#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday September 29, 2016
Hey everyone! Welcome to ! Tonight's topic is: How does literacy present itself in your L2 teaching?
Hi, everyone! MS Spanish teacher from CT here!
Let's start tonight's chat with a roll call. Tell us who, what, where you are and why you love !
Japanese primary school teacher from Australia taking advantage of school holidays to participate at a respectable time of day
Hi all! Spanish teacher in Glen Burnie MD! Excited to get started!
Hola a todos! HS Spanish 1+ 2 teacher from Central, IA here for
I am Amy Lenord from the DFW area in TX. I teach Spanish 2/2H. I love because the learning I have done here has changed my life!
6-8 Spa tchr in AZ! Happy to be here!
Meredith White in metro Atlanta, GA! Spanish teacher who loves for its ability to connect me with top-notch teachers!
Meredith White in metro Atlanta, GA! Spanish teacher who loves for its ability to connect me with top-notch teachers!
Hi ! I'm Courtney, a HS Spanish teacher in Arkansas. Sorry to all my Twitter pals- lots of tweets for the next hour!
Bethany- French in CA only my 2nd , excited my schedule let's me participate tonight
David here, MS Spanish teacher from SC. is an endless source of forward-thinking ideas from great teachers!
Hello from Maine! I'm Julie and I teach Spanish, Kinder through 4th grade :)
Hola ! Laura, Spanglish teacher in NC, and I love for the brilliant people I get to connect with!
Hola ! Laura, Spanglish teacher in NC, and I love for the brilliant people I get to connect with!
Hello. Donna, Latin teacher from Indiana here.
Beth - FR/SP HS & CC in rural Western NY. Love spirit and inspiration!
High school Latin teacher.
I love that helps me connect to people like YOU too!
Oh! And I love because it has been an incredible source of growth and reflection for me for three + years!
Looks like we have a great crowd tonight! Welcome everyone!
Amanda from WI; Sp 2-4; and I love the relationships that I have made through
Like this tweet if you are ready to talk about Literacy in the L2 Classroom!
Hola ! Tayler from Iowa, Spanish I-IV
Hey, ! Love you all because you push me to think, reflect, and you share great ideas! Just popping in to say hey; I'm so sleepy!
will you be at this year?
Love this topic. Literacy methods in all subjects is one of our PD themes this year
Hi folks! Kevin, MS Latin teacher from CT
A1: I do a lot of comprehensible texts in levels 1+2, but starting to include more .
A1 stories that I haven't written, infographics, novels, songs, etc.
I find that infographics are super for Spanish 1A/1B students - visually attractive, concise, and generally easy to understand!
A1: I do longer texts (novels) and shorter (infographs). I also do some reading related to songs from time to time.
Michelle from CT, middle school Spanish 1, and I π because it has helped me grow in student teaching & now my 1st yr
A1: Teacher created stories, , TL novels, infographics, songs, articles and blog posts.
A1: everything! poems, songs, advertisements, stories, cartoons because reading is a jumping board to talking!
A1 stories that I HAVE written, songs, infographics, novels
A1: My students interact with both authentic text & their own text they have created.
R1 minibooks (stories), poems, memes, song lyrics, recipes, words in context all over my walls, lists, labels, sayings, idioms
A1 I have my kids use authentic resource: short stories, articles, and infographics
A1 All over authentic resources all day and night!
PS my students are LOVING Verba! The kids who hate everything die laughing at the sentences the make!
Q2 cont... Don't forget about the WHY part of the question. :-)
A1 I use a LOT of infographs and blogs, but we're actually using a Nielsen report right now!
This is a great idea! https://t.co/ksoys9ug9r
A1: My students interact with both authentic text & their own text they have created.
A1 why? to build sight vocab, provide visual resources, connect oral language with written
A1 love infographs and tweets for current topics
A1 infographics and tweets for introducing students to . Novels are my favorite I love all the doors they open!
My novices interact with infographics, memes, Tweets, song lyrics, articles, blogs, and peergenerated texts for a variety of input
A1: Why comprehensible texts? To build confidence and vocab. Why ? Real world practice & different confidence.
A1: student created stories, novels, current events articles
A1 anything authentic. Lists, conversation transcripts, news articles/headlines, tweets. As long as it's comprehensible input
Hey there! I've joined many chats but this is my 1st . Current college S to soon be Eng T. Fresno CA Excited to do some learning π
A1: All of the activities you can do before, during, after reading can be so fun!
A1 And stories, of course.
Cecile, TN, 7-12 French teacher recycled into K-3, I love staying in touch with my partners and learn from y'all
Oh yeah! Kids are digging this year!
A1: We SHOULD be using timely, authentic texts that connect with current events! https://t.co/tux3LjkRxk
A1 I use a LOT of infographs and blogs, but we're actually using a Nielsen report right now!
awesome game, kind of like a clean, language learning cards agains humanity
A1 authentic texts in upper levels, short stories and paragraphs in lower levels
What source are you using for current event articles? I'm always on the lookout for new sources!
A1: Ss interact w/ authentic text to see language as it is in real life; w/ each other's "text" 2 take ownership & build community
A1 novice authres - menus ids rea estate dept store etc
We just started this today! It's my first time using agentes. I'm pumped!
I use authentic sources so that it's familiar to them and they can use the language to communicate and problem solve in real time.
It's such a good book! I'm hoping to add some of 's books in future.
absolutely! https://t.co/d36kMBdEXy has great info - timely and engaging - and the students are still interested in it
Martina Bex, the free newspaper here in Phx!
A1 I use ads, train schedules, mag articles, anything that they can dink their teeth into w/o being overwhelmed
A1: why a variety? so kids can encounter vocab in different contexts & gain greater comprehension of meaning
Where do you all get your infographics? Examples plz!
Q1 part C - What types of LONGER texts do you use and why?
I've heard a little about verba. Is it a computer program?
A1 ...so that it becomes meaningful to not just understand language, but culture & make connections/compare/etc
Filing this away to use later! Thank you!!
A1-B Because I can make them comprehensible, bc they're culturally important, bc they're fun, bc students are interested
A1B - current and meaningful
A1: Novice: TPRS stories + carefully chosen authentic text (infographic or super short descriptions)
A1b authres easy to read and related to theme
I'm using 's current events, too! She's inspiring!
A1-B bc they have some element/vocab we are working on
Google is your friend! type something like "comida infografia" and see what comes up
I find mine by searching Google in target language for infographics on a topic, then clicking Images
Julie in Western NC mountains. Spanish 1-4. Lurking this eve. Too much to do!
what level do you use these with?!
I love how realistic reading schedules is if Ss travel!
A1 Intermediate: increasing authentic texts length and complexity but still carefully chosen
yes it does! I used it some last year but not this year yet
A2 Same! Just bought the weekly one!! Level 1!
I have Sp. 1 + 2 this year and use 1st level, but there's a 2nd version in it I think.
Just this year I have become acutely aware of how important the "overwhelming" factor is of too-long text. https://t.co/qLcnIyHuyJ
A1: Novice: TPRS stories + carefully chosen authentic text (infographic or super short descriptions)
A1 Reading 4 Voix (Voices in the Park) by Anthony Browne to discuss narration and voice
Q1 Part B I try to find text in a format they're familiar with in level 1, so that my time isn't spent explaining the format
A1: I LOVE to write my own stories about experiences I have had in the language or culture. Great way to embed rich lang. .
I use longer texts so that they can push themselves to the next level.
Jill from Northern Virginia-here for a short time tonight. A1 try to use a variety of resources - authentic but I also create.
It's a vocabulary card game. I think it's like Cards Against Humanity but PC for school and in the TL
Q1.B I pick something that we can USE to answer driving questions and prepare meaningful projects
A2: Depends on lvl. If using authentic text w/ lvl 1, we are picking out just words we recognize
A2: love using children's books - students read and interpret text and images
I agree, but I think longer texts can be scaffolded well. We have to build stamina or we aren't building literacy.
If you don't want to take the plunge of buying it right away, it is open source and able to be printed. We love it!
A2- type is going to determine a purpose. We don't interact with a newspaper article the same way we do a song
A2: I also like to use auth. text in lvl 1 to provide input to use in interpersonal speaking.
A2 Less is more; mine get intimidated if it's too long!
A1: We translate modern songs into Latin. More fun than text book comp exercises.
A2: I DIG into novels. They become my anchor. Stories are a short activity part of a bigger picture.
Q2 The type of text may force me to change the task based on the level, plus it makes me think how the text is used outside class
A2- or type can drive where you go next -essay, response, creating a graph, more research, etc.
A2: My goal is for my sts to discuss the text in the TL as well as interpret.
HS Spanish teacher Round Lake, IL. A1 I just used some Newsela articles this week. Love that you can change the lexile level
Love this insight! https://t.co/xDRdWorWD5
A2- type is going to determine a purpose. We don't interact with a newspaper article the same way we do a song
A2 Short articles and infographics reinforce culture and give us a jumping off point. Novels pull everything together!
My kids love doing this in Spanish and comparing their result to professionals like !
What a great idea! is on fire tonight! https://t.co/di9RVKZhTL
A2: I also like to use auth. text in lvl 1 to provide input to use in interpersonal speaking.
True! But more important than length is difficulty. If Ss are capable of understanding & are motivated, they'll read more
Absolutely. There is a fine line, though. Why would I build fear when I could build confidence? I have to choose wisely.
is INCREDIBLE! https://t.co/JbbtRY57mg
HS Spanish teacher Round Lake, IL. A1 I just used some Newsela articles this week. Love that you can change the lexile level
A2 novel doesn't depend on pictures like, well, pretty much everything else, so skimming helps less
A2: Agreed. and also just to enjoy and laugh and have an experience with the language!. https://t.co/GsU8vBrWEN
A2: My goal is for my sts to discuss the text in the TL as well as interpret.
A2 children's books sometimes give Ss a frame of reference if they are familiar with it in English
Q2: With modern songs, they need to watch out for idioms and think about what the singer is communicating.
Another wise point! https://t.co/D8VTWdLUEz
Q2 The type of text may force me to change the task based on the level, plus it makes me think how the text is used outside class
I'd love to hear more about how you connect these!
Ss focus of questioning with longer texts. They use Cornell notes more with longer texts. They focus on answers w/ infographics
Wow! is rocking the answers tonight! https://t.co/ICMJxVwDeq
A2- or type can drive where you go next -essay, response, creating a graph, more research, etc.
Q2 Looking at how the text is used in "real life" helps me not create totally contrived, impractical activities/tasks
A2 The pre-reading/video activities prepare for the interaction and set up ways for students to interact. Preparation important.
So critical - and can be so challenging!
in Latin I have a color coding system so they can id parts of speech, cases, etc quickly
We also spend a lot of time analyzing graphs from Nielsen report today--not so much w/ comic yesterday
So, if we are building literacy, are shorter texts sufficient?
A2 depends on end goal - can be identification & comp ?s to writing opinions or inferring sthg. Maybe classwork, maybe a project
my kids just love seeing books they loved as kids in TL!
agreed! 98% comprehensible and they will read non-stop, but not easy to find that lvl of comprehensibility all the time
TOTALLY agree with this point! We have to build capacity to read more! https://t.co/ockfO62As9
True! But more important than length is difficulty. If Ss are capable of understanding & are motivated, they'll read more
YES bc I am finding that my Ss don't know how to read the ENTIRE text for info. They want to look for what is 'important'
A2: If I use a longer text, I have students read a paragraph, then write the main idea in the margin, share with a friend, Repeat
I think a key part of building literacy is building a culture of literacy. They have to enjoy reading first.
Love using Google Read Write for students to interact with texts in small groups. They can identify cognates, stems, etc.
A2: YES! Stamina and coaching are huge! Little by little! https://t.co/QAAHqtnaW2
A2: If I use a longer text, I have students read a paragraph, then write the main idea in the margin, share with a friend, Repeat
I cannot like this enough!!! This is what I have found too.
I think you have to do all lengths. https://t.co/dLgAijirdv
So, if we are building literacy, are shorter texts sufficient?
shorter texts are essential for novices, but we must provide intermediates with at least paragraphs!
Great strategy! Break it down & mix it up! https://t.co/2lxUPQYXsD
A2: If I use a longer text, I have students read a paragraph, then write the main idea in the margin, share with a friend, Repeat
sometimes for long texts, I will write a very simple version in Latin for Ss so they know what it is about.
There is a time and a place for everything. The only way to know is to know your students and their needs *well*.
w longer text I give highlighters. We mark all words we know, & not so scary then. Also helps some read better.
I think part of that is helping them be successful doing it!
A2 - I'm so glad to have ELA background b/c I often feel I need to teach Ss how to read period - not just in L2!
I need to start doing this! https://t.co/AyWMLN5KfU
w longer text I give highlighters. We mark all words we know, & not so scary then. Also helps some read better.
A1 B Novice : comprehensible input leads to acquisition (hence ues ot TPRS stories/novels + short carefuly chosen authentic text)
I was just talking abt this with
What is this Google Read Write?
that sounds like a neat pre-reading strategy!
A2 -Still look for key words and phrases, main message, importance of message and why.. purpose of why we are interacting with it.
Yes, any authentic text can work. I've used everything from novels to tv listing. Scale the TASK, not the TEXT.
A great way for the students to use the language & build confidence...I love when they experience that "moment" and feel proud.
Amen sister! https://t.co/BNknGsA0M4
A2 - I'm so glad to have ELA background b/c I often feel I need to teach Ss how to read period - not just in L2!
Love these ideas. I am sharing them with my literacy group tomorrow
- is true! Half the time Ss don't know how to identify a noun, verb, etc. not important for profiency, but still...
Pre-reading is so important. I say that both to reaffirm and to remain
A3: Not best practice, but I want kids to memorize a short poem. Am I crazy?
A2: Literacy is evident during Interpretive reading activities as you are teaching students how to read in a second language.
always do it early in Latin since it is inflected. When I taught Italian, wasn't as critical.
I've been told that if you don't do pre-reading, you might as well not do the READING. https://t.co/d9tWxqEgM2
Pre-reading is so important. I say that both to reaffirm and to remain
A3: Reader's theatre is easy way to get in drama.
A3 I don't do enough of this, but my first thought is children's plays/poems
A3 - poetry for pronunciation practice first - then interpretation of meaning and application to self
Q3 I have Ss write and perform short skits or dialogues using our vocab
Pre-reading is so important. I say that both to reaffirm and to remind myself.
I like the idea of using poems for pronunciation. Kind of like tongue twisters! https://t.co/ZuPoTj7YIo
A3 - poetry for pronunciation practice first - then interpretation of meaning and application to self
A3: Great question! I can't wait to see the answers!
my elem book has pictures. That helps too. Hard to find pics for some advanced texts
A3 I teach at a Catholic school so I use prayers and scripture
Such a key point! Breaks that barrier/fear of reading.
A4: Colleague had upper levels pick poem and teach to their peers. He had a collection of stu-friendly poems in Spanish.
ah yes! That's how I use songs! Songs=poetry, no?
music resembles poetry in so many ways, & wasn't it helpful for us to learn song in TL?! Great idea!
YES!! The more pre-reading you do the better the experience the ss will have. https://t.co/e7NoGLEwdP
I've been told that if you don't do pre-reading, you might as well not do the READING. https://t.co/d9tWxqEgM2
Pre-reading is so important. I say that both to reaffirm and to remain
A3 30+ years later I still remember the poem I learnt in my one year of German study. Can only count to three...
literacy comes from many factors but high interest and 98% comprehensible are a winner in my Novice classes
A3: I like the idea of a short poem as a cultural example of something you have been teaching in class.
A3: some of my students volunteer to memorize a pair of poems and recite for a competition at Clemson U.
not crazy, memorize!Internalize rhythm, vocab, structure, impress "say something in X" mine learn pledge allegiance
A3: Ah yes, the $10,000 question. Super excited to read ideas on this one!
we hold a poetry contest in L2 for all levels including native speakers! Memorizing a short poem is valuable!
A3 I use a lot of auth children's poems/ chants in my classes-short, comprehensible; or only take a part of one that is comp
If literacy is "ability to read, write in a way that allows you to communicate effectively," then we have to become reading tchrs
There are so many different literacies we can activate in language classes: textual, visual, technological, ciivic.
A3: Q3 poetry can be done with pre-reading, scaffolding, footnotes,cloze activities. 1/2
e.g. Instantes- Jorge Luis Borges to reinforce condicional 1/2
e.g. Instantes- Jorge Luis Borges to reinforce condicional 1/2
A3 for things that tend to have multiple levels like poetry and drama, I usually stick to the shorter the better
A3: State WLAN comp has many of these categories- great way to sneak it in to the content
A3: Poetry is a little difficult at the lower level however odes work really well.
there's a competition at a local university that gets some to memorize!
& for many cultures, it is culturally authentic to memorize poems
a while ago I had poem book, read out of it if I finished early, Ss put thumbs up when they recognized words.
Same! I search more reading strategies than WL materials these days! https://t.co/YhTPZP68Uv
Yes! This is why I'm always asking elementary teachers and resource room teachers for advice. They're just so good!
A3 Shared this great Haiku with my beginner learners recently. Comprehensible even with limited script. https://t.co/Lx1LhsOEYy
<3 Neruda <3 https://t.co/7aiaPBbVKA
A3: Poetry is a little difficult at the lower level however odes work really well.
I can still sing carols in TL more than 50 yr later...
"Memorization" doesn't have to be a dirty word. It's how we learn and internalize many things.
A3 YES! One must study up on literacy strategies and incorporate - it isn't just conjugations anymore, Toto!
A3 CAREFULLY Do songs count???
I have to think about Q3 deeper and longer than will allow for tonight!
<3 Neruda - Odes to common things!!
The great thing about reading strategies is that they they are just great activities for ss in TL.
I think hard part about teaching poetry is symbolism. I'm not an abstract thinker in L1.... harder in L2!
We did that with the comic this week too! https://t.co/uBUJn0Jd7U
Annotation of the story in the target language aids comprehension without using translation. -J. Slanga
A3: I think I would have students illustrate poetry.
, my poetry unit was a bust with my heritage learners last year. Need ways to improve!
Love this idea! Dovetails with
A3 - perhaps students could find appropriate music for message of poem???
this gives me a great idea to ask clssrm tchrs what reading strategies they r using and use them in my room too!
A3- meet up with ELA teachers to borrow and use strategies they are currently using with the same students!
How do we think through symbolism? This is a fantastic starting point! https://t.co/JelVR85lby
A3: I think I would have students illustrate poetry.
Love reinforcing strategies, showing how they work in TL too! https://t.co/wy9JaMMDfV
this gives me a great idea to ask clssrm tchrs what reading strategies they r using and use them in my room too!
Aaaa I was so excited to remember & get to watch Greys that I forgot about
Ask the reading teachers; english teachers...they have great strategies https://t.co/2XQ9UNvnB4
this gives me a great idea to ask clssrm tchrs what reading strategies they r using and use them in my room too!
authenticity builds true literacy. I like performance assessments where Ss to have to use their reading
Shape piety can be great for this. Ex: heart shaped amor poem
definitely. Sometimes I think back to my ELA classes in hs and do a good old fashioned SOAPSTone with Ss on a poem
A3: I like the idea of taking a part of a poem and asking sts to explain how it represents the perspective of a culture, etc.
We are looking at political cartoons in TL too when on topic Ss would know something about
A3: I am becoming a big fan of training kids how to be great explainers of things in the TL
A4 I straight up break out , asking them questions they can write responses to first, then build on those
A4: modeling/chunking/guided questions and jigsaw activities
A4 sometimes I just post a prompt for THEM to write questions on , and they can see each other's ideas, discuss
Unless it is about application of previously acquired language.
A3 ELA teachers are a great resource. In my school system, we are a part of the ELA dept, not on our own seperate dept
A4: I don't know and am looking forward to learning how!
A4: 1. make sure they are comfortable with vocab 2. use graphic organizers 3. write 4. talk 5. draw 6. talk some more
A3: For upper levels, follow the order of thinking skills. Make sure to get to the "why" and the "how."
yes! Having roles and a purpose goes a long way in scaffolding!
Oops! A4 (not 3) For upper levels, follow the order of thinking skills. Make sure to get to the "why" and the "how."
A4: If you don't know about you need to find out ASAP! Great reading + discussion strategy!
7. Write some more 8. change perspective and talk some more 9. Ask ?s 10. have ss ask questions
A4: I love prepping the questions, stuffing them in envelopes and grouping kids to use in discussion.
A4 - pulling out words and personalizing them. Ex: title was "las mejores universidades" and we talked about best friends, best T
A4 If my discussion tasks aren't fast paced my novices are DONE. Forces me to have relevant engaging tasks.
A4: For lower lvls, make sure that you can do something w/it in all modes of communication, not just because "it goes w/the unit."
A4: Prepping the questions for discussion allows me to embed and create reps for great sentence starters.
you're organized! Color me jealous.
A4: I have discussion ?s for throughout chapter/text projected to let students see visually & remind me to stop
A4: I love activities that "force" ss to interact with the text. ex: do this, (they re-read) do that (they re-read)
this is more my style! I can type on a slide up until Ss walk in door! ;) Organization - ain't no1 got time for that!
A4: When sts have had experience with fancier questions, I give them "find out" list. Then they create the questions to "find out"
Yes! We've got to be *doing* something while we read! Super important https://t.co/XNDIaw2eUV
A4: I love activities that "force" ss to interact with the text. ex: do this, (they re-read) do that (they re-read)
A4: assigning students a role during a discussion allows you to not only to differentiate but also to promote higher order q's
A4 extract ideas from text that students can connect to, teach key structures needed and do Personalized Questions & Answers
oo, would love to see examples of how this works!
A4: I think it's important to know what we want Ss to do when done b4 scaffolding.
A4 Make predictions in TL. E.g if there are pix, talk about the pix before reading
I've wanted to toy with to get students interacting. Would be GREAT w/graffic novel in TL!!!
A4: Also, I LOVE to pull out words I want to target or structures and use them as question filters to get sts to consider further
Talk about the pics, write about the pics, put the pics in a different order, then talk again https://t.co/TY7M7WcMun
A4 Make predictions in TL. E.g if there are pix, talk about the pix before reading
and I must be spirit animals!! https://t.co/Bk6F81Ii73
A4: I love activities that "force" ss to interact with the text. ex: do this, (they re-read) do that (they re-read)
SWEETNESSSSSS https://t.co/2Q9uHVH9ZL
I've wanted to toy with to get students interacting. Would be GREAT w/graffic novel in TL!!!
YES! I made finding the Spanish version of some key words a race for XP--competitive kids loved it, used their brains!
A4 Tea party: select/write key statements about text, give one statement to each ss. Ss mingle/read/exchange about their statement
I give absolutely ridiculous amounts of time. LOL 34 seconds to tell them ___, never enough time but keeps engaged
Yes, forces them to consider words/concepts they would have otherwise overlooked!
Imagine if everything kids needed was embedded! Audio, comprehension questions, relelvant cultural vids!!!
A4: Also prep topics from reading, have students practice explaining them to each other. Great follow up activity.
That follow-through, that prolonged interaction with the text is something that so many neglect.
Yes and I think there where the language is acquired truly and they really can use it https://t.co/LqH1xXXLQT
That follow-through, that prolonged interaction with the text is something that so many neglect.
Finally Q5: What strategies make interactions with ACADEMIC TEXTS more meaningful and engaging? https://t.co/iRprDqY1rJ
I am learning to go sooo much slower, circle more, take our time and let it sink in
yes, please clarify meaning!
A5 Gotta go with a purpose--something they can use it to DO, something that they WANT to do
could you clarify what an academic text is?
I'd say something focused on conveying specific school-subject content
A5: I think hit the nail on the head when it comes to strategies. Anything to keep digging in & turning back 2 text!
A5 my strategy was to ditch the textbook
A5 academic text= adopted textbook, I believe
so Spanish textbook or book in Spanish about math, science-y-ness, etc?
or just something students have to read for requisite school subject knowledge
An academic text is... https://t.co/lM1B6OZkxM
I'd say something focused on conveying specific school-subject content
A5: In Latin we connect ancient texts to modern themes/ current events. Makes certain works more relatable to Ss.
A5: I say same strategies. Whether Proust or an Infographic or scientific paper I use the same strategies
Working on cross-curricular tasks to help Ss find value in academic work in multiple languages.
A5 - my colleague used a lot of novels Spanish were familiar with and this helped a lot!
in Spanish about mathy sciency literary historyness
A5: We also use Latin poetry/prose as mentor texts for Ss own writing (in English).
A5: I think for us longer or any non-fiction piece is an academic text.
yes - supplementing things they're learning about in other classes --> Content Based Instruction A5 https://t.co/iWpAOeE4AT
Working on cross-curricular tasks to help Ss find value in academic work in multiple languages.
A5 I create additional activities or questions, treasure hunt, etc
My strategies are the same, purpose maybe different https://t.co/jlhuRwaJJ6
in Spanish about mathy sciency literary historyness
Q5: Collaborative close reading is a very engaging strategy, ensures meaningful discussions
I think we really might have broken with Q5!!! LOL :-D
What they'll do *after* with the academic text will be different maybe than a poem or song or infographic
I have a genuine Q , do academic texts fall somewhere within Can-Do's for interpretive reading?
Great question! I don't know that I have an answer. This was a Q presented to the mods so...
This is hard for me to answer b/c only time I read academic text in L1 in past is to regurgitate and I don't necessarily want that
A5: Any kind of collaborative reading with a lot of opportunities to reflect on given text - REFLECTION is the key!
there are those Can-Dos about "something I learned"...
but if we have real world purpose for the academia, then they can USE the info
what about something like anatomy charts or historic maps?
good way of looking at it! Are you thinking PBL-style?
True, but we still have to think about the content/context for the level, just as much as the functions
reminder: I need to create a poem unit!
My Takeaway: Think about integrating poetry into my instruction. How could it be used?
Or find a unit to sneak it into, right?! haha
I think trickyness of this Q is what constitutes an academic text. I picture textbook...
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