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Vocaroo Tutorial - Record Your Voice Online & Make Audio QR Codes

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Quick and Easy Ways to Use Exit Tickets in the Classroom

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What is an Exit Ticket?: Using Exit Tickets in the Classroom

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A collaboration between NCSSFL and ACTFL

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SBE-Adopted World Languages Framework

The State Board of Education (SBE) approved and adopted the draft framework chapters of the World Languages Framework for California Public Schools, Kindergarten Through Grade Twelve (WL Framework) on July 8, 2020. The WL Framework supports the World Languages Standards for California Public Schools, Kindergarten Through Grade Twelve (WL Standards), which were adopted by the SBE in January 2019.

To download the pre-publication version approved by the SBE, select the links below:

Summary of Edits to the World Languages Framework Approved by the Instructional Quality Commission (IQC) (DOCX)
On April 17, 2020, the IQC took action to approve edits to the draft WL Framework.

Online Resources to Support Remote World Languages Instruction

Curriculum Framework and Evaluation Criteria Committee

On January 9, 2019, the SBE appointed 20 members to the World Languages Curriculum Framework and Evaluation Criteria Committee (WL CFCC) to assist in the development of the WL Framework.

The WL CFCC played a significant role in the development of the WL Framework. All WL CFCC meetings were held at the California Department of Education (CDE) on the following dates:

World Languages Framework Focus Group Report

Pursuant to the California Code of Regulations, Title 5, Section 9511(c), the CDE convened four focus groups across California to inform the content and guidance in the WL Framework.

Additional Resources

Listserv

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, November 10, 2021

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The State Board of Education (SBE) approved and adopted the draft framework chapters of the World Languages Framework for California Public Schools, Kindergarten Through Grade Twelve (WL Framework) on July 8, 2020. The WL Framework supports the World Languages Standards for California Public Schools, Kindergarten Through Grade Twelve (WL Standards), which were adopted by the SBE in January 2019.

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World Languages Standards - Content Standards (CA Dept of Education)

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Information and resources related to World Languages Standards for California Public Schools: Kindergarten Through Grade Twelve.

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Recording is the action or process of recording sound or a performance for subsequent reproduction or broadcast.

"a recording studio"

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Screencastify Beginners Guide - How to Record Your Screen on Google Chrome

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3 Google Slides Design Tricks To Upgrade Your Slides

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Slidesmania Master Slides Editing and Overview

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How To Use Canva For BEGINNERS! (Canva Tutorial 2020)

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Presentación creativa en powerpoint #powerpoint #excel #exceltips #windows #word #tips #tutorial | raymon_acuna | Facebook

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Presentación creativa en powerpoint #powerpoint #excel #exceltips #windows #word #tips #tutorial.

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67K views · 1.7K reactions | Presentación tipo enfoque #smartphone #app #excel #exceltips #windows #word #tips #tutorial | raymon_acuna

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Presentación tipo enfoque #smartphone #app #excel #exceltips #windows #word #tips #tutorial.

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79K views · 2.4K reactions | Presentación con efecto curvo #powerpoint #windows #word #tips #tutorial | raymon_acuna

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Presentación con efecto curvo #powerpoint #windows #word #tips #tutorial.

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115K views · 2.8K reactions | La mejor IA para diapositivas🤯
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La mejor IA para diapositivas🤯
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22K views · 3.9K reactions | Truco muy simple que impresionará a todos 👉🏼Link de @wondersharevirbo en la BIO #wondersharevirbo #virboai | Alvaro Pampillon | Hacks de PowerPoint | Cannons · Fire for You (Sped Up)

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Truco muy simple que impresionará a todos 👉🏼Link de @wondersharevirbo en la BIO #wondersharevirbo #virboai. Cannons · Fire for You (Sped Up)

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A software package designed to create electronic presentations consisting of a series of separate pages or slides.

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38K views · 8.9K reactions | ❌ No utilices guiones en PowerPoint #viral #powerpoint #tutorial #pizza | Alvaro Pampillon | Hacks de PowerPoint | Jon Mero & LÒNIS · Feels This Good

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❌ No utilices guiones en PowerPoint #viral #powerpoint #tutorial #pizza. Jon Mero & LÒNIS · Feels This Good

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1.2M views · 16K reactions | Como hacer mapa conceptual en powerPoint #office #tutorial #PowerPoint | Yerrihz | Yerrihz · Original audio

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Como hacer mapa conceptual en powerPoint #office #tutorial #PowerPoint. Yerrihz · Original audio

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926K views · 13K reactions | Another PowerPoint Trick that you should know #PowerPoint #PowerPointTrick #Powerpointtips #powerpointforbeginners #powerpointtutorial | Powerpoint Tutorials | Powerpoint Tutorials · Original audio

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Another PowerPoint Trick that you should know #PowerPoint #PowerPointTrick #Powerpointtips #powerpointforbeginners #powerpointtutorial. Powerpoint Tutorials · Original audio

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278K views · 6.3K reactions | Herramientas de inteligencia artificial que parecen ilegales de saber 🥷🏻😏 #inteligenciaartificial #t | Profeta X | Profeta X · Original audio

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Herramientas de inteligencia artificial que parecen ilegales de saber 🥷🏻😏 #inteligenciaartificial #t. Profeta X · Original audio

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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110K views · 3K reactions | Cómo crear un reel en segundos 😰 #paginasutiles #trucos #chatgpt #invideo #ia #paginasweb | Páginas Útiles | Páginas Útiles · Original audio

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Cómo crear un reel en segundos 😰 #paginasutiles #trucos #chatgpt #invideo #ia #paginasweb. Páginas Útiles · Original audio

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🟢 Sigue a 👉 @master.excel.juntos 🚀 🟩 Únete a la comunidad más activa de Excel 💻 y se todo un EXPERTO con 👇👇👇👇👇👇 🔵 @master.excel.juntos 🔵 @master.excel.juntos 🔵 @master.excel.juntos .
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🟢 Sigue a 👉 @master.excel.juntos 🚀 🟩 Únete a la comunidad más activa de Excel 💻 y se todo un EXPERTO con 👇👇👇👇👇👇 🔵 @master.excel.juntos 🔵 @master.excel.juntos 🔵 @master.excel.juntos .
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57K views · 6.5K reactions | Sabrina Ramonov 🍄 Best AI app to humanize AI essays #creatorsearchinsights #ai #artificialintelligence #aitools #chatg#makemoneywithtiktokandnes #makemoneyonline2023 #onlinejobsworkfromhome #OnlineHustle #mindset #everyonehighlights #everyone | #Make money online | make_money_online_help · Original audio

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Sabrina Ramonov 🍄 Best AI app to humanize AI essays #creatorsearchinsights #ai #artificialintelligence #aitools #chatg#makemoneywithtiktokandnes #makemoneyonline2023 #onlinejobsworkfromhome...

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Teachers pre-teach a small group of students the concepts, vocabulary, and processes prior to beginning a lesson for the whole class. The purpose is to build background and vocabulary knowledge for students who need extra time and support. This allows students who need the extra time and support to work on a computer to play and replay a reading preview, practice new vocabulary words, and so forth. The DJs can be put on DVDs for home viewing or they can be uploaded to free-access Web sites,

such as YouTube.

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Taking a simple WARM-UP activity to a higher level

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The fastest finger in class. A very competitive game. 

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1) Teacher provides a set of pictures or a page with pictures to 2 students or a group of no more than 4 students.

2) Teacher calls the item (picture) in the target language.

3) Student who touches the picture first wins a point.

4) Student with the most points wins.

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While this is not something I have gotten the chance to implement within lessons I have taught myself, programs like Kahoot! were regularly used back when I was in high school and even during certain classes in college.

Language Games - Scrabble, Apples to Apples

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Check for understanding - Tips for Teachers

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The way in which I will use this in my classroom (science) is when we are doing a lab. For labs, there is always introductory information given to them and lengthy/wordy procedures. I would have the students read with their elbow partners the lab sheet and take note of any questions that come up through the reading, they would then share out with their group and help one another answer the questions before asking me. Once questions were answered and they had an understanding of what to do, I would have them select who would be their lab manager, which would be the person they go to when they are confused, have questions or veering off from the lab procedure. The lab manager would always change for new labs and can't be someone who has previously done it until everyone has been the lab manager.

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Kagan Cooperative  Learning.  Round Table and Rally Table. ESL, Content Areas, World Languages

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How to Use DALL E 3 FREE Access (without ChatGPT Plus) AI Art Generator

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Chat GPT Explained in 5 Minutes | What Is Chat GPT ? | Introduction To Chat GPT | Simplilearn

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BLOOKET TUTORIAL for Teachers | Blooket Review Game Beginner Tutorial

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How to use Quizlet - Official tutorial for new users

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Example: Me and my mentor teacher both did something like this for an article we were about to read for a unit in the classroom. We called it a "Pre-Read" where we had the students speculate on what the article called "Island Civilization: A Vision for Human Occupancy of Earth in the Fourth Millennium" would be about based on the title alone. We plan to do this again for the book 1984.

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An example of this would be to give out a study guide before the test allowing students to self-recite.

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At the beginning of a unit or chapter, there are often key vocabulary terms. Vocabulary journals are a fun and multimodal way to get students familiar with new vocabulary. I would use this in my classroom at the beginning and end of each chapter. I would have my students identify 2 vocabulary words at the beginning and end of chapter. That way they are able to choose 2 words they might not know at first and then a chance to choose 2 words they still need more information on. By giving the definition, drawing a picture, synonym, antonym, and part of speech students will get more familiarized with more vocabulary.

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The group-response technique is sometimes referred as a call-and-response. It is a catchy short phrase or song that the teacher starts and then the students end. Once the students hear the teacher beginning the call, they know they need to look at the teacher and stop what they are doing while they respond.

Examples: Many teacher-led activities are suitable for using choral responding (all students in the class or group respond orally in unison to a teacher prompt). Choral responding is ideal for curriculum content that:

can be answered in short (1-3 word) responses

has only a single correct answer to to question

can be presented in a fast-paced manner.

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Observations: The teacher observes students' behaviors and interactions during a lesson to gain insights into their understanding of the topic.

Questioning: The teacher poses questions to individual students or the whole class to gauge their comprehension and encourage participation.

Think-pair-share: The teacher gives students a question or problem to think about, pairs them up to discuss their ideas, and then shares the responses with the class.

Exit tickets: The teacher asks students to respond to a question or prompt at the end of the lesson, which allows them to quickly assess students' understanding of the lesson.

Quick-writes: The teacher asks students to write a brief response to a question or prompt, which allows them to quickly assess students' understanding of the lesson.

Peer assessment: The teacher asks students to evaluate each other's work based on specific criteria, which allows them to practice their critical thinking skills while assessing their peers' learning.

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On-the-spot assessment (Checking for UnderstandingCFU) is an informal method of assessing students' learning progress in real-time, during a classroom session. It helps teachers to identify students' strengths and weaknesses and adjust their teaching strategies accordingly.

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It is helpful for English learners to learn how to self asses their understanding of new vocabulary. There are four levels to check for understanding.

1. I’ve never heard or seen the word before.
2. I’ve seen or heard the word before, but I don’t know what it means.
3. I vaguely know the meaning of the word, and I can associate it with a concept or context.
4. I know the word well

With adequate instruction and repeated exposure, EL students increase their knowledge of new words.

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Grouping by ability ,which divides students for instruction based on their perceived capabilities for learning(low ,average , high) has serious academic and social effects for students who are not in the top group. Students can use the discussion to share thoughts and ideas with class while instructor monitors the progress of the groups.

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Effective Grouping Strategies in the Classroom

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In a math classroom, I would ask students to create an example of independent/dependent variables. Here students can work together on placing their labels correctly on the x/y axis.

The quotes would be the real life example. "The more hours you work, the more money you earn."

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Here you form groups of four. Students choose a quote and image that impact them. As a group, they choose which quote & image they want for their poster.

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Using real-life situations: For example, when teaching the word "collaborate," the teacher can present a group project and explain that the students need to work together to complete the task. This helps students understand the meaning of the word in a real-life situation.

Using visual aids: Pictures, diagrams, and videos can be used to provide visual cues for students to understand the meaning of new vocabulary words. For example, when teaching the word "photosynthesis," the teacher can show pictures of plants and explain how they use sunlight to produce food.

Using reading materials: Students can be provided with reading materials that include the new vocabulary words, and they can be asked to read and discuss the meaning in the context of the text. For example, when teaching the word "metaphor," the teacher can provide a poem or a short story that uses metaphors.

Using technology: Interactive games, quizzes, and online resources can be used to reinforce the meaning of new vocabulary words. For example, students can be provided with an online game that requires them to match the correct definition with the vocabulary word.

Using examples from students' lives: Teachers can ask students to share examples of the new vocabulary words in their own lives, which can help them understand and remember the meaning. For example, when teaching the word "innovation," the teacher can ask students to share examples of innovative ideas they have seen or heard of in their communities.

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This activity involves graphing information based on a survey. Each group of four will take a survey of how many countries each has visited (or other teacher-determined information).
A bar graph is then developed. Each person in the group is responsible for one aspect of the graph, and
signs his/her name on the chart along with their area of responsibility. Jobs are: survey group members
and record results, construct the graph, write names and numbers on the graph, write title and assist with
graph construction. Each person in the group describes his/her part of the graph to the class.

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1.) Working in groups, students write down everything they know about a reading selection topic.
2.) They write three questions they want to have answered by the selection.
3.) Each student reads a short first section silently; then students retell the information with a partner.
4.) The teacher chooses certain pages to read aloud in the group, each person taking a turn to read
5.) Then, the group predicts four things that will be discussed in the next section.
6.) The groups finish reading the chapter silently.
7.) Each person writes four thinking questions for a partner to answer. (Why, How , What questions)
8.) Papers are exchanged and answers are given to each other's questions.
9.) Finally, with a partner, a chart or diagram is drawn to illustrate the main points of the chapter.

This is a great way to have students get through an except, article, or even a a short chapter in a book. It is collaborative and allows students to think about what they do know, what they think they might learn about, and what questions they still might have after they read the entire excerpt.

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1. Provide a word bank: Start by giving students a word bank with some of the missing words. This can help them get started and build their confidence.

2. Chunk the text: Break the text into smaller chunks, and have students fill in the missing words for each chunk before moving on to the next one. This can help students focus on a smaller amount of information at a time and avoid feeling overwhelmed.

3. Provide hints: If students are struggling with a particular word, provide them with a hint or a clue to help them figure it out. This can help build their problem-solving skills and increase their confidence.

4. Model the activity: Model the activity for students by filling in a few missing words yourself. This can help students understand what is expected of them and how to approach the activity.

5. Gradually remove support: As students become more comfortable with the activity, gradually remove the scaffolding. Start by removing the word bank, then the hints, and finally the chunking. This can help students develop their independence and take ownership of their learning.

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Language Arts

Reader's theater lesson plans (with scripts):

Reader's theater scripts:

Math

Teachers can use reader's theater as an instructional technique for mathematical word problems. This example could be used for a reader's theater about 100's day and the concept of 100 .

Social Studies

Here are reader's theater scripts about America in varying reading levels.

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Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.

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Students can build oral fluency, reinforce content knowledge, and practice language structures and academic vocabulary through Reader's Theater. Teachers create scripts on particular topics to be performed by small groups of students. The teacher may model the script before the students are assigned roles and perform. Role plays are more informal, with students taking roles and deciding what they want to say while acting out a fictional, historical, or current event.

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Teacher randomly picks a number from 1 to 4 and students raise their hand. The group member with the previously-selected number answers the question and the other teams may agree with a thumbs up or a thumbs down hand signal. Teacher may ask another student to add to the answer if an incomplete response is given.

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Educational, engaging, and fun games provide opportunities to practice or apply new content and language learning.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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There can be many examples. Such as using materials or themselves to show a timeline.

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How to make a flip chart.

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Students are to fold a paper to organize their information.
Students are to make slits up to the fold.
Placing key terms on the front, Definition on the back and use the bottom for an image.

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Great tool to incorporate different topics as quizzes

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Helps with music theory, allows students to quiz themselves on anything theory.

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Using AI to create Electronic games allow all students to participate with all levels of knowledge/difficulty.

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Complete the story activity for an ELA classroom where students are given a prompt and they work to finish the story.

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Includes jigsaws, problem solving, simulations, one or two pieces of info about a topic or event, or to help solve a puzzle. Students work together to fill in the gaps through negotiating and critically thinking.

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This includes a sample information gap assignment that might work better with younger students.

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Includes jigsaws, problem-solving, simulations, one or two pieces of info about a topic or event, or to help solve a puzzle. Students work together to fill in the gaps through negotiating and critical thinking.

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students will take turns writing on a giant poster paper thier ideas on a topic

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Carousel Brainstorming is a cooperative learning strategy where students work together in small groups to brainstorm their knowledge about various topics related to a class lesson. They will take turns writing on different posters with different topics writing what they know.

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Method to help students review material. Number students from 1-4. Teacher asks a question. Each student must be able to answer the question. Teacher randomly picks a number from 1 to 4. Those students with that number raise their hand: Teacher randomly chooses one of the groups. The group member with the previously- selected number answers the question. After the student responds, the other teams may agree with a thumbs up or a thumbs down hand signal. Choose another group if the answer is incorrect.

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Reciprocal Thinking is an interactive activity where our students become the teacher in a small group reading setting. It may also be the teacher reading the information aloud, recalling the steps, and modeling it.

strategies that teachers and students practice to improve comprehension of text: Predicting, Questioning, Clarifying, and Summarizing

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Hold a "speed dating" event for different books. Students create a "profile" for their book that they will show that explains the main points and has a hook. Different students from different clubs will speed date with different books.

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Have students create a poster describing the plot of their book and the lessons learned from the plot. Have students present their poster to other book clubs.

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A blank paper is divided into eight sections. Students draw pictures or symbols to represent words or major concepts. Students exchange papers with a partner and partners try to correctly label each other's drawings. This is a collaborative activity that makes students use different skills to show their understanding of a concept or idea.

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This strategy encourages students to think individually about a topic or an answer to a question and then to share it with their group members.

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The think-pair-share is a collaborative learning strategy where students work together to answer a question about an assigned reading.

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Definition: Students make a prediction about the subject they are about to read by selecting an answer to a multiple-choice question.

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-Use a prompt for writing, such as a quote, a photo, words from a vocabulary list, an article, a
poem, opening lines to a story, an unusual object, a film, or a guest speaker to get students started.

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An example for the science content area. Provides a sample work and ideas.

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Science Generation (SciGen) addresses science topics commonly taught to 6th, 7th, and 8th graders. These curricular materials can be used in place of the standard curriculum materials, or as a supplement. They provide opportunities to read, write, discuss, and build arguments about basic questions in science.

Each week-long unit is comprised of 40-50 minute science lessons each day and highlights 5-10 academic words. There are also supplementary activities for other content areas to continue the cross-disciplinary benefits of Word Generation. All activities relate to the central question or topic of the week, build relevant knowledge, and provide opportunities to encounter the new academic vocabulary in multiple semantic contexts. By bringing the scientific knowledge closer to students' lives, they are equipped with both the background knowledge and the tools to engage in scientific argumentation.

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Science Curriculum with Disciplinary Literacy Strategies

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Provide opportunities to read, write, and build arguments about questions in science with Science Generation, our disciplinary literacy science program.

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Before reading a selection, hearing a selection or viewing a video students
are asked to complete the first two sections of the chart-"What I already know about ...." and "What I
would like to find out about ...." After the information has been presented students complete the "What I
learned..." section. Responses are shared with a partner. This is also known as a KWL Chart

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Before students engage in a new topic, you can have them fill out the first part of the KWL, then after the content, they finish the KWL and fill out the last column.

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Before reading a selection, hearing a selection or viewing a video students are asked to complete the first two sections of the chart-"What I already know about ...." and "What I would like to find out about ...." After the information has been presented students complete the "What I learned..." section. Responses are shared with a partner. This is also known as a KWL Chart

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https://www.canva.com/templates/?query=graphic-organizer