[ola] Re: [ola] Re: Beginning of the year Œreview¹
- From: Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Thu, 29 Aug 2013 12:33:58 -0700
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:* 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 <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 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
>
>
>
>
>
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