#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 18, 2016
Welcome to everyone! Tonight's topic: Using to improve vocab, reading & speaking. Can't wait! https://t.co/XIFd78eRfb
Let's start by letting each other know who we are, where we are from and what we teach!
Hi everyone! Spanish I & II teacher from middle TN here.
I am Amy, your lead moderator tonight. I teach Spanish 2/2H in Plano, Tx.
Hello all! Amanda from WI- HS Spanish
Lisa from Ohio and I teach French 1-5
I'm Julie, I teach K-4 Spanish in midcoast Maine :)
Hello Jason from Iowa I teach Spanish 2-4.
Hola ! I am Maris in Md and teach MS/US Spanish
Hi guys! I'm Courtney and I teach Spanish 2-3, AP, and Heritage Learners in Arkansas
Bonsoir . Megan, French 2-AP. Warming up w/ Indian food in Detroit.
Welcome to everybody! I hope you have a nice drink in hand for the chat. We are getting started shortly.
Marci from Ann Arbor MS French
Student teaching 8th grade Spanish 1st in WI
hi I am Conny teaching exploratory german in pa first time tweeting
Tonight's chat is Q1/A1 format, so please add A1, A2, etc to your answer to help us all keep track of the current topic.
Muy buenas, !! Paulo in Memphis teaching High school Spanish!
Also, don't forget to complete your tweet with the hashtag so that everyone participating can read it!
Glad you are trying it out! You'll love !
Hey, ! Wendy, French 1 and 2, Ohio. My beverage of choice tonight is water, !
Hola a todos Lis lanchateros desde el frío NH. Ángel
If you are attending and at the same time, let us know!
Hi ! I am Allison & teach all levels of Spanish in Iowa
Curious how teaching in Memphis is? Husband and I are looking to move that way- KY or TN
Hola ! Barb from PA, HS Spanish 4 and 5.
saludos a todos los langchateros desde NH. Ángel
Good evening, ! Kim from N. Indiana...Spanish 1 & Heritage for 7/8 grade.
Side Note: For those new to another great hashtag is where we share authentic resources with each other.
Hola , I'm Michelle from CT and I'm a student teacher of Spanish 4
Here were go! Question 1 coming up in seconds !
Ay claro. That’s why you’re moderating? jajaja
Hey ! Laura in NC getting ready to head to Charlotte for tomorrow!
Good evening ! I'm chatting in a mini-tweetup is over talking shop & chatting too!
Love Thurs pm ! Jessica- spanish 1 & 2 teacher in KY!
Glad you could make it! Love hearing from student teachers!
evening, all! Viviana made it! Spanish for the Middles. Louisiana.
A1 Tweets, infographics, stories, articles anything comprehensible and relevant.
Hi, from SoCal! Japanese teacher J3/3H/4 & AP. So happy to join:-)
A1: I use news or magazines articles or infographics
A1 Loooots of infographics!
A1 Use them to introduce vocab/structures, spark discussion, prompt for writing
for elem, memes, simple infographics, jokes, simple poems
A1 I tend to stick to news articles or children's stories. Looking to expand my repertoire tonight :)
A1 I use anything that suits the input that I need! Infographics and tweets are the current favorites.
A1: I use a feed reader to collect blog posts in the TL that I filter and save for later use.
A1 I love 1jour1actu articles too
A1 Tweets, articles, infographics,
A1 Tweets, 1jour1actu, lespetitscityons, elcondefr., menus, etc.
A1 well, it's Latin... so, you know, lots of advanced auth res, very limited lower level - requires lots of scaffolding
a1: I try to find at least 2-3 per unit. Also I forgot that I use websites!
A1: I decide based on current theme and snooze/no snooze level. Tweets and infographics are most fun
I like contemporary song text
A1: Song lyrics, infographics, ads, articles, if it is in Spanish and comprehensible, I am down!
A1 real world HW or choose your own adventure are good as well
Deb Blaz in Indiana sitting here with a broken foot....dumb accident! hS French
A1 normally I use current news or events
A1 surviving graffiti is fantastic; requires some censoring, though :) often makes same gram mistakes as students
What about the second part of Q1 - How do you decide when to use them? When is best part of lesson cycle? https://t.co/TZKFbrTmiz
A1 I also use short stories with upper levels.
Just search key words in the twitter search! Hashtag or regular words will pop up!
A1: I'm a literature buff by training, but it could be as simple as setting their phone to the TL.
Al. I follow a lot of S.A newspapers on https://t.co/6Ztt0KFJ9k and like to incorporate the current events whenever possible
Q1: I teach novices and use a lot of memes from other Pinterest.
why couldn't those Romans have scripted some nice children's stories?! 😉
I just do a Twitter search on the phrase I want to find.Ex. "Si tu veux, on peut" for a lesson on inviting.
A1 I let them navigate authentic websites
We read some Mafalda today in SP2! Along with Copetin :D
they probably did, we've just lost them :(
A1 song lyrics- PS: just did idea with Exigimos! Ss loved it!
A1 2nd part- what fits into/ enhances the theme (elementary level) we are doing
A1 I have my students pin resources related to their passion projects & self-improvement goals! They pick 1 to interpret each week
A1 I just used a blog post on heroic qualities (loaded with vocab) to help Ss use terms in context
I'd like to try using memes. What do you do with them?
A1: I have 50 min classes, so I often have to devote and entire lesson (30 min) to scaffolding an interpretive reading selection
A1: I like BBC Mundo for news
Mine keep a log of what they read/watch/listen to each week in Spanish. https://t.co/bBrlyztygJ
A1 I let them navigate authentic websites
A1: movie trailers, news articles, photos, ads (posters and commercials), infographics, music videos, restaurant menus, websites
A1: infographics, tweets, ,
Late to the party. Natalia here, French H.S. WI
A1 videos, youtube, short films
Cecile, French teacher, TN, late.
that being said, having read a ton of "Golden Book" stories with my 3yr old girl, thinking about a "next project..."
A1 It depends on what you want Ss to get out of the text - culture, vocab, or grammar - and how you structure the task to do that
We should chat sometime about resources/ways to scaffold a reading!
I like doing a lot of interpretive at beginning of a unit to build comprehension before getting them to speak a lot.
Why not all of the above?
A1 stuff like buying a plane ticket or shopping on Amazon.fr. They know what things mean by context/icons/location on page
Looks like it is time for Q2! Coming up next!
A1 love love love museum websites! Historic homes, etc
A1 There are so many reading resources for French teachers. organizes Pinterest/Delicious bookmarks organized by theme
A1 Pinterest! I have boards for each unit I teach! I am on Pinterest!
Madame Kurtz. french. Middle school. NJ. Sorry I'm late
Rebecca Leid from Williamsport, PA - Spanish 6-12!...following along and multitasking
What about reading resource? A1
A1 historical markers... Here in Louisiana, one side in french
OMG where was this a month ago when I was piecing together a WAY inferior KIVA assignment?!!!
A1 Pinterest has infographics for all levels of proficiency. Newsela also allows you to change the reading levels
A1b Trying to use right from the start of a new chap so Ss see the words in context. Using corteingles.es for ropa unit
Exactly! Makes the language comprehensible for students! Try searching infographic and a key word in German!
A2 I struggle so much with scaffolding reading. Help,
A2 Start with texts that are very visual, have lots of cognates, or previously learned words.
I know exactly what you mean. Or I have to tell them where to focus to not get lost.
A2: spent a lot of time on this over the past 2 years; tiered text build-up... created resource -> adapted resource -> auth res
but you prolly already knew that! https://t.co/PDSvGudul3
A1 Pinterest! I have boards for each unit I teach! I am on Pinterest!
A2 I have them highlight familiar words/cognates, pick a few words to look up, then pick out phrases related to an essential Qs
I LOVE memes! Facebook is great for finding them!
I used this to have Ss teach a lesson on verbs and share with others
Pre teach vocab, be selective so I don't have to scaffold too much and ask questions they can answer
very visual, yes!! Visual support written into novice standards A2
A2: created level can help ground context, adapted can help scaffold new vocabulary, provides confidence for tackling authentic
A1 I think about the situation in the themed context to search for authores
just used a word cloud idea. Put text into a wordle & students predicted...preview of the story for tomorrow A2
Also I try to have students write the questions by they know what they understand and can select it!
A2 Selecting an appropriate text + asking the right questions might be all the scaffolding they need?
A2: I like to chunk the text so that's it less intimidating then we focus on what we know and cognates
A1b depends on comprehensibility. Lots of cognatesUse early. Just discovered Readlang app. Excited to use w more diff passages
Loving all the answers to Q2! Getting better at scaffolding, but it still needs some work!
A2: Not a big fan of pre-teaching voc or major adaptation, I opt for pre-reading strategies, graphic organizers, etc.
A2b This week we worked with them writing/talking about main ideas + possible impacts.
A2 the 1st step is to choose wisely- too much new vocab means a resource that needs to be put back on the shelf imho
Too busy taking notes over here to tweet haha! Loving this topic
A2 I use for novice level ads, tweets, infographics with lists and visuals for the unit of study
A2 jigsaw activities work well for
A2 work from familiar sources so it's very predictable
I just keep opening tabs! haha
A2 Breaking down in sections w/own task helps too. Stop and react/discuss w/partner/group.
A2 I am not above blacking out sections that are irrelevant to my purpose
A1 I also have some go-to reading sites for authentic/semi-authentic materials.
ever-growing skill :) always more you can do to help make things more accessible to more learners https://t.co/I0IfaQbu9S
Loving all the answers to Q2! Getting better at scaffolding, but it still needs some work!
A2 Use IPA-type activities like Key Word recognition, Purpose to support beginners. Each Q can lead to higher level. Sneaky.
A2: First draw students' attention to things they know and recognize. Build their schema from there. What can they connect? infer?
A2 I like breaking it down into sections. It doesn't seem to overwhelming then
Want to gather all these links to look at later? Consider opening a account & right clicking on link. Save! Easy!
A2 I rarely give students an authentic text without a graphic organizer making it clear what I'm after
A2 look for res that fit in with theme or feature a fair amt of target vocab; I partic like illustrated text to help comprehen
Would love to see examples of this :]
This is their weekly hw. I’ve done this for lvl 1-AP. lvl 1=70 mins +5 mins for each step up.
I have a hard time getting S to take graphic organizers seriously, oddly enough. Just write down junk.
A2: Preteach key vocab, select text that is accessible with minimal prep. Too incomprehensible=frustration.
A2 very visual texts. My Sts like to shop online, look at product descriptions
A2: Am planning a TRTW lesson where first step is a vocabulary scavenger hunt. Sts must connect Span to elevated Engl voc.
A2: Keys to Assessing is my go-to resource when I draw a blank on how to scaffold a reading.
A2 Novice high: tea party. Ss get key phrases from text on a piece of paper and mingle to share and make prediction
Did you know that we create a summary after every chat?
So the big ? is how to hold accountable w/o resorting to using grades as punishment?
For novice, adapted/semi authres might be more valuable than overly simplistic
They have one due each Fri in the quarter. Most do well over the required time limit b/c they love a telenovela.
A2 I also like "top ten" lists and have students just put them in order. Top ten ways to eat well, top ten ways to be happier
A2 I like to give paper& highlighter, mark all familiar words. Makes text less scary, focus on frequency of unknown words, etc
Just a few more minutes until Q3!!!
A2 Find the French/Spanish -- Give Ss a list of terms to find in the text. Structure it so they can't get it wrong!
This year, I’ve had kids bingwatch El Internado and Gran Hotel just ‘cause they wanted to. :D
This is so important! https://t.co/p5xLmw3TJa
A2 I rarely give students an authentic text without a graphic organizer making it clear what I'm after
Familiar schemas are awesome scaffolding! I like Wikipedia articles :) https://t.co/3PAIEDb9GD
A2 I also like "top ten" lists and have students just put them in order. Top ten ways to eat well, top ten ways to be happier
Nicola from OH, joining late. College French
Remove grades all together :) Seriously, though, jettisoning grades solves so many problems. https://t.co/WxpueA0ug9
So the big ? is how to hold accountable w/o resorting to using grades as punishment?
Many times not repetitive or comprehensible enough to promote effective/expedient language acquisition.
A2 Direct students to predict by viewing graphic, activate prior knowledge by quick conversation or quick write & share, etc.
love it, and so true - I've seen students get totally wrapped up in these kinds of activities.
We can USE as a starting point for teacher-led comprehension-based lesson.
I wish I could! In a wealthy dist. where S and P think grades are be-all end-all.
A2: Sts look for cognates, title, picture to get the main ideas; then guessing what the text might be about
I know, dealing w/ 1 that's having a hard time -- it takes a lot of work to reframe what learning actually is
I don't let students retake test until activity done properly. https://t.co/dkNRbRshAJ
I wish I could! In a wealthy dist. where S and P think grades are be-all end-all.
A3 Interpersonal and presentational tasks based on reading help vocab stick.
A2 why eat grains? Give list of possible reasons. Ss read various texts & look for vocab https://t.co/oClpRoUiwt mangerbouger.fr
A3: Keep a student-selected word journal.
I am NOT anti-authres. I adore and use frequently. I think comprehensible input is TOP priority.
A3 I have students pick 3-5 words to look up from each pin they interpret & include them in summary blog
All about context! https://t.co/84759oS017
A3 Interpersonal and presentational tasks based on reading help vocab stick.
I think I don't know enough variety of GO.
I have loved using bubble maps and other graphic organizers this year for precisely that reason.
A3 Find the French/Spanish -- Give Ss a list of terms to find in the text. Structure it so they can't get it wrong!
A3 especially in upper levels, allow some free reading or free web exploration of tailored to interests.
A3 I have students choose words that they find important or relate to who they are...usually sticks with them
A3: students learn cognates and see words repeatedly that they want to know
A3 I have Ss who see a great word in a reading, video, etc and it becomes a word they love to use. ex: obèse
A3 if an is CI +1 sts can augment vocab by seeing it in an accessible context.. oh, yeah, CONTEXT! :)
A3: Ss are going to pick out the words mod valuable to them, have them write & draw a picture to give meaning to new vocab
A3 keep it to the level! Novice is recognizing familiar words, ask them to do that!
A3 I scaffold vocab, they read, we discuss, and then quiz them over it.
A3 learning another language requires memorization. Many ss hate reading and memorizing
A3 last week we discussed ingredients in mole, this week I asked students to recognize words in authentic recipe
I have a girl who won’t tell friends the name of Gran Hotel bc it is “her show.” ❤️
A3 the more they are exposed to , the more they absorb naturally
A3: Student-selected word journals can be even more powerful if Ss can build the schema of the word in the journal
I can do that; I think the struggle for me comes w/ what comes next sometimes. Like okay...now what?
A3: Some of my Ss notice and try to replicate sentence structures they come across.
Agree, but purpose / task can help with this. We must focus their attention & energy when using https://t.co/2F6xRwlGdm
Many times not repetitive or comprehensible enough to promote effective/expedient language acquisition.
A3 I think it's about repetition - not just using a word once, writing it, &never using it again, but building it into more tasks
A3: this is also a good time to talk about family of words and how different words are related to one another
AGREED. It's the same as: first learn to read - slow & comprehensible,then read to learn - enrich and play https://t.co/aRMgDZ6qoj
I am NOT anti-authres. I adore and use frequently. I think comprehensible input is TOP priority.
A3 Thru activities asking sts to guess the meaning of vocab. in the context & remind sts to periodically update their vocab. list
A3 personalized post-reading activity (opinion, likes, dislikes, reenactment, etc.) helps with some vocab building
Agree about comprehension, am hoping Readlang app will help Ss read "above" actual level, esp if I love the article/site
example, I asked them to recognize ingredients, then did Venn diagram: ingredients in mole, food at my house
A3: Must give sts a lens to look through. Lesson on international airport? Graph Org = where, what, who, why in the airport
A3 so vocabulary-building task can be springboard into cultural comparison
might I add that after ch 1 of Cuéntame Mucho my kids are about to eat up some articles! ?
A3 lots of exposure to comprehensible provides repeated exp w vocab & structure
A3: on Fistball? Lens = What are basic rules of sport? Asking sts to read requires they know WHY they are reading.
A3 I want/hope my Ss will incorporate what they’re interested in to share with others. Plus, I want to know what interests them.
Exactly - give Ss a reason to use new vocab in different ways! They're "impress me" or "level up" words! https://t.co/Dlv7Qz3c9h
A3 I think it's about repetition - not just using a word once, writing it, &never using it again, but building it into more tasks
side question: do we count TPRS novels as
Hey - finally able to join tonite...looking at Q3 now!
Shameless plug: ✔️ https://t.co/fm0wggE6ht for tons of great reading strategies and ways to implement best practices!
A3 My first time doing Genius Hour, hoping interest level will embed lots of new vocab!,
if it is comprehensible, yes.
A3 be sure to follow up with comprehensible input with same vocab and give opportunities for output w same vocab
Exactly - am trying to this as I try to work more reading in!
What if authres is a part of your back word design?
A3 Question really: How do we make sure that sts decode new vocab correctly AND pronounce it well?
1. Can Do 2. CI 3. Purpose for reading IMO https://t.co/aG72xkmEME
I am NOT anti-authres. I adore and use frequently. I think comprehensible input is TOP priority.
We're doing a Venn diagram in Yr4 to show compare/constrast with TL infographic & their lives
something called ...JA JA JA chistoso
I haven’t heard of that one. I loved watching Tiempo entre costuras, though. That was good!!
A3 Is tonight's topic about ?
A3 Sometimes powerful to underline cool words in , then work together to us context to make guesses
Just want to say my kids don't tolerate the canned crap. No one asks to listen to the CD dialogues instead. Spoiled by
It's been fun but I have to bow out early to grade! Thanks for some new ideas!
A3: I would avoid having kids use dictionaries or translators with as much as possible. Need to grow context skills
A3 we have to start with dick and Jane in English. Not really . It's ok sometimes in TL
I tell my kids ALL THE TIME "Guessing is good for your brains!" (as long as I can help w/ wrong guesses) https://t.co/BHWH92vP8L
A3 Sometimes powerful to underline cool words in , then work together to us context to make guesses
Know everyone is different, but tchr's attitude towards also matters. I always praise them, "you're really doing it!"
But it is... it's just intended for learners. So maybe we go to intended for younger audience more often?
1) It does not, they hear thru lens of L1 2) If we ask sts to understand new words in reading - they never heard them
That's why I adapt. My kids who speak Chinese will know the meaning w/o guessing! So I have to even playing field
A3: Vocab Acquisition comes with repetition, too, so what are YOU going to do with the words they gain from reading ?
For Valentine’s my 4s read a wikihow article about avoiding the “friend zone” and made cute posters based on it!
Okay okay... refocus, Amy Q4 coming up next!
Just sharing from my own experience :) they definitely can't pick them up from a page, you're right.
Last comment on A3... needs to contain more than a few familiar words!
A4 I need help with this one
They don't even have to use it themselves that often, they just have to interact with it a bunch!
To me this is a KEY point! Thanks!
A4 not getting bogged down trying to understand every word!
A4: All of the strategies we teach emergent readers in English are great for L2!
if they're words they'll really need to say, there should also be excuses to say the words to them, esp in questions
I don't really count stuff written for learners as . https://t.co/8aY6RhpBbJ
But it is... it's just intended for learners. So maybe we go to intended for younger audience more often?
A4 S's just need to understand that they don't need to know every word. It takes awhile to develop that trust in the classroom.
is something originally produced in TL for a native TL audience. TPRS I’ve seen have been more prepared txts.
YES! Our job is to make those words unavoidable! Q3
A4 they've got to get over not knowing each word! So hard to do!
Great point - chat with your EAL/ESL colleagues! https://t.co/gSxCSoibjI
A4: All of the strategies we teach emergent readers in English are great for L2!
q4 students don't need to understand each word, they don't understand each word in the L1
A4 guessing from context, using anything they know (picture, previous knowledge, cognates, simple words)
A4 steal techniques from early literacy: look for what you know, look at illustrations, skip & come back, ask 'what makes sense?'
A4: Embedded readings have really helped my ss
A4 L1 reading strategies such as text organization/format, prediction, context clues, etc. are valid in L2
A4 you can't go right to the dictionary until you read, discuss and guess! context/purpose -why are we reading this? who's it for?
LOVE that term! "Level Up" it is awesomeness!
If you're a world language teacher and don't check frequently, you need to. There are some tremendous teachers on there.
great point. I also hang the best of "My Vocabulary" words from the ceiling for Ss to share.
Quick plug: and I will be presenting on using TL with novices RIGHT BEFORE the Saturday Sequel at
A4 Telling Ss I don't WANT them to understand everything; picked a text where they understand SOME on purpose --> little steps
A4 For novices, I tell them to skip it if they don't know. Sometimes I feel that makes them less proficiency. Thoughts?
It's an actual "used term" in Japanese - we use it all the time!
A4 it is interesting to me how ss forget that and you have to almost retrain them https://t.co/h7RrAQzDpU
A4 L1 reading strategies such as text organization/format, prediction, context clues, etc. are valid in L2
I had my students doing a pattern-matching game for preschoolers in Chile this week; but very accessible
A4 learn to use cognates, context.
A4 Mine still struggle so much with guessing meaning from context. (Or maybe I'm just not good at writing these items?)
I agree and disagree. I take same audio, but create new tasks. Some of audio good, but task TERRIBLE!
I think my Ss get frustrated with me at times bcuz I ask them about observations instead of just saying the word
A4 someone said to have kids mark out what they don't know first and then read again.
I mean, there's a time and a place. It's a good "game" in moderation!
Part of this is telling them- I need you to understand what I'm asking, not everything that's there! A4 https://t.co/6XTGCXwzYp
A4 they've got to get over not knowing each word! So hard to do!
No, but I bet dollars to donuts they are effective as heck at preparing kids for
A4 for elem I try to have as much of the written word illustrated as possible, pics aid in comprehension
:) https://t.co/B3QtHNqmSv
I disagree witt this strategy personally. I don't want ss to focus on what they don't know.
YES! We need to become students of teaching Literacy. LOADS of great ideas there! https://t.co/fGlPgar3Yv
A4: All of the strategies we teach emergent readers in English are great for L2!
No I agree with you. Skipping can be ok if not skipping tons!
A4 Design level-appropriate tasks to increase Ss' confidence. Incorporate skimming/scanning through real-life tasks.
A4 I use 1-2-3: 1 overall topic, 2 main ideas, 3 supporting details. All that yields synthesis of text.
A4 - I 'pre-read' the infographic we just used with 1 made from their own data to introduce idea/vocab they would see in 'real' 1
YESSSS ? https://t.co/mkHgndEqCg
A3: Vocab Acquisition comes with repetition, too, so what are YOU going to do with the words they gain from reading ?
I believe it is our job to give them great reasons to need things. Purpose and task development IMPORTANT https://t.co/iVh2PEjb4a
if they're words they'll really need to say, there should also be excuses to say the words to them, esp in questions
I know some of us have been here b4, but, just wondering, why ...?
A4: My (own) kids call them "superpowers": predict, context clues, visualize/use pics, cognates, "snap words", infer, ask ?'s...
A4 Remind Ss of "reading" skills that they use in L1 and mindfully use them in reading in L2.
Just a friendly reminder that participants voted overwhelmingly 2 discuss 8-9ET strategies for using authentic reading sources. :)
Yes. But Jane and Spot have their uses too. Don't get me wrong. https://t.co/8xBnTPZM6Q
agreed - but I'm far more a fan of the Seuss crowd than Jane and Spot. :)
A3:I was taught in TEFL class to adjust the task, not the resource.
There are not but I love TPRS novels, esp for Novice. We don't have to be snobs :)
A4 not using a dictionary; making it a problem-solving "game", getting as much as possible from a text, working together on it
A5 For the PBL-obsessed like me, it's the project: they need the to inform their final product
A4
Can u train sbdy to be more proficient? Increase exposure? Lots of practise? Texts pitched at correct level? Variety of tasks?
A5 I've been waiting for this one! Such a key question I think!
A5 learn to focus, learn to skim, learn to stop & think @ what they are reading, learn to utilize the strategies they are taught
a5 definitely incorporate similarly-themed activities in the next perf assessment to see retention
I am ok to go past 9 on this one :)
A5: Conversations guided with prompts, question cards, and WRITING to a relevant audience. Followed by peer evals.
Can't wait to hear these answers ... I'm terrible at post tasks after .
are the bomb, but non can be SUPER useful in acquiring language! https://t.co/rgW1Do0hjP
There are not but I love TPRS novels, esp for Novice. We don't have to be snobs :)
A5 shrinking summary, drawing out stories, sentence strips in order, comprehension activities
A5 My topic have a funny way of resurfacing on pop quizzes!
Q5: Reading then drawing their understanding. What did they pull out of the reading?
So true. I trashed my original infographic 'paragraph' response (forced) for a more 'graphic' response
Love the idea of moving to interpersonal, then pres speaking/writing opportunities
A5 I like to create a class culture where Ss know I want to hear in assessment something from sources in unit
A5 Personalize it; have Ss do something meaningful with info gathered from text
A5 I love the “summary tweet” idea for what my Ss have read/listened to. Distills their comprehension to 2, maybe 3 sentences.
I bet that is amazing for character based languages.
And..yes...there it is https://t.co/oYktMeVeIx
Q5: Reading then drawing their understanding. What did they pull out of the reading?
I think balance and purpose are key. motivating/validating. But teachers can provide gentle & effective CI!
Even better if you can incorporate same sources and information gained in the assessment https://t.co/SvfcC1E9Iw
A5 I like to create a class culture where Ss know I want to hear in assessment something from sources in unit
A5 imitation...copy style or content in original writing. Also love RAFT writings to follow up r=role, based on reading)
A5 reenact; draw graphic; create dialogue; write alternate ending; give personal opinion; interview someone;
I used to do this, but I realized the net is too wide. That is why I like giving purpose to filter why they are reading
my primary method of interpretive (summative) assessment is, can you use it to support your communication
A5 synthesizing content into smthg new, using it in auth activities/ interactions-fun greeting from a meme becomes how we greet ea
Had to move in the middle of Brandon veut un chien, my 7th grds asked if next teacher would pls continue it
A5: A During Reading activity is just as powerful as the post reading activity. Informally assesses their understanding.
A5 Fave follow up this year…Spn4 rewrote song Gangsta by Kat Dahlia from a novel character’s perspective. They LOVED it.
A5 it's on the rubric "I can make a cultural reference" - which should come from the
What sort of during reading activities do you do
A5: Highlight+ is a great reading strategy. Highlight something based on reading purpose, the + is then write why you highlighted
A4 has fantastic post reading activities. HUMAN TIMELINE. Nuff said.
A5: Create an original dialogue for a section of the reading.
Oh my goodness! Time is flying ! Only 5 minutes left!
Text evidence! Supporting the Common Core
A5 Ss do their own; S1 assessment Ss read a letter to 3 kings and wrote their own - used similar language to support response
Love this! https://t.co/xuoD7uzTrN
my primary method of interpretive (summative) assessment is, can you use it to support your communication
A5: PAT Lists are great, too. "Pay Attention To" List tells sts what to notice, what to think about as read, vocab to consider
Cannot believe it! This is the fastest hour of my week!
A5 realize this is @ reading, but love to hear my elem sts singing auth songs in hallways & around school! I knw they've acq them!
A5 have them create an alternative ending and illustrate it novel
A5: Parallel reading. Highlight/Discuss differences btwn both readings #
Song lyrics are definitely text! https://t.co/XglFMJ5tAD
A5 realize this is @ reading, but love to hear my elem sts singing auth songs in hallways & around school! I knw they've acq them!
Who makes this? Teacher or student?
A5 make/ design cultural product based on
TA- about a million new sources, and ways to implement and assess. GREAT tonight!
I'm thinking how to use more with my novices
TA: I get too easily distracted by side convos during
My takeaway: 's highlight+ may be the strategy I've needed all along with my Heritage Learners
We focus a lot on characteristics when rdng novels. Ss choose char & ust support with text evidence.
TA . Starting clothing unit next week- def looking for memes & websites to start discussion
I'm thinking I wish I had more time or an assistant! Lol
TA: I need to expand my for more than news articles. I’ll be sifting through the summary & Pinterest!
TA: Giving Ss a reading is not enough; do something meaningful with it; teach strategies;
TA Ways to scaffold, plus tips and resources? Check! Actual readings? Still hard to find. Thanks for the great pointers, !
