2018 CCFLT Spring Conference session details
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TitleSession DescriptionOPTIONAL: addtional detailslinks to session materials (provided by presenters)
S 33Abdel-Kader, MohamedSpotlight on the Stevens Initiative: US & Middle East Virtual ExchangeThe Stevens Initiative is an international effort to build global competence for young people in the United States and the Middle East and North Africa by growing and enhancing the field of virtual exchange: online, international, and collaborative learning.
F 35Akrabova, MariaAATSP AVALANCHELearning Languages at MSU DenverShort overview of language programs offered at MSU Denver, ranging from majors, minors, certificates, translation programs, and directed independent language studies. Special emphasis on recruitment and retention of heritage speakers of Spanish through guided pathways leading to accelerated milestones completion.
F 37Allen, AnnabelleClassroom Management Magic!In a language classroom, routines, classroom rituals, and every single pesky procedure, when set-up correctly, manages the class for you. Students know and understand all the expectations from the very beginning of the year, and they know that the class is much more fun if they follow all of those “rules”. When the class can manage itself, it leaves you to focus on providing meaningful comprehensible input and it allows you to easily stay in the target language for 90%-97% of the class time!This session will explore methods of engagement, and buy in, brain breaks, transitions, as well as classroom procedures and how and when to set these up. We will also discuss techniques that work for different grade levels, from 3 year olds to adults! Classroom management is something that many people who are new to the profession struggle with. Once established however, everything else is easy afterwards! The students will manage themselves.bit.ly/CCFLTLOCA
S 34Allen, AnnabelleTop 10 CI Strategies to Increase Engagement AND Achievement!I absolutely love teaching with Comprehensible Input! Everyday is entertaining. I have found that there are certain strategies I use in my classroom to really AMP up my student’s engagement and participation. Once I have them engaged, their achievement in my class is just an aftereffect which happens to rock! Come and learn my favorite strategies that I’ve used with my youngest learners (3 years old) all the way up through my lovely, but apathetic high school students!This presentation will reignite a passion in teachers to find what it is that excites them and energizes them about teaching and their target language. Next it will help them find unique and compelling ways to make that language and culture, come to life in engaging and entertaining ways for their students. I know they say that we shouldn’t have to “put on a show” for our students. However, in a world that is so engaging and ever-changing, in a way, we do have a responsibility to make sure the content that we are teaching them is compelling enough for them to listen. Why shouldn’t they have fun acquiring, and why can’t we have fun helping them?!bit.ly/CCFLTLOCA1
S 35Allen, AnnabelleFinding Shortcuts to ease the Multiple Prep Nightmare!As seen at iFLT in Denver! Comprehensible Input takes a LOT of energy, save that energy (and your sanity) for when you have your students and use these tips and tricks to simplify your planning! In addition to this, as always with La Maestra Loca, you will be introduced to all of her favorite Brain Breaks to keep things engaging and interesting! Participants are sure to walk away with a tool bag of tricks as well as a new found confidence that they CAN have a personal life outside of teaching and planning! YAY!Teaching isn't just about the time we are in front of our students. We spend hours in between classes, before school, and after school planning and creating unique and compelling lessons for our language scholars. Language teachers in particular, are often faced with planning for multiple preps a day! Sometimes up to six or seven. More often than not, we also receive the fewest planning periods. This session will focus on ways to make planning easier. Participants will be presented with ideas on how to cut corners and use ONE plan for multiple classes and multiple levels.bit.ly/CCFLTLOCA2
S 36Allen, AnnabelleBrain Breaks! They just can't get enough!Back by popular demand! ACTFL says we should be spending 90% of class time in the TL. That means our students are demanded to be active listeners and participants in a highly rigorous environment. Brain Breaks can be used as classroom management tools, and enthusiasm and community builders! If you attended this last year, I will have even more to share!In this engaging presentation, teachers will be active participants in 30-60 Brain Breaks that they can bring back to their classrooms and start applying immediately! The research is irrefutable! Students need Brain Breaks and as teachers, SO DO WE!bit.ly/CCFLTLOCA3
F 38Barber, NinaJanczak, SabrinaMafia: the game that maximizes input and funMafia, an old camp game, has classroom applications, too! Great for those days when students are out on excursions, the weather is bad, or just to change things up!https://drive.google.com/file/d/1BryS8-nvdCD_2gz58QacZgVvAlPX1HRS/view?usp=sharing
F 06Becher, AnneSesión de conversación en español sobre temas pedagógicosEn esta sesión conversaremos en español sobre temas pedagógicos de interés para cualquier maestr@ de español. La sesión será altamente participativa; la meta es fomentar una conversación amena entre colegas. Todos son bienvenidos para practicar su español en un ambiente amistoso y estimulante.To provide a relaxed, informal space for Spanish teachers to practice their oral language while discussing topics of professional interest.
F 07Becher, AnneAkrobova, María
Bocanegra, Nancy
Rey López, María
El examen nacional, What’s in it for me?The American Association of Teachers of Spanish and Portuguese National Spanish Exam is a standards-based multi-level assessment that evaluates knowledge of vocabulary and grammar and performance in reading and listening. It is designed to motivate students, and offers many benefits to students and teachers alike. Come to this session prepared to learn about the exam itself, how it jibes with the Colorado World Language Standards, how to enroll your students, and how to use the on-line practice materials even if your students do not sign up to take the exam.To inform Spanish teachers about El examen nacional so they may decide whether to use the exam with their classes or to use the practice materials on-line.https://drive.google.com/drive/u/0/folders/0B9kuKrk20LStd3plYUtiNTBKY1k
F 35Becher, AnneAATSP AVALANCHEAATSP-Colorado Avalanche SessionThis Avalanche Session is designed for K-12 Spanish teachers who want to gain more knowledge about the diverse Spanish program offerings at 5 of Colorado's public universities.
S 05Becher, AnneReunión anual de AATSP-Colorado¡Este año nuestra organización profesional cumple 100 años! La agenda de la reunión anual de nuestro capítulo estatal incluirá una presentación de lo que ofrece AATSP a nuestros miembros a nivel nacional y estatal y una oportunidad para que los participantes compartan sus necesidades profesionales para que la directiva pueda planificar futuras actividades para satisfacerlas. Tod@s l@s maestr@s de español están cordialmente invitad@s.To conduct official AATSP-Colorado business, to inform interested Spanish teachers about the goals and activities of our organization, to recruit new members and board members
F 35Biser-Suárez, CourtenayAATSP AVALANCHEExploring the exciting language progams and courses available at Colorado State UniversityThis session will offer information about the ten languages taught at Colorado State University, Fort Collins. Included will be an overview of the current practices for the wide variety of courses available, from hybrid, to flipped, to service learning components and traditional instruction. There will also be a brief mention of graduate studies, study abroad and career opportunities.
F 11Blum, PaulaKünstler aus DACHL-Ländern
Using the art of four German-speaking artists, the presenter will show how to integrate language and culture into the German lesson. The participants will leave the session with a range of student-oriented strategies to get their class talking, reading and writing German. Paula Blum has 25 years’ experience teaching German, ESOL and English as a Foreign Language in the US, Germany and New Zealand. She is currently teaching German in the middle school and high school at Shining Mountain Waldorf School in Boulder, Colorado, USA. She is a German teacher trainer in the AATG-Goethe-Institut Trainernetzwerk.Using the art of four German-speaking artists, the presenter will show how to integrate language and culture into the German lesson. The participants will leave the session with a range of student-oriented strategies to get their class talking, reading and writing German. Activities will concentrate on the following four artists: Albrecht Dürer (Germany), Paul Klee (Switzerland), Hundertwasser (Austria) and Helena Becker (Liechtenstein) a. Teaching beginners using works of art- family, numbers/ages/ dates, colors, shapes, b. Using works of art as speaking prompts- descriptions, opinions, roleplays c. Using works of art as writing prompts d. Speech work using quotes from artists e. Biography of Dürer – using the Lernlandschaft methodhttps://tinyurl.com/y8u5vump
S 21Bocanegra, NancyHow to create a Telecollaboration Virtual Exchange: A way to help language learners improve their language and cultural proficiencyIn my Spanish classroom I often wonder how to make cultural experiences more accessible to students and how to help them gain confidence in communicating in the target language. The telecollaboration experience described in this presentation provides students with an opportunity to acquire an understanding of the perspectives, practices, and products of a culture. Students on both ends of this project (Americans learning Spanish in my level 3 classroom, Peruvians learning English at a similar level in Peru) get a unique tour of a foreign city from a peer's perspective and thus, with more exposure to the target language, become more fluent. This session will explain how to create and conduct a Telecollaboration Exchange to connect your students to native speakers of the target language through asynchronous and synchronous exchanges. Participants will see a model virtual exchange and will receive step-by–step instructions to set up their own telecollaboration exchange. The presentation will be in Spanish
F 29Bowman, DouglasSubjuntivos al ritmo tropicalPresentation is an exposure to the use of popular songs treated as differentiated readings, from introduction of the subjunctive to initial steps of literature.How to build a useful discography to support any text and apply the concept of multiple voices.
S 25Bowman, DouglasAVALANCHE Mi primer millónThe presentation is research to support 90-10 and to how approach efficiencies.How to access research in support of 90-10
F 17Boyd, AndreaAngulo, Margaret
Pérez, Yesenia
Fresh from the Elementary Classroom!Are you an elementary world language teacher looking for learning tasks that engage early language learners? This is the session for you!In this session elementary world language teachers from the Thompson School District will share how to use google classroom, incorporate Math in your classroom, and design communicative tasks. Attending this session will be a great opportunity to network, share ideas and ask questions to enhance the learning experience of early language learners.This session intends to develop World Language teachers' skills and confidence that they can incorporate technology as a tool for learning, design a lesson with content and language objectives and create communicative activities. The session will be structured into the following topics: planning for teaching content and language, providing comprehensible input, modeling and scaffolding content and language, providing language supports to get students talking, engaging all students at all times.https://ccflt2018loveland.wikispaces.com/Fresh+from+the+Elementary+Classroom%21
S 08Boyd, AndreaYaussi, LauraHow to lead with effective classroom management.Please join two elementary teachers and learn strategies that work in the elementary classroom but could apply to any grade level. In this session, two elementary teachers will share how to establish routines and procedures, create classroom jobs, avoid disruptions during transition times, and how to deal with challenging behaviors.This session intends to equip World Language teachers' with practical ideas and strategies to develop a solid classroom management in their classes so that learning can take place in a safe environment. The session will be structured into the following topics: planning for teaching content and language, providing comprehensible input, modeling and scaffolding expected behaviors for different learning experiences.https://ccflt2018loveland.wikispaces.com/How+to+Lead+with+Effective+Classroom+Management
S 25Boyd, AndreaAVALANCHEA creative and tasty performance based assessmentAre you looking for new ideas on how to design a performance based assessment for the food unit? The presenter will share with attendees a step by step guide on how to design an end of the unit assessment that fosters students creativity and innovation.https://ccflt2018loveland.wikispaces.com/A+Creative+%26+Tasty+Performance+Based+Assessment
S 18 CHANGED to F 13Bragg, BeckyThe Annotated ClassroomDiscover the inner workings of a world language classroom. As we walk (and sometime run!) through a typical day in my Spanish classroom - from opening to closing activities and everything (games, songs, stories...) in between, I will annotate on the side the 'what' and 'why' behind the action. We will do activities in both Spanish and English with annotated explanations in English. WARNING: I am not a purist when it comes to technique. After 30+ years of teaching I use the method that best fits the students, the goals and the moment!To understand the reasons behind classroom activity planninghttps://drive.google.com/file/d/18uCoa9KxPBxG9v0pjMh7x70AqPH4hYFc/view?usp=sharing
F 58Brandenburg, AdrienneJohnson, Mary BethNot a Burden: Practical Advice for Reaching Spanish Heritage SpeakersIn this presentation, two teachers will address the unique challenges of teaching Spanish heritage speakers, both within the context of traditional classes as well as in classes designed specifically for heritage speakers. Reaching these students effectively can potentially have a tremendous positive impact on their education and future trajectory. The presenters will share advice, success stories, and materials for helping Spanish heritage speakers thrive in both contexts.This presentation is for Spanish teachers that teach mixed classes (traditional classes with heritage students mixed in) or heritage classes. Spanish teachers are traditionally trained to acquire the skills of Spanish and to pass those skills on to second language learners. This can leave them unprepared to meet the unique needs of Spanish heritage speakers in their programs. The goal of this presentation is to equip Spanish teachers to: understand how the needs of heritage speakers differ from traditional language learners, advocate for heritage speaker classes, meet the needs of heritage speakers as best as possible within traditional classes, and grow a thriving heritage program when possible.
F 60Brandenburg, AdrienneJohnson, Mary BethFront Range Teachers of Spanish Heritage Speakers Professional Learning Network (PLN)This session is an opportunity to connect with other teachers of Spanish heritage speakers and to set up a monthly or quarterly meeting time to continue collaborating after the conference is over. Teachers of Spanish heritage learners face many unique challenges, one of which is often not being able to collaborate with other heritage teachers. During this session, the presenters will facilitate introductions, gauge interest for future meetings and schedule the next collaboration time, and facilitate conversation surrounding the challenges and rewards of teaching Spanish heritage students. The presenters will be prepared to share tips, strategies, materials, and curriculum ideas that have helped them find success in their heritage classes.The purpose of this session is to develop a support system for a group of teachers that desperately needs support. Spanish heritage teachers are in a very unique system and time to discuss their challenges and ideas with other teachers, as well as hear success stories, is extremely valuable. This session will be the first meeting of what will be monthly or quarterly meetings to continue over the next school year.
S 07Buck, Lourdes (Lulu)LILL Leadership Initiative for Language LearningThis session will provide an overview of ACTFL's LILL Leadership Initiative for Language Learning. Presenter will provide her experience in attending LILL this past summer in Chicago.How can teachers get involved with LILL and widen thier "circle of influence". Participants will learn about what is LILL and the foundation of this powerful professional learning opportunity. Participants will gain an understanding of the presenter's action plan that was developed at LILL. Teachers will learn how thier circle of influence can grow while developing thier own leadership strategies.https://drive.google.com/drive/folders/1CKp7cojpo3pjWNaKTpu1aadyYlRBbHMx?usp=sharing
F 34Cain, AllisonAATF AVALANCHEProjet: Une éducation pour tousUne éducation pour tous: In this project, students in small groups will examine a Francophone country in the developing world and create a school that reflects the needs and gaps within that country. The project involves deep inquiry, innovation, creativity and collaboration. A panel, representing UNESCO, will choose which school, among the proposals, will receive the grant money to be built.
F 33Canion, MiraConnecting Classroom Discourse for the Novice LearnerNovice learners bring unique challenges when maintaining a 90% target language classroom. However, teachers can plan so that every student interaction can lead to more language proficiency and foster deeper relationships within the class. Learn the steps that connect and enrich classroom communication for novice learners.Conversation and storytelling are a natural result of interaction in the target language. They allow the teacher to provide important comprehensible input for the student, as well as to provide a natural context for communication. Novice learners, however, present the challenge of lacking a language base that allows them to even begin to comprehend a story or engage in conversation. This session aims to sharpen participants’ skills: a) connecting high frequency language with classroom routines and activities, b) noticing students and their environment in order to spark conversation, c) interpreting student responses and formulating specific types of follow-up questions that honor and deepen language use and d) extending discourse using these skills into narratives for classroom interaction. The goal is to provide skills that will allow each participant to better create an environment that supports and yields highly authentic and productive discourse, even at the Novice level.
F 33Canion, MiraCreating Comprehensible Cultural InputBeginning learners can successfully investigate culture even with very limited proficiency. See how to develop comprehensible language and strategies that help students notice culture through the presentation of art and photography coupled with thinking protocols.The World Readiness Standards challenge students to use the target language to examine the relationships between cultural perspectives and products and practices. How can beginning students successfully investigate culture with very limited proficiency? Furthermore, how can they recognize those invisible norms called cultural perspectives? It is hard to interpret that which one cannot see. Students need strategies that help them notice and interpret cultural perspectives. They also need teachers who can deliver cultural content in comprehensible language. This session will demonstrate three cultural topics that showcase how to use accessible language for beginners with the essential question: how does culture affect how we behave and what we create? Participants will examine two cultural topics: fine art and daily life.
F 18Carmean, Karen24K Magic: Making Every Minute Count in the Elementary ClassroomWant to use your time the most effectively in your elementary classroom and get your students reading, writing, and eventually talking? This session will focus on best practices for language learning in elementary and beyond. Topics will include: what words to teach, HOW to teach them so students acquire them, pacing, and assessment. We will also discuss some classroom management and tips and tricks to keep in your toolbox. IB PYP can become part of the discussion as well.
F 28Chen, AnnickTop 10 Reading Strategies for Teaching ChineseBeing able to speak Chinese doesn’t mean that you are able to read in Chinese. Reading in Chinese is extremely different from reading in Romans languages. To help students to be literate, twenty-first century Chinese teachers need a formidable range of methods to help students from Chinese character recognition to comprehension of any reading selections. Come to this interactive session to experience strategies for engaging learners in structured and thoughtful exchange. The presenter will share strategies and ideas for increasing students' contributions, redirecting students who tend to "take over," keeping all students accountable and on task, and leveraging reading activities as a means to informally assess students' grasp of content and skills.Participants will take away more than 10 engaging reading strategies to help Chinese language learners.https://drive.google.com/file/d/1lWl5SQiT6y9S0RdhIYWm3WaCNwlU2go9/view?usp=sharing
F 51Chen, AnnickTop 10 Reading StrategiesReading is a vital means in acquiring a language. Twenty-first century teachers need a formidable range of methods to reach reluctant learners who lack the internal motivation to read. Do your classroom discussions often turn into a conversation between you and three kids? Come to this interactive session to experience strategies for engaging learners in structured and thoughtful exchange. The presenter will share strategies and ideas for increasing reluctant students' contributions, redirecting students who tend to "take over," keeping all students accountable and on task, and leveraging structured discussion strategies as a means to informally assess students' grasp of content and skills.Participants will take away more than 10 engaging reading strategies with low preparation to help all language learners, especially the reluctant ones.https://drive.google.com/file/d/1jIpjF1ygF-eGkCbhA4ohA3wVgilqUJyp/view?usp=sharing
S 47Connell, Rachel (Vista Higher Learning)True Grit in the WL Classroom: Empowering Students to Their Own LearningIn this interactive session we will explore why ‘grit’ is a key factor in successful language learning. When students rely on their inner determination and resolution to achieve, they no longer see their attempts at learning as a failure. We will explore and share ideas and methods to help students bring out their ‘true grit’ in the language classroom; including ‘I-Can’ Statements, scaffolded learning progressions and reflection activities.
F 56Connell, Rachel (Hayden School District)McKinney, JaclynCreating a Safe Place for Heritage Learners to "Speak Up"Many Heritage Learners remain in the shadows, afraid to “speak up” and use their language to communicate, grow, and thrive in school. Creating a class that facilitates a safe place for these students serves several purposes. It gives students a forum for showing pride in their culture and language, and allows them to grow and further develop their language abilitity. This workshop is based on research on classroom environment and language acquisition conducted during the doctoral program and dissertation of the presenter, as well as current needs within our society for students to have a safe place to exhibit pride in their heritage. Participants will receive information on how to start a heritage Spanish course or school club, and specific ideas on how to facilitate a safe place for Heritage Learners to speak up (literally and figuratively speaking) within any school.This workshop will provide specific ways for educators to start and/or facilitate a Heritage course that gives students a safe place to use their voices within the school environment.https://docs.google.com/presentation/d/1O6E3qNgXcMoPdG1-PgLRWlVXta2nMK1jqgPKX0pzkTk/edit?usp=sharing
S 16Conroy, KellyCottrell, RebeccaBridging the Gap: Language Teaching in High Schools and Higher EducationMany students begin learning a language during their middle and high school years and continue at the university level; this transition can range from easy to difficult. Students’ high school language learning background along with their college expectations may not match what they go on to actually experience in university courses. We believe that student language learning across levels is better supported when there is meaningful communication between high school and higher education instructors. To that end, we invite you to join in this interactive and conversational session where a small panel of both types of educators will share their language teaching contexts, approaches, and goals. Panelists and participants will collaborate, learn from each other, and exchange ideas to encourage further conversations beyond the conference session.The purpose is to foster more dialogue between high school and university language educators, with an eye on supporting more continuation in language learning.
F 19Cottrell, RebeccaWhat is Backward Design, and How Can I Use it to help my students communicate?Have you heard of Understanding by Design and wondered how to implement it? Come learn how you can make it work for you! Backward designing a class allows for alignment of course goals and outcomes, assessments, and classroom activities. Most importantly, it allows the teacher to develop priorities and help students develop the communication skills they need in their foreign language class!
While not a new concept, teachers should understand the value of backward designing their courses, and how they can use this curricular model to help students communicate better.

F 48Davison, LeslieTech that InspiresIs your school going 1:1 or recently adopted G Suite? Learn how (and why) to integrate technology into your World Language program so it transforms the learning. Please bring a Chromebook or laptop (tablets are not as effective in this session).Why tech? Students spend a lot of time looking at screens. Make your time count. Inspiring uses: My Maps, Student Twitter Chats, Flipgrid, and Mystery Skype.
F 09Del Carpio, KarlaLa lengua como oportunidad de un diálogo interculturalVertovec (2010) señala que la sociedad cada vez se vuelve más diversa debido a factores tales como la movilidad que existe de una frontera a la otra, roles de géneros menos rígidos, cambios en los estándares de vida y a procesos que corresponden a cada persona de manera específica los cuales influyen en su estilo de vida, su sistema de valores y en sus experiencias. Dicha situación provoca que las sociedades sean una amalgama de diferentes personas, lenguas, culturas, valores, creencias religiosas y tradiciones culinarias y artísticas entre mucho más. Esta amalgama puede representar un recurso importante para el docente de una lengua extranjera ya que a través de dicha fusión se puede promover un diálogo intercultural que enriquezca al alumno en su proceso de aprendizaje, es decir, donde se promueva una comunicación intercultural y un bilingüismo aditivo. En esta presentación se comparte el ejemplo de los niños indígenas tsotsiles del sureste mexicano con el fin de mostrar cómo en escuelas bilingües en español y en la lengua maya tsotsil se ha promovido un diálogo intercultural por iniciativa del docente a pesar del diseño inapropiado del programa bilingüe. Es a través del trabajo en equipo por parte del maestro y del alumno que se ha logrado crear e implementar una educación intercultural bilingüe donde la voz del niño y de su comunidad han sido elementos fundamentales en el proceso de enseñanza y aprendizaje; proceso que ha dado la oportunidad de fomentar la enseñanza de una lengua como una herramienta valiosa para logar un diálogo intercultural donde los derechos humanos-lingüísticos y culturales de los niños han sido respetados y promovidos.
F 05Diercks, MeganFabulous, Free Resources for French Teachers!Need an infographic for a writing assignment? Or a video for a listening comp? Looking to try an IPA before creating your own or see what EDPuzzle is all about? Come learn where to find all this and more -- organized by topic and ready to go. The best part: it's all available at no charge to you! See what resources are available, and how to find them.To familiarize French teachers with the fabulous, free resources the AATF has to offer, and to show where these resources are located.https://docs.google.com/presentation/d/1OK6izKpMX-XqJevgEuGfKc2DTcTJDOL5E_OKk9jNjHw/edit?usp=sharing
F 34Diercks, MeganAATF AVALANCHEWhy join the AATF?What is the AATF? What does our local chapter do? What benefits do I receive from my membership dues? How do I join? Find out all this and more!To familiarize French teachers with the benefits and the resources that the AATF (local and national) has to offer.https://docs.google.com/presentation/d/1GjFD9YKfTpp9pPmoKv9sNLxkMQKCcPO886WyNFTLino/edit?usp=sharing
S 01Diercks, MeganAATF Spring Business MeetingAll French teachers welcome! Come learn about our local AATF group -- what we've been doing and what events we're planning. Come share your ideas/requests for future events as well.To acquaint French teachers with the AATF and to build community among French teachershttps://docs.google.com/presentation/d/19qxnaD_mgp4dN4EMXqV3x1Dl-bnYA2TLeHssHpt-5Fk/edit?usp=sharing
S 02Dodson-Knight, SarahDon’t Leave Your Language in the Classroom—Take It Home With You!You teach a world language at school--but at home, do you speak English with your family? In this session, we will explore how, when, and why to share a second language with your children, examining methods, challenges, and recommended activities, many of which are also appropriate for clubs, immersion events, and FLES classes. Participants will receive a comprehensive, annotated resource guide.I am a non-native speaker of French in Colorado, married to an American who characterizes himself as “hopelessly monolingual,” and for the past ten years, we have been raising our children bilingually. While doing so, I have also been teaching French immersion classes for toddlers and preschoolers, tutoring homeschoolers and adults in French, leading French immersion storytimes at public libraries, running a meetup.com group that offers activities for francophone families, interviewing bilingual and multilingual families, and writing a blog about what I learn. I also worked for Lac du Bois (French immersion camp through Concordia Language Villages), developing and carrying out the curriculum for the “maternelle” (campers ages 0-6). In this presentation, I will provide an overview of recent research on second language acquisition in young children; explain the most common approaches and techniques for successful bilingual family life; share the resources and activities that I have found most useful; describe what hasn’t worked for my family; suggest ways to become part of or create a community of francophone families in an anglophone world; and engage the audience in discussion about their experiences in this area. I anticipate a very interactive session as we share stories and answer each other’s questions. Participants will receive a comprehensive, annotated list of recommended resources for families who are raising children bilingually: articles, activities, websites, books, videos, blogs, apps, and more. Many of these will be equally valuable to teachers at the elementary level, language club sponsors, and planners of immersion events for all ages.
F 47Erickson, JanineParkhurts, Kelley
Theisen, Toni
Revising Standards: The Process is the Power of the ProductAn opportunity to review and revise Colorado standards to align them with the ACTFL World-Readiness Standards for Learning Languages presented itself to Colorado world languages educators. This session will share how twelve world languages educators worked through a revision process that was transparent, inclusive, research-informed, consistent, substantive, and improvement oriented.How can updated State World Languages Standards impact learning in our global world? A review of the 2009 Colorado Academic Standards conducted by ACTFL indicated a need for an updated revision of those standards that would reflect a more up-to-date focus on literacy, real-world applications, and knowledge, skills, and dispositions necessary for success in college, career, and the world at large. The revised standards address the needs of learners across Colorado, whether in pre-school programs, elementary schools, middle schools, or high schools and are aligned with 21st Century skills as well as expectations for postsecondary and workforce readiness. The revised standards are now very easily transferable to World Languages competencies in all districts. Presenters will outline the revision process and how they implemented state and national resources to support the revision process to create a document that would be comparable in scope, relevance, and rigor to the highest national standards. Instructional shifts in World Languages are highlighted to show what they were before the revisions as compared to what they are now with the new standards. Outcome for Attendees At the end of this session attendees of this session can: 1) Recognize the significant impact that revised standards will have on classroom level teaching and/or learning 2) Consider how the proposed “can-dos” in the revised Colorado Standards compare with those currently being used in their own state/district 3) Understand the role of Interculturality. 4) Make sense of why it is necessary to speak of Range Level Expectations instead of Grade Level Expectations. 5) Become aware of why the standards needed to be revised. Strategies for Engagement and Presentation/Outline With visuals provided via a power point presentation, attendees will be introduced to the specific changes made from the 2009 Colorado World Languages Standards document to the new document. Familiarization of key resources the committee used for comparison include World-Readiness Standards for Learning Languages, the ACTFL Proficiency Guidelines and the NCSSFL-ACTFL Can-Do Statements. The presenters will explain the revisions and specific elements of the new standards. Additionally, they will share the proposed changes using a justification document that serves as the key/critical running record of the standards review and revision work that will be posted for public review beginning October 15th, 2017. Committee chairs will present those to the Colorado State Board of Education before the project is finalized in July 2018. Members of the Standards Committee will be available at four separate stations representing each standard. s. Attendees can rotate from one station to the next to spend time on specifics and highlights of each standard.
F 04Flynn, AmyDoyle, JulieHyperDocs-- What's the hype?It's not just hype! This 21st century 'worksheet' is perfect for all teachers, from noob to geek, who want to increase engagement, develop a student centered classroom, differentiate or just save themselves some time! This session will explore the form and functions of HyperDocs for a variety of world language classroom uses. Attendees will leave with a plethora of resources for implementing HyperDocs in their own classrooms; for the noob, plenty of sample HyperDocs to adapt or adopt, or for the geeks among us, tools to start creating their own HyperDocs from scratch.https://docs.google.com/presentation/d/1m7nN3PK-_IWYEWgRRXq5Sp6BY_g7k3MiJIoRK4OPo8c/edit?usp=sharing
2hour thurs eveningGaab, CarolHarnessing the Power of Reading for L2 AcquisitionReading is a powerful tool for facilitating language acquisition among literate individuals, but what if learners are reluctant or weak readers? Learn how to make any type of text comprehensible to readers (regardless of literacy level), how to engage readers both cognitively and emotionally and how to use a wide variety of reading to enhance and accelerate acquisition. The presenter will demonstrate quick and easy techniques for linking meaning and using decoding activities to develop an ear for the language, in addition to how to apply 4Q strategies to deepen comprehension and inspire higher order thinking.The purpose of this workshop is to demonstrate how to use reading as a tool to enhance L2 acquisition. The presenter will demonstrate how to use various texts, such as song lyrics, poems, speeches, video transcriptions, dialogues, etc. as a source of compelling CI and how to refine and optimize various texts to make them conducive for SLA. Participants will also learn how deepen comprehension through 4Q strategies and various techniques that inspire inference and higher order thinking.https://fluencymatters.com/product/2018-ccflt-reading-workshop-gaab/
F 42Gaab, CarolSustaining Interaction in L2: No Dentist RequiredQuestions are the single most effective way to engage learners in the interpersonal mode of language, but getting students to answer them is sometimes like pulling teeth. Learn how to ask a wide range of questions, how to keep questions interesting and consistently comprehensible and how to modify questions to accommodate for different proficiency levels. Discover the secret to engaging students and inspiring them to answer your questions–in the target language!The micro-purpose of this session is to train teachers to ask a wide variety of questions and demonstrate how to differentiate questions to accommodate for all levels and ages. The presenter will model how to use low-level graduated questions to provide the scaffolding needed to answer more complex questions and how to ask questions that result in answers in L2–regardless of the level of the learner. The macro-purpose of this session is to show teachers how to sustain interaction in the target language for the purpose of facilitating language acquisition and helping students develop communicative competence.
F 43Gaab, CarolIgniting the Language Classroom with HOT StrategiesComprehensible Input is the key to facilitating language acquisition, and compelling input is the key to maintaining student engagement. Learn how to keep input comprehensibly compelling and how to simultaneously enhance acquisition by inspiring students to use high-order thinking (HOT) skills– in the Target Language!The purpose of this session is to help teachers sustain interaction in L2 through questions that inspire higher order thinking at all levels. The presenter will model how to ask level-appropriate questions (in L2) that are comprehensible, engaging, and that inspire higher order thinking, regardless of the source of input, whether text-driven or auditory in nature. Attendees will put HOT into practice through an interactive demonstration of at least six strategies.https://fluencymatters.com/product/2018-ccflt-igniting-language-classroom-hot-gaab/
F 34Garcia, ArnaudAATF AVALANCHELoup Garous (How to Play Werewolves in Your Classroom)Werewolf (also called Mafia) is the favorite CI activity for my students. It is a great activity to get your students speaking and debating in the target language. How do you play? how can you use it? Why would you play that game in your classroom?The purpose is to teach how to use that activity in your classroom. I will explain the rules, how to use it successfully in class, and give handouts with the rules on it.https://ccflt2018loveland.wikispaces.com/Loups-Garous
F 50Geisel, NoahGettin' Vizzie With It: Visualizations and Storytelling to Help Students Fall in Love with Data + LanguagesData, like Languages and Cultures, should be awesome! This session will explore ways in which we can engage students with both authentic cultural resources and authentic data about students themselves in order get them excited about becoming storytellers and data analysts.https://docs.google.com/presentation/d/1-u7hQpeZez7mjbmvI5vQ-YQZ7J-vpOUQO26tg2DfhfI/edit?usp=sharing
F 12Glatz, LawrenceImproving German Pronunciation: Theory and PracticeGerman language learners improve pronunciation in the same way students can improve the content of speech: with a focus on form. Introducing students to some of the theory behind the active production of German sounds, coupled with activities which involve concentrated hearing and monitored production of sounds, can improve student pronunciation at any level. This session will explore theory, methods and materials for the interested instructor wishing to improve students’ pronunciation.
F 35Gomez, LorenaAATSP AVALANCHEWestern State Colorado University at Gunnison. CALL Department. Department of Communication Arts, Languages and Literature“AATSP Avalanche”. In this presentation, Dr. Lorena Gómez will talk about the new opportunities of the Spanish program at Gunnison such as the “Conference on Hispanic and Latin American Studies” which was held on Nov 15th, 2017 and which will take place every fall as an opportunity for undergraduates in the region to present their end of semester papers, the “Tertulias” offered such as the one for the “Día de los Muertos”, the “Clase de Baile en Español” and the “Spanish Convention” which will bring elementary and high school students and their teachers around Gunnison for a fun day of competitions and events, which hopefully will take place every spring at Western. In addition, the new classes and new curriculum at Western will be explained at this session.To inform secondary teachers about the Spanish Program at Western State Colorado University
S 20Goodier, DanaWorld Language Teacher Power...in an HOURThis session will focus on eliminating interruptions in the WL classroom due to students' sometime negative attitudes. Many learners start learning WL in high school. How can a teacher be more effective in delivering WL instruction, especially at the novice and low-intermediate level? Come to get answers to these questions along with learning how to gain more time on task in your classroom!Participants will gain useful strategies to combat problem behaviors effectively. They will leave the session ready to increase time on task and learn strategies to minimize student's unnecessary interruptions to the flow of instruction.https://docs.google.com/document/d/1MIKayHv9dpFkFkV0AzYoQeEzLn8SDCyZCWNJApooVbc
S 15Grim, FrederiqueDeveloping students for the 21st-century workforce: A role for a second languageFor smaller departments, an alternative to full Language for Special Purposes (LSP) courses is to integrate some of their characteristics into a general curriculum such as a composition course. This presentation will share how a department undertook the redesign of a set of fundamental courses to add a LSP emphasis in hope to attract more students.Post- Secondary Foreign language student enrollment appears to continually decrease in the United States (Goldberg, Looney, and Lusin, 2015), forcing language departments to seek innovative ways to attract college students to take on a language. One technique has been to develop Languages for Specific Purposes (LSP) courses, which train students in their future career (Gálová, 2007; Gollin-Kies, Hall & Moore, 2015; Hyland, 2009). However, low enrollment in such courses can also be a challenge for smaller departments. One alternative to full LSP courses is to integrate some of their characteristics into a general curriculum such as a second language composition course. The goal of this presentation is to share how a language department undertook the redesign of a set of fundamental courses to bring a professional emphasis to them. With a 3rd-year composition course, a 3rd-year conversation course and a 4th-year advanced communication course, a team of instructors of French, German and Spanish revamped the curriculum in order to bring a more proficiently and professionally focus to the course objectives. This presentation will share how the team worked through the process and the results of these changes.https://docs.google.com/presentation/d/1NyljdsJCsfJ6kpzAZjwlgAG6rBd2gQe1O1q60w3Y6KU/edit#slide=id.p
F 08Hedstrom, BryceThey Don't All Like the Crazy Stuff: Sustainable CI that WorksNot all students are attracted to bizarre and exaggerated stories. Not every teacher can maintain the manic energy level they think they need to pull off that kind of teaching. If you think you are stuck between exhaustion and boring, there is a solution: sustainable comprehensible input-based teaching. If you have ever felt overwhelmed, unimaginative, or out of energy, this will help you. Learn how to engage your students with communicative activities and language they can imagine using. Learn the trade secrets and practical strategies that really work for implementing rejoinders, passwords, comprehensible input-based games, student interviews and simplified real world stories that will keep kid's attention and maintain your sanity.
Suitable for all levels-- yes, even K-5 and college.
S 26Hedstrom, BryceWait, They WANT to Read? Reading Strategies that Lead to SuccessLearn the best way to boost your students' reading skills and attitudes with 2 words that change everything, 3 powerful strategies to teach reading, 5 reading comprehension checks and a variety of reading assessment tools.Attendees will learn three approaches to reading, and variations thereof that get students to put in the time and focus they need to read and acquire the language. We know that our students need to read to achieve, but so many say they hate it. Part of that may be our approach to reading. Use your existing skills in a different way to tweak and engage your students and get them wanting to read.
F 01Hofmann, Marie-JoUne balade à travers la ville le nez en l'airHave you ever walked on a street in France with your nose up?? Hm … wonder why not!!?? The fact is you would be missing out on quite a few cultural aspects of the region, such as an array of interesting signs signaling a restaurant, a store, a hotel, or other. Several signs of each of the following regions of France - Alsace, Bretagne, and Camargue - as well as their cultural and historical connections will be presented. This interesting and cultural content will provide teachers with hands-on applications for their own French classes and will add a different cultural interest in a high school or university French course. The presentation will be conducted in French.To make attendees aware of the cultural content in signs and give them a different option in presenting the culture of different regions of France.
F 31Janczak, SabrinaStar of the Week: The personal interview on steroidsMaybe you've heard about the Personal Interview; maybe you've even tried it in your class, but it was so hard! In this session, we will explain WHY and HOW to conduct a compelling interview. We will help you write original questions at different levels and will give examples of differentiation in the process. We will address follow-up activities; assessments; classroom management. With this tool, you will get to know your students in ways you never imagined! Session includes live demo in English; time to brainstorm.Providing high-interest comprehensible input by talking to students about their favorite topic: themselves!https://docs.google.com/presentation/d/13XZg6OK0swNlmhR_DT4IL1yI631OOy1XR9fL0bwbjqs/edit?usp=sharing
S 24Jany, BeritEscalona, Catalina
Franneck, Stephanie
Thomas, Seth

Communication Made Fun: Innovative communicative tasks in the foreign language classroomIn a student-centered classroom, communicative tasks are the hands-on creative stage in which students apply the vocabulary and structure they have learned in efficient and appropriate ways. This session provides concrete examples of non-traditional communicative tasks, developed and tested in beginning German language courses and applicable to any foreign language learning with the goal of advancing learners’ language skills in the target language.Well-designed tasks simulate scenes requiring real and authentic communication and provide opportunities for meaningful output. They also reduce anxiety, raise learners’ active engagement, and bring a measure of spontaneity that textbook exercises cannot provide. After a short introduction and a clarification of the essential features of communicative tasks, three concrete examples of communicative tasks will be presented that engage learners in meaningful communication in and outside of the foreign language classroom. These tasks involve new media, alternative materials, and a clear purpose in communication. All three communicative tasks/activities have been developed in the context of a communicative approach seminar and tested in first-year German language courses. Drawing from her own experience in the German language classroom, the presenters will provide attendees with these concrete examples of communicative tasks. While examples are taken from the German language, the audience will be able to gain a general understanding of the tasks and adapt presented examples for their respective target language, learner level, and learner needs.
F 59Johnson, Mary BethBrandenburg, AdrienneThe Nuts and Bolts of Designing a Secondary Spanish Heritage Speaker CurriculumIn this session, presenters will share their experience of building a heritage speaker curriculum from the ground up. Their goal was to design a program that promotes true biliteracy and focuses on transferable, foundational literacy skills that foster academic success in content classes. They will share how they were able to leverage curriculum and resources used by their own Language Arts teachers and literacy teachers and make it their own. Concrete examples and resources will be shared.This presentation is for teachers who are looking to develop curriculum for a heritage speaker program. The goal of this presentation is to help Spanish teachers develop a Spanish heritage speaker curriculum that meets the needs of their school population. Too often, teachers of heritage classes are struggling because there are no adequate resources available. The purpose of this presentation is to show concrete examples of a tested and successful heritage curriculum that has contributed to the success of a large, thriving heritage program.https://docs.google.com/presentation/d/1u9PsZ77MCD6lNZNAja6LczUDNLhJWOdvTroKm2ui6HY/edit?usp=sharing
F 44Kirschling, PaulCreating a Positive Classroom Environment and Managing the Classroom in the TLAttendees in this session can expect to learn about, see and share examples of managing your classroom and creating a welcoming atmosphere in the target language. Through the use of routines and rituals, we'll see how we can use what naturally occurs in our classrooms to enhance and expand our ability to remain comprehensible while communicating with our students.Meeting the ACTFL 90% use of the TL in the classroomhttps://drive.google.com/file/d/13lPtZyAB90Z2BSVFJyqKmewp93sezDN5/view?usp=sharing
F 27Lee, I-HueiUse an Online Graded News in Chinese as a Language Teaching ResourceThe presenter will present how to use graded news to promote language proficiency, cultural competence and critical thinking. An online graded news in Chinese as a teaching and learning resource will be introduced. The presenter will also share the experience of using the graded news in classrooms.An online graded news in Chinese as a teaching resource.
S 04Leslie, AndreaDavis, LawtonHigh Tech / Low Tech - Balancing how we engage our studentsThere are so many new, inventive technology tools available to world language teachers. Going “high tech” can excite and engage our students—and streamline assessments, too! But in the rush to “tech-up” our classrooms, let’s not forgot the value of “low tech” as well—those hands-on, old-school paper and pencil activities can also engage and excite our learners. There’s a lot to be said for both the balance and the novelty of a variety of classroom tasks as we strive to reach every learner. This session will present our favorite high-tech and low-tech activities that address the interpretive, interpersonal and presentational modes of communication.To present World Language teachers with a variety of ideas for engaging classroom activities using technology--and NOT using technology.https://docs.google.com/presentation/d/1tSsjo2AXjzpjs41Hr6bnKyySE7kx9WiLlx7_1Ws0ClI/edit?usp=sharing
F 52Loftus, BeckyMiddle School Madness!
Fast and Fabulous ways to engage the wonderful middle school students.
To give participants quick and easy ideas to use on Monday. Simple routines, best practices and just plain fun! Ideas to impress your evaluator and help with classroom management. All of this by keeping your students engaged!https://docs.google.com/presentation/d/1JBZYZNa0MVRXfxuXyWOtAC9d5gKgNYhc0QfPhUal_TA/edit?usp=sharing
F 35Long, MaryAATSP AVALANCHEDepartment of Spanish and Portuguese U of Colorado BoulderAATSP Avalanche: I will explain how students can decide what level of Spanish to begin with at the University, will provide info about AP and IB credit. Then I will describe the three tracks of the Spanish major, the Spanish and Portuguese Minor and give examples of professions followed by our graduates.To provide information about how students can continue their Spanish langauge and culture studies at the University level.
F 25Lonn, TraceyAP: Human GeographyI will share my unit plan for the AP Language & Culture unit Human Geography. Participants will be able to experience some of the activities and leave with a unit plan! See how this relates to all other languages following AP Language & Culture curriculumhttps://docs.google.com/presentation/d/1JBpp-U-vd6_MhfiRc2MbSWnULmdsrdKlECrXSUaHfBk/edit?usp=sharing
F 22Lykens, JillianLanguage Grows When You’re Having Fun! Engaging Your Students through Performance AssessmentsDo your students groan as the unit test draws near? Performance assessments to the rescue! Learn high-yield strategies for integrating culturally contextualized performance assessments into your classes to get your students engaged in creating language in real-world situations. Participants will leave with an action plan for creating assessments that foster language proficiency while incorporating the three modes of communication and intercultural competencies.https://drive.google.com/file/d/1yG0JCr4eOlnLYaM0PK0PGvUOYWcKOagv/view?usp=sharing
S 28Mallaney, MarkHow to Milk a ReadingThis presentation will outline a variety of strategies used to get highly engaging and novel repetitions of a reading in the World Languages Classroom.
To inform teachers of the many ways a reading can be used to deliver comprehensible input.
F 30Modesitt, CamillaBenzel, KathyThe Success Story of the Denver Language School: how Colorado's only public K-8 early total immersion school got started and how interested individuals can create a similarly modeled schoolIn this session, we will tell the story of the creation of the Denver Language School from inception ten years ago to full implementation today. Learn from our struggles and successes as we share our vision for more early total language immersion programs throughout the state of Colorado.
S 22Modesitt, CamillaData Driven Proof that Language Instruction Leads to Student Achievement: real data that supports what we know to be true about language and the brainIn this session, we will examine student achievement data from Denver Language School students. Come see how DSL students demonstrate achievement language AND math, literacy, science, etc are supported by dual language instruction, and learn how you might use this data with principals, parents and district leaders in your area to support the continuation and expansion of language programs in your area.
F 23Monzon, GloriaSyncing Language Classroom withTechnologyStudents can be inspired and engaged through the use of new and exciting technological apps. These apps offer a means by which an online ‘package’ of mini-projects can be completed. This package may include any or all of the following: videos, pictures, drawings, writings, other files, etc. The completed package can then be easily evaluated (using both formative and summative assessment) by the instructor to measure student performance in the areas of writing, speaking, and listening (because students can interact with other students’ packages). This session is geared to show how to use three technological tools. Screecast-O-Matic, Padlet, and Seesaw will be demonstrated in this session. All of these apps can be used for both formative and summative assessments. Videos and pictures are a more efficient and enjoyable way for instructors to gauge students’ progress than listening to a simple audio recording or grading compositions. In addition, the students have more time to complete their work and more flexibility in showcasing their writing, listening, and speaking skills in the formats offered by these apps.explain the class organization to the students by means of a video that guides students through the LMS used in the course.
F 20Monzonís Martínez, NúriaNuñez Regel, EvaFun and engage activities to teach the target language. Resources to apply K-5You will leave this session with a lot of activities and resources to teach the target language in a fun way. Your students will enjoy learning vocabulary and they will be able to understand and produce new language. Games, stories, cultural connections and apps will help you to engage your students and reach your teaching-learning goals. Be ready to move and enjoy like your students will do! We are sure that after this presentation you will have tons of ideas to adapt these resources or plan new activities for your students.En esta sesión dos maestras de una escuela dual expondrán múltiples recursos enfocados a la enseñanza del español como segunda lengua. Todos estos recursos surgen de la premisa de que para enseñar una segunda lengua es necesario aplicar estrategias basadas en CI, es por ello que algunos de ellos parten de historias de TPRS. Asimismo, estas maestras compartirán sus experiencias personales al planificar, aplicar y evaluar estos recursos y reflexionaran sobre los resultados conseguidos con sus alumnos. Así pues el objetivo de la presentación será exponer un conjunto de recursos que ayuden al profesorado a aplicar y crear nuevas actividades adaptadas a sus estudiantes. La presentación se dividirá en dos partes: una primera en la que se mostraran recursos dirigidos para los grados de kínder a segundo y una segunda parte en la que se explicaran diferentes dinámicas y proyectos adecuados para aplicar en los niveles de tercero a quinto. Para los grados de kinder a segundo seguimos la siguiente metodología. 1.Elegir las palabras: A la hora de determinar qué palabras o estructuras se deben enseñar, tenemos que tener en cuenta la relevancia de las mismas, es decir, como se esta buscando que los estudiantes adquieran competencia comunicativa y fluidez, elegiremos aquellas palabras consideradas de uso frecuente o alta frecuencia dentro de la lengua meta. Otro aspecto a tener en cuenta a la hora de la elección de las palabras es la edad de nuestros estudiantes. 2. Establecer significado: Para que los niños puedan utilizar las palabras en una variedad de contextos, es importante que el primer paso sea establecer el significado. Es esta situación el único momento donde se usa la lengua materna para poder establecer el significado. Antes de la traducción de las palabras se pueden probar otras alternativas para intentar establecer su significado, como por ejemplo mímica y descripciones. Una vez aclarado el significado de las palabras, intentamos establecer una frase que contenga esa palabra. La frase que elijamos será aquella que provoque más interés en los estudiantes, es decir, intentaremos incluir en la frase los gustos e intereses de los alumnos. Por ejemplo, Taylor Swift tiene sed en la playa de Dillon. Para los niños esta frase es atractiva, puesto que está personalizada según el contexto de los estudiantes, ya que Dillon es la ciudad en el pueblo en la que ellos viven. 3. Técnica del Circling: La técnica del círculo tiene como objetivo proporcionar al alumno una variedad de oportunidades para oír las palabras/estructuras que queremos enseñar. 4. Actividades: Las siguientes actividades están diseñadas con el propósito de facilitar a nuestros alumnos numerosas oportunidades de proporcionar input comprensible y repeticiones, ya que para que los niños adquieran las palabras es primordial que estén expuestos a abundantes repeticiones. Las actividades citadas a continuación, se distribuyeron durante siete sesiones de aproximadamente una hora cada una. Juego de Voces Juego de las Sillas Juego de las Tarjetas Juego de Mímica Juego Veo-veo Representación de la historia Dibujos de la secuencia de la historia Escritura Video Final En los niveles superiores introducimos el nuevo vocabulario a través de libros de TPRS. A continuación mostraremos un ejemplo de cómo trabajamos cada capítulo paso por paso. Mostramos el nuevo vocabulario colocándolo en la pizarra y hacemos circling con estas palabras buscando conexiones con los alumnos. Asimismo intentamos conectar estas palabras con el objetivo de ortografía que tenemos para la semana. Por ejemplo si estamos trabajando la G suave y la G fuerte buscaremos introducir palabras que contengan esos sonidos y reforzar la conciencia fonológica a la vez que introducimos el vocabulario. Después de presentar las palabras, introducimos el capítulo con una Google slide que contiene el texto e imágenes que apoyan el significado del texto. En cada diapositiva se hace circling y se hace participar a los alumnos interactuando con ellos o bien haciéndoles representar el papel de un personaje. Para ello, ayuda transcribir los diálogos que hay entre los personajes y añadir descripciones de las acciones. A continuación cada alumno leerá el capítulo independientemente o en parejas y deben encontrar las nuevas palabras en el texto. Durante esta sesión también se hace un Kahoot sobre el capítulo para evaluar el nivel de comprensión del alumnado. De este modo estaremos a tiempo de detectar posibles dificultades y reforzar a aquellos alumnos que lo necesiten. El siguiente día repasamos el capítulo con una presentación de Google slide que sólo contiene las imágenes. En esta ocasión son los alumnos son los que van a contar la historia con la ayuda de las imágenes y las palabras. Después de repasar el capítulo los alumnos se van a gravar explicando la historia con la aplicación ScreenCastify. En google classroom tienen una tarea con la presentación con solo imágenes y la rúbrica de evaluación y autoevaluación y ellos autónomamente se gravan explicando la historia y lo suben a google classroom para que más tarde lo evalué la maestra. La rúbrica de evaluación es importante porque les recuerda el vocabulario, las expresiones y las formas verbales trabajadas y les deja claro las expectativas de cada nivel de competencia. Al terminar su grabación, la pueden ver cuando quieran y autoevaluar su trabajo. Otras actividades que podemos hacer con los libros de TPRS son juegos interactivos de vocabulario con quizlet, poner la historia en orden, explicar la historia a un compañero, juegos más dinámicos como la lucha de bolas de papel o encesta el pompón. De los libros de TPRS también pueden surgir muchas conexiones interculturales que ayudarán a los estudiantes a conocer mejor la cultura de los países de habla hispana. Por ejemplo, con el libro de agentes Secretos surgió un proyecto alrededor de la vida y obra de Picasso. Para ello conectamos el libro con diversos artículos sobre la vida de Picasso, creamos con my maps un itinerario por todos los rincones de Barcelona y París por los que pasan los personajes de la historia, investigamos sobre de las obras arquitectónicas que pudieron ver los personajes y trabajamos los significados del cuadro del Guernica y lo conectamos con la unidad de geometría de matemáticas (calculamos área y perímetro, analizamos las características de las figuras geométricas…). Finalmente queremos remarcar que a la vez que estamos trabajando estas historias de TPRS buscamos trabajar las diferentes estrategias de comprensión lectora y razonamiento metalingüístico. Por ejemplo, si estamos trabajando la idea principal, la trama, el análisis de los personajes, la búsqueda de conexiones… lo haremos con estas historias que nos aseguran un CI y por lo tanto permitirán trabajar estos estándares con alumnos que tienen el español como segunda lengua
F 02Moorcroft, JodiMaking Personalization Real in the World Language ClassroomIn the era of “I can” statements, standards, and competency based learning, how can teachers create a learning landscape of personalization? How is personalization aligned with standards, competencies and content? How can personalization be truly meaningful learning for the students? Come and experience our plans and ideas that we have been doing school wide.https://ccflt2018loveland.wikispaces.com/Making+Personalization+Real+in+the+World+Language+Classroom
F 36Moore, LaurenClassroom Routines for 90% Target LanguageYou've heard that some teachers are able to use the target language 90% of the time from day one of level one, but how do they do it? Come find out how to build consistent, engaging classroom routines for opening and closing class, for discussing the day, date, weather, greetings, emotions, and more.Slides → goo.gl/JZjNz4
Handout → goo.gl/d12aqx
S 23Morrill, AnnUna obra de teatro con animales, un lápiz grande, y la chispa de los estudiantesThis session will explore a presentational project that involved extensive communication and collaboration in a middle school Spanish classroom. The primary purpose of the project was to review prior knowledge during the first weeks of the semester.I will explore how a communicative group project (a play I wrote I wrote three scenes for in the summer to review beginning language concepts) in a class of middle school intermediate Spanish students inspired and challenged all of us in expected and unexpected ways. I will present the materials created, the steps involved over a three week period—including working with the art department and others to create animal puppets as the project took on a life of its own--and the final presentation where student groups each created their own final scenes that were then presented to parents and other Spanish classes. Additionally I will share the materials I created to evaluate students and that they used to evaluate themselves, as well as their feedback on the project and the process. As part of the process, I will ask the audience to also come up with their own endings to the play and solicit feedback about whether they believe a project like this would work at their schools. I will try to answer the question: did this presentational project work? Did students have a better foundation after completing the project in beginning concepts? Were there other unexpected outcomes? What ways was this project successful and how might it be improved in the future?
F 13Moosbrugger, Sabine Community Outreach and Advertising How do you make your German program an integral part of the school and community?In this session, you will learn strategies and subtle tricks to make your German program and its benefit to the students visible to the community - and most of them cost little or no money! Save and grow your German program, and enjoy the positive reactions of families and community. (Presented in German.)
F 34Myers, SusanAATF AVALANCHEL'impressionnisme français pour les étudiants du niveau intermédiaireThis 10-minute avalanche session will present a lesson plan introducing French Impressionism to intermediate-level students in an interactive way. Students will use their French to engage in interpersonal oral communication, reading, and listening activities included in the plan. This plan is appropriate to prepare students for additional and/or supplemental assignments, such as research projects, since it presents to students concepts and vocabulary necessary to address the topic.This session will provide teachers of French with a classroom-tested, ready-to-use lesson plan that integrates cultural knowledge with analytical and linguistic skills.https://drive.google.com/file/d/1HRb5lAAn7yfHondlXL84Z8gIDcQUmEmH/view
F 49Noonan, DianaAssessment MattersAssessment Matters! How to design your own! Assessment is about increasing our understanding of learners. It is the instrument we use to assure ourselves, the students, their parents and the school administration that our students are indeed acquiring proficiency in another language. This session provides a peek inside the design process used to create the Denver Public Schools district-wide proficiency assessments. A systematic approach is needed for effective assessment design encompassing a planning phase, an implementation phase, followed by an evaluation, review and improvement phase. High quality assessments allow students and teachers to measure progress against a standard. Learn the steps necessary to create effective assessments using the ACTFL World Readiness Standards.Assessment is about increasing our understanding of learners. It is the instrument we use to assure ourselves, the students, their parents and the school administration that our students are indeed acquiring proficiency in another language. This session provides a peek inside the design process used to create the Denver Public Schools district-wide proficiency assessments. A systematic approach is needed for effective assessment design encompassing a planning phase, an implementation phase, followed by an evaluation, review and improvement phase. High quality assessments allow students and teachers to measure progress against a standard. Learn the steps necessary to create effective assessments using the ACTFL World Readiness Standards.
F 21Overton, MaryDonor's Choose for Classroom ResourcesIf you’re a teacher in need of classroom resources that you don’t have to pay for yourself, Donor’s Choose might be the answer for you. I am not associated with the website in any way, rather, I am a teacher who has had multiple projects funded which have helped my classroom enormously. Come find out my tips and tricks for creating your own Donor’s Choose project. This session will also include work time for you to get your first project started.https://po.st/donors
F 40Overton, MaryStudent Buy-In for the Comprehensible Input ClassroomIn my opinion, teaching with Comprehensible Input Strategies is all about student buy-in and engagement. Staying in the TL for 90% of the time is challenging and may seem impossible when students aren’t doing their 50% of the work! Come find out the many tools I use to encourage buy-in and maintain student engagement.https://po.st/buyin
F 16Peterca, TessPositive Energy in the Elementary WL ClassroomHow to keep your class positive and upbeatCreating positive learning enviornmentshttps://docs.google.com/presentation/d/1yJWJjCllel1LZjmqsjowpDI7MxABVEjNXWap5ml_XvA/edit?usp=sharing
F 14Philipp, DouglasA Musical Journey Through Recent German Pop SongsNew songs are constantly being released by German-speaking artists. This session will examine many new pieces from Germany, Austria, and Switzerland.Various new German-language songs will be presented with tips on incorporating the pieces into German classes. Attendees will get to interact actively and receive materials.
S 09Philipp, DouglasShirai, HelenaAATG Business MeetingAnnual spring business meeting of the Colorado-Wyoming chapter of the American Association of Teachers of German.This session is the annual AATG chapter business meeting. Members will discuss new business, learn about new AATG offerings, and give feedback for chapter projects. Election of a new vice president will occur.
S 10Philipp, DouglasLead with Languages and TechnologyThis active session will showcase tech ideas that both promote language learning, and are easy to incorporate.This fast-paced session will highlight various online resources that can be used in language learning to enhance cultural comprehension, intercultural competencies, and language acquisition. There will be time for participants to share resources they have found.
S 46Pippins, DarcyAdvance Placement through a CI Lens: Planning, Scaffolding, and AssessmentHave you ever wondered what Comprehensible AP language class looks like? How to plan, prepare and assess students without vocab lists, verb charts and explicit grammar? After making the paradigm shift to proficiency-based, communicative teaching, her program grew and her students' AP exam scores skyrocketed! The presenter will share her backward planning model, curriculum and successes in this session.
S 25Piske, Dorly AVALANCHEChildren's Books, Food Play and Story TellingInspired in Saxton Freymann's childrens books illustrations with food sculputures, let's explore this fun hands-on creative possibilities with students of all ages and language ability levels.
We will examine some of Freyman's childrens books illustrations and discuss ideas for application in language class lessons and projects. Student created food sculptures offer many possibilities to get them talking ad writing. The fun creatures become springboard for language learning, from word level to story telling and beyond. Come see for yourself!
S 17Pritchard, KristenLow-Prep Tools & Tricks for Class TOMORROWCome and discover new tools and methods easily added to a teacher’s existing toolbox. The session will specifically target speaking activities, low prep games, and the incorporation of cultural elements into the classroom. Be prepared to take away at least five new ideas that could easily be integrated into tomorrow’s lesson plan.
F 39Rasay, SarahTauchman, LaurenBaby Steps to 90%In this session participants will explore practical strategies to increase target language use towards the goal of 90% and beyond. Presenters will address common barriers to target language use including student behavior, student engagement, and comprehensibility. Attendees will leave with ideas to build their own and their students stamina in the target language.https://docs.google.com/presentation/d/1Ke2y_y70Edsu-0ir91i8RtqE1cGTTczGSZZEFNZm_-E/edit
S 29Rasay, SarahJuicy History: Making Historical and Cultural Topics Come Alive in the Comprehensible ClassroomThis session will present strategies for using Art, Historical Events, Cultural Topics, and authentic resources to increase engagement and language proficiency at all levels. By using activities from this session teachers can begin to address AP and IB themes from the beginning levels without sacrificing focus on language acquisition.The purpose of this presentation is to provide strategies to increase both linguistic and cultural competence in WL classrooms from the beginning levels.https://tinyurl.com/JuicyCCFLT18
F 32Rassias-Miles, Helene CatherineDartmouth Rassias Method (Exhibitor Session)A look into Dartmouth College’s Rassias Center : Who, what, where, when. A discussion regarding short-term job offerings, and a few interactive examples for immediate use in the classroom. (Session repeats on Saturday)The Rassias Method® (RM) includes some fifty dramatic techniques shown to improve the learning, comfortable use, and long term retention of languages.
S 11Rassias-Miles, Helene CatherineFell, CourtneyDartmouth Rassias Method (Exhibitor Session)A look into Dartmouth College’s Rassias Center : Who, what, where, when. A discussion regarding short-term job offerings, and a few interactive examples for immediate use in the classroom. (repeat of Fri Session)The Rassias Method® (RM) includes some fifty dramatic techniques shown to improve the learning, comfortable use, and long term retention of languages.
S 14Ribadeneira, AlegriaBrown, Dr Katherine
Picicci, Dr Chris
Fostering Proficiency Using Literary Texts: Tips and ActivitiesIf students are to grow their oral proficiency skills, they need to exercise their language through authentic speaking activities in an engaging classroom environment. Literary texts give us great material for developing proficiency-based activities that provide students with opportunities to grow their oral skills. In this session presenters share tips for creating a proficiency oriented classroom, and present activities that have proven to exercise their students’ language skills at ACTFL novice high to intermediate high levels.The first part of the session will present the importance of creating a proficiency oriented classroom and review ACTFL guidelines in an engaging manner. The second part of the session will present tips for creating a proficiency based classroom that helps foster an environment where exercising language skills is central. The third part of the session will present actual activities from second, third and fourth year language courses. Participants will explain why they work for oral proficiency development Finally participants will create or adapt an activity of their own and share with the group.
F 15Riott, SharlaShort activities for the three modesDo you struggle to offer your students learning tasks in all three modes each week? Do you avoid them because you think they take too much of your class time? Here's a solution. Here are some activities that take 10 minutes or less to complete in class with minimal preparation.The purpose is to provide quick solutions to effective, meaningful tasks in the three modes in the target language. The content includes 26 activities to use at all levels to engage students in the three modes. These activities include videos, movement, games, conversation, and writing. Participants will have the opportunity to experience the activities and will have a packet to take home and use in class the next day.https://ccflt2018loveland.wikispaces.com/Short+Activities+for+Three+Modes
F 41Rowan, KarenHow do I provide 90% Target Language when my Spanish isn't perfect?For non-native / heritage Spanish teachers who don't feel like they have the proficiency required to stay in the target language 90-95% of the time. This 1 hour session in Spanish will provide comprehensible input at your level through a variety of activities as well as concrete suggestions for what to do on your own to consistently improve your own level of Spanish. This is not a grammar class. Using Movietalk, reading, songs and stories with repetitive advanced structures, see a complete, useable, culturally-rich lesson planned start to finish and immerse yourself in Spanish.Many teachers who have not mastered Spanish lack confidence in their ability to provide a non-stop stream of comprehensible input. 90% target language is out of reach. Community college classes focus on grammar or conversation, but do not improve the teacher's language skills. After traveling all over the country observing teachers, this is the number one reason teachers do not stay in the target language all day every day. This session is for non-native / heritage Spanish teachers. The purpose is three-fold: to provide an hour of Spanish; to demonstrate a lesson that stays in Spanish and varies input activities, and to provide teachers with a list of resources to continue to improve their own language proficiency.
S 27Rowan, KarenThe Making of a Binge Reader: 10 Ways to Get Them to LOVE ReadingThe 10 best, research-supported ways to turn reluctant readers into pleasure readers. Personalized stories, choose your own adventure readings, creating pictures in their heads, reading skits, using visuals, backward planning, using movie clips and designing cliff-hangers are some ways to inspire students to ask for more independent reading time.Most adults who love to read can remember one "home run book" that inspired their passion for reading, yet in-class reading can inspire dread in students and teachers. By utilizing multiple ways to make any reading selection comprehensible, we can make every book a potential home run.
F 24Russum, JoanneYou're grading me on the AP rubric? I'm only in level 2?!Using the AP World Language rubrics at all levels to build a strong AP aligned program and curriculum.Showing how to implement a holistic rubric across all levels in order to assess language proficiency.
://drive.google.com/file/d/1Zq8RTiDiYChGqY7NRn3MdBabBumN9syH/view?usp=sharing https://docs.google.com/document/d/1dJRIRrA_0Ku-V6tMMBEsE1xziZJxzfIhxGzSQmvhttpsp0t4/edit?usp=sharing
F 57Rutan, CelsaRodriguez, PiedadExploring Denver’s Hispanic HeritageDo you think you need to visit a Spanish speaking country or study abroad to practice the language? Have you ever walked around Denver in such locations as the Auraria Campus? Where the Auraria Campus now sits was for decades the home of Irish, German and Hispanic immigrant communities. By 1920 many Hispanic immigrants from different parts of Mexico, New Mexico and Southern Colorado made this part of Denver their home. This session will be a great opportunity to connect Denver’s Hispanic cultural heritage while reinforcing the use of the target language, giving the students the opportunity to connect with the history of our state’s capital and developing critical thinking skills. You will leave this session with ideas on how to develop a lesson plan around local history and the use of the target language that can take place inside and outside the classroom.This session will be presented in Spanish and English. Participants will connect with Denver’s Hispanic cultural heritage while reinforcing the use of the target language. Attendees will leave this session with some materials and ideas on how to create a lesson plan around local history while using the target language.
S 19Rys, GenieHonoring the Introvert in the ClassroomJust because a student is quiet doesn't mean they aren't engaged. You will leave with ideas you can start implementing in your classroom on Monday! Presentation is inspired by Susan Cain's book Quiet, the guide for teenagers and kids.The purpose of this presentation is to honor the 1/3-1/2 of our students who are introverts. We need to acknowledge that simply because a student is quiet and doesn't have their hand raised doesn't mean they are not engaged or don't want to learn. I have a slide presentation with concrete ideas from Susan Cain's book Quiet Power, The Secret Strengths of Introverts for Teenagers. I recently gave this presentation to my district, and teachers found my suggestions very helpful.https://ccflt2018loveland.wikispaces.com/Honoring+the+Introvert+in+the+WL+Classroom
S 12Sanchez Ramos, AlbertoKeep 'Em Busy and Engaged, and Survive "trying it"Some different things teachers can try in their classroom that can help them to connect better with their students at the same time they keep them on task. Everything is base on my several years of experience as a Spanish teacher.
S 25Sanders, AmandaAVALANCHEPassports of LearningGoal setting and self-evaluation allow students to take ownership of their learning and, for some, can be a great sense of motivation. This session focuses on how you can easily have students at any grade level goal set and self-evaluate using learning targets aligned with the World Language Standards.The purpose of this session is to share an easy approach to goal setting and self-evaluation at any grade level. Attendees will be introduced to the idea of “Passports of Learning” which include standard based learner targets that allow for easy reflection and goal setting.https://ccflt2018loveland.wikispaces.com/Passports+of+Learning
Sayers, RichAuthentic Communication in the Spanish ClassroomThis session demonstrates strategies and resources to develop authentic Spanish communication in the interpretive, interpersonal, and presentational modes. We will explore ways to provide comprehensible input, scaffold communicative activities, and assess using performance-based tasks. We will examine resources that can be used and discuss best practices of all participants.1. Interpretive Mode of Communication a. Definition and Examples b. Resources to be used c. Sharing of Best Practices 2. Interpersonal Mode of Communication a. Definition and Examples b. Resources to be used c. Sharing of Best Practices 3. Presentational Mode of Communication a. Definition and Examples b. Resources to be used c. Sharing of Best Practices
F 26Searle, ErinOrtega, MiguelCome sit on the carpet! It's Kindergarten Day!Have you heard about Kindergarten Day, but aren't sure how to implement one? In this session, we will talk about how we choose our books, which books we've used, how we have adapted our books to fit our curriculum, and why our students keep asking, "When is the next Kindergarten Day?"Session will be presented in English. However, we are Spanish teachers and will present from that lens.
https://docs.google.com/presentation/d/1IoeTrTB3vYt3Ofeo_ood5NpFr3WjYc-ydqHjPQpnoWQ/edit?usp=sharing, https://docs.google.com/document/d/154oocVSyjydUOC2k9AR87XBbQgN5MjGz5zqdX7jgXUg/edit?usp=sharing, https://docs.google.com/document/d/1RG_neJxEoYeFpqQRuKD-votwcNqv_5Up5vxoj_oiTUA/edit?usp=sharing
S 25Signs, DeniseAVALANCHEACTFL Can-Do Statements for Student GrowthSo you've been hearing about the ACTFL Can Do Statements, and now you're wondering about how to actually use them with your students. Come hear ideas on how to select and use Can Do bench marks that drive student goal setting and growth.Driving student growth and goal setting with ACTFL Can DO Statements
https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements, https://drive.google.com/open?id=11HT7k02qTJk619NxWKruu4fJ-6kft0qvXeP1OyTi9bo
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