[ola] Re: ola Digest V2 #228
- From: Cathy Bird <cathy.bird@xxxxxxxxxxxxxxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Wed, 18 Dec 2013 08:39:41 -0700 (MST)
What are your thoughts on this format for a day of "vocal rest"? Whenever I get
a cold, I lose my voice and I need more things to do with these guys. Send
ideas my way, please.
Kids sat with white boards and answered the questions I asked via my SmartBoard.
Started with simple Q/A - a la memorized phrases.
Moved to opinion questions about music and film.
They were all as quiet as me, which was a huge change from the norm. They were
so content...
Then the question of Hunger Games came up and the room exploded in French
conversation. Four to five vocal kids arguing about Peeta vs. Gale, and even
the more introverted were not out of the loop. I watched closely, thinking that
the fringe kids would take advantage of the fray to speak English, but they
stayed in French!!
Anyone know how to say 'hot' in French? Cuz apparently Gale is 'hot'...
"Oh what fun
It is to teach
in an OWL-centered way-ay...."
Cathy Bird, via iPad
> On Dec 17, 2013, at 11:05 PM, FreeLists Mailing List Manager
> <ecartis@xxxxxxxxxxxxx> wrote:
>
> ola Digest Tue, 17 Dec 2013 Volume: 02 Issue: 228
>
> In This Issue:
> [ola] =?iso-8859-1?Q?noticias_en_espa=F1ol?=
> [ola] =?iso-8859-1?Q?RE:_noticias_en_espa=F1ol?=
> [ola] ESL Pilot
> [ola] Re: Progressions
> [ola] Re: Progressions
> [ola] Re: Progressions
> [ola] Re: ESL Pilot
>
> ----------------------------------------------------------------------
>
> From: Martin Kathryn <kmartin@xxxxxxxxxxxxx>
> Subject: [ola] =?iso-8859-1?Q?noticias_en_espa=F1ol?=
> Date: Tue, 17 Dec 2013 18:20:23 +0000
>
> What are your favorite websites for news/current events in Spanish?
>
> ------------------------------
>
> From: JoAnna Coleman <joannac@xxxxxxx>
> Subject: [ola] =?iso-8859-1?Q?RE:_noticias_en_espa=F1ol?=
> Date: Tue, 17 Dec 2013 18:32:56 +0000
>
> I really like Radio Naciones Unidas and BBC mundo
>
> 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 Martin
> Kathryn <kmartin@xxxxxxxxxxxxx>
> Sent: Tuesday, December 17, 2013 10:20 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] noticias en español
>
> What are your favorite websites for news/current events in Spanish?
>
>
> ------------------------------
>
> Date: Tue, 17 Dec 2013 11:50:10 -0800
> Subject: [ola] ESL Pilot
> From: Arnold Bleicher <arnoldb@xxxxxxxx>
>
> Any high school ESL programs out there that would like to participate in
> pilot testing the new AAPPL English assessment? I am looking for some fairly
> low-level speakers (Novice and low-level Intermediate) to take the
> assessment after the first of the year. The assessment will measure
> abilities in Interpretive (Listening and Reading), Presentational (Writing),
> and Interpersonal (Listening and Speaking) and the 4 components can be
> broken up into segments, meaning that it can be taken over a few days.
> We are looking for about 15-20 students at these lower levels. The results
> will be sent to the school but they will not be official ACTFL results as
> this is a pilot.
>
> If you are interested, let me know. Please write to me at AAPPLQA@xxxxxxxxx
>
> Thanks,
>
> Arnold
>
>
>
>
>
>
>
> ------------------------------
>
> From: Calysta Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
> Date: Tue, 17 Dec 2013 14:07:22 -0700
> Subject: [ola] Re: Progressions
>
> Yes! I know I am NOT ALONE in doing a traditional UNIT driven class in the
> CIRCLE. How do I know my circle is Unit driven? In Spanish and French 2 we
> are wrapping up a "Doctor/reflexive verb/body parts" unit. In Spanish and
> French 1, we are wrapping up "Classroom/Emotions/Prepositions of
> Location/estar/ir" Unit (Avancemos 1, Unidad 2 anyone?)...While I left room
> for a lot of "extra" stuff to come up, we were hanging ornaments on the
> very tips of my predetermined branches...
> The good news???? I FINALLY GOT RID OF MY DESKS!!!! :) I did it, Darcy!
>
> The bad news???? Still not letting it go, letting the Question Hook
> Sequence happen... feeling "obliged" to my department that they arrive at
> levels 3 and up with a knowledge of the grammar....
>
> Who else is teaching traditional "UNITS" in the circle... bringing the
> agenda to the table? I have several things stopping me:
> Fear
> Department Alignment
> Lack of knowledge/comfort with ACTFL levels and progressions to really be
> able to monitor my students that way.
>
> Would love to know who else is in my boat. Thanks! Calysta
>
>
>> On Sat, Dec 14, 2013 at 4:21 PM, Call Daniel <dcall@xxxxxxxxxxxxx> wrote:
>>
>> Very helpful, Ricardo. I still feel that I could use a lot of practice
>> and mentoring with this, but every little bit helps.
>>
>>
>>
>> Dan
>>
>>
>>
>> *From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
>> Behalf Of *Ricardo Linnell
>> *Sent:* Saturday, December 14, 2013 11:46 AM
>> *To:* ola@xxxxxxxxxxxxx
>> *Subject:* [ola] Progressions
>>
>>
>>
>> Hey Everybody,
>>
>>
>>
>> I wanted to take a moment to talk about progressions. I am sure that quite
>> a few of you understand how to use them in your classes, but there are
>> probably as many or more teachers who are unsure of exactly what it is,
>> much less have the confidence to unleash it in your classes. I felt like
>> that for a long time, until I was able to visualize it and draw it. A
>> progression as a visual, looks a lot like this (see photo). You have the
>> central topic, either dictated by vocabulary from that day, the previous
>> day or such. For many of you who have been through one of Darcy's
>> workshops, you probably remember the types of questions that we used in one
>> part of the workshop. Creating relevant questions around the topic is a
>> great way to generate interest and motivation to speak. IE: we are wrapping
>> up a Canned Food Drive at my school and so we counted our cans and it was
>> just an instant, built-in topic for the class. I asked them to discuss in
>> groups the reasons for giving food during the holiday season. I gave them a
>> couple of minutes to speak and then asked 2 or 3 of them to tell the class
>> their reasoning. We got time, money, resources, things...etc out of the
>> students as far as vocabulary were concerned. I asked the students to
>> discuss the different types of resources that they felt they could offer to
>> those in need. Again, more discussion. Finally, the last question was if
>> they had a friend, family or if they themselves ever had a need to rely on
>> the Oregon Food Bank or another organization for food and resources. If so,
>> to explain what that experience was like. This all happened within the
>> course of no more than 15 minutes. It can go longer or shorter, depending
>> on the amount of questions, activities or depth to which the class goes. I
>> hope that everyone has a wonderful holiday and vacation. I hope this helps.
>>
>>
>>
>> Ricardo
>
>
>
> ------------------------------
>
> From: ANGELA STEPHENS <ASTEPH1@xxxxxxxxxxxxxxxx>
> Date: Tue, 17 Dec 2013 15:11:39 -0800
> Subject: [ola] Re: Progressions
>
> Calysta et all,
> I find that I too am leaning toward the UNIT driven class though it stresses
> me out because I feel like I am not being "faithful" to the OWL though we do
> aim for 100% Spanish and I do not have desks or chairs. Most of my kiddos
> have no issues sitting on the floor when we sit and they absolutely love
> using the small whiteboards for a variety of activities. The small
> whiteboards are available through Carlex and Teacher's Discovery for fairly
> reasonable pricing. We also use them as hard writing surfaces, so they are
> multi-purpose.
> The grammar stuff is not an issue for me at this point because I am the only
> Spanish teacher in my building, but I do worry about how the kids will
> transition to the next level. From what I am seeing, my 6th graders are
> adapting to the speaking and accepting the "lack of grammar instruction" much
> better/easier than the 8th graders who spent time in the traditional
> classroom style setting. For example, my 6th graders are always trying to
> tell me stories about what happens in their lives in Spanish, even with their
> limited Spanish vocabulary. They draw, act out, point, and mimic just like
> we really do in authentic situations. One such story was told by a young
> lady who was trying to tell me that her mom, her sister, and grandparents had
> gone to the pier to watch the boats for someone's birthday and her mom turned
> quickly and dropped her Bluetooth in the water. She knew azul and pointed to
> a tooth in her mouth, I was quite confused but when she pointed to her ear,
> I finall
> y understood that she meant Bluetooth for her phone, and the story became
> funny to all of us. We then were able to add vocabulary for cell phone and
> technology and money, stuff we would never traditionally cover in an
> exploratory level class. This story stemmed from the student next to her
> mimicking that he likes to go fishing. Just the fact that kids are using the
> language, without the fear of making mistakes or looking foolish/uncool, is
> so awesome to me. This is what we all work so hard to accomplish. This makes
> changing the "rule for teaching" so worth every sleepless night!
>
> Thank you all for sharing in this journey!
> Angie
>
> From: ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] On Behalf Of
> Calysta Phillips
> Sent: Tuesday, December 17, 2013 1:07 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Progressions
>
> Yes! I know I am NOT ALONE in doing a traditional UNIT driven class in the
> CIRCLE. How do I know my circle is Unit driven? In Spanish and French 2 we
> are wrapping up a "Doctor/reflexive verb/body parts" unit. In Spanish and
> French 1, we are wrapping up "Classroom/Emotions/Prepositions of
> Location/estar/ir" Unit (Avancemos 1, Unidad 2 anyone?)...While I left room
> for a lot of "extra" stuff to come up, we were hanging ornaments on the very
> tips of my predetermined branches...
>
> The good news???? I FINALLY GOT RID OF MY DESKS!!!! :) I did it, Darcy!
>
> The bad news???? Still not letting it go, letting the Question Hook Sequence
> happen... feeling "obliged" to my department that they arrive at levels 3 and
> up with a knowledge of the grammar....
>
> Who else is teaching traditional "UNITS" in the circle... bringing the agenda
> to the table? I have several things stopping me:
> Fear
> Department Alignment
> Lack of knowledge/comfort with ACTFL levels and progressions to really be
> able to monitor my students that way.
>
> Would love to know who else is in my boat. Thanks! Calysta
>
> On Sat, Dec 14, 2013 at 4:21 PM, Call Daniel
> <dcall@xxxxxxxxxxxxx<mailto:dcall@xxxxxxxxxxxxx>> wrote:
> Very helpful, Ricardo. I still feel that I could use a lot of practice and
> mentoring with this, but every little bit helps.
>
> Dan
>
> From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>
> [mailto:ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>] On Behalf
> Of Ricardo Linnell
> Sent: Saturday, December 14, 2013 11:46 AM
> To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>
> Subject: [ola] Progressions
>
> Hey Everybody,
>
> I wanted to take a moment to talk about progressions. I am sure that quite a
> few of you understand how to use them in your classes, but there are probably
> as many or more teachers who are unsure of exactly what it is, much less have
> the confidence to unleash it in your classes. I felt like that for a long
> time, until I was able to visualize it and draw it. A progression as a
> visual, looks a lot like this (see photo). You have the central topic, either
> dictated by vocabulary from that day, the previous day or such. For many of
> you who have been through one of Darcy's workshops, you probably remember the
> types of questions that we used in one part of the workshop. Creating
> relevant questions around the topic is a great way to generate interest and
> motivation to speak. IE: we are wrapping up a Canned Food Drive at my school
> and so we counted our cans and it was just an instant, built-in topic for the
> class. I asked them to discuss in groups the reasons for giving food during
> the
> holiday season. I gave them a couple of minutes to speak and then asked 2 or
> 3 of them to tell the class their reasoning. We got time, money, resources,
> things...etc out of the students as far as vocabulary were concerned. I asked
> the students to discuss the different types of resources that they felt they
> could offer to those in need. Again, more discussion. Finally, the last
> question was if they had a friend, family or if they themselves ever had a
> need to rely on the Oregon Food Bank or another organization for food and
> resources. If so, to explain what that experience was like. This all happened
> within the course of no more than 15 minutes. It can go longer or shorter,
> depending on the amount of questions, activities or depth to which the class
> goes. I hope that everyone has a wonderful holiday and vacation. I hope this
> helps.
>
> Ricardo
>
>
>
> ------------------------------
>
> From: JoAnna Coleman <joannac@xxxxxxx>
> Subject: [ola] Re: Progressions
> Date: Tue, 17 Dec 2013 23:18:25 +0000
>
> I am also doing a semi- unit driven circle - I come to the circle with
> functions and some basic vocab (ie. describe daily routine, reflexive verbs)
> based on their ACTFL level, but then a lot of the rest of the vocab and
> structures come from what they say (or try to say via gestures and acting it
> out) and just what comes up in class -
>
> 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
> Calysta Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
> Sent: Tuesday, December 17, 2013 1:07 PM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Progressions
>
> Yes! I know I am NOT ALONE in doing a traditional UNIT driven class in the
> CIRCLE. How do I know my circle is Unit driven? In Spanish and French 2 we
> are wrapping up a "Doctor/reflexive verb/body parts" unit. In Spanish and
> French 1, we are wrapping up "Classroom/Emotions/Prepositions of
> Location/estar/ir" Unit (Avancemos 1, Unidad 2 anyone?)...While I left room
> for a lot of "extra" stuff to come up, we were hanging ornaments on the very
> tips of my predetermined branches...
>
> The good news???? I FINALLY GOT RID OF MY DESKS!!!! :) I did it, Darcy!
>
> The bad news???? Still not letting it go, letting the Question Hook Sequence
> happen... feeling "obliged" to my department that they arrive at levels 3 and
> up with a knowledge of the grammar....
>
> Who else is teaching traditional "UNITS" in the circle... bringing the agenda
> to the table? I have several things stopping me:
> Fear
> Department Alignment
> Lack of knowledge/comfort with ACTFL levels and progressions to really be
> able to monitor my students that way.
>
> Would love to know who else is in my boat. Thanks! Calysta
>
>
> On Sat, Dec 14, 2013 at 4:21 PM, Call Daniel
> <dcall@xxxxxxxxxxxxx<mailto:dcall@xxxxxxxxxxxxx>> wrote:
> Very helpful, Ricardo. I still feel that I could use a lot of practice and
> mentoring with this, but every little bit helps.
>
> Dan
>
> From: ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>
> [mailto:ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>] On Behalf
> Of Ricardo Linnell
> Sent: Saturday, December 14, 2013 11:46 AM
> To: ola@xxxxxxxxxxxxx<mailto:ola@xxxxxxxxxxxxx>
> Subject: [ola] Progressions
>
> Hey Everybody,
>
> I wanted to take a moment to talk about progressions. I am sure that quite a
> few of you understand how to use them in your classes, but there are probably
> as many or more teachers who are unsure of exactly what it is, much less have
> the confidence to unleash it in your classes. I felt like that for a long
> time, until I was able to visualize it and draw it. A progression as a
> visual, looks a lot like this (see photo). You have the central topic, either
> dictated by vocabulary from that day, the previous day or such. For many of
> you who have been through one of Darcy's workshops, you probably remember the
> types of questions that we used in one part of the workshop. Creating
> relevant questions around the topic is a great way to generate interest and
> motivation to speak. IE: we are wrapping up a Canned Food Drive at my school
> and so we counted our cans and it was just an instant, built-in topic for the
> class. I asked them to discuss in groups the reasons for giving food during
> the
> holiday season. I gave them a couple of minutes to speak and then asked 2 or
> 3 of them to tell the class their reasoning. We got time, money, resources,
> things...etc out of the students as far as vocabulary were concerned. I asked
> the students to discuss the different types of resources that they felt they
> could offer to those in need. Again, more discussion. Finally, the last
> question was if they had a friend, family or if they themselves ever had a
> need to rely on the Oregon Food Bank or another organization for food and
> resources. If so, to explain what that experience was like. This all happened
> within the course of no more than 15 minutes. It can go longer or shorter,
> depending on the amount of questions, activities or depth to which the class
> goes. I hope that everyone has a wonderful holiday and vacation. I hope this
> helps.
>
> Ricardo
>
>
>
> ------------------------------
>
> Date: Tue, 17 Dec 2013 18:44:48 -0800
> Subject: [ola] Re: ESL Pilot
> From: Harris levinson <hlevinson@xxxxxxxxxxxx>
>
> HI Arnold,
> I would be happy to help and am confident I can find 15-20 students who
> would be willing to pilot AAPPL.
>
> Sincerely,
>
> Harris Levinson
> Vashon Island High School
>
>
> 2013/12/17 Arnold Bleicher <arnoldb@xxxxxxxx>
>
>> Any high school ESL programs out there that would like to participate in
>> pilot testing the new AAPPL English assessment? I am looking for some
>> fairly low-level speakers (Novice and low-level Intermediate) to take the
>> assessment after the first of the year. The assessment will measure
>> abilities in Interpretive (Listening and Reading), Presentational
>> (Writing), and Interpersonal (Listening and Speaking) and the 4 components
>> can be broken up into segments, meaning that it can be taken over a few
>> days.
>>
>> We are looking for about 15-20 students at these lower levels. The results
>> will be sent to the school but they will not be official ACTFL results as
>> this is a pilot.
>>
>> If you are interested, let me know. Please write to me at
>> AAPPLQA@xxxxxxxxx
>>
>> Thanks,
>>
>> Arnold
>
>
> --
> Harris Levinson
> Teacher, Adviser
> Vashon Island High School
>
> Tel: 206.463.9171 x141
>
>
>
> ------------------------------
>
> End of ola Digest V2 #228
> *************************
>
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