|Name of Contributor||Task Type||Tool||Instructions||Scaffolds||Lesson Ideas||Areas of Standards||CELDT Level||Subject Area||Resource Link|
|Anthony Devine||Students watch videos and respond to questions that are added by the teacher.||EDPuzzle||There is a lot of information out there when it comes to getting started with EDPuzzle.|
From edpuzzle.com. Click on "Play demo"
Teacher created Google Slides Presentation: https://docs.google.com/presentation/d/1MhkUOw5VXah7Nm0QqVcevxrOqcHGIuMZRz8SVbE2Y7E/edit?usp=sharing
|Teachers can crop videos to be as long or as short as will work best for students. Teachers are able to embed voice-overs and notes that help students better understand the content of videos. Teachers can have students re-do video assignments for increased learning.||Introduce a a topic on just about anything.|
Help students better understand complex/intangible ideas by providing videos on those ideas.
Embed short answer questions or multiple choice questions within a video.
Have students listen to the audio version of the text (easy to find on YouTube through EDPuzzle) and embed questions to check for understanding. This will track whether or not students are reading as well as their level of understanding.
Embed questions on videos from a great variety of scources: EDPuzzle, Khan Academy, Crash Course (so cool!), TEDed, and many more!
|Reading, Writing, Listening and Speaking, Language and Vocabulary||Emerging, Expanding, Bridging||ELA, Social Studies, Science, Math, World Languages, Every subject ever|
|Anthony Devine||Formative assessment.||Socrative|
See the instructional video at socrative.com.
The teacher can create quizzes beforehand or have students respond to a question on the fly.
Students join a teacher's quiz or question on the fly by going to socrative.com and joining with the teacher's "room number."
Leave a quiz open all week. Allow students to take/retake a practice quiz over and over.
Give students an exit ticket question to answer at the end of a lesson/period.
Show student responses on the overhead projector as they submit them. This will allow students to see each other's ideas.
Use this as a formative assessment tool. Add practice quizzes on your learning topic.
Group students on teams and conduct a race through a quiz (a socrative feature).
|Reading, Writing, Listening and Speaking, Language and Vocabulary||Emerging, Expanding, Bridging|
ELA, Social Studies, Science, Math, World Languages
|Anthony Devine||Learn phonics.|
Teacher Created Phonics Website
Direct students to this website to study English vowels and consonants: http://begeld.wikispaces.com/Phonics
|Reading, Listening and Speaking||Emerging||ELA|
Students collaborate in pairs to research, write about and present an animal to the class. Teacher's role: a lot of pre-class prep, but during class acts as facilitator. Student's role: Find pertinent information, create a presentation and plan the deliver of said presentation with another student.
|Google Drive Apps|
GUHSDtech screencasts, youtube videos, tech PD, Google Ninjas -- pretty basic knowledge of Drive apps
You create one example which becomes the model for the class. The directions doc for the project becomes the source of help in terms of screencasts, videos, and other necessary links.
Projects (simple to fairly complex) can be pushed out to students on Classroom with a single document (with embedded links).
Here is an example of something my students are currently working on:
|Reading, Writing, Listening and Speaking, Language and Vocabulary||Emerging, Expanding||Science|
|Anthony Devine||Digital flashcards to encourage vocabulary development.||Quizlet||Log in to Quizlet.com (use your Google account). |
Click Create a Set.
You'll see 2 columns to add to. Write terms on one side and definitions on the other.
The website provides guidance with creating sets.
|After creating sets in English, create sets in other languages. See examples in Spanish (quizlet.com/4560890/fundamentals-unit-3-cluster-1-spanish-flash-cards/) and Arabic (quizlet.com/5954484/fund-unit-5-cluster-2-arabic-flash-cards/).|
Split or combine lists of words, depending on how much at one time you want students to be studying.
Quizlet has an audio feature that reads words and definitions to students.
|Warm up/cool down with some of the tests/games on quizlet.com (space race, scatter, tests).|
Organize your own vocabulary lists into classes in Quizlet.
Have students create a Quizlet account (using their school Google accounts). Have them join your class in Quizlet. This way, when you add sets to your class, your students have immediate access to them.
|Language and Vocabulary||Emerging|
|Maxine Sagapolutele||Students create Google Sites to showcase and reflect on their learning, They will upload and link examples of their tasks, and explain the strategies and steps they took to accomplish the task. They can also reflect on their progress and revise goals for future learning.||Google Sites||Directions||Create a template (https://sites.google.com/a/guhsd.net/digital-portfolio-eld/) and create and instructional video (https://drive.google.com/a/guhsd.net/file/d/0B8oZxHczsgGaZjFkZGNhMWYtMTA3Ny00N2Y5LTk1Y2YtMGQzNTlmZThiZDdi/view)||Digital Portfolio||All Standards||Emerging||All|
|Sophia Jacoub||Annotation||Read&Write Google||Select a text to read (online or in docs)|
Set a purpose for reading
Assign the reading
|Model tool, students collaborate, provide samples, teach formatively||Mark the text online or in Google Docs.||Reading||All||All|
|Sophia Jacoub||Charting the Text||Read&Write Google||Assign article annotation, then collect highlights|
Set a purpose for charting
|Model tool, students collaborate, provide samples, teach formatively||Collect highlights from text annotation. Chart the text for various puposes (summary, analysis, synthesis).||Writing||All|
|Sophia Jacoub||Vocabulary Chart||Read&Write Google||Provide students with a vocabulary list|
Use the R&W tool in docs to define, translate, and add pictures
Add more columns for examples, sentences, etc.
|Language and Vocabulary||All|
|Sophia Jacoub||Text Help||Read&Write Google|
Prediction (predictive type)
Play (text aloud)
Fact Finder (online search)
Speech Input (speech to type)
Vocabulary (generates new doc w/ chart)
Simplify Text (online articles only)
|Use R&W for students who need the text read aloud, to define words, see a picture dictionary, or translate. Students can also use predictive type or speech input when writing an essay.|
On a website, the tool can also be used to "simplify" text for lower reading levels.
|Scott Gaudet||Listening||ed.ted||http://ed.ted.com/tour||Sample Lesson||Listening and Speaking||Expanding and Bridging||All|
|James Austin||Speaking||WeVideo||https://www.wevideo.com/academy#axdxnoq5b5||Step-by-step modeling for the follwing:creating an account, creating a video, and making the video public||1. Beginning, middle, and end of year videos to record speaking/reading progress. 2. CELDT-style speaking: Create four picture frames that tell a story and then create a screencast to record your story. Next, have a partner tell a story using your pictures.||Listening and Speaking|
|Scott Gaudet||Reading Comprehension||Actively Learn||http://www.activelylearn.com/resources||Model tool, students collaborate, provide samples, teach formatively||https://read.activelylearn.com/#teacher/reader/authoring/71205||Reading||All||All|
|Maxine Sagapolutele||data collection; quizzes possible; student generated surveys||Google Forms||Provide the steps, a model/example, and a Google Form for students to use to submit their work. Provide sentence starters to help students formulate their questions.||Survey||Reading and Writing||Emerging||All|
|Scott Gaudet||Student Collaboration||Padlet||https://goo.gl/XqVNYJ||Model tool, students collaborate, provide samples, teach formatively||http://padlet.com/coffeebite/1rbmyjr47x||Reading and Writing||All||All|
|James Austin||Prewriting: marking the prompt Flipped Classroom||Google Presentation, WeVideo, or Movenote||Create videos/presentations for lessons you teach every year.||I do/you do modeling. Have students do what you are teaching them on the video.||https://docs.google.com/presentation/d/1h5jnqhBhDvjIS4xXT2gSqij4VJqvGFgb0CB8OOXgGX4/edit?usp=sharing||Writing||All|
|Maxine Sagapolutele||Grammar: Identify parts of speech||Grammar Ninja||Students go to the Grammar Ninja (http://www.kwarp.com/portfolio/grammarninja.html) website and select their level of difficulty||For Emerging level, provide a translation glossary and English definitions for the following words: find, nouns, verbs, pronouns, articles, adjectives, and adverbs.||Students use the website in stations or at home for extra practice||Language and Vocabulary||All||All|
|Maria Vidal||Reading||Google Forms, google Doc||https://newsela.com/||https://drive.google.com/a/guhsd.net/folderview?id=0B4g8E4vbdH2LflJoTDR1VGpfR1VtWXRpVHNPX0x5VFBpZnEzQWgxa2VzaHVMT1l2cmJ1bkk&usp=sharing|
|Maxine Sagapolutele||Grammar lessons and practice||Grammar-Monster.com||Students go to the Grammar Monster website (http://www.grammar-monster.com/free_grammar_tests.html) and select a grammar focus area.||For Emerging level, provide a translation glossary and English definitions for the following words: nouns, verbs, pronouns, articles, adjectives, an adverbs.||Students use the website in stations or at home for extra practice||Language and Vocabulary||All||All|
|Maxine Sagapolutele||Practice: Letters, Consonants, Vowels: aeiou y rules, Blends, Common Words||ABC Fast Phonics||Students go to the ABC Fast Phonics website and select the practice area.||For Emerging level, provide a translation glossary and English definitions for the following terms: Letters, Consonants, Vowels: aeiou y rules, Blends, Common Words.||Students use the website in stations or at home for extra practice||Reading||Emerging||All|
|James Austin||Informal assessments||Kahoot!||Create gamified quizzes students can take on their Chromebooks or smartphones.||Show students how to sign up as a student, how to add the app to their phone, and how to play.||Informal assessment/game for content||Reading||All||All||https://getkahoot.com/|