacy activity
> >> we did with Annie with songs this year as well
> >>
> >>
> >> 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
> >> Harris levinson [hlevinson@xxxxxxxxxxxx]
> >> *Sent:* Wednesday, August 28, 2013 1:50 PM
> >> *To:* ola@xxxxxxxxxxxxx
> >> *Subject:* [ola] Re: Songs!
> >>
> >> I think the key is to make sure that everyone practices singing it as
> >> a class. They need to risk singing aloud even though they fear they can't
> >> sing or "don't have a voice." Singing in a group is powerful, fun, and can
> >> help build community. You might give one quarter of the class verse 1,
> >> another verse 2, another verse 3, and another the chorus. Or let everyone
> >> join in on the chorus.
> >> Perhaps you ask one of the dancers in class to choreograph some moves and
> >> then teach the class his/her steps.
> >> You might also ask them to develop a storyboard for their own music video
> >> to the song, or to craft a lyrics book, puppet show, live theatrical
> >> presentation, lo que sea.
> >> Singing with my class has become one of the greatest joys of teaching for
> >> me...and I am not one who looks to sing solo or even in public, but with
> >> students in the classroom it's a real pleasure.
> >>
> >> Suerte con las canciones.
> >> Harris
> >>
> >>
> >> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> >>
> >>> Hi everyone,
> >>>
> >>> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >>> AH! This morning I had one tough class and one decent one with a Juanes
> >>> song and am wondering what kinds of things people have tried.
> >>>
> >>> Thanks!!!
> >>>
> >>> Heidi
> >>>
> >>> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>>
> >>
> >>
> >>
> >> --
> >> Harris Levinson
> >> Teacher, Adviser
> >> Vashon Island High School
> >>
> >> Tel: 206.463.9171 x141
> >>
> >>
> >>
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 14:52:33 -0700
> Subject: [ola] Re: Songs!
> From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
>
> I was planning on making my first song of the year "Mi Ultima Carta" by
> Prince Royce. Let me know if you want a copy of the lyrics.
> On Thursday, August 29, 2013, Ricardo Linnell wrote:
>
> > I am going to use the activities from Embodying Literacy (hey Annie ;-) ) to
> > teach songs before we listen to them. I think that will be a very powerful
> > way of building comprehension and connection to the text that the class is
> > observing.
> >
> > Ricardo
> >
> > On Thursday, August 29, 2013, Ricardo Linnell wrote:
> >
> >> I like that idea :-). Students can invent their own content.
> >>
> >> On Wednesday, August 28, 2013, JoAnna Coleman wrote:
> >>
> >>> We sing everyday in class - I incorporate the daily song into the OWL
> >>> format sometime during the class period - sometimes we play musical chairs
> >>> while singing, or use the song for Smoosh! or sing in a circle while
> >>> doing
> >>> something (ie. send the clap, swaying, moving in and out like the tide),
> >>> we
> >>> play "don't forget the lyrics" or combine singing with gestures.
> >>> We'll also watch the video without sound and one partner will describe
> >>> what they see to another who isn't looking at screen, then watch all
> >>> together and sing. Dance offs can be fun, too.
> >>> I am going to try a modified version of the embedding literacy activity
> >>> we did with Annie with songs this year as well
> >>>
> >>>
> >>> 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 Harris levinson [hlevinson@xxxxxxxxxxxx]
> >>> *Sent:* Wednesday, August 28, 2013 1:50 PM
> >>> *To:* ola@xxxxxxxxxxxxx
> >>> *Subject:* [ola] Re: Songs!
> >>>
> >>> I think the key is to make sure that everyone practices singing it as
> >>> a class. They need to risk singing aloud even though they fear they can't
> >>> sing or "don't have a voice." Singing in a group is powerful, fun, and can
> >>> help build community. You might give one quarter of the class verse 1,
> >>> another verse 2, another verse 3, and another the chorus. Or let everyone
> >>> join in on the chorus.
> >>> Perhaps you ask one of the dancers in class to choreograph some moves
> >>> and then teach the class his/her steps.
> >>> You might also ask them to develop a storyboard for their own music
> >>> video to the song, or to craft a lyrics book, puppet show, live theatrical
> >>> presentation, lo que sea.
> >>> Singing with my class has become one of the greatest joys of teaching
> >>> for me...and I am not one who looks to sing solo or even in public, but
> >>> with students in the classroom it's a real pleasure.
> >>>
> >>> Suerte con las canciones.
> >>> Harris
> >>>
> >>>
> >>> 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> >>>
> >>>> Hi everyone,
> >>>>
> >>>> I'm doing my m�sica mi�rcoles (music Wednesday) this year with OWL...
> >>>> AH! This morning I had one tough class and one decent one with a Juanes
> >>>> song and am wondering what kinds of things people have tried.
> >>>>
> >>>> Thanks!!!
> >>>>
> >>>> Heidi
> >>>>
> >>>> P.S. First day was GREAT! :) Thank you all for being so supportive.
> >>>>
> >>>
> >>>
> >>>
> >>> --
> >>> Harris Levinson
> >>> Teacher, Adviser
> >>> Vashon Island High School
> >>>
> >>> Tel: 206.463.9171 x141
> >>>
> >>>
> >>>
>
>
> ------------------------------
>
> Subject: [ola] Re: Songs!
> From: "rogers.dr" <rogersdr25@xxxxxxxxx>
> Date: Thu, 29 Aug 2013 15:16:16 -0700
>
> I would recommend an activity like this where you are looking at building
> comprehension & interacting and connecting to the text. Remember you're
> trying to stay away from using songs to practice grammar...be looking at
> songs as a way for students to interact with the language.
>
>
> Enviado desde mi iPhone
>
> El ago 29, 2013, a las 2:51 p.m., Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
> escribió:
>
> > I am going to use the activities from Embodying Literacy (hey Annie ;-) )
> > to teach songs before we listen to them. I think that will be a very
> > powerful way of building comprehension and connection to the text that the
> > class is observing.
> >
> > Ricardo
> >
> > On Thursday, August 29, 2013, Ricardo Linnell wrote:
> > I like that idea :-). Students can invent their own content.
> >
> > On Wednesday, August 28, 2013, JoAnna Coleman wrote:
> > We sing everyday in class - I incorporate the daily song into the OWL
> > format sometime during the class period - sometimes we play musical chairs
> > while singing, or use the song for Smoosh! or sing in a circle while doing
> > something (ie. send the clap, swaying, moving in and out like the tide), we
> > play "don't forget the lyrics" or combine singing with gestures.
> > We'll also watch the video without sound and one partner will describe what
> > they see to another who isn't looking at screen, then watch all together
> > and sing. Dance offs can be fun, too.
> > I am going to try a modified version of the embedding literacy activity we
> > did with Annie with songs this year as well
> >
> >
> > 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
> > Harris levinson [hlevinson@xxxxxxxxxxxx]
> > Sent: Wednesday, August 28, 2013 1:50 PM
> > To: ola@xxxxxxxxxxxxx
> > Subject: [ola] Re: Songs!
> >
> > I think the key is to make sure that everyone practices singing it as a
> > class. They need to risk singing aloud even though they fear they can't
> > sing or "don't have a voice." Singing in a group is powerful, fun, and can
> > help build community. You might give one quarter of the class verse 1,
> > another verse 2, another verse 3, and another the chorus. Or let everyone
> > join in on the chorus.
> > Perhaps you ask one of the dancers in class to choreograph some moves and
> > then teach the class his/her steps.
> > You might also ask them to develop a storyboard for their own music video
> > to the song, or to craft a lyrics book, puppet show, live theatrical
> > presentation, lo que sea.
> > Singing with my class has become one of the greatest joys of teaching for
> > me...and I am not one who looks to sing solo or even in public, but with
> > students in the classroom it's a real pleasure.
> >
> > Suerte con las canciones.
> > Harris
> >
> >
> > 2013/8/28 Heidi Hewitt <hambrozaitis@xxxxxxxxx>
> > Hi everyone,
> >
> > I'm doing my música miércoles (music Wednesday) this year with OWL... AH!
> > This morning I had one tough class and one decent one with a Juanes song
> > and am wondering what kinds of things people have tried.
> >
> > Thanks!!!
> >
> > Heidi
> >
> > P.S. First day was GREAT! :) Thank you all for being so supportive.
> >
> >
> >
> > --
> > Harris Levinson
> > Teacher, Adviser
> > Vashon Island High School
> >
> > Tel: 206.463.9171 x141
> >
> >
>
>
> ------------------------------
>
> Date: Thu, 29 Aug 2013 21:39:47 -0700
> Subject: [ola] flipping videos through TED Ed
> From: =?ISO-8859-1?Q?Jody_Sober=F3n?= <jodysoberon@xxxxxxxxx>
>
> Ok, I need to go to bed but this is way cool. For those of us that enhance
> the classroom experience with videos either for fun, culture, exploration,
> visuals and descriptions or Q and A, the TED Ed site allows you to select a
> video URL and add questions. Sounds very intriguing! Lots of possibilities.
> Jody
>
>
>
> ------------------------------
>
> End of ola Digest V2 #136
> *************************
>
Other related posts:
- » [ola] Re: ola Digest V2 #136 - Annie Tyner
