Adina Alexandru, Ed. D. Southington Public Schools CT COLT, December 2012 CoCo Key Waterbury, CT

1. to help articulate the Common Core State Standards Adina Alexandru, Ed. D. Southington Public Schools CT COLT, December 2012 CoCo Key Waterbury, CT

3. What types of technology do you use in your classes to support reading skills? Is it paid/free? • When you use technology, what works best to develop speaking skills for your students? (give example). • How do you help your students develop listening skills? Why do you make that choice? (give example) • What are some of the biggest challenges you face when you need to plan activities for developing writing skills? Individual Brainstorming Activity

5. Will change the way you teach • Will change the way you interact with your students • Will change the expectations you have for your students and for yourself • Will give you more options to present the materials Integrating technology in the teaching of the four literacy skills

6. Presenting key ideas and detailsthrough the use of: • graphs and charts (N) • familiar topics (I) • current and historical topics (A) • Helping the students to understand craft and structure by the use of: • Oral and written descriptions (N) • New vocabulary, expressions, context clues (I) • Specialized technical, informational and literary texts that present cultural nuances (A) • Integrating knowledge and ideas • Use highly predictable contexts such as illustrations, captions, cognates, etc. (N) • Integrate multiple texts that contain idiomatic phrases (I) • Identify the threads of the argument with supporting details (A) Teaching Reading by…

7. Presenting a wide range of readings and text complexity by: • using a variety of media: illustrated texts, posters, advertisements (N) • Using comprehension strategies such as redundancy, restatement, paraphrasing (I) • Bringing a variety of technical, informational and literary texts . Teaching Reading by…

8. Discussing text types and purposes • Create charts to identify pros and cons of an argument (N) • Use strings of sentences to state an opinion (I) • Use paragraphs to analyze products of a culture (A) • Producing and distributing writing via a wide range of media • Use of print and digital tools • Demonstrate awareness of errors and self correcting skills • Range of writing • Write using a limited range of vocabulary (N) • Write emails or short messages and work collaboratively (I) • Demonstrate control of extended vocab. and idiomatic expressions and present ideas of global significance (A) • Research to build and present knowledge • Explain practices, products or issues using 2 credible sources (N) • Explore global issues and evaluate credibility of sources (I) • Approach and handle text intended for native speakers and weigh relevat evidence across cultures (A) Teaching Writing by…

9. Learning about comprehension and collaboration • Use basic statements to maintain conversation around family, school events, celebrations – keep it simple! (N) • Compare and contrast to express preferences and opinions, ask questions and initiate conversation. Encourage students to propose solutions to common real life problems. (I) • Exchange, support and discuss opinions on global issues and historical themes (A) • Presentation of knowledge and ideas • Present with a variety of digital media, visual displays short messages and familiar reports (N) • Develop presentations on academic or cultural topics (I) • Present a synthesis of research on current events with the audience in mind Teaching Speaking and Listening by…

10. Bloom’s Taxonomy and the DOKrevised to incorporate the 21st century skills

11. What Are DOK Levels? The DOK level describes the kind of thinking involved in the task. Level 1 involves recall and the response is automatic. Level 2 activities are more complex and require students to engage in mental processing and reasoning beyond a habitual response. Level 3 activities necessitate higher cognitive demands than the previous two levels. Typically, Level 3 activities have more than one correct response or approach to the problem. Level 4 includes those tasks in which students must demonstrate reasoning, planning, and developing connections within and beyond a content area. Bloom’s Taxonomy and the DOK

12. Name several activities that young people enjoy doing after school and during school • Describe the differences between the school activities and the activities that can happen after school • Critique, compare, and contrast texts that reflect these topics from 2 different cultures • Select a francophone culture and create a presentation in which you address an audience in the United States. As a young member of that francophone culture you will talk about activities that you may do in that community by making frequent references to the current cultural, political and economic context of that culture. Examples of DOK levels of literacy in a foreignlanguage class – possible tasks

13. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

14. Voki - speaking Google applications – reading, writing Create your own customized avatar. Change the appearance of the avatar, pick a background, and best of all, make it talk! You can add your voice by phone, microphone, or use text-to-speech to make it use a computerized voice. My message Student HW documents, presentations, spreadsheets, drawings, forms. Create surveys Participant view Results view Two old time favorites

15. Submitting homework assignments with Google Docs A quick, easy way for students to complete and submit a homework assignment is with Google Docs. Teachers can share the link for the assignment so that students have a blank worksheet. Student HW They can complete it in G Docs, and then either save and share their own link with the teacher or email it back to their teacher. Of course that this means that students need to have Gmail accounts.

16. Wordle.net Great pre-reading activity Pre-reading activity AP French Select an AP level article Write 10-12 key words from the new text Place the students in small groups Ask them to elaborate on what the story might be about based on the “wordle” Ask them to anticipate the characters, the plot, the storyline or to make predictions Wordle - reading

17. Fellag Choix multiple Quelle structure ou organisation est mise en place dans les villes concernant les maquisards ils agissaient à leur propre volonté ils travaillaient seulement pendant la nuit sous la toile ils racolaient les sympathisants du Comité du Salut ils ne travaillaient pas d’une façon organise dans les villes mais seulement dans les campagnes Pourquoi le narrateur et ses amis boivent-ils? parce que l'air est très sec pour mieux comprendre la situation pour oublier leurs problèmes pour s'encourager Que veut dire que le pays est mené "à vau-l'eau"? de pire en pire en danger à une résolution en confusion Dans le texte (ligne….) qui sont les « maquisards » par rapport au Front Islamique du Salut ? Quel rôle jouent-ils? Quel est leur but ? Ils sont de très bons copains avec les membres du Front Ce sont les protecteurs des valeurs traditionnelles datant du moyen âge ils s’opposent au Front Ce sont les membres de la Résistance dans le régime Vichy Après lecture - Texte AP

18. Vialogues – listening, writing Prezi - writing Exemple du vidéo avec des questions: « le racisme » Vialogues supports meaningful discussions around video. Vialogues gives you the opportunity to participate in a focused environment, absorb the content of a video while commenting on it. Keep your students current with news casts, press conferences, and raw news footage. YouTube has millions of movie clips. Bring these movies or clips to life for your class! Record and upload your classroom lectures so students can annotate the lesson with their questions and comments. projects (skits, debates, presentations, displays) Un projet pour commencer l’année Student HW « mes vacances d’été » Other favorite applications

19. Quick Overview • Teachers and students can use Socrative on any device with a web browser (tablets, smartphones, laptops, iPod Touches, etc.). • Teachers login at t.socrative.com by entering their email and password. • Students login at m.socrative.com by entering the "virtual room number" provided by the teacher. Students will then see "Waiting for teacher to start an activity...". • Teachers initiate an activity by selecting it on their main screen (e.g. Multiple Choice, T/F, Quick Quiz). • Students respond on their devices. • Students' results are visible on the Teacher's screen or sent in an email. • Example: SOC-278185 = room # 90614 • **** A similar but more simplistic app. is MOARS (Mobile Audience Response System). MOARS is a free, open-source system for students to use with iPod Touch or iPhones only. Socrative - reading

20. A similar but more simplistic app. is MOARS (Mobile Audience Response System). MOARS is a free, open-source system for students to use with iPod Touch or iPhones. • Poll everywhere - standard web technology. It is an easy way to gather live responses in any venue: conferences, presentations, classrooms, radio, tv, print. Example: favorite conference Instant audience response

21. . Connects with ACTFL Standard Connects with 21st Century World Language Skills http://connectingwithhistorypin.wikispaces.com/ Historypin

22. The networked teacherby Alec Courosa

23. http://digitalstorytelling.coe.uh.edu/storyboarding.html While the above examples demonstrate how digital storytelling is used to teach ESL, the same ideas can be applied to teach any vocabulary in a foreign language. Digital stoytelling- writing

24. Wiki– reading, writing listening • Glogster – reading, writing • Prezi - writing • Cloze builder: Cloze Passage Builders - reading • Example • Graphicorganizers(popplet, bubbl.us, Cayra, Text2MindMap • embeddingvideos in word– reading, listening • Animation sites – writing • More animation site - writing Cool websites

25. What is Twitter? Twitter is a real-time information network that connects you to the latest information about what you find interesting. Simply find the public streams you find most compelling and follow the conversations. “Twitter has simply become one of the best places for teachers to collaborate, share solutions to common classroom problems, and discuss education policy. In fact, it might just be the best forum teachers have ever had.” – Liz Dwyer Twitter - reading, writing

26. 1. Tweet about upcoming due dates or assignments. Set up a feed dedicated exclusively to due dates, tests or quizzes. 2. Coordinate assignments. Use Twitter to collaborate on different projects and keep a quick reference on any changes. 3. Set up a foreign language news stream. Keep foreign language students informed of current events from relevant nations while challenging them to use their translation skills by keeping a specific news feed. 4. Connect classrooms. Teachers and students from around the world can collaborate on projects using Twitter as a communication tool that educates students in different classroom and cultural protocols. 5. Post sample questions. Use Twitter to post up sample questions for upcoming exams for students to research and consider 6. Post supplementary materials. Re-tweet articles, news stories, opinions and other interesting tidbits relevant to a specific class as an excellent, convenient supplement to classroom lectures. 7. Facilitate discussions. Require students to post their own succinct responses to the main theses and open up discussions with one another. Applications in the classroom

28. To get started, you may choose to follow these people: @web20classroom @tmsaue1 @ct_aatf Tweeter feeds

29. Dragon Dictation 2.0 is an easy-to-use voice recognition application powered by Dragon NaturallySpeaking that allows you to easily speak and instantly see your text in a TARGET LANGUAGE content for everything from email messages to blog posts on your iPad™, iPhone™ or iPod touch™. • With Dragon Dictation 2.0, you can dictate status updates directly to your Social Networking applications (Facebook and Twitter), send text or email your friends, send notes and reminders to yourself … all using your voice. The new Dragon Dictation 2.0 also features multilingual capabilities, giving you the option to switch between a variety of languages. Dragon Dictation - speakingfrom itunes

30. Speech to text technology can be also very pricey. Adding a speech recognition option to your computer doesn't have to be expensive if you use Google's Chrome web browser one of the apps you can add is the Speech Recognizer. The Speech Recognizer is available as a free and easy to use application.  After installing it, you launch it and click the microphone. You can now start recording your voice. The Speech Recognizer will type out your text when you finish recording. You can then copy and paste your text to a document you have opened in Google Docs. The Speech Recognizer could be a good resource for students who need assistance generating text documents on a computer. Speech to Text in Google Chrome

31. Free • Conversion software for documents, music, and videos. • www.zamzar.com Zamzar - listening

32. Free • Allows you to edit YouTube videos to only the selection you are interested in showing. 1. . Find the video you want to chop.2. Select & cut interesting part of the video.3. Share it with friends. • www.tubechop.com TubeChop

33. Moodle is a management system that enables educators to: create dynamic online sites, supplement F2F instruction, create wikis, databases and forums to foster collaborative learning communities. Here are some example for using Moodle: http://courses.moodleshare.com/ Moodle is also available as a Microsoft Office Add-in. You can use it to open and save office documents housed in Moodleto create parents accounts, students accounts, annotate assignments, create quizzes, submit quizzes and grade quizzes http://help.edmodo.com/edmodo-in-action/ Moodle reading, listening

34. Moodle Meets are free, 5 day online professional development courses led by experienced educators. Moodle Meet topics focus on the resources and skills needed to use technology in the classroom as well as on the skills needed to teach and learn in a virtual environment. They are Professional learning Potlucks. A concentrated week of discussion, collaboration and resource sharing. Moodle Meets

35. http://www.classroom20.com

36. http://www.classroom20.com/group/pd/forum/topic/show?id=649749:Topic:762298&xg_source=msghttp://www.classroom20.com/group/pd/forum/topic/show?id=649749:Topic:762298&xg_source=msg

37. Social learning network similar to Facebook designed specifically for foreign language students and teachers: teachers post assignments and reminders of upcoming quizzes and tests, students can also post their own topics. This site gives the possibility for communicative language practice (as opposed to practicing vocabulary or verb conjugations in isolation). This is a way for students to do the majority of preparation at home and practice actively with us in class!. This allows students to hand in homework via the Edmodo interface and eliminate paper altogether! In preparation for this application at the beginning of the year survey students regarding their access to technology at home. If you have student with no access at home you can always encourage them to use the school computers in the library during study halls or after school. This way all students can post and comment every day. Edmodo – reading, writing

38. ` http://its.leesummit.k12.mo.us/mobile_learning.htm http://teachwithyouripad.wikispaces.com/iPad+Apps Great resources for iPods/iPads

39. RESOURCES - WL & CCSS . http://martinabex.com/tag/common-core/ Many of my students choose to write stories during free writes. I love this because it allows me to see their amazing imaginations in action and to see what vocabulary they are able to recall from throughout the year--some students are stuck on the most recent terms that we've covered, while others draw from units throughout the year. They know that using a wide range of vocabulary earns a higher score, and so they try to impress me with the words that they remember. . .

40. Questions? Feel free to contact me at: Adina Alexandru aalexandru@southingtonschools.org You can find this presentation at: Thank you!