FWIS Curriculum Guide MS Arabic 2016-2017
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FWIS Curriculum Guide MS Arabic 2016-2017 Statement of Mission As a school committed to excellence, we will educate and inspire our students to be responsible, productive and ethical global citizens with the skills and passion to think creatively, reason critically, communicate effectively and learn continuously. We will accomplish this in an American educational environment characterized by high measurable standards and a clearly defined, appropriately interrelated college preparatory curriculum, implemented by a superior staff in partnership with students, parents, and the community.
FWIS Curriculum Guiding Statements FWIS Statement of Mission As a school committed to excellence, we will educate and inspire our students to be responsible, productive and ethical global citizens with the skills and passion to think creatively, reason critically, communicate effectively and learn continuously. We will accomplish this in an American educational environment characterized by high measurable standards and a clearly defined, appropriately interrelated college preparatory curriculum, implemented by a superior staff in partnership with students, parents, and the community. FWIS Beliefs We believe: ● The pursuit of excellence is worth the cost ● All people have worth in a global community. ● Education is a shared responsibility of parents, students, school and community ● People learn in different ways at different rates ● Achievement builds self esteem and promotes learning ● Accountability improves performance ● Ethics and values are essential in a principled community FWIS Objectives ● Each student will demonstrate an ability to think creatively, reason critically and communicate effectively by identifying and developing alternative solutions to real world problems. ● Each student will communicate effectively to a variety of audiences in a variety of ways. ● Each student will meet or exceed clearly defined grade appropriate standards of knowledge and skills as measured by various indicators including annual standardized tests. ● Each student will continuously choose to improve relationships with others, grow in character and act in an ethical manner as identified in FWIS ’s Eagle Honor Code. ● Each student will take meaningful action in creating a more inclusive, sustainable and peaceful world. Learning at FWIS FWIS ’s curriculum includes the skills, knowledge and expertise students must master to succeed in work and life in the 21st century; it is a blend of content knowledge, specific skills, expertise and literacies. At FWIS , critical thinking, creativity, communication and collaboration are essential skills in all subjects and at all grade-levels. These skills are introduced in Elementary School, and are modeled, practiced and further developed in Middle and High School. We believe that in order for students to develop creativity, critical thinking, collaboration and communication skills, they must build on a base of academic subject knowledge. FWIS curriculum promotes understanding of academic content by weaving the following 21st century interdisciplinary themes into its programs: Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy, and Environmental Literacy. Students gain a deep understanding of these literacies through a wide range of disciplines and course offerings. FWIS ’s extracurricular programs, supported by the EAGLE Honor Code, provide further opportunities for students to explore these themes and to apply their 21st century skills. The inclusion of 21st century skills and interdisciplinary themes in FWIS ’s curriculum prepares students for the IB Diploma program and to be successful “...in an interconnected, globalized world, [which] requires critical-thinking skills and a sense of international-mindedness.”
FWIS Arabic Program: MS Understanding Goals: Language is at the heart of all human interaction. ● How can I participate in a different culture? Culture and language are inseparable; they influence and reflect each other. ● How can studying a foreign language help me learn more about myself and the world? The study of World Languages helps students enhance learning and provide access to other content areas, strategies, and resources. (Connections) ● What is the connection between the study of a world language and other content areas? Learning a World Language opens doors to a greater variety of career options, increased lifelong learning opportunities, and enhanced leisure activities. (Communities) ● Why study a foreign language? ● How can I help my friend from another culture to get to know me? FWIS Arabic Program: MS Unit Continuum 6-8 Level Speaking Listening Reading Writing Grammar greetings greetings short and long vowels (beginning, handwriting singular nouns countries middle and end) me, you and us ages pattern/memorized sentences Beginner colors food numbers family school needs/wants days of week pattern/memorized sentences
more comprehension longer REVIEW more passages to read sentences topics repeated going deeper but with Intermediate parts of speech subject possessive singular more dialogue single, dual, plural Simple deepen vocabulary deepen REVIEW masculine, feminine, Scenarios - vocabulary Intermediate/ broken greetings, vocabulary reading/writing vocabulary Advanced nouns, verbs travel, reading/writing sentence types restaurants, single, dual, plural single, dual, subject/verb friends, plural agreement shopping, masculine, feminine, broken masculine, parts of speech play, taxi, nouns, verbs feminine, (noun/verb/preposit directions, broken ion) doctor, sentence types nouns, verbs subject/personal pharmacy sentence types pronouns subject/verb subject/verb agreement possessive pronouns agreement reading parts of speech improvement and parts of speech (noun/verb/preposition) (noun/verb/pre comprehension position) improve subject/personal pronouns subject/persona pronunciation in possessive pronouns l pronouns reading possessive Simple Scenarios - reading improvement and pronouns greetings, travel, comprehension restaurants, friends, shopping, play, taxi, directions, doctor, pharmacy improve pronunciation in reading short stories Listening - Writing REVIEW News, TV paragraphs types of verbs Advanced Shows, using past/present/or vocabulary der studied (using adjectives own experience) Native Speaker I can communicate I can I can understand the main idea of texts I can write short I have little Grade 6 with ease, and understand related to everyday life, personal sentences. knowledge fluency. I can the main interests. about: participate idea of a ● Parts effectively in topic. I can of
discussions on a follow speech variety of topics. stories and . descriptions ● The 3 of some tenses length of the verbs. ● Gram matical spellin g rules level 3. Native Speaker I can communicate I can I can easily understand the main idea of I can write short I have good Grade 7 with ease, accuracy, understand texts related to everyday life, personal messages. knowledge and fluency. I can the main interests, and studies. I can sometimes about the: participate fully and idea and follow stories and descriptions about ● Parts effectively in most events and experiences in various time of discussions on a supporting frames. speech variety of topics in details on a . formal and informal variety of ● The 3 settings. topics of tenses personal of the and general verbs. interest, as ● Conjug well as ations some topics of of nouns, professional verbs interest. I and can follow articles stories and . descriptions of some ● Gram length and matical in various spellin time g rules frames. level 6. Native Speaker I can communicate I can I can easily understand the main idea of I can write short I have good Grade 8 with ease, accuracy, understand texts related to everyday life, personal messages. knowledge and fluency. I can the main interests, and studies. I can sometimes about the: participate fully and idea and follow stories and descriptions about ● Parts effectively in most events and experiences in various time of discussions on a supporting frames. speech variety of topics in details on a . formal and informal variety of ● Variou settings. topics of s personal tenses and general of the interest, as verbs. well as ● Conjug some topics ations of of
professional nouns, interest. I verbs can follow and stories and articles descriptions . of some length and ● Gram in various matical time spellin frames. g rules level 6. FWIS Arabic Program: MS Unit Continuum for Saudi History and Geography 6-8 Units Grade 6 Grade 7 Grade 8 1 An Introduction to Saudi Arabia Islam and Health Social (ties into Saudi National Day) Relationship 2 Family Values Islam and Muslims Saudi Food 3 Arabic Language Revisions Education in Islam 4 Geography of Saudi Arabia Arabic Language Revisions 5 The Saudi Arabian Royal Family Saudi Art Great Muslim Characteristics 6 Kings of Saudi Arabia Saudi Literature Works in Islam (part one) 7 Kings and Princes of Saudi Arabia (part Battles of the two) Prophet
8 Saudi Currency Revisions FWIS Arabic Program: MS Standards Grades 6-8 For all eleven standards, the performance indicators are the specific concepts and skills that students should know and be able to do by the end of grade 8. Standard 1: Students will converse, provide and obtain information, express feelings, emotions and ideas, and exchange opinions in the target language. Students will: 1.8.1 Follow and give multi-step directions for participating in age-appropriate cultural activities and investigating the function of products of the foreign culture. 1.8.2 Ask and respond to questions for clarification, orally or in writing. 1.8.3 Exchange detailed information and compare, contrast, and express opinions and preferences about personal events, memorable experiences, school subjects, and feelings and emotions, with peers or members of the target cultures, both orally and in writing. 1.8.4 Use the target language to acquire goods, services or information orally and in writing. 1.8.5 Discuss orally school and community issues and problems. 1.8.6 Extend, accept, and refuse formal and informal initiations, using expressions and behaviors appropriate to varied situations. Standard 2: Students will understand and interpret writing and speech on a variety of topics in the target language. Students will: 2.8.1 Understand written and oral announcements and messages connected to daily activities in the target cultures. 2.8.2 Understand the main themes and significant details from audio/visual products of the cultures as presented on television, radio, and video or live presentations, Internet websites, etc. 2.8.3 Understand the main themes and significant details from written products of the target cultures as found in literature, newspapers, magazines, Internet sites and applications, or other authentic sources used by speakers of the target language. Standard 3: Students will present information, concepts and ideas to listeners and/or readers on a variety of topics in the language studied. Students will: 3.8.1 Write short, well-organized compositions on age-appropriate topic of interest. 3.8.2 Write personal letters using culturally appropriate format and style. 3.8.3 Read aloud with appropriate intonation and pronunciation. 3.8.4 Perform short plays, songs and skits, recite selected poems and anecdotes in the target language.
3.8.5 Create and present posters, videos, PowerPoint presentations, or reports about age-appropriate personal or cultural themes. 3.8.6 Present opinions, preferences, and feelings about current or historical events, cultural experiences, etc. 3.8.7 Prepare an oral or written summary of the plot and characters from age-appropriate literature. Standard 4: Students will demonstrate an understanding of the nature of language through comparisons of the target language and their own language or dialect. Students will: 4.8.1 Understand the necessary grammatical and syntactical functions in languages, and use them in the target language. 4.8.2 Discuss the relationships among languages, based on students’ awareness of cognates. 4.8.3 Recognize differences in language register. 4.8.4 Recognize differences in pronunciation systems among languages, and understand that languages have critical sound distinctions that must be mastered in order to communicate meaning. 4.8.5 Compare and contrast the writing system of the target language and their own and describe the nature of those writing systems (e.g. logographic, syllabic, alphabetic) Standard 5: Students will demonstrate an understanding of the practices and perspectives of the cultures studied and the relationship between them. Students will: 5.8.1 Analyze and explain formal and informal patterns of behavior and cultural practices of the target cultures. 5.8.2 Use and understand the meaning of appropriate verbal and nonverbal behavior for daily activities among peers and adults in the target language and cultures. 5.8.3 Recognize the diversity of social customs in the target cultures, based on their various historical events, geographical features, and religious beliefs. 5.8.4 Discuss stereotypical images associated with the target cultures. Standard 6: Students will demonstrate an understanding of the products and perspectives of the cultures studied and the relationship between them. Students will: 6.8.1 Identify and explain the function of everyday products in homes and communities of the target culture (e.g., sports equipment, household items, tools, foods, and clothing). 6.8.2 Identify and describe how products reflect the lifestyle of people in various communities. 6.8.3 Produce and respond to forms of various products of the target cultures such as music, dance, crafts, art, fashion, and cuisine.
6.8.4 Become familiar with target language and culture of Internet sites, as well as multimedia educational and recreational games. Standard 7: Students will demonstrate an understanding of the concept of culture through comparisons of the target culture and their own. Students will: 7.8.1 Compare and contrast verbal and nonverbal behavior within particular activities in the target cultures and their own. 7.8.2 Identify, compare and contrast the cultural features of daily life, customs, and the arts. 7.8.3 Explain the relative importance of various products originating in the target culture and compare to one’s own culture. 7.8.4 Identify contributions of the target cultures to one’s own and vice versa. Standard 8: Students will use foreign language to reinforce and further their knowledge of other disciplines. Students will: 8.8.1 Use the target language to comprehend, elaborate on, and discuss topics from other school subjects. 8.8.2 Use the target language to present written and oral reports on topics studied in other disciplines and vice versa. 8.8.3 Use composition strategies, mathematics and technology skills, and other concepts learned in other classes in the target language class and activities. Standard 9: Students will understand and appreciate the elements of language and culture studied that can only be comprehended in the target language and its culture(s). Students will: 9.8.1 Understand ideas and viewpoints that can only be explained in terms of the original language and culture. 9.8.2 Begin to research and access authentic sources from the target cultures through interviews and field trips. Standard 10: Students use the language both within and beyond the school setting. Students will: 10.8.1 Use the target language orally or in writing with family, friends, peers, or pen pals. 10.8.2 Participate in school or community events related to the target language or cultures (parent nights, in house festivals, field trips, and school exchanges). 10.8.3 Identify authentic community resources and contact people useful for research in the target language or about the target cultures 10.8.4 Participate in after-school activities related to the target language and cultures.
Standard 11: Students show evidence of becoming life-long language learners. Students will: 11.8.1 Develop language skills and cultural insights by using the target language outside the school setting with friends or neighbors, in sports or art clubs, during travels, etc. 11.8.2 Met basic needs in a target language environment. 11.8.3 Use target language for enjoyment (television programs, films, video and computer games, age-appropriate magazines and books FWIS Instructional Guidelines FWIS Learning Principles We, at FWIS , promote collaboration with fellow students and mentors because we know that students learn best when they work together, share information, ideas and experiences. We, at FWIS , provide a sincere teacher-student relationship where students’ cultures and beliefs are valued and where they feel supported, challenged and encouraged to be risk-takers because we know that students learn best in a safe environment. We, at FWIS , provide our students with learning connected to real-life explorations because we know that students learn best from authentic experiences. We, at FWIS , provide clear learning goals and quality exemplars because we know that students learn best when expectations are understood/clear and modeled. We, at FWIS , provide opportunities to question, analyze, apply and transfer skills and knowledge because we know that students learn best when they are actively engaged in their learning. We, at FWIS , assess readiness and teach accordingly because we know that students learn best when activities are at their level of readiness. We, at FWIS , provide a variety of learning opportunities that are fun and meaningful because we know that students learn best when they are interested and motivated. We, at FWIS , provide students with specific and worthy information about their learning because we know that students learn best when given specific and timely feedback. We, at FWIS , provide opportunities for students to dialogue with peers and adults and self-reflect about their learning because we know that students learn best when they monitor their own growth.
We, at FWIS , differentiate our instruction to meet the individual needs of our students because we know that students learn at different rates and in different ways. We, at FWIS , scaffold learning because we know students learn best by connecting and building on previous knowledge, skills, and understanding. We, at FWIS , provide opportunities for students to make decisions and have a voice in their learning because we know that students learn best when given options and are empowered. Differentiation Strategies Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students’ needs (Hall, Strangman, & Meyer, 2003). When teachers differentiate, they do so in response to students’ readiness, interest, and/or learning profile. Readiness refers to the skill level and background knowledge of the child. Teachers use diagnostic assessments to determine students’ readiness. Interest refers to topics that the student may want to explore or that will motivate the student. Teachers can ask students about their outside interests and even include students in the unit-planning process. Finally, the student’s learning profile includes learning style (for example, is the student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example, does the student work best individually, with a partner, or in a large group), and environmental preferences (for example, does the student need lots of space or a quiet area to work). When a teacher differentiates, all of these factors can be taken into account individually or in combination (Tomlinson, 1997). FWIS teachers should select differentiation strategies based on the curriculum taught and the needs of students in their classrooms. The eight differentiation strategies are examples of ways teachers differentiate in response to students’ readiness, interest, and/or learning profiles. 1. Tiered Assignments and Products (response to students’ readiness) Description: Assignments and products are designed to instruct and assess students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness. Guidelines: For example, students with moderate understanding about a topic are asked to write an article. Students with a more advanced understanding are asked to prepare a debate. ● Focus task on a key concept ● Use a variety of resource materials at different levels of complexity and associated with different learning modalities ● Adjust task by complexity, abstractness, number of steps, concreteness, and independence to ensure challenge and not frustration 2. Compacting (response to students’ readiness)
Description: Compacting is the process of eliminating teaching or student practice due to previous mastery of learning objectives. Compacting involves a three step process: ● assess the student to determine his/her level of knowledge on the material to be studied and determine what he/she still needs to master ● create plans for what the student needs to know, and excuse the student from studying what he/she already knows ● create plans for freed-up time to be spent in enriched or accelerated study Guidelines: For example, a third grade class is learning to identify the parts of fractions. Diagnostics indicated that two students already know the parts of fractions. These students are excused from completing the identifying activities, and are taught to add and subtract fractions. ● Thoroughly pre-assess the learner’s knowledge and document findings ● Explain the process and its benefits to the student ● Create written plans and timelines for study ● Allow student choice in enrichment or accelerated study 3. Independent Study (response to students’ interest) Description: The student and teacher identify topics of interest to the student. Together they plan a method of investigating the topic and decide upoon the outcome of the independent study. The result of the project will be based on the needs of the student and the curricular content. Guided by the teacher, the student completes his or her own research on the topic and develops a product to share with classmates. Guidelines: For example, in a unit on ocean life, a student indicates that she wants to learn more about sharks. With the teacher’s guidance she develops research questions, collects information, and presents an oral report to the class about the feeding patterns of great white sharks. ● Base the project on student interest ● Provide guidance and structure to ensure high standards of investigation and product ● Use timelines to help student stay on track and prevent procrastination ● Use process logs or expert journals to document the process ● Establish clear criteria for success 4. Interest Centers or Interest Groups (response to students’ Interest and readiness) Description: Interest centers (usually used with younger students) and interest groups (usually used with older learners) are set up so that learning experiences are directed toward a specific learner interest. They allow students to choose a topic and can be motivating to students. If they are used as enrichment, they can allow the study of topics beyond the general curriculum. Groups address student readiness when they are differentiated by level of complexity and independence required. Guidelines: For example, in a unit about the Civil War, students can choose to work in groups on one of four topics: free labor vs. slave labor, a biography of Robert E. Lee, women’s role in Reconstruction, or how trade was impacted. ● Incorporate student interest ● Encourage students to help create tasks and define products ● Adjust for student readiness ● Establish clear criteria for success ● Adjust blocks of work time based on student readiness 5. Flexible Grouping (response to students’ Interest, readiness, and learning profile) Descriptions: Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. Groups can either be assigned by the teacher or chosen by the students. Students can be assigned purposefully to a group or assigned randomly. This strategy allows students to work with a wide variety of peers and keeps them from being labeled as
advanced or struggling. Guidelines: For example, in a reading class, the teacher may assign groups based on readiness for phonics instruction, but allow students to choose their own groups for book reports, based on the book topic. ● Ensure that all students have the opportunity to work with other students who are similar and dissimilar from themselves in terms of interest, readiness, and learning profile ● Alternate purposeful assignment of groups with random assignment or student selection ● Ensure that all students have been given the skills to work collaboratively ● Provide clear guidelines for group functioning that are taught in advance of group work and consistently reinforced 6. Multiple Levels of Questions (in response to students’ readiness and learning profile) Descriptions: Teachers adjust the types of questions and the ways in which they are presented based on what is needed to advance problem-solving skills and responses. This strategy ensures that all students will be accountable for information and thinking at a high level and that all students will be challenged. Finally, all students benefit from this strategy because all can learn from a wide range of questions and responses. Guidelines: For example, the teacher prepares a list of questions about a topic that the whole class is studying. During a discussion, the teacher asks initial questions to specific students, based on readiness. All students are encouraged to ask and answer follow-up questions. ● Use wait time before taking student answers ● Adjust the complexity, abstractness, type of response necessary, and connections required between topics based on readiness and learning profile ● Encourage students to build upon their own answers and the answers of other students ● If appropriate, give students a chance to talk to partners or write down their answers before responding 7. Learning Contracts (response to students’ readiness and learning profile) Descriptions: Learning contracts begin with an agreement between the teacher and the student. The teacher specifies the necessary skills expected to be learned by the student and required components of the assignment, while the student identifies methods for completing the tasks. This strategy allows students to work at an appropriate pace and can target learning styles. Further, it helps students work independently, learn planning skills, and eliminate unnecessary skill practice. Guidelines: For example, a student completes a learning contract for a science project. He indicates that he will research the topic of mitosis, create a visual model to share with the class, and write a report. The learning contract indicates the dates by which each step of the project will be completed. ● Match skills to the readiness of the learner ● Allow student choice in the way in which material is accessed and products are developed ● Provide the contract in writing, with a clear timeline and expectations ● Include both skill- and content-based learning in the contract 8. Choice Boards (response to students’ readiness, interest, and learning profiles) Descriptions: Choice boards are organizers that contain a variety of activities. Students can choose one or several activities to complete as they learn a skill or develop a product. Choice boards can be organized so that students are required to choose options that focus on several different skills. Guidelines: For example, after students read Romeo and Juliet, students are given a choice board that contains a list of possible products for each of the following learning styles: visual, auditory, kinesthetic, and tactile. Students must complete two products from the board, and must choose these products from two different learning styles. ● Include choices that reflect a range of interests and learning styles ● Guide students in the choice of activities so that they are challenged, but not frustrated ● Provide clear instruction in the use of choice boards
Technology Integration Strategies To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. FWIS students use a variety of technology tools in all curricular areas to access and evaluate information, analyze and create media products, collaborate and communicate with others, and publish their work. As technology is integrated into the teaching and learning environment, more of the focus is on the learning experiences of the student and less on the use of productivity software. The following list of projects are examples of ways in which FWIS teachers use common software in ways that are creative to integrate technology into the curriculum. Students use the computer as a tool to communicate information that is authentic, directly related to what they are learning, and connected to real life while developing their skills in using software programs. Project Software Tool Activity Advertisement PowerPoint (not presentation), Word Student creates a graphic, or uses graphics from clip art and types the text using word processing tool Add a chapter to a book or story On-line websites that have a story and
the students can click on a box to add to it, blogging or wiki applications Art Exhibit PowerPoint Take digital pictures and drop into PowerPoint, add narration and/or music Audio recording/podcast Garage Band, Audacity Record voice, add sound effects and/or music for a podcast Audio-biography iMovie, Movie Maker, PowerPoint with Commonly known as “digital story narration, Garage Band/Audacity telling” Award PowerPoint (creating a certificate) Biography Web resources such as biography.com, Also could be considered “digital story Fact Monster or other history web sites, telling”, for younger students create a Word for essay, iMovie to create a poster with a picture and facts narrated movie with images, web page, PowerPoint for narrated slide show with image Blog Use Wordpress to create and maintain a class blog Book Report PowerPoint (not as a presentation tool), Use visual representation Word Bookmark PowerPoint (not as a presentation tool) Commemorate a special event or a topic Brochure Microsoft Word Younger students need a template so the layout is correct Character Study Inspiration, PowerPoint, Word Create a web with characteristics and events from the story, diamonte poem Chart Excel, also can copy into Word to add Changes over time, comparison of data, paragraph explaining data collect data for science, social studies Classroom Museum Floor plan of museum exhibit using Collect artifacts from primary source PowerPoint (not as presentation tool) websites, write about “exhibits” Class Book PowerPoint, each child creates one slide Ideas for topics include our community, famous people, vocabulary (math or other subject), Collage Images from web, digital camera, PowerPoint (not as presentation tool) Comic Book ReadWriteThink website has template for students to create comic strip, also
utilize speech bubbles tool in Microsoft Word or PowerPoint; Comic Life Constitution Access image of actual constitution from American Memories Website, create using AppleWorks or PowerPoint with large clipart as a background Correspondence Email, Word Currency/Coupons Paint, and PowerPoint (not as Create coupons with kind deeds for presentation tool) holidays Design Proposal Blank PowerPoint slide for floor plans Geography study project: students select and graphics, PowerPoint for a region and create a proposal for a presentation, iMovie for video resort Diorama Locate images on web and shrink and manipulate in paint Documentary iMovie, PowerPoint, Movie Maker Use Library of Congress resources to download images, videos, and music Editorial Essay Word, Wordpress blog to share and get input from others Eulogy iMovie to create a videotape of the “eulogizer” – pretend memorial service; Movie Maker Fable Word, Web sites with fables from around the world Family Tree Inspiration, Kidspiration, Webspiration Flag PowerPoint (not as a presentation tool), Floor Plan PowerPoint (not as a presentation tool), Use with a descriptive paragraph or for a math activity to show scale Flow Chart Inspiration, PowerPoint (not as a presentation tool) Games/Puzzles Create game pieces using images from written directions on Word the Internet or PowerPoint (not as a presentation tool) Jokes Word, video tape and edit in iMovie, Movie Maker
Journey Log Wordpress blog, Word with images borrowed from the web Last Will & Testament Word using scroll type clip art as background Map Google maps, PowerPoint (not as a Done as a reading comprehension presentation tool) activity after reading Maniac Magee, also to review ordinal directions Math Story PowerPoint (not as presentation tool), Illustrate a typed math story with clipart Kidspiration Memoir Word, or Wordpress blog, also could 6th grade project: use scanned images of video tape family member, or use student throughout their life along with scanner to scan images and integrate images of world events to create a video into written essay timeline Monument PowerPoint (not as a presentation tool) Mosaic PowerPoint (not as a presentation tool) Multimedia Show iMovie, PowerPoint, Movie Maker Museum Exhibit Floor plan of museum exhibit using Collect artifacts from primary source PowerPoint (not as presentation tool) websites, write about “exhibits” Music Video iMovie, Garage Band/Audacity to compose music, Movie Maker News Articles, Newscast Word, iMovie to video tape newscast, Movie Maker Oral History iMovie, Garage Band/Audacity to record voice, Audacity, Movie Maker Painting/Drawing AppleWorks, KidPix, Tux Paint Illustrate a science concept, a story, a character in a poem Petition/Bill of Rights Word Photo Album iPhoto/Picasa, PowerPoint (not as presentation tool) Picture Book PowerPoint Poem Word Use clipart, borders, different color text to help tell the message Postcard Images from web, PowerPoint (not as
presentation tool) Poster PowerPoint (not as presentation tool) In Excel, printing posters using multiple pages is possible Press Kit Word Radio Commercial Garage Band/Audacity Recipe Word Relief Map Google maps Report Word Focus on website evaluation. To reinforce visual literacy, include a cover with images and text Research Paper Word Instead of an essay, consider creating a brochure, illustrated book, web page or web site Resume and Cover Letter Word using templates Review Rules or Laws Word Scale Model PowerPoint (not as presentation tool), Draw tools in Microsoft allows user to Excel to calculate scale use rulers to measure Scenery Web to find a photograph, Tux Paint Scientific instrument PowerPoint (not as presentation tool) Scrapbook PowerPoint (not as presentation tool) Screenplay (film) iMovie to edit video, Movie Maker Script (Play) Word Shadow Box Web to collect images Short Story Word, or post to the web on a blog or student publishing website Slide Show or PPT PowerPoint, iMovie Song Lyrics Word Study Guide PowerPoint (not as a presentation tool) Illustrate vocabulary words, create a diagram with images and text labels
Survey Create survey on www.profilerpro.com, www.surveymonkey.com, www.zoomerang.com, Excel to create chart to compare results Time Capsule Web to find primary source documents Timeline Inspiration, Kidspiration, Excel, Word tables, TV Commercial iMovie, Movie Maker Wiki any web browser from any web connected computer, wikispaces
ELL Strategies for Arabic Instructional strategies: ● visual cues or representations of key ideas, graphic organizers and scaffolding ● previewing of written resources ● pre-teaching of key vocabulary ● peer tutoring; strategic use of students’ first languages ● modeling Student resources: ● visual material ● simplified text ● bilingual dictionaries ● food guides and other resources available in other languages that students speak at home ● visual material displays Assessment accommodations: ● Physical space: use a different assessment location or test administrator when appropriate ● Time: granting of extra time; allow for more frequent breaks as needed during instruction and assessments ● Response: portfolios, demonstrations or visual representations; assign tasks requiring creation of graphic organizers or fill in the blank instead of essay questions and other assessment tasks that depend heavily on proficiency in English; allow for oral response instead of written; provide bilingual dictionaries; allow the use of word walls and vocabulary banks; provide graphic organizers; allow flexibility in oral presentations (eg notes, presentation aides, or small group setting); read assessment aloud at a rate understandable to the ELL student; allow ELL students to discuss and clarify understandings of a prompt before starting an assessment. Teacher resources: Books in AISR’s Professional Library Collection: Wright, Wayne, E. (2010) Foundations for Teaching English Language Learners. Philadelphia, PA: Caslon Publishing Gibbons, Pauline. (2002) Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann Hill, Jane D. and Flynn, Kathleen, M. (2006). Classroom Instruction that Works with English Language Learners. Alexandria, VA: ASCD
Instructional Strategies for Arabic Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Instructional strategies can: • motivate students and help them focus attention • organize information for understanding and remembering • monitor and assess learning. To become successful strategic learners students need: • step-by-step strategy instruction • a variety of instructional approaches and learning materials • appropriate support that includes modelling, guided practice and independent practice • opportunities to transfer skills and ideas from one situation to another • meaningful connections between skills and ideas, and real-life situations • opportunities to be independent and show what they know • encouragement to self-monitor and self-correct • tools for reflecting on and assessing own learning. Effective instructional and learning strategies can be used across grade levels and subject areas, and can accommodate a range of student differences. Instructional strategies that are especially effective in the World Languages program include: • cooperative learning • group discussion • independent study • portfolio development • journals and learning logs • role-playing • cognitive organizers • literature response • service learning • issue-based inquiry Interdisciplinary/Extracurricular Opportunities for Arabic In language studies, skills, attitudes and dispositions are developed through authentic opportunities to interact with native speakers of other languages. Working with our diverse parent community, local businesses and embassies are all ways to afford students opportunities to practice their language skills. References:
Association for Supervision and Curriculum Development. http://www.ascd.org Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for UDL Implementation. National Center on Accessing the General Curriculum. Retrieved from: http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp http://www.k8accesscenter.org/training_resources/documents/DifferentiationStrategiesTool.doc Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
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