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Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

Updated May 22, 2020. Newly added resources are at the end of each section or topic.

Virtual meetups for Ohio world language teachers began M arch 31, hosted by ODE and OFLA.
Join your Ohio colleagues for sharing, support and information.
View theschedule and NOTES from previous meetups.

Creating / Searching Lessons

ODE Career Connections Page: PBS videos (in English) of careers using world language. Each video includes an activity sheet for middle school and for high school.

​Choice Boards: Sample world language choice board.

Set up: Students choose from options across categories, such as:

Communication (reading, writing, speaking, listening, signing).

Culture (intercultural investigation, interaction and comparison).

Language (vocabulary and structures).

Sensory (kinesthetic, drawing, music, videos, follow a recipe, build a model).

Creation (make a PowerPoint or Venn diagram; make a game on Kahoot or Quizlet; make a video to teach how to do something or show your talent; make a comic strip or story board; plan and cook a cultural dinner menu).

ODE Instructional Strategies Page: Instructional strategies, resources and websites for all languages and levels, across communication skills/modes, language and culture.

​Screencastify: Record your computer screen, sound and voice to create video lessons.

Seesaw: Student digital recordings and portfolios and parent communication.

Resources for Multiple Languages, Levels and Topics

Additional Lesson Resources by Level or Language

​​elementary resources

american sign language

CLASSICAL LANGUAGES

Virgilio.it: Italian news, sports, fashion, weather and other cultural topics.

SpeakingLatino.com: Spanish songs with specific culture, vocabulary or language focus.

​Rockalingua: Music-based Spanish learning. Currently free membership.

Señor Wooly: Two weeks free access to all resources.

​multilingual language practice

♦ Join at the time listed, using the links below.

♦ Notesfrom previous meetup chat boxes, March 31 - present.

VIEW recording

A Tale of Two Teachers: Part 1. (May 13, 2020)
The GRID method for planning face-to-face and distance learning.

June 2 3:30-4:30pm

A Tale of Two Teachers: World Languages.
ODE/OFLA Meetup. Follow-up discussion from the two presentations on May 13-14, on how we can apply their
strategies to world language classrooms.
https://us02web.zoom.us/j/86979909990

June 3 3:30-4:30pm

A Tale of Two Teachers: Part 3. General Q&A and discussion for all content areas based on the presentations in Parts 1
and 2 on May 13 and 14. Hosted by SECO.
Join Here.

The world language and cultures content specialists in the Office of Learning and Instructional Strategies are scheduling virtual meet-ups in collaboration with various professional organizations across the state to support educators and administrators during extended remote learning. The purpose of the forum is to encourage educators and to give them a platform to network, share, and gain new skills or strategies to help students succeed while learning from home. This aligns with the vision of Ohio Strategic Plan for Education, Each Child, Our Future which focuses on the whole child by empowering teachers to help their students to become resilient lifelong learners who contribute to society. These meet-ups help to facilitate discussions about equitable learning opportunities and practices for each child while partnering with educators and professional organizations to promote quality schools and student success.

The Department will host and publicize the meet-ups in conjunction with guest facilitators who are sponsored by a professional organization. The virtual meet-ups will be scheduled across grade levels and languages as appropriate.

PARTNERING PROFESSIONAL ORGANIZATIONS

MEETING NORMS

All meetings will follow the suggested norms:

Be respectful.

Recognize that everyone has expertise.

Assume positive intent.

Seek clarification in language and ideas.

Share experiences.

Use the chat feature when you have a question.

Mute your microphone when not speaking.

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Schools and districts have local control when planning student learning. Whereas the following free resources may be helpful to teachers in creating distance lessons, the Department does not endorse any particular program or platform. We encourage teachers to investigate opportunites and resources for students who are learning from home and to reach out for help and support from our world language office.

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Although it's hard to talk about a silver lining of the COVID-19 pandemic, one positive aspect may be professional development opportunities this summer. First, teachers won't be going anywhere far from home, so we'll have more time than usual to spend on professional development. Second, all workshops and classes are online, so they are available no matter where you are located. Third, while online PD is not the same as in-person PD, it IS a lot cheaper!

Here is a list of Professional Development opportunities that are happening starting in May 2020.

General Online Teaching and COVID-19

Learning Revolution Multiple sessions by teachers from around the world are being held daily until the end of May. Digital tools and global citizenship are common topics but there is a range of everything under the sun from e-portfolios to sustainability.

Social Studies and Global Citizenship

World Savvy World Savvy is doing free online professional development for the first time. Their sessions include Introduction to Global Competence, Case Study Protocol, and Introduction to the UN Sustainable Development goals. They also have a series of Global Competence Micro-credentials to allow teachers to show mastery of a range of skills that promote global competence like simulations and global collaboration projects.

UW Milwaukee's Underreported Stories from Latin America This free two-day summit in June will feature journalists currently covering Latin American. It will "introduce methods for using global news stories and journalism skills to deepen students' engagement with their curricula, while also increasing their critical thinking and communication skills".

World Language

ACTFL webinars The American Council on the Teaching of Foreign Languages is offering webinars for free. Many of them specifically relate to teaching online and recordings of past webinars are also available.

VOCES CI-Savvy This online textbook series has hosted numerous free webinars for World Language teachers and the past ones are all available to watch at any time!

Language Learning Network In the past few month Language Learning Network has hosted a number of webinars on all sorts of world language topics. Check their website for upcoming offerings.

Didactas Conferencia ELE May 11-16 Didactas is hosting an online conference for Spanish language teachers in Spanish and there are some unique topics. Recordings should be available for free for at least a month afterwards.

World Language Proficiency Project has multiple week-long trainings focusing on teaching with Comprehensible Input techniques. Cost is $300 and they are for all languages.

CARLA If you've never been able to travel to Minnesota for these summer institutes, now is your chance to participate online. This summer there is both a heritage language institute (this one I attended and can vouch for it being great) and a secondary immersion institute (which I'm already signed up for!!) plus many other interesting topics for any language.

Heritage Language, Dual Language and Immersion

Bilingual Educators Virtual Summit - This summit for bilingual, dual language and language immersion educators will be July 20-24, 2020. It has over 50 great sessions and it's FREE! If you want to get the VIP pass with freebies and longer access to the session it's only $29. I'll be presenting two sessions here, one about preparing elementary DL and immersion students for middle and high school and one about teaching dialects and Spanglish.

University of Whitewater Two online courses from the Heritage Language Certificate are offered this summer: Critical Approaches to Heritage Language Education and Arts-based Reading and Writing. Additionally, online literacy courses will have a focus on bilingual learners for heritage teachers that want to learn more about teaching literacy.

UTexas Effective Methods to advance Heritage Spanish teaching This year's annual conference will be online with a number of hands-on sessions.

Project GLAD and Dual Language - Dual Language Education of New Mexico (the hosts of La Cosecha) has their institute online this year. Project GLAD teaches academic language and literacy and is a great technique for second language learners.

Teacher's College Reading and Writing Project - The folks that brought you Lucy Calkins' Units of Study have made one-day conferences about virtual teaching downloadable. It's not free, but if you have teach with a literacy focus there are some good options, including Helping Teachers Develop and Teach a Distance Learning Curriculum that Builds Lifelong Literacy Skills.

Proyecto Cordero Belpre - This organization usually offers a program in Puerto Rico for US teachers, but the trip is not happening this year. However, the classes will still happen online and they sound awesome-Spanish Language and Puerto Rican Literature, Puerto Rican Society and Culture, and Teaching in Oppressed Communities. I don't see a website but the contact information for director Paul Figueroa is listed on the brochure part 1 part 2.
If you have other online opportunities you want to share, add them in the comments below!

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Online Language and Culture PD for Summer 2020 - Growing Global Citizens

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Although it's hard to talk about a silver lining of the COVID-19 pandemic, one positive aspect may be professional development opportunities this summer. First, teachers won't be going anywhere far from home, so we'll have more time than usual to spend on professional development.

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MNPS World Language Instructional Framework

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Hello! I'm Martina, and this is my blog.

The TPRS®/CI Transition
My first two years of teaching were at Syracuse University while I completed my Masters in Spanish Language, Literature, and Culture. Teaching everything from Spanish 101 to 400-level conversation courses, my classes were filled with (mostly) highly motivated students who spent many hours on their Spanish homework and studying for exams each week. In October 2008, my husband and I moved from New York to Alaska with the Air Force (he has since separated from the military and is now a Realtor). I began teaching full time in August 2009 at Clark Middle School in the Anchorage School District using primarily Cooperative Learning methods. In April 2010, I observed one of Michele Whaley's Russian classes at West High School as part of ASD's new teacher mentorship program. After a weekend holed up with NTPRS DVDs trying to make sense of what I had just witnessed, I began using TPRS/CI exclusively when I returned to class on Monday.

The School to Home Transition
After the birth of my second son in May 2013, I resigned from my position to be a full-time mom to my children. I now have four kiddos born in a four year span-yikes! Staying home with my kids has been my prayer and the desire of my heart since before they were born, and I am grateful every day that God has provided for my family and allowed me to do just that. In the Bible, He promised that He would grant us the desires of our hearts. It took some waiting, but mine was granted! Now that I am a full-time mom and a part-time curriculum developer and consultant, my prayer is that I can encourage and support other teachers to connect with their students and find joy in this most noble of professions. I now have five kids (born in 2011, 2013, 2014, 2016, and 2017), and the continued connection to language teaching afforded to me through this blog is one of the great blessings of my life!!

I am so thankful to everyone that has posted activities, story scripts, and assessments that they use in their CI classrooms. It is overwhelming to scrap almost everything that you used to do and start fresh, and finding random pre-made activities online has been my saving grace. I began "Lesson Plans for TPRS/CI Classrooms" in 2011 as a way to give back to the TPRS online community that had been (and continues to be) crucial to my success and growth as a language teacher. My hope is that beginning TPRSers will find this blog and my website useful, and that they will make your lives just a little bit easier. If you use any of my resources, PLEASE return the favor and send me something wonderful that you have used in the past, as well!! In the email, let me know if it is something that you would like me to share on the blog with other readers (credited to you, of course). I welcome constructive criticism and questioning of anything that I post. If our work is never questioned, we lose the valuable opportunity for professional growth that comes with critical reflection of our practice.

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Hello! I'm Martina, and this is my blog. The TPRS®/CI Transition My first two years of teaching were at Syracuse University while I completed my Masters in Spanish Language, Literature, and Culture. Teaching everything from Spanish 101 to 400-level conversation courses, my classes were filled with (mostly) highly motivated students who spent many hours on their Spanish homework and studying for exams each week.

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MovieTalk is a technique for language learning developed by Dr. Ashley Hastings as part of the FOCAL skills program used to teach ESL at the university level.

MovieTalk was 'discovered' and brought to the TPRS world by Michele Whaley, a Russian teacher in Anchorage, AK, in 2012. She has led several trainings with our local TPRS group and blogged about it quite extensively. She also connected with Dr. Hastings and arranged a Skype session with our local group and helped bring him to Alaska in 2013 for our annual AFLA conference. Read Michele's blog archives here.
Please note: The websites formerly maintained by Dr. Hastings are no longer active, and the URLs were acquired by inappropriate sites. Regrettably, we are no longer able to directly link Dr. Hastings' explanation of MovieTalk and its history!
Why MovieTalk?

MovieTalk is a great way to present your students with a broad range of vocabulary in an engaging manner. It provides comprehensible input because students are seeing images (instead of written translations) of the structures as you describe them. It is an excellent way to provide differentiated instruction, because student will pick up on whatever they are able to based on their current level of language ability. Beginning students will pick up a few words, since most words will be new to them, and advanced students will pick up on the few new words to them and will notice grammatical constructions.

HOW TO MOVIETALK

MovieTalk is simple. If you have ever attended a TPRS® training, you will easily be able to transfer the skills that you learned to MovieTalk. Just imagine that instead of a reading or a story with live actors, you are circling and discussing what is visible on the screen (NOT the dialogue).

Begin by choosing a short film or a short segment of a longer film. It shouldn't be more than five minutes long. It should be visually stimulating, with little dialogue (rather, little dialogue that is essential to the understanding of the clip). The 'plot' should be fairly obvious when the volume is turned off and the film is simply watched, not listened to. Typically, I choose a film that fits in with whatever structures we are currently studying, so that I can get in more repetitions of those structures. However, this is not necessary-you could choose a film just for fun that has nothing to do with what you are currently learning. The students will still acquire language as they view it!

Turn off the volume. Begin playing the clip, but pause it once the first image appears on the screen. Describe anything and everything that you see on the screen in the target language. Use the TPRS® techniques that you have learned to get in repetitions of the structures-circling, personalization, and comprehension checks. Typically, I concentrate the MovieTalk on the structures that we are working on in class (since I choose the films based on those structures). I describe everything, but I really perseverate on the target structures. Once you've discussed the first image sufficiently, push 'play', and play the film until something else happens or appears on the screen. Pause the film again, and describe what is in this new image. Circle, personalize, and check for comprehension. Continue this process-pausing and describing each new image-until you have finished the clip. (If there is a 'twist' at the end of the clip, you may wish to stop the clip before the film ends in order to create suspense.)

After you have finished MovieTalk for the clip, play it from the beginning with sound and without pausing. (The kids will probably mutiny if you don't!) If you saved the 'twist' at the end, the kids will really be anxious to see what happens! You can discuss it after they've seen it.

MOVIETALK DEMO:

Here is a demo of me using MovieTalk with the Jesse & Joy music video Espacio sideral. I used this music video in my unit. In case you were wondering, yes-I was pregnant at the time.

ADDITIONAL RESOURCES:

For more MovieTalk ideas, click here to view my MovieTalk archives or visit my MovieTalk board on Pinterest:

[pinterest url=https://www.pinterest.com/martinabex/movietalk-musica/ width=600]

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MovieTalk - The Comprehensible Classroom

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MovieTalk is a technique for language learning developed by Dr. Ashley Hastings as part of the FOCAL skills program used to teach ESL at the university level. MovieTalk was 'discovered' and brought to the TPRS world by Michele Whaley, a Russian teacher in Anchorage, AK, in 2012.

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Short and simple: when you sense your lesson headed toward an eminent crash and burn - ABORT. Change things up or recreate your lesson on a fly but do NOT continue down that sad little destructive path.
Last Wednesday, I had what I thought was a well-planned, great lesson and I was going to provide loads of CI to my Spanish 1 students. But, for whatever reason, one particular group of students came to class and it felt as some unknown force had sucked out all of their energy on the way to my classroom, or maybe even in a previous class. Whatever caused it, was beyond my control. What happened in my class to turn that low energy into attentive and engaged students, was my task at hand.
Before I took my advice above, I trudged on, through a warm-up that was a bit too challenging, past the mini-lecture I gave to tell them about the power of a great education, and even a tried-and-true brain break that fell flat. I was minutes from a complete crash and burn.
Here I was, ready to go into the main part of the lesson, with a classroom of students running on "E" (empty). I was going to tell them a story about two friends that went to a horror movie, but in my mind's eye I didn't envision a good outcome.
Thankfully, I remembered what I've heard countless times at conferences and workshops and have told others many times: STUDENT ACTORS. Don't simply tell the story; have students act out the story. As (good) luck would have it, when I asked for actors, 5 students raised their hands, two of which can naturally draw and keep the attention of their classmates.
Within minutes of "hiring" the two actors and starting the storytelling process, the tide started to turn. The actors were funny but not distracting, I added movement (student actors "ran" around the room to arrive at the movie theater), I used props (Monopoly money and canisters for popcorn) plus a 3rd actor to sell the popcorn), and coached them to act scared, really scared, during the "horror movie".
My student actors were the difference between a ho-hum story and a funny, interactive story. The students' energy during the story as they watched the student actors and laughed with them, flowed over to the retell of the story and to the Write & Discuss. It allowed for loads of CI to receptive ears.
So, when you see the Crash and Burn nearing, abort. There's nothing wrong with that and everything wrong with ignoring the fact that something needs to change - immediately.
A few reminders when "hiring" student actors:
- be prepared to coach the students to bring out the best of them and the story
- don't accept mediocre
- if you need to "fire" student actors, do it swiftly, but gently
- thank the student actors for a job well done.

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Teaching Spanish w/ Comprehensible Input

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Short and simple: when you sense your lesson headed toward an eminent crash and burn - ABORT. Change things up or recreate your lesson on a fly but do NOT continue down that sad little destructive path. Last Wednesday, I had what I thought was a well-planned, great lesson and I was going to provide loads of CI to my Spanish 1 students.

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Donna Tatum-Johns - Making Language Come Alive

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"My passion is twofold: training teachers using comprehensible-input methods and strategies as well as teaching French using these same techniques. CI helps language classes come alive and allows students to enjoy acquiring a second language more naturally."

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CI example

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About - The Comprehensible Classroom

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Hello! I'm Martina, and this is my blog.

The TPRS®/CI Transition
My first two years of teaching were at Syracuse University while I completed my Masters in Spanish Language, Literature, and Culture. Teaching everything from Spanish 101 to 400-level conversation courses, my classes were filled with (mostly) highly motivated students who spent many hours on their Spanish homework and studying for exams each week. In October 2008, my husband and I moved from New York to Alaska with the Air Force (he has since separated from the military and is now a Realtor). I began teaching full time in August 2009 at Clark Middle School in the Anchorage School District using primarily Cooperative Learning methods. In April 2010, I observed one of Michele Whaley's Russian classes at West High School as part of ASD's new teacher mentorship program. After a weekend holed up with NTPRS DVDs trying to make sense of what I had just witnessed, I began using TPRS/CI exclusively when I returned to class on Monday.

The School to Home Transition
After the birth of my second son in May 2013, I resigned from my position to be a full-time mom to my children. I now have four kiddos born in a four year span-yikes! Staying home with my kids has been my prayer and the desire of my heart since before they were born, and I am grateful every day that God has provided for my family and allowed me to do just that. In the Bible, He promised that He would grant us the desires of our hearts. It took some waiting, but mine was granted! Now that I am a full-time mom and a part-time curriculum developer and consultant, my prayer is that I can encourage and support other teachers to connect with their students and find joy in this most noble of professions. I now have five kids (born in 2011, 2013, 2014, 2016, and 2017), and the continued connection to language teaching afforded to me through this blog is one of the great blessings of my life!!

I am so thankful to everyone that has posted activities, story scripts, and assessments that they use in their CI classrooms. It is overwhelming to scrap almost everything that you used to do and start fresh, and finding random pre-made activities online has been my saving grace. I began "Lesson Plans for TPRS/CI Classrooms" in 2011 as a way to give back to the TPRS online community that had been (and continues to be) crucial to my success and growth as a language teacher. My hope is that beginning TPRSers will find this blog and my website useful, and that they will make your lives just a little bit easier. If you use any of my resources, PLEASE return the favor and send me something wonderful that you have used in the past, as well!! In the email, let me know if it is something that you would like me to share on the blog with other readers (credited to you, of course). I welcome constructive criticism and questioning of anything that I post. If our work is never questioned, we lose the valuable opportunity for professional growth that comes with critical reflection of our practice.

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Hello! I'm Martina, and this is my blog. The TPRS®/CI Transition My first two years of teaching were at Syracuse University while I completed my Masters in Spanish Language, Literature, and Culture. Teaching everything from Spanish 101 to 400-level conversation courses, my classes were filled with (mostly) highly motivated students who spent many hours on their Spanish homework and studying for exams each week.

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https://files.aievolution.com/tfl1901/events/26132/1530_Toth_03314.pdf

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Session

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Enhancing and expanding multilingual and multicultural education worldwide

ACTFL is an individual membership organization of thousands of language educators and administrators from elementary through graduate education, as well as government and industry.

Respect and Recognition

Powering the future of language education

ACTFL's resources, backed by sound research and decades of experience ensure you have the tools to deliver successful instruction.

Assessments

Learn why ACTFL assessments are considered the gold standard for assessing performance and proficiency by institutions, companies, and governments.

Educator Resources

Explore ACTFL's Proficiency Guidelines, Can-Do Statements, and more to help guide your strategy and practice.

Access ACTFL Publications

Read The Language Educator (TLE), Foreign Language Annals (FLA), and ACTFL books to get timely information on WL education trends and technology.

Professional Development

ACTFL offers a variety of methods to advance professional development to help you, your school or district succeed.

Certifications

ACTFL offers a variety of training and certification programs designed to meet the needs of world language educators, researchers, and administrators.

Career Development

Mentoring, volunteering, and many other programs to support your career journey. From new teachers to seasoned professionals, we're here for you.

Language education provides tangible benefits. The research proves it.

Did you know that language learning boosts academic achievement, provides cognitive benefits and promotes positive attitudes and beliefs about other languages and cultures? See what the research says.

ACTFLearn Central

On-demand Courses

Your gateway to online on-demand professional development courses

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world language teaching; language assessment; foreign language teaching

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Enhancing and expanding multilingual and multicultural education worldwide

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Meredith White

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TFLTA19_ Interpersonal Speaking, not Interpersonal Copying (1)

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Yes and...! How improv comedy know-how can make your language classroom more engaging and student-centered

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Honors: S.T.A.R. Teacher, 2008 WTOC-TV Top Teacher, 2010 Clarksville-Montgomery County "Point of Pride" Award, 2012 PBS Learning Media Digital Innovator, 2016-17 LILL Emerging Leader (Voted into Cohort II), 2017 Gwinnett Co. Public Schools P.E.A.K. Award Recipient, 2016-17 Gwinnett Co. Public Schools P.E.A.K.

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Social Justice in the World Language Classroom: A Call to Action Tennessee Foreign Language Teaching Association (TFLTA) November 9, 2019 tinyurl.com/tflta2019

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Best for All

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LEAD

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Education Commissioner Unveils 'Best For All' Strategic Plan
Academics, Whole Child, and Educators are top priorities for Tennessee

NASHVILLE- Education Commissioner Penny Schwinn today presented the department's strategic plan to more than 1,000 statewide educators at the 2019 LEAD conference held in Nashville. The plan, called "Best for All," sets priorities for the department in serving Tennessee students, teachers, administrators, and families.

"We want to ensure that every student is on a path to success," Schwinn said. "When they graduate, every student should know that they are able to accomplish whatever dreams they set for themselves. This strategic plan prioritizes the three key areas of providing quality academic programs, serving the whole child, and developing and supporting our teachers and leaders," Schwinn continued. "The work we do for our children matters. They need us and deserve our best."

The "Best for All" plan includes the following:

* Quality Academic Programs: All Tennessee students will have access to a high-quality education, no matter where they live.
o Early Literacy Supports - invest in a proven, coherent, statewide literacy program that includes high-quality materials, implementation coaching, and shared diagnostics for data review.
o High-Quality Instructional Materials - invest in high-quality materials, a tool for standards alignment training, and implementation support to districts.
o Innovative Assessments - build free, curriculum-aligned interim and formative assessments for districts to use.
o Career Exploration - ensure every student has career exploration in middle school and a high school pathway that aligns to their interests and strengths.

* Whole Child Support: Tennessee public schools will be equipped to serve the academic and non-academic needs of all kids.
o Supports - ensure that schools and districts are able to quickly and appropriately respond to students in need through stronger resource mapping, statewide partnerships, and in-school resources.
o Character Education - develop a Tennessee-specific character and citizenship education program that prepares students to make successful contributions to society.
o Exceptionalities - develop regional hubs with the expertise in special education that districts need and create a statewide network that effectively supports students with disabilities through a tool for families and educators.

* Teachers and Leaders: Tennessee will set a new path for the education profession and be the top state to become and remain a teacher and leader.
o Recruitment - create advanced courses for teaching as a profession in K-12, develop teacher fellowships, expand "Grow Your Own" opportunities for prospective educators, and continue to support improvements to educator compensation.
o Preparation - ensure educators are prepared to be successful in the classroom upon completion of their educator preparation programs.
o Pathways - elevate teacher leaders through regional networks, professional development pathways, and state leadership roles.
o Development - support the development of effective leadership structures in every school and create cohorts of educators focused on building their degrees, certifications, and professional development.

The "Best for All" strategic plan establishes a framework for the department's work going forward. It sets key priorities and will be part of shaping the department's budget.

The strategic plan not only reflects the path the department will take but also includes feedback from teachers, administrators, students, and families as the commissioner has traveled the state over the past nine months visiting over 75 school districts across Tennessee.

For more information on the strategic plan and the department, visit https://www.tn.gov/education.html.

Click here to view the PowerPoint presentation.

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Education Commissioner Unveils 'Best For All' Strategic Plan

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NASHVILLE- Education Commissioner Penny Schwinn today presented the department's strategic plan to more than 1,000 statewide educators at the 2019 LEAD conference held in Nashville. The plan, called "Best for All," sets priorities for the department in serving Tennessee students, teachers, administrators, and families.

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Trying to make it all comprehensible one lesson at a time.

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Activate Your Students’ Proficiency Through Story Listening (1)

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Student Based Curriculum with Star Person