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I have used "Which one doesn't belong?" - I put up 4 of anything (can be used across content areas), and students have to decide which one doesn't belong. This helps to activate learning and builds on prior knowledge.

Math example: 3, 6, 8, and 12 - (multiple answers for this one)

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Click here to find DUSD the course outlines for every World Language course.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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1. Use of word flashcards (manipulatives) to create sentences

2. Speed dating to review vocabulary

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I give students a study guide of practice questions that relate to each of our essential standards - When "I can" do it, they will check off that section's box and move on to the next. I go over the study guide with students 1-2 days before each exam and explain each answer :)

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similar to 4 corners but two sides of the room 

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On one side of the classroom, I have "YES" and "NO". I have a slideshow of various topics/items that the students can determine if they like or dislike, and go to the side of the room they agree with. THEN, students have to come up with three reasons as to why they like/dislike something and have rational speakers give their group opinions. If there are massive groups have them split into smaller groups and each group shares 1 thought.

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Playing Kahoot or Quizlet Live

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Provide guided notes for each unit.

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When students are lined up to leave each day, I verbally ask each student for a vocabulary term, a verb, a question word, whatever the current unit it - and then they get dismissed after telling me the answer. I can tell pretty quickly if students know that vocabulary yet or are still learning.

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I sit students in 6 groups of 5-6 students, each with an assigned Spanish-speaking country. Throughout each unit, students earn points for their table group if they have

finished their study guide before the exam

written all notes for that week

finished their homework on the due date

answered a question in group discussion

and other things that I can't give them a specific grade for. This helps them hold each other accountable and encourage each other to participate during class. It also helps me guide the class easier without calling out individual students

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Quick warmup to access prior day's learning

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Write and share what they did over the weekend.

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Greeting at the door. Students choose from a variety of greetings: high five, fist bump, dance, etc. Some days they greet me some times they greet someone from out class.

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Greeting at the door. Students choose from a variety of greetings: high five, fist bump, dance, etc. Some days they greet me some times they greet someone from out class.

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Provide audio transcripts

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I like that students share with their table group first, so they feel more confident before sharing with the rest of the class.

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I use a lot of memes with vocabulary in them (many of them student created over the years). I also use a lot of music videos and songs to help cement vocabulary. My classroom is also a ton of game play in which students are learning in an engaged, energetic, differentiated way.

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After explaining something, I ask students to explain to a partner

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Speed dating with basic questions for the unit; it provides students with an opportunity to practice speaking with others in the target language. A list of unit related questions is provided for students and they learn how to answer them during the unit. I usually start doing these once they are able to ask and answer 3-5 questions in the target language.

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Visual stimuli. Start the lesson with a visual that engages discussion or curiosity. (just like our presenters had in our session today :)

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Visual stimuli. Start the lesson with a visual that engages discussion or curiosity. (just like our presenters had in our session today :)

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When students present their ideas on certain topics they choose, they are more eager to participate and present. They still need to use certain vocabulary or grammar points when they present, so they are still practicing the language as well.

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Students have a lot of oppertunities to chat with their friends during the instruction.

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I use YouTube videos (alongside the VHL ones) to help students hear instruction from multiple source - they get tired of me repeating the verb conjugation endings, but not of Senor Jordan!

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I have students start class by greeting the class and reading the agenda for the day. We talk about what is happening that week or day in the school (birthdays, games, concerts, etc..) We share a fun fact from a Spanish-speaking country, and then we start class:

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End of lesson reflection. Short survey on their learning goals and assessment.

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End of lesson reflection. Short survey on their learning goals and assessment.

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I have students complete a survey at the end of each unit asking:

1. What activity did you enjoy the most from this unit?

2. What activity helped you the most to learn the material?

3. What activity should the teacher move to the "trash" (wasn't enjoyable nor helpful)?

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Start the class with a quick warm up activity to review previous lesson and check for understanding

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Students can leave the classroom with a reflection of what they have learned.

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Students have a map with different names of classmates to group throughout the semester.

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At the end of each quarter, I meet with every student during class time, usually while others are watching a video or doing quiet work. This helps me go over things like social-emotional health, friend issues, and especially instructional questions and issues as well.

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Project-based learning. Using projects to assess students' learning.

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In Spanish 1, students were given a picture related to the unit, and worked together to write a brief paragraph in Spanish with some sentence frames. They also had guidelines like: use specific the transition words from the word bank or a specific number of vocabulary words, a specific verb tense, etc.

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Play a quick video or a song and ask students to write at least 5 words they recognized

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Grandma's Rule: if you eat your dinner, you will get dessert. I let students know that they may get to play a game (Kahoot, Quizlet Live, etc.) if they finish their classwork.