#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 February 25, 2016
Good evening . Welcome to our favorite Thurs prof. dev. Tonight: strategies to recycle vocab https://t.co/CcKeZDaNMs
Who are you, What and Where do you teach?
Hi there and ! Colleen helping out tonite from Vancouver - HS Japanese! Sunny day here today!
Laura Catherine HS Spanish in Iowa
Hi , I'm John, teaching HS Japanese in South Texas
If you're new tonite let us know - If you're a veteran er glad to have you along!
Cecile, French Teacher, TN.
HI ! I'm Albert from FL teaching K-8 Spanish
I'm Rebecca, MS French in Boston, aspiring NBCT & newbie WL blogger. Very tired post-field trip lady, too.
Sandi Walker from Royse City, TX--Spanish.
さしぶり！！！ Nice to have you here sensei!
I'm Kris, Français 9-12 in Nashville! And delighted to spend the next hour with friends!
Hi . Megan, French, snowy Detroit.
Rough day today , but to be here! Amanda from WI HS Spanish
Hello, ! Kathy, from southwest Virginia, HS Spanish.
Hope your hour with us goes better - mine started with all audio files going missing from my cptr!
Paul Michie also from Royse City, TX - French teacher here Glad to see my fellow LOTE team member in the discussion. :)
Bonsoir! Megan, HS French student teacher in Columbus, OH
! Glad to be back! I need to refuel. Aamina from Phx, PA MS Spanish
Wendy, French 1 and 2, Ohio! Heading home from conferences to join in!
MS French...York Maine! One Week until our State conference. Presenting...NERVOUS!
Alicia Dart Shaw from Ontario, Canada. Not a first-timer, but haven't been here in awhile :)
They call me Monsieur Coach Salato because I teach French (6-8) and coach basketball, in Nashville, TN.
Hola, . Kim from N. Indiana -- middle school Spanish 1 & Heritage.
Lisa from Ohio, French 1-5.
What a great crew gathering here tonight - look for the Q#'s and respond with the A#'s...
Nicola, college French, from Ohio
Welcome fellow Texans & !
Jessie from southern MN. HS Spanish.
Hola from Northern California. Beautiful 75 degrees here
and also looks like is on! Hope we can all be active!!!
Anyone know ANYTHING about the new Quizlet Live! ???
Kara in Denver☀️, Spanish/ELL
Hi - I'm in and out tonight packing for a trip but look forward to the summary! Help me figure out recycling vocab!
Fellow langchatees-- I have P/T conferences tonight so may have to read the recap or jump in on Sat. am. Enjoy!!
Danielle from Pennsylvania. HS Spanish. Hola:)
And also, don't forget to include for all to read...doh! https://t.co/XrA5sJUwkN
Remember to put A1 in your responses.
A1 Do we need to write it in the targets? Doesn't it happen naturally when using ?
Marcia from NY. HS Spanish
A1 I write my learning targets in English, so..
A1 If I focus on function, I remember which vocab. is the most important for my Ss and need it "naturally."
This would be my question also. How does this appear as something the Ss can do?
I think it's a good idea to consciously draw out certain targets to emphasize
Stellar point. But for some the answer is maybe...
Howdy folks - Kevin from CT; Latin all levels, Ancient Greek, co-founder of TPG and creator of VERBA (https://t.co/0NABF668du )
A1 Include a language function that can be reproduced across themes -- not just "talk about my..." (classes/family/break etc)
A1 When I write learning targets, I focus on skills, not vocabulary
For the record, I wanted the Game-based Learning set of questions :)
Martha B, French II, IV, V-AP at Geneva HS, Illinois. How do YOU tell when you're connecting w students? Body Lang? Reflections?
A1 I think if you focus on things that are high-frequency they might "transcend" thematic learning targets
Oh I like this 'focus'... https://t.co/Qku7Y6F04z
A1 Include a language function that can be reproduced across themes -- not just "talk about my..." (classes/family/break etc)
A1 Shouldn't it NATURALLY happen if we set up the tasks to do that?
Instead of explaining "how" can we share some examples? Or is that a later question?
Well...there's always next time! :-)
I find it helps me to anticipate what students will say, vocabulary they'll need to say it & build in practice
my students must ALWAYS agree/disagree with what a partner says and ask a follow up question. This insures recycle
Dallastown, PA High School German all levels
A1: For example, "I can list my family members." Does this pass the recycling test?
A1 This makes sense to me with new vocab but less when it comes to recycling. Can you tell me more?
Yes, love the specific functional chunk emphasis here https://t.co/w7U1X9UvqJ
my students must ALWAYS agree/disagree with what a partner says and ask a follow up question. This insures recycle
A1 I agree if gear it to something like "making a request" then it recycles naturally with most units/vocab
Me too. I think idea is, how do we make sure those learning targets give Ss opps/need to recycle vocab? https://t.co/OkEVwhUQvF
A1 I write my learning targets in English, so..
I think it does if you are using the same target (vocab for listing "there is/are, then, next, etc) across units
Could you give me an example?
A1 I guess when I say "I can express an opinion about xyz." that means structures to express opinions are being recycled
like build questions intentionally around familiar words (which are also in the text)
That's the idea!!! Great contribution!
A1 Is that what you mean with Q1? (I am getting there..) https://t.co/vqtRXlylh2
A1 I guess when I say "I can express an opinion about xyz." that means structures to express opinions are being recycled
AND the student must answer the follow up question. Talk about a lot of recycled stuff!
Hi ! 👦🏼 in bed. Now I can chat!
A1 since we’re using a continuous narrative through the whole year, I’ll often do “flashback” days; put up old visuals... (1/2)
Same for me - what is it in these that brings back/taps prior learned or used vocabulary https://t.co/NPS2enrmd0
Me too. I think idea is, how do we make sure those learning targets give Ss opps/need to recycle vocab? https://t.co/OkEVwhUQvF
A1 I write my learning targets in English, so..
A1 I think for "output" learning targets, I can see how you can show ss they will recycle, what about "input" targets though?
A1 retell old episodes, experiences, esp. useful once we add perf/imperf = recycled vocab in context (2/2)
not so much list, but maybe list family members' favorite activities, foods, etc
A1: All of my stories/tasks include intros, asking how are you, describing things=naturally recycling those lang chunks
A1: I find many of mine start with "I can describe/give opinion/explain/recommend..."
A2 I don't know if students need to know explicitly it's important. The fact it comes up again and again creates importance
Mine do too always talk about what the name is, age, where they live, how they feel
A2 - by asking them to continue to tap into them for new tasks...brainstorm what we already know that we can use?
A2 Routines like what did you do last/going to do this weekend, Star of the Day interviews help recycle everyday vocab & questions
A2 Grade manipulation, basically. Richness of vocabulary = better spot on the rubric.
A2 created ? strips & have all recycled & current vocab w/in the questions. Ss need to know what they are asking and answering
Becky from Venezuela - Spanish
A2 When students wrote inspiration video scripts this week, I kept referring them to pg 6 w/ essential verbs when dictionary-heavy
A2: Talking about expanding proficiencies rather than learning in silos and forgetting. From our
A2 also from my rubric - Fully Meeting - Ss uses varied and rich vocab drawn from current and past units...
A1: with HF vocab, I think vocab naturally recycles. Point out previous vocab targets in current reading https://t.co/8QJ7fnMCoT
A1 I think for "output" learning targets, I can see how you can show ss they will recycle, what about "input" targets though?
A2: encouraging Ss to not use a dictionary immediately; use what you know
Absolutely! That way, we're also using a variety of subject pronouns and verb conjugations too!
Parallel structures of stories (eg, fairy tales) have been great way to recycle vocab in input this year https://t.co/qgzsSTWaDr
A1: All of my stories/tasks include intros, asking how are you, describing things=naturally recycling those lang chunks
. and all around cool guy running a cool game contest
I have found success with this 2-Ss sometimes forget what they can do in TL & then they're amazed they can do so much
-last minute thinking about attending csctfl.... who is going?
A2 My "Exceeding" options for any assessment include using already studied material in NEW ways in the new unit.
A2 Word walls of frequently requested/used vocab (first, then, yesterday, today, etc...) help promote those key terms
A2: As a L1 teacher my little ones find joy in reusing the previous- now they are an 'expert' w/that & then they toss in the new
A2) I don't think it's about stressing importance as it is incorporating in lessons. Natural inclusion is great.
A2: Incorporate real-world situations in class continuously that call for re-use. Helps Ss see that they still need the vocab.
Me too but now it is part of my "fully meeting" - I EXPECT them to do it...
A2: When activities are personalized, Ss automatically will recycle vocab that is of importance to them
A2 Circumlocution games/exercises an excellent way to show off usefulness of old vocab - & even a great way to intro new vocab
I love fairy tales, especially from TL country! https://t.co/wBEPgBwcTR
Parallel structures of stories (eg, fairy tales) have been great way to recycle vocab in input this year https://t.co/qgzsSTWaDr
A1: All of my stories/tasks include intros, asking how are you, describing things=naturally recycling those lang chunks
Excellent point! It does matter what is important to the learner, doesn't it.
Yes....so true... https://t.co/J7sAZg0znG
A2: When activities are personalized, Ss automatically will recycle vocab that is of importance to them
A2 Ss know that just giving me what I ask for is meeting expectations....some definitely push themselves to recycle
A2 and we practice these skills with purposeful not-understanding to develop them!
Agree. You have to keep the language fresh and interesting. Recycling previous lessons isn't enough.
A2: Make a big deal when old structures, expressions, vocab get repurposed in creative ways. Circumlocution is recycling!
A2 Also higher lvl students' work on display or as examples can show the lower lvls that vocab isn't just for "this test only"
Oh I am so there with you - it is not just enough to use the current stuff to 'fully meet'.
Agreed! Ss are more likely to remember their favorite foods, sports, activities, family members, colors etc.
Having Super 7 Verbs on my walls lets me point out to Ss how often we use them https://t.co/a3ZeeG3laN https://t.co/IbGfz1K0x5
A2 Word walls of frequently requested/used vocab (first, then, yesterday, today, etc...) help promote those key terms
Yes yes! Acknowledge and point out when Ss show great work using it! https://t.co/J4sffmAXuR
A2: Make a big deal when old structures, expressions, vocab get repurposed in creative ways. Circumlocution is recycling!
A2: for Interpretive, point out to use what they KNOW to get better at understanding what they don't yet know.
A2 Changing up how they use the lang is imp too. We do body parts w/ monsters, then Little Red Riding Hood, & now visitng the dr.
I like personal dictionaries where students make their own. Language is relevant and they retain it better.
heh, had a student (who couldn’t remember word for night) say “there is a moon because there is no sun” https://t.co/9Iu0UlkSEX
A2: Make a big deal when old structures, expressions, vocab get repurposed in creative ways. Circumlocution is recycling!
A2 I try to remind kids in the midst of new things to "use what they know." We'll build new vocab when we need to.
Essential verb posters make it easier for me to refer students to a starting point for rephrasing too! https://t.co/ayyJRN5jy3
Having Super 7 Verbs on my walls lets me point out to Ss how often we use them https://t.co/a3ZeeG3laN https://t.co/IbGfz1K0x5
A2 Word walls of frequently requested/used vocab (first, then, yesterday, today, etc...) help promote those key terms
Yes, and I include some recycled vocab. in the "key word recognition" for interpretive reading to get Ss comfortable.
A2: Sometimes things also mesh well i.e. When you go to school you wear clothes, colored ones- and they make you feel certain ways
A2: writing scenarios for assessments that don't limit them and pushes them to get creative with the lang to meet expectations.
Also discourages the 'dictionary' doing this - "I'm asking you to use what you know"....! https://t.co/ux4LYWzOGo
A2 I try to remind kids in the midst of new things to "use what they know." We'll build new vocab when we need to.
My Ss responded well to having ? words in front of them this yr. But I want to add this for next yr.
Awesome! Love the "build" metaphor. Encourage creation with TL. https://t.co/nsZkCLugGS
A2 I try to remind kids in the midst of new things to "use what they know." We'll build new vocab when we need to.
The students have to want to tell the story/use the language. I agree that creating need is key.
A2 Keep talking about things relevant to student life will recycle vocabulary. Connect topics and build from one to other.
I ramp that up...so by the end of my novice course this is expected...it's minimal but it's there.
A2 This year, I'm correcting Ss' output and giving back to Ss as addtl input - I look for examples where Ss creatively recycle
Yes posted question words are a must in any WL classroom.
I have a really hard time balancing this with making the scenarios seem DOABLE w/in their range
When a S really wants to know, it can be good, but you also don't want it to slow down fluency practice. .
lol - a student today who didn't know the word for kiss said: "her mouth hit his mouth"
This, this, this! https://t.co/p36l9F87as
A2 This year, I'm correcting Ss' output and giving back to Ss as addtl input - I look for examples where Ss creatively recycle
Does this exist en français?
I've had them posted before but this yr I moved them front¢er and the diff is amazing!
Plus, Ss are so proud when they see their own work was chosen as input https://t.co/zXJu7Oc9Lj https://t.co/MYnT3Su32q
A2 This year, I'm correcting Ss' output and giving back to Ss as addtl input - I look for examples where Ss creatively recycle
Okay, am digging my dusty ones out tomorrow morning!
I wish I could get my kids to think so creatively :)
Alicia, HS Spanish, Carlisle Ia,
I like to have students correct on there own, but also love putting up great examples of language use.
I've been good at individual feedback but seeing that I have to show some 'group' samples too! https://t.co/IxNJaeTved
This, this, this! https://t.co/p36l9F87as
A2 This year, I'm correcting Ss' output and giving back to Ss as addtl input - I look for examples where Ss creatively recycle
A2 this is huge — doing the same 2/ fluency writes, take a few (correcting 2/ reformatting) and sharing https://t.co/K515lElsmC
A2 This year, I'm correcting Ss' output and giving back to Ss as addtl input - I look for examples where Ss creatively recycle
Sorry I'm late so you use sts work as input for others to improve their work?
I've learned/am learning to write the 'test' to allow expression not demand vocab!
I'd love a crash course in this!
A) I like the personal dictionary approach. What word interests you? What word don't you know? What word looks funny? etc.
I've done that where we correct work w sts anonymously but maybe just the best ones would be great too
YIkes! Explain. Need to lobby admins?
A challenge/problem can be "solved" at all lang levels. We practice lots of on-the-spot talking so they feel good
did you search and click on the LIVE link at the top. It moves quickly
A3 Reading that combines familiar vocabulary with new expressions leads to discussion that includes new terms. Push to go beyond.
A3 authentic conversations in class use acquired + input.
might it be that my challenge/problems are too specific? Too little all-level room?
A3: Ss want to be able to do more, I want them to be able to do more, seeking new seems to dominate.
at I learned about student-curated word walls-Ss choose the words important to them & post them for later use
A3 Balance between activities where importance is to recycle vocab/use what you know and personal dictionary activities
I think good activities allow for a variety of participation levels. I'm a huge fan of process drama. https://t.co/TWE09et1LL
A challenge/problem can be "solved" at all lang levels. We practice lots of on-the-spot talking so they feel good
I see lots of limiting asmnts. Challenge them! Get 'em riled up! Connect to culture/community
Me too! Being late for ensures that I can't ever keep up with the conversation!
A3 I always give students a list of about 7-10 words/phrases and extra space for them to write their own-and push them to do so
Looking for potential live chatting tomorrow for - any interest pals? 10am EST 2pm EST
A3 in every unit book the blank section/page called "Stuff We Want To Know" - for all the things they want to learn
A3 Giving Ss a variety of texts in the targ lang allows them to read for their own personal interests & select new/relevant vocab
we are answering questions about how learning targets give students chance to recycle vocabulary
A3 It has to do with personalized outcomes for me. They're working toward a product that reflects their choices
That's interesting! What happened to lit rich environments?
EXACTLY!! And yes, I'm yelling that.
A3 When tackling a new topic, Ss each find a new vocab word to TEACH to the class. Even with repeats, class learns useful words
Just tweeted my version of this too -
can you explain process drama to me?
A3 I wish I was more adept at letting SSV happen! My Ss collapse if they don't have explicit "how to" guide.
a3 whenever a student asks “quomodo dictiur…” (how is x said), ask them to record it in a personal log; reinforces personal words
And thank you...not there yet myself but love seeing you set the 'goal post' on this! https://t.co/kBN0MKj6r8
A3 It has to do with personalized outcomes for me. They're working toward a product that reflects their choices
Q3 do perspctve change activities.Ss add sentences every so # lines. Ss look for words/ chunks that they want to add
My colleague uses a PostIt word wall so Ss can push vocab horizons.
I hate FIBs in the language classroom. Activities should always drive conversation and interaction.
Vocab recycling happens naturally with well-designed curr and units
A3 student-made word walls, can take the form of a graffiti wall or a google doc (for you 1-1ers)
A3 My (singular) Spanish 3 kid keeps a personal glossary at the back of her notebook
will try this b/c you're right I seem to be lacking creativity mid February
C'est vrai! And Ss can even get up and write on it whenever they hear/see a new word. Movement is key.
A3 I think this has to do with both personalization and building. Recycling, but extending to vocab important to you!
A3 and along with self-selecting we practice 'explaining' the new vocab words to others in the TL so we all understand it
We had villagers do that Fascinating to see what they learned and wrote down!
I think this is really hard for L1 teachers- students sometimes never want to leave a dictionary
It always takes time. I've found it's about building confidence and being used to taking the lead in the class.
A3 did brainstorm vocab on poster paper on environ. words - they learned new words & used them with unit vocab
A3 did brainstorm vocab on poster paper on environ. words - they learned new words & used them with unit vocab
A3: Honestly, I'm guilty of pushing for too much new, at the expense of the old. I need tonight's to remind me to recycle
And at the end of a course I borrow one Ss unit books to photocopy those pages for the next time!
A2: Ive thought about doing an important to me list of vocab for my Ss, they get to pick what goes on it whats important to them
Q3 Recycling is natural in true conversations. We tend to dump lots of vocab with next chapter vocab
. I like this idea! sounds cool ;)
I love having Ss 'explain' the vocab, too. Great practice and ways of recycling what they already know.
A3 I LOVE LOVE LOVE establishing vocab kids need w/ doodled responses to familiar(ish) questions https://t.co/h3wK05cTfq
A3 I LOVE LOVE LOVE establishing vocab kids need w/ doodled responses to familiar(ish) questions https://t.co/M8M5fatZzu
A3: I like the pers. dictionary idea. We ask for words they know in class, but that would help them keep up better.
A3 if a student is trying to explaining their 'new' word when they use it - they have to use past vocab to do it
Yes, and we've gotta fight that, don't we? https://t.co/VYVUEvwLhg
Q3 Recycling is natural in true conversations. We tend to dump lots of vocab with next chapter vocab
Love idea of word walls. Do not love the invitation for genitalia graffiti.
A3 I only do self selected vocabulary in higher levels using a rubric https://t.co/ggr2diwAF7 . Not critical/useful for Novice IMO
This is EXACTLY why I picked this topic!
in their take homne folder? They open it everyday for French class?
I chuckled out loud. Thank you https://t.co/umpQveegHE
Love idea of word walls. Do not love the invitation for genitalia graffiti.
Love this! Holds Ss accountable while allowing for practice w/words that interest them!
My middle schoolers/Novices just need a few to feel like individuals (tank top, bassoon, ballet...)
Maybe not critical, but personalizing language is always an advantage, I think.
2night's topic is certainly an area of growth 4me so please share links 2more ideas/resources!
You should see what they did to the mural in my room! Poor Fifi the poodle is a boy now.
A3 for your NH IL Ss having them conduct word studies and define new words/use in context in TL can be powerful
A3 when I was in France my aunt made me write 5 words I'd learned that day in a notebook & share @ dinner. I learned a lot
Agree with personalizing, but not wasting too much time on not high frequency structures
So are most for all levels allowing students to choose??
Same here. Someone's dad is bald, but not a completely important word for all to know.
But even true conversations need to be guided, right, so that they're not always talking about soccer?
Story bag: students sit in small circles and pull out one vocab from a bag. They have to say a sentence using the word.
A3 Self selected vocab is a must for "Exceeds" standard in my class.
A3 I will confess that specifically encouraging Ss to self-select vocab has not been profitable exercise in my experience
A3 I don't generally let my level 2s go crazy w/ self-selected vocab, but my 4s mostly do
I need to remember to ALWAYS use the lol....I'm just not on point tonight.
Q3 what ss are able to do at end of lvl 1 does it impact studies in lvl2? Or is it chapter vocab MmeFarab
Each student must continue the story as the bag is passed around the circle.
A3 last yr Ss had a "word of the day" something they wanted to know so I'd put it on board & they kept the list in notebook
For me (in MS), it's limited to words they find that could be useful for the good of the whole class (as decided by me)
Have the students make them?
Then they count as student work...
Depends on level I guess. And I love those Ss that try to add fav vocab into every convo even when it's an odd word :)
I think that at the lower levels, it has to be driven by need, not just because.
A3 I find self selected vocab is what they remember and use the most especially if it is about themselves!
I think some choice is always important. You use language about topics you're interested in.
A3 Stupid question of the night: What is the opposite of self-selected vocab?
Well, at school every day when I don't remember some new teacher/para/TA's name...!?
If my students have no interest in gardening, I'll replace that unit with something more interesting.
Q4: What "bridges" can we build between units/lessons to help Ss notice the "need" to re-use core vocab? https://t.co/AsMvbFeNkj
Well, hockey up here, but same thing... although guiding doesn't take much. Just a Q to discuss in table groups.
A4 for my level 2s, I have been using units & she does a great job in recycling vocab and building on each unit
Or if your team is awful (Canucks) then soccer it is !
A3) I feel well-selected core vocab will always be relevant.
I had one that used unicorn in every assignment. I didn't know it & had to look it up!
A4: Still using a textbook. That is something that some do better than others. This is criteria to judge a good one.
A4 I'm feeling like a more 'thematic' year would link unit to unit rather than lurching between distinct unrelated topics
A4 started sequencing some units. Travel > study abroad > professions
A4) If it's a unit on gardening no one will use, it's not important. (or those useless lessons on booking hotels for HS students).
A4: Incorporate higher order ?'s by asking Ss what the two units/lessons have in common and why we need to continue vocab.
Ours is the Leafs, though - go figure!
A4 - still using many of my textbook-inspired units..just altering/adding/morphing to suit my needs
a4 the right can help; last unit = food, this unit = making plans. Rest. menu w/ daily specials = what day u wanna go?
I like extended projects. They tend to tie units together.
A4 Need to create or reorder units free from textbooks. Look at connections from AP with backwards design and build connections.
A4 reading lots of narratives and text because basic vocab will be consistent
A4: I liked 's example. What are your family members favorite activities?
A4: jumping in LATE but stories have allowed recycling to happen naturally...just luck?
A4 probably my favorite part of our units, they seem to tie together. Sometimes we get lucky and find a video that ties them
A4 I'm experimenting with using the same vocab to go with vaguely different structures. Better planned units = vocab building.
But, agreed. TL should not be chosen simply in order to teach a grammar structure which, unfortunately, many books do
I'm also writing more of mine for class - and drawing on lots of past vocab to help introduce the new stuff
Not luck! Intentional design! :D https://t.co/PMwpyjjZMx
A4: jumping in LATE but stories have allowed recycling to happen naturally...just luck?
I also like reordering the book. Often I'll have students choose the order.
A task could be to shop for your family based on their interests/activities
distracted tonight looking for a hotel room for central states ...
A4: try to link units/themes b/c we are still using a textbook (ugh); personalisation again helps.
A4 I did this! Spanish humanities course in TL for novices. Fav curr ever. https://t.co/KnrlU2pm5w
A4 I'm feeling like a more 'thematic' year would link unit to unit rather than lurching between distinct unrelated topics
A4 Tailoring the units to students' interests and age level naturally bridges new and recycled material.
IMO a root cause of tonight's discussion: textbook units built around lists of discreet vocab items https://t.co/abbTj5AOv7
A4 Need to create or reorder units free from textbooks. Look at connections from AP with backwards design and build connections.
A4: when we use the I can statements to organize the unit & teacher creates lists, they start to know and understand the links.
Thanks for the inspiration! https://t.co/9BccJ3z6ws
A4 I did this! Spanish humanities course in TL for novices. Fav curr ever. https://t.co/KnrlU2pm5w
A4 I'm feeling like a more 'thematic' year would link unit to unit rather than lurching between distinct unrelated topics
Recycle He/She likes, he/she prefers, family members, because, clothing/sports vocab...
But you teach it when it's relevant. I wouldn't teach gardening because they might talk about it some day.
. Maybe some luck, but not mostly: in natural speech/text, lots of words and phrases come up over and over again!
My hubby went to see them play Denver - had a great time! At least you have a great field :)
I just mean whatever the book or teacher has highlighted as vocab for the unit.
Q4 Previewing next unit's vocab in context of current unit
https://t.co/VsrXhYR20P
A4 I'm experimenting with using the same vocab to go with vaguely different structures. Better planned units = vocab building.
what units did you use? Next tri I have a culture & civ class to bridge between sp1 & sp2
A4 y1 fav foods y2 fav activities = recycle I love,like,hate, a lot, a little, me too
A4: if main focus high frequency structures, they naturally recycle.
A4 I agree that incorporating a task into assessment(give me directions to a restaurant AND recommend something) can bridge units
A4: Build bridges when you can and explore several paths to gain more mastered paths.
agreed. I've found when its meaningful to them its easier to learn
Welcome! I kept it current day- 4 units for a semester: art-music-dance-festivals w/project that wrapped them all up)
Not a coincidence! High frequency structures come up again and again naturally in stories.
Last one...Q5: What role does instructional design play in leading Ss to need certain words/vocab? https://t.co/ZvrHSEYa01
A4) When I board output to be corrected, I'll also encourage use of recycled structures. "What else could we say here?"
Plus there is such a sense of SATISFACTION in completing a story vs. a "built around the vocab" reading https://t.co/Ct4hVNskyW
Not a coincidence! High frequency structures come up again and again naturally in stories.
Well Sensei - I'll be mining those graded readers more and more I think!
Yeah! My level 4 theme is based on the Universal Declaration of Human Rights. Lots of different topics but linked.
A5 As a WL teacher you just CAN'T ask a question w/o predicting the answer & vocab--try to narrow possiblities
A5: hit the nail on the head. Main focus should be High frequency vocab.
This is a tried and true practice! Aka 'sheltering vocab, not grammar'--opposite of what most texbooks do https://t.co/XMb02DrYGE
A4 I'm experimenting with using the same vocab to go with vaguely different structures. Better planned units = vocab building.
A5 narrowly focus vocab to target what Ss will be able to use again and again
A5 if you expect a certain conversation...Ss need vocab to discuss
A5 Carefully designed UBD unit only includes the vocab that's needed to meet Can-Dos. That means a lot of weeding for me.
I find it best to find great content and then identify vocab to highlight rather than create content from vocab
Have to duck out early - Merci to for the great chat !
all of our unit asmts this year r task based (varying oral & written) and its been awesome 2 see what the kids can do.
A5 Design based on ACTFL Can-Do's recycles structures/vocab.
A5 Backward planning! Think ahead about what input you want to provide and students will output great stuff.
A5 Love Laura Terrill's planning sheets.
One of my students once asked me, "How is the what?"
A5 Questions to spark interest and relevance of topics. Include student voices and opinions.Encourage preferences and debate.
A5: I finally (really, well better) understand UbD now that my ss are reading novels.
I love when talks about the “Chuck it bucket!”
I do like to do vocab builds before new material. Or students comb content for words they don't know and ask.
TA is the best at helping me "verbally" process the questions that I have! Thanks for rocking this topic tonight, everyone!
What sort of things do you teach? Immigration...?
TA: Looking for Super Seven in French!! Merci
TA Some of my "old" teaching (posted verb charts front & center) is worth revisiting. Bringing baby back from the bathwater.
Agreed. You've got to know your students ZPD in terms of language acquisition.
Dude. You just helped me verbally process what it is I actually use for https://t.co/kzm2uALUgN
TA is the best at helping me "verbally" process the questions that I have! Thanks for rocking this topic tonight, everyone!
A5 everything! It's like the elem Sp program I went through- learned my colors and alphabet every year.
TA: I was just bragging to my school colleagues about my people. It's nice to have people.
TA: Not always easy to do but vocab recycling is a must at all levels. Thanks for the great ideas!
TA design to recycle vocabulary. Don't be afraid to point it out to students
I’ve been trying to force “lograr” and “apoyar” on my 4s all year. They still don’t use them. But they understand them now.
will get back, I am asking my CI PLN before re-inventing the wheel :)
If things moved too quickly, or you want to RECYCLE these ideas ... come to the Sat Sequel. https://t.co/yETjQe7ILT
A5 had convo w/ bro (math Tt)..i was frustrated with no HW return & lack o interest. he said "what is essential in ur 52 minutes?
A5 guiding Qs lead class activities into creative, open-ended st-ctrd lang w/concept being learned https://t.co/lckwKvwVcy
Last one...Q5: What role does instructional design play in leading Ss to need certain words/vocab? https://t.co/ZvrHSEYa01
