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Putting an emphasis on association of an image to a vocabulary word.

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(Foster collaboration and community) A pair of students give feedback to another pair of students using the rubric after listening to their conversation.  (Interpersonal speaking)  

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(Foster collaboration and community) A pair of students give feedback to another pair of students using the rubric after listening to their conversation.  (Interpersonal speaking)  

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Conprehension: use a venn diagram to guide reading about schools in Spain. How are schedules, classes extracurriclars etc., alike or different?

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Provide options for students with different comfort levels.

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In stead of homework, I give them "self study" rubric.

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In stead of homework, I give them "self study" rubric.

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Students choose what they what's/needs to learn and study daily to excel, maintain, or catch up.
To make students responsible, I make students to turn in any evidence.

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This semester I began promoting "Self-regulated learning" focussing on student homework assignments: 1. work on your own; 2. do a Self-correction by using a red-pen; 3. write a reflective comments "my strength is xxx; my weakness is xxx; I don't understand xxx; I actually understood this assignment; etc. These 3 steps are critical for them to engage their assignment cognitively and metacognitively. It is one of the tools that students can reflect on their learning journey. This help keeping them motivated about their learning.

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This semester I began promoting "Self-regulated learning" focussing on student homework assignments: 1. work on your own; 2. do a Self-correction by using a red-pen; 3. write a reflective comments "my strength is xxx; my weakness is xxx; I don't understand xxx; I actually understood this assignment; etc. These 3 steps are critical for them to engage their assignment cognitively and metacognitively. It is one of the tools that students can reflect on their learning journey. This help keeping them motivated about their learning.

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Another media of communication.
Idea through language and symbols can be transferred to illustration, video images, dance move, etc in different way.

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Vary demands and resources to optimize challenge

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Vary demands and resources to optimize challenge

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Balancing the resource available to meet the challenge –

·       Differentiating the degree difficulty or complexity within which core activities can be completed

·       Provide alternatives in the permissible tools and scaffolds

·       Vary the degrees of freedom for acceptable performance

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Students need multiple places and contexts to apply what they learn to cement their learning and apply to unfamiliar contexts. Remind text services, Google classroom notifications, Online game practice like Wordplay/Quizlet, Interactive notebooks, songs, and unit plans with learning targets, clearly-worded rubrics in student-friendly language, and scenarios that vary the use of lang context (plays, poems, advertisements) can address the need to provide:
+ Checklists, organizers
+ The use of mnemonic strategies and devices
+Graphic organizers
+Explicit, supported opportunities to generalize learning to new
situations
+Embed new ideas in familiar ideas and contexts

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CHECKPOINT 3.2 Highlight patterns, critical features, big ideas, and relationships

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CHECKPOINT 3.2 Highlight patterns, critical features, big ideas, and relationships

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"...one of the most effective ways to make information more accessible is to provide explicit cues or prompts that assist individuals in attending to those features that matter most while avoiding those that matter least."
The text suggests graphic organizers: https://www.tes.com/teaching-resource/identifying-literary-theme-graphic-organizer-7242011 (excellent and exciting organizer for  identifying key ideas, details, and themes in a story).

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2.4 - Promote understanding across languages - provide all key information in the dominant language - the accessibility of information is greatly reduced when no linguistic alternatives are available.
2.5 - Illustrate through multiple  media - Don't just use text to explain text, use media, videos, graphs, posters, symbols, diagrams,   manipulative,

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Executive function allows humans to "act skillfully", i.e., with intention. In teens, deliberately embedding executive function activities - including accessing working memory, - is crucial.

Therefore, teachers must scaffold:
* goal setting & monitoring,
* planning & strategy development,
* managing information & resources, and
*enhancing capacity for monitoring progress

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Smallest chunk of media of communication. Means for students to let their idea know their ideas.

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Unfamiliar syntax can make concepts difficult to understand. As language teachers we can use scaffolding to build new syntax onto familiar structures. We can also use chunking to make information more accessible.

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Vary methods for response and navigation: we can provide chromebooks, iPads, or use phones to respond via Google classroom, Kahoot, quizlet, etc. and use the online textbook.
Optimize access to tools and assistive technologies: we need to communicate with the special ed department and the district about any assistive technologies a student may need. We need training on assistive technologies to know what is available and how to use it in the classroom.

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Support decoding of text, mathematical notation, and symbols (2.3)

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Support decoding of text, mathematical notation, and symbols (2.3)

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Teach common prefixes and suffixes that can be used to decode text.
Provide visuals to represent new vocabulary and phrases.

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CHECKPOINT 3.1 Activate or supply background knowledge

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CHECKPOINT 3.1 Activate or supply background knowledge

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Info is more accessible when knowledge is pre-taught (supplied) or activated.
Two suggestions are KWL charts https://www.eduplace.com/graphicorganizer/pdf/kwl.pdf and cross-curricular connections https://medium.com/the-lift/creative-destruction-for-writers-how-to-write-a-blackout-poem-9964425c956 (blackout poetry and art in a text).

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Connecting material to what causes students' attention, relevance, and interests is vital in order to keep them engaged. It is essential to allow them to take charge of their learning by allowing choices due individual interest and background. Students must feel safe enough to take risks in the learning environment. Students must understand the relevance of the learning activity.

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Heighten Salience of goals and objectives

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Heighten Salience of goals and objectives

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3.3 Guide information processing and visualization

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3.3 Guide information processing and visualization

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The guidelines here call out the need for
+organizational methods
+explicit prompts
+graduated scaffolds that support information processing
+“Chunk” information into smaller elements and +Remove unnecessary distractions unless they are essential

A way to address these would be using a cloze version of a song like La Gozadera.

Step 1:  Make the task accessible by guiding students to identify vocab they DO know (even though there are more advanced structures)
Step 2: Have them use a graphic organizer that had a space for prediction BASED on the recognized words (Zachary jones link to a pictogram song could work well too, for visuals already provided for you)
Step 3: As they make their way through the song using a word bank, you pause and assign stanzas to small groups to visually depict what they understand or paraphrase if they'd prefer to write on whiteboards. This way you don't modify the material, and they learn they can tackle any type of media/document.

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Pictograma de "Son veraniego" de Charanga América, que dice: "¡Ay, el verano llegó! ¡Qué contento yo me siento!".

País: Estados Unidos

Género: Charanga, Son

Temas: El verano, El amor

Hoja de actividades: Pictograma: Charanga América - Son veraniego (pdf, 2 páginas)

Unidades didácticas relacionadas

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Pictograma: Charanga América - Son veraniego

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Pictograma de "Son veraniego" de Charanga América, que dice: "¡Ay, el verano llegó! ¡Qué contento yo me siento!". País: Estados Unidos Género: Charanga, Son Temas: El verano, El amor Hoja de actividades: Pictograma: Charanga América - Son veraniego (pdf, 2 páginas) Unidades didácticas relacionadas

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Rosa y Gabby .     Students get motivated when they see progress.  Sometimes they do not see this enough prior to assessments and they loose momentum.  If we provide opportunities for students to see their small gains as we go, they will be more likely to continue to work towards the goal.  Sort of like a savings account, if they see the numbers adding up they keep going, if they do not see what their balance is they do not have as much interest...

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Rosa y Gabby .     Students get motivated when they see progress.  Sometimes they do not see this enough prior to assessments and they loose momentum.  If we provide opportunities for students to see their small gains as we go, they will be more likely to continue to work towards the goal.  Sort of like a savings account, if they see the numbers adding up they keep going, if they do not see what their balance is they do not have as much interest...

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It is important to provide tools that can measure their progress as they go.

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*students receive instruction through multiple modalities
- teacher direct instruction
- peer collaboration & feedback
- reading
- technological supports (quizlet, storyjumper, etc.)
- videos
- songs
-Etc.

*presenting in multiple modalities helps ALL students because:
- facilitates comprehension for those with auditory, visual or sensory special needs
- addressing a wide variety of learning styles in the room, special and general ed.
- maintains high engagement with repetition through variety of interesting tasks

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Use of Multiple Media for communication 

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Use of Multiple Media for communication 

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- Comic strips
- Summaries of stories through images
Use multiple tools for Construction and Composition
-google voice
-Venn Diagrams
Levels of Support for Practice and Performance
-use of tutors
-Over arching question to analyze