The Common Core State Standards .

1. To Help Articulate TheTo Help Articulate The
Common Core State StandardsCommon Core State Standards

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?

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

6. » Presenting key ideas and details through 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)

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
.

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)

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

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.

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.

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 viewParticipant view
˃ ResultsResults viewview

15. • 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

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

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

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.

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

21. .
» Connects with ACTFL
Standard
» Connects with 21st
Century World
Language Skills
» http://connectingwi
thhistorypin.wikispa
ces.com/

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.

24. • Wiki – reading, writing listening
• Glogster – reading, writing
• Prezi - writing
• Cloze builder: Cloze Passage Builders - reading
Example
• Graphic organizers (popplet, bubbl.us, Cayra, Text2MindMap
• embedding videos in word– reading, listening
• Animation sites – writing
• More animation site - writing

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

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.

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

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.

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.

31. » Free
» Conversion software for documents, music, and
videos.
» www.zamzar.com

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

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 Moodle to create parents
accounts, students accounts, annotate assignments, create quizzes,
submit quizzes and grade quizzes
http://help.edmodo.com/edmodo-in-action/

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.

35. http://www.classroom20.com

36. http://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.

38. `
» http://its.leesummit.k12.mo.us/mobile_lear
ning.htm
» http://teachwithyouripad.wikispaces.com/i
Pad+Apps

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.
» .