FWIS Curriculum Guide MS Arabic 2016-2017

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FWIS Curriculum Guide
                                     MS Arabic

                                       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
  ●   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.
  ●   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
               days of week
more comprehension                        longer              REVIEW
                                                        more passages to read                     sentences           topics repeated
                                                        going deeper                                                  but with
Intermediate                                                                                                          parts of speech
                                                                                                                      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,

                 pronunciation in
                 short stories

                                         Listening -                                              Writing             REVIEW
                                         News, TV                                                 paragraphs          types of verbs
  Advanced                               Shows,                                                   using               past/present/or
                                                                                                  vocabulary          der
                                                                                                  studied (using      adjectives

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
                                                                                                                           ●    Gram
                                                                                                                                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                                                                            .
                                         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

 4           Geography of Saudi Arabia            Arabic Language       Revisions

 5         The Saudi Arabian Royal Family            Saudi Art       Great Muslim
 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

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
    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
6.8.4 Become familiar with target language and culture of Internet sites, as well as multimedia educational and recreational

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

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

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
               ● 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
         ● 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

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

Blog                      Use Wordpress to create and maintain a
                          class blog

Book Report               PowerPoint (not as a presentation tool),    Use visual representation

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

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

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.zoomerang.com, Excel to create
                chart to compare results

Time Capsule    Web to find primary source documents

Timeline        Inspiration, Kidspiration, Excel, Word

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.

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:

Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD.
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