ETIPS

Technology use provides added value to teaching and learning. Educational technology does not possess inherent value but rather it offers immense potential when intentionally coupled with grounded planning and solid teaching. Technology should not be used as filler for lesson plans or as down time for the teacher but rather to enhance student learning on a particular topic. This resource area explores specific options for adding value to classroom through technology but is by no means an exhaustive list.

Added Value for World Languages & ESL

Educational technology can add value to teaching and learning when  it makes possible something that otherwise would be less viable to do. 

In World Language & ESL added value uses of educational technology can be thought of in terms of  supporting a learner's ability to access data, process information, or communicate knowledge. 

• Explore the specific added value uses for World Language & ESL below.
• Read classroom use examplesof how technology can add value to World Language & ESL.
• Investigate educational technologytoolswith which to add value to teaching and learning for World Language & ESL.

Access

Educational technology can increase access to people, perspectives, or resources and to more current information. Many times, software's interface design allows learner interaction or presents information in a multi-sensory format.

Accessing information by using technology to:

• Access authentic resources
• Access expert knowledge
• Access greater amounts of data
• Access to current and historical data
• Access to relevant and timely information
• Promotes self-paced learning
• Facilitates connections
• Provides multiple formats for representation
• Extends research possibilities

Accessing people by using technology to:

• Access expert opinions
• Access various perspectives/points of view
• Facilitates communication
• Increases interaction
• Encourages conversations
• Develops global community

Process

Educational technology can support students learning-by-doing or aid them in constructing mental models, or making meaning, by scaffolding their thinking. For example, a database can allow students to compare, contrast and categorize information through query features.

Acquiring information by using technology to:

• Develop accuracy
• Increase efficiency
• Extend ability
• Provide means for investigation
• Set a self-paced environment
• Practice to the point of fluency
• Develop skill capability

Organize information by using technology to:

• Sequence and link pieces of data
• Brainstorm ideas
• Gather and sort data
• Structure and represent ideas via graphic organizers

Compare information by using technology to:

• Compare cultures of the world
• Compare languages of the world
• Mine greater amounts of data
• Visualize information
• Organize and categorize information

Interpret information by using technology to:

• Exchange opinions
• Express feelings and emotions
• Engage in analysis of written and spoken language
• Analyze relationship between practices and perspectives of a culture
• Understand information, concepts and ideas
• Recognize distinctive viewpoints of a culture

Represent information by using technology to:

• Present data in multiple formats and styles
• Share work with peers and community
• Facilitate connections between ideas
• Promote conversation
• Facilitate storage and retrieval

Communicate

With educational technology students are able to create more authentic and professional communication, and in the style and format appropriate for the topic, whether to their peers or outside experts.

Facilitate information by using technology to:

• Increase timeliness of the communication
• Increase efficiency
• Allow for practice to the point of fluency
• Encourage conversation
• Provide an authentic format and style of communication
• Facilitate connections
• Extend community

Represent information by using technology to:

• Increase efficiency
• Encourage conversation
• Represent relevant information
• Aid in visualizing information
• Provide multi-sensory representation
• Develop process or skill capabilities
• Publish information to an audience
• Communicate findings and understandings to others
• Provide an authentic format and style of communication

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Classroom Use Examples for World Languages & ESL

Public Speaking Using MS PowerPoint

Engage students by introducing them to the format of either a persuasive speech or an informational speech. The teacher may want to model a speech for the class using a PowerPoint presentation.

Gain Knowledge and Understanding of Culture through Contemporary and Classical Authors

Engage students by introducing them to their assignment and showing them sample of exemplary work. Students will be asked to choose an author from the culture they are studying and read excerpts or full texts of his/her literature to gain a perspective of the culture being studied. Students should choose an author several months before the assignment is due to have plenty time to read works written by that author. Students need to get approval from teacher on author choice. A teacher may choose to set a minimum number of books/works to be read, and decide each student must choose from different authors.

Creating a Website Using FrontPage 2000

Engage students by showing them a student created website. Then explain to students that they will together as a class, create a website for the target language.

Culture Comparisons through Hyperstudio

Engage students by introducing them to culture terms and discussing what they are, and finding examples for each culture term. For example: Ceremonies is a culture term. What is a ceremony? What are examples of ceremonies in the culture we are studying? Institution is another term. What is an institution? What are some examples? Also, if students are not familiar with Hyperstudio allow students to practice using it by creating a Hyperstudio stack (6-10 cards) on their own culture using the same terms.

Digital Video Game Show: A Cultural Experience for Personal Enjoyment

Students will read an article on the culture being studied and discuss it. In small groups of three, each group will generate 10 questions to be used for a quiz game show. Familiarize students with jobs on the game show set such as: host, cameraperson, director, lighting, script, set helpers, scorekeeper, and contestants.

Sing, Dance and Act: Connecting Language Learning with Other Disciplines through the Use of Technology

Engage students by introducing them to a short song accompanied by simple dance steps or movements. Ask students what they think the words in the song mean based on the context and the dance steps/movements.

Comparisons of Language and Culture Using the Internet and Databases

Engage students by introducing them to the culture they will be studying by analyzing and singing songs from the that period in history, reading about the clothing, food etc. of the people, and learning new vocabulary words. Students can practice pronouncing the new words, sing songs, exchange their feelings and opinions about the culture and begin a database listing facts they believe are important.

Abuelita y Yo: Just Grandma and Me

This learning activity uses an interactive book, Abuelita y Yo (Just Grandma and Me), to practice Spanish. Introduce the author, Mercer Mayer, using the interactive book. Prepare students with useful phrases in the context of the story. Concentrate on vocabulary that meets students' needs. Create sequencing cards that contain portions of the plot. Create comprehension questions in the target language and English (if necessary) based on experiences described in the book. Identify ecosystems of the ocean and meadow as presented in the text. Include plants, animals, insects, and so on. Focus on developmentally appropriate scientific language that accurately describes the setting.

 

Public Speaking Using MS PowerPoint

Added Value with Technology: Through the use of MS PowerPoint, students can learn real-world software that enhances presentations and public speaking.

Grade Level (Disability): High School

Resources:

• Computer
• Computer projector
• MS PowerPoint software

Introduction:
Engage students by introducing them to the format of either a persuasive speech or an informational speech. The teacher may want to model a speech for the class using a PowerPoint presentation.

Learning Outcomes:

• Students will outline a persuasive or informative speech in speech format in the foreign language.
• Students will defend or explain something of personal interest in a speech.
• Students will prepare a speech using software to aid delivery of speech.
• Students will present their speeches in the foreign language to peers.

Instruction:

1. After introducing students to speeches and the effectiveness of PowerPoint in delivering speeches, ask students to write and deliver a speech on a topic of their choice, for their peers.
2. Provide time for students to gather information to develop the topic. Once a topic has been selected, students need to get topic approval from the teacher.
3. Next, students prepare the speech by outlining and organizing it.
4. Students then pair up and share their outlines with a peer for input. Does the speech follow the format? Is the speech organized well? Are enough examples provided? Is there a clear central message? Is there a conclusion and is it linked to the introduction?
5. Now, students are ready to construct the speech with the development of the audio/visual aid of MS PowerPoint.
   Next, provide time for students to practice delivering the speech. Pair up students for the purpose of rehearsing the speech and receiving feedback prior to presenting to the class. The peer should be ready to provide constructive feedback to the speaker by answering questions such as: Does the topic appeal to the audience? How did the speaker keep you interested? What parts were difficult to understand? Is the speaker using appropriate conventions of communication?
6. Students can then make revisions and rehearse their speeches.
7. Students can now deliver their speeches to the class or other interested audiences.

Applicable Standards

National Standards for Foreign Language Learning:
1.1  Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
5.2  Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Minnesota High Standards:
World Languages, High School Content Standard
Write and Speak, High School Public Speaking Standard

Assessment Tasks:

• Use a checklist or rubric for the assessment. Leave room on the assessment for teacher comments.

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Gain Knowledge and Understanding of Culture through Contemporary and Classical Authors

Added Value with Technology:

• It extends the research possibilities
• Access to greater amounts of data
• Access to expert knowledge

Grade Level (Disability): High School

Resources:

• Computer (Mac or PC)
• Internet access

Introduction:
Engage students by introducing them to their assignment and showing them sample of exemplary work. Students will be asked to choose an author from the culture they are studying and read excerpts or full texts of his/her literature to gain a perspective of the culture being studied. Students should choose an author several months before the assignment is due to have plenty time to read works written by that author. Students need to get approval from teacher on author choice. A teacher may choose to set a minimum number of books/works to be read, and decide each student must choose from different authors.

Learning Outcomes:

• Students will identify a contemporary or classical author from a country where the language is spoken.
• Students will read a select number of the author's writings to be able to interpret and distinguish cultural perspectives and products within the written texts.
• Students will research the biography of the author to understand the author's experiences within the culture and to help understand the written texts.
• Students will describe their understanding of the author, texts, and culture in an oral presentation to peers.

Instruction:

1. After students have chosen an author and have read the literature, they are ready to begin their research. Provide for students an outline of the written report. The first part of the report should provide the reader with background knowledge of the author. The second part of the report should provide the reader with the student's analysis of the relationship between the literature, author's experience, and the perspectives of the culture.
2. Students will submit their written work to the teacher and present their findings to the class.
3. Provide time for students to research and outline their report and receive feedback on their outline. The feedback may come from the teacher or from a peer.
4. Students should then adjust their outline and begin writing a concise report with examples from the literature to support their findings of cultural perspectives.
5. Students may want to create an audio/visual representation of their work for the presentation portion of this assignment.
6. Students then turn in their written work and present for their peers.

Applicable Standards:
National Standards for Foreign Language Learning:
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Minnesota High Standards:
World Languages, High School Content Standard

Assessment Tasks:

• Teacher will decide if s/he will assess the written paper for quality of mechanics and/or for quality of content. Create a rubric with room for comments.
• Presentations can be peer assessed using a checklist with comments.

 

Creating a Website Using FrontPage 2000

Added Value with Technology:

• Represents students' knowledge and application of the language in an authentic format and style.
• Greater amounts of data can be accessed.
• Facilitates communication by publishing information to an audience.

Grade Level (Disability): Middle Level-Senior High

Resources:

• Computer
• Web page software-FrontPage 2000
• Internet access

Introduction:
Engage students by showing them a student created website. Then explain to students that they will together as a class, create a website for the target language.

Learning Outcomes:

• Students will interpret written information and create a web page.
• Students will present information using a web page format.
• Students will demonstrate knowledge and understanding of cultures.

Instruction:

1. Explain to the class that each person or small group will be responsible for one page of the website. Students will select a topic to research, write and represent on the web page. The teacher will have a list of topics for students to choose from based on a theme.
2. Next, allow time for students to gather the research, write it up, and represent it on FrontPage 2000.
3. Next, discuss with the class, what they would like the main page of the website to look like: class section, name, design, etc. Come to a consensus and map out the main/front page.
4. Then ask for volunteers to create the main page.
5. Finally, link each student's or small group's work to the main page.
6. Ask students to present their web page to the class.
7. Then ask the IT person in your building to post the classes' website and link it to the school's website.

Applicable Standards

National Standards for Foreign Language Learning:
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2 Gain Knowledge and Understanding of Other Culture
3 Connect with Other Disciplines and Acquire Information
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Minnesota High Standards:
World Languages, High School Content Standard

Assessment Tasks:

Develop grading rubrics for this assignment and presentation.

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Culture Comparisons through Hyperstudio

Added Value with Technology:

• Through the use of technology, students can show what they know about culture and what they are able to do with Culture terms.
• This Hyperstudio activity is an authentic form and style of communication. The teacher can set up the room as learning centers and students will create a Hyperstudio stack not only for demonstrating knowledge, but also for practice. Students can circulate from one computer to the next and interact with the peer created stack that tests their knowledge.

Grade Level (Disability): Intermediate Level

Resources:

• Computers (Macintosh or PC)
• Hyperstudio Software

Introduction:

Engage students by introducing them to culture terms and discussing what they are, and finding examples for each culture term. For example: Ceremonies is a culture term. What is a ceremony? What are examples of ceremonies in the culture we are studying? Institution is another term. What is an institution? What are some examples?
Also, if students are not familiar with Hyperstudio allow students to practice using it by creating a Hyperstudio stack (6-10 cards) on their own culture using the same terms.

Learning Outcomes:

• Students will demonstrate an understanding for culture terms by creating a hyperstudio stack with examples and descriptions of culture terms.
• Students will learn to use multi-media software to present information.
• Students will compare their own culture with the one being studied.

Instruction:

1. Explain to students they will be creating a Hyperstudio stack quiz for their peers. Each quiz card should give an example of a culture term, followed by four complete sentences which describe the term, followed by a multiple choice answer for testers to choose from. The answers to choose from should be culture terms. For example one card may read as:
   
    
    
2. Next, hand out the checklist for students to use as a guide when creating their Hyperstudio stack. The checklist will outline the number of examples and terms each student should use in this activity.
3. Provide time for students to create the Hyperstudio stack and encourage creativity of examples.
   Students can now circulate and practice their knowledge of culture terms on their peers' Hyperstudio stacks. Students may need to make adjustments to their stack based on peer input.
4. Students are now ready to turn in their work over the network. Also ask students to turn in their checklist. Close lesson with whole class discussion on comparing the culture they studied with their own.

Applicable Standards

National Standards for Foreign Language Learning:
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Minnesota High Standards:
World Languages, Intermediate Content Standard

 

Assessment Tasks:

• Create a checklist for students to follow while they create their Hyperstudio stack. For example: Have them start with an introduction card, followed by an instruction card, outline the number of culture terms they should use, the number of examples, the number of complete sentences describing the example of culture term on each card etc. With a checklist, students will be able to assess their own work.
• For teacher assessment, create a rubric or a checklist for yourself. You may want to include some of the following: Has the student demonstrated a clear understanding of culture terms, is progressing toward understanding, or needs work? Has the student followed directions and included all necessary information?
• If you require students to submit their work over the network, or server you will be able to access all Hyperstudio stacks from your computer.

Sample of Student Assignment:

Contributed by John Kroger

 

Digital Video Game Show: A Cultural Experience for Personal Enjoyment

Added Value with Technology:

• Through the use of technology, students can enjoy the language and culture they are studying.
• A digital video camera to tape and edit a game show enables students to communicate in an authentic format and style that brings pleasure to both the participants and audience.

Grade Level (Disability): Intermediate level

Resources:

• Computer
• Printer
• Digital Video Camera
• iMovie software

Introduction:
Students will read an article on the culture being studied and discuss it. In small groups of three, each group will generate 10 questions to be used for a quiz game show. Familiarize students with jobs on the game show set such as: host, cameraperson, director, lighting, script, set helpers, scorekeeper, and contestants.

Learning Outcomes:

• Students will interpret an article by writing game show questions from it.
• Students will demonstrate, through role-playing, an understanding of information and concepts.
• Students will show their personal enjoyment of the language by creating and participating in a game show.

Instruction:

1. Have each small group turn in their typed up questions and the teacher will compile all questions and print them for use by the host of the game show.

2. Next, the teacher should print up a chart with game show job assignments. The teacher will assign students various roles.

3. Once all the jobs are assigned except for contestants, divide the class into three sections. Each section will represent a contestant. Draw contestants from each section each time the game is played. The game can be played several times to allow each student to play at least one role/job.

4. The cameraperson is responsible for digitally videotaping the game show and the remaining students act as the audience.

5. After the game show has been played several times for enjoyment and understanding of the culture article, the digital video tape can be easily edited by importing it into iMovie.

6. Next, have students view their performance and complete a self-evaluation checklist.

Applicable Standards
National Standards for Foreign Language Learning:
1.2 Students understand and interpret written and spoken language on a variety of topics
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Minnesota High Standards:
World Languages, Intermediate Content Standard

Assessment Tasks:

• Student self-assessment using a checklist or rubric.

Contributed by John Kroger, Secondary Teacher

 

Sing, Dance and Act: Connecting Language Learning with Other Disciplines through the Use of Technology

Added Value with Technology:

• With use of electronic music libraries and primary sources on the Internet students can listen to wide range of authentic songs, learn the lyrics and sing along, dance with the music, and act out a scene.

Grade Level (Disability): Intermediate level

Resources:

• Internet access
• Electronic music libraries

Introduction:
Engage students by introducing them to a short song accompanied by simple dance steps or movements. Ask students what they think the words in the song mean based on the context and the dance steps/movements.

Learning Outcomes:

• Students will infer the vocabulary in the songs based on the context and dance movements.
• Students will demonstrate the learning of songs through singing.
• Students will extend the understanding of the songs and the culture through the historical context of each song.
• Students will create and perform a short musical act.

Instruction:

1. Continue to introduce new songs students can listen to, understand, sing, and move to. The teacher may wish to bring in other disciplines by introducing students to the history behind a song and/or dance steps. If the song is from a famous play, or children's storybook, introduce the literature.

2. After learning 3 or 4 songs, ask students to create a short musical act. Students can work in small groups creating the act and incorporating one of the songs and dances they learned in class. The teacher may request a written script. Students then present their musical act for their peers and/or parents.

Applicable Standards

National Standards for Foreign Language Learning:
1.2 Students understand and interpret written and spoken language on a variety of topics
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

Minnesota High Standards:
World Languages, Intermediate Content Standard

Assessment Tasks:
The teacher may want to assess participation in singing and dancing. Create a rubric for the performance of the musical act students will perform. The rubric should be created and shared with the students prior to the assignment and assessment.

Contributed by Sandra Kroger

 

Comparisons of Language and Culture Using the Internet and Databases

Added Value with Technology:

• Through the use of the Internet students can access primary sources for data collection.
• The data can be entered into a database, compared and contrasted to other students' findings, and used to analyze the language and culture of the World Language with that of another language and culture.

Grade Level (Disability): Intermediate level
Resources:

• Computer (Mac or PC)
• Internet access

Introduction:
Engage students by introducing them to the culture they will be studying by analyzing and singing songs from the period in history, reading about the clothing, food etc. of the people, and learning new vocabulary words. Students can practice pronouncing the new words, sing songs, exchange their feelings and opinions about the culture and begin a database listing facts they believe are important.

Learning Outcomes:

• Students will learn more about the target language through other disciplines.
• Students will learn new vocabulary.
• Students will develop insight into the nature of language and culture through their research and discussions.
• Students will communicate their ideas and data to peers.

Instruction:

1. After reading, singing, discussing the language and culture, and beginning a database with new vocabulary words, have students use the Internet to access primary sources and gather more information to add to their databases.
2. Ask students to share and discuss their new data and give the reasoning behind the inclusion of items in their databases.
3. Next, ask students to compare the language used in the foreign language to that of the English language and note which words are the same. What conclusions can they draw from the data?
4. Then have students look at their databases and find similarities between the foreign culture and that of their own culture or another culture with which they are familiar. What conclusions can they make based on the data?
5. Conclude the activity with an oral presentation of their findings and have students turn in a written summary of their findings along with their databases.

Applicable Standards
National Standards for Foreign Language Learning:
3.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
3.2 Students understand and interpret written and spoken language on a variety of topics
4.1 Students demonstrate understanding of the nature of language through comparison
of the language studied and their own
4.2 Students demonstrate understanding of the concept of culture through comparison of the cultures studied and their own

Minnesota High Standards:
World Languages, Intermediate Content Standard

Assessment Tasks:
A variety of assessment practices may be used by the teacher such as: one-on-one interviews, group participation grade based on observations and anecdotal notes, a checklist for student self-assessment, a peer evaluation checklist for group work, and a rubric for writing assignments.

Contributed by Sandra Kroger

 

Abuelita y Yo: Just Grandma and Me

Added Value with Technology:

• Through the use of technology, students use the spoken, written, and visual language to communicate within the context of a story.
• The interactive book helps students process information and communicate knowledge.

Grade Level (Disability): Primary Grades PreK-2

Resources:

• CD-ROM Abuelita y Yo (Just Grandma and Me), Living Books (Brшderbund)
•  Many interactive books can substitute for Abuelita y Yo

Introduction:
This learning activity uses an interactive book, Abuelita y Yo (Just Grandma and Me), to practice Spanish. Introduce the author, Mercer Mayer, using the interactive book. Prepare students with useful phrases in the context of the story. Concentrate on vocabulary that meets students' needs. Create sequencing cards that contain portions of the plot. Create comprehension questions in the target language and English (if necessary) based on experiences described in the book. Identify ecosystems of the ocean and meadow as presented in the text. Include plants, animals, insects, and so on. Focus on developmentally appropriate scientific language that accurately describes the setting.

Learning Outcomes:

• Students will practice Spanish with an interactive book.
• Students listen and read the book as they make object identifications in the target language.
• Students will expand on the ecosystems illustrated in the text.
• Through the interactive book, students interpret and convey ideas.
• Students will make generalizations about what they have read.

Instruction:

1. In a class setting, present Abuelita y Yo. Identify and interpret the plot and characters. Be sure to click all the activity characters and objects as you progress through the story. Provide an opportunity for students to experience the story individually or in small groups.
2. Have students order the sequence cards to practice retelling the story. Have students check by revisiting the story.
3. As and respond to oral comprehension questions in the target language, including answers that express opinions, likes, and dislikes.
4. Create a visual representation that summarizes the students' favorite parts of the story. It may be appropriate for the teacher to do some scripting or guided writing in the target language to accompany the visual representation.
5. Categorize the flora and fauna found in ecosystems of the ocean and meadow in a language immersion context.
6. Diagram similarities and differences in flora and fauna found in a local city and a seaside city in a place such as Puerto Rico.
7. Culminate the lesson sequence by having students create a trip to the beach with a relative. They should describe orally or in writing all the things they see and do. Share these stories with others electronically, through video, or by live telecast.

Applicable Standards
National Standards for Foreign Language Learning:
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
1.2 Students understand and interpret written and spoken language on a variety of topics
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics
2 Students gain knowledge and understanding of other cultures
3.1 Students reinforce and further their knowledge of other disciplines through the foreign language
4 Students develop insight into the Nature of Language and Culture
5.1 Students use the language both within and beyond the school setting
5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Minnesota High Standards:
World Languages, Primary Content Standard

Assessment Tasks:
Evaluation measures include oral, written, and visual responses provided by the student.
Within a context, the student responds, conveying information about the text. Visual Venn diagrams and small group work with manipulative sequence cards can also be used.

Used by permission Nila Jacobson, Lux Middle School, Lincoln, Nebraska

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ESL Lesson Plans and Classroom Activities

Reading Sites

Children's Literature

URL: www.childrenslit.com/home.htm

Grades: Preschool-5

Description: This site reviews children's literature and features authors and illustrators.

Children's Storybooks

URL: http://www.magickeys.com/books/index.html

Grades: grades k-3 and ELL

Description: This site offers online children's storybooks with sounds and animation.

The Revolutionary War and Children's Literature

URL: http://www.carolhurst.com/subjects/ushistory/revolution.html

Grade: 3-5

Description: Wonderful activities and literature linked to the Revolutionary War are available at this site.

Absolutely Whooties: Stories to Grow By

URL: http://hazel.forest.net/whootie/default.html

Grades: 2-4

Description: Online stories and accompanying worksheets that can be printed can be found at this site.

TeAch-nology.com

URL: http://www.teach-nology.com/teachers/lesson_plans/language_arts/phonics/

Grades: K-12

Description: This site offers 23 links to phonic sites ranging in grade levels. Each site has a brief descriptor. Also available is a link to Lesson Plans http://www.teach-nology.com/teachers/lesson_plans/ which hosts over 17,000 lesson plans in various subjects and a link to English as a Second Language

http://www.teach-nology.com/teachers/lesson_plans/esl/ with 34 links to other ESL sites.

**** Note, this site is also good for World Languages

http://www.teach-nology.com/teachers/lesson_plans/

http://www.teach-nology.com/teachers/subject_matter/languages/

African Languages*     Asian Languages*      Bilingual Education/ESL

French  Italian  Latin  Russian  Spanish

 

Writing Sites

Writing Den

URL:  http://www.2.actden.com/writ_den/index.htm

Grades:  4 - 12

Description: This site offers briefs, tips on writing, vocabulary, and discussion groups. A teacher's guide provides the rationale, aims, methods, content, and information of how to incorporate the program into curriculum.

Sponsoring Organizations:  TestDEN  www.testden.com/

English as a Second Language (ESL) Resource Page

URL: http://www.usd.edu/esl/main.cfm

Grades: all ESL levels

Description: The English-as-a-Second-Language Resource Page is from the University of South Dakota. It has many links to reading, writing, listening sites and  sites especially for ESL students and ESL teachers.

Translate with Babelfish

URL: http://babelfish.altavista.com/

Grades: all

Description: Babelfish is a resource that can  translate  up to 150 words at a time. This site translates from English to 19 different languages, or from other  languages  to English.

epals.com Classroom Exchange

URL: http://www.epals.com/

Grades: all

Description: A safe student email service bringing students and teachers from191 countries together in cross-cultural learning. Epals  allows students the ability to communicate with one another  in English, French, Spanish, German, Portuges, Japanese, Chinese, Chinese  and Arabic.

 

Listening / Visual Sites

Discovery.com

URL: http://school.discovery.com/

Grade: K-12

Description: Discovery School offers information for students, teachers and parents. The lesson plans for teachers have information on a wide variety of contemporary issues and best web links.

Brain POP

URL:  www.brainpop.com

Grade: K-12

Description:  This site has a long list of educational animated movies on health, science, and technology topics.  Printable worksheet to accompany movie are available as well.

art.com

URL: http://www.allwall.com/

Grades: K-12

Description: This site has an alphabetical list of art to choose from. The art ranges in medium from photographs to posters to drawings. This site is a great resource for someone seeking pictures.

Corbis The Place for Pictures Online

URL: http://www.corbis.com/

Grades: K-12

Description: Corbis.com bills itself as the largest collection of high-quality images featuring the world's top photographers and beloved artists.

Comics.com

URL: http://www.comics.com/

Grades: K-12

Description: This site includes comic strips with offbeat characters and imaginative storylines.

ArtToday Online Image Archive

URL: http://www.picturesof.net/

Grades: K-12

Description: ArtToday has pictures of animals, people, flowers, hot air balloons, and surfing from Steamer Lane in Santa Cruz California.

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Lesson Plans with Reading, Writing, Listening, Speaking and More

The Innovative Classroom

URL: http://www.innovativeclassroom.com/

With phonic lesson plans at

URL: http://www.innovativeclassroom.com/Lesson_Plans/Phonics/default.asp

Grades: Beginner

Description: Thematic units and original lesson plans organized by subject are available at this site. Each lesson plans include objectives, materials, procedure, a closure activity, an evaluation, and source materials.

edHelper.com

URL: http://www.edhelper.com/

http://www.edhelper.com/cat174.htm

Grades: K-12

Grades: K-12

Description: This site offers 10, 960 lesson plans, 1223 WebQuests, 5000 free worksheets and 1600 puzzles.  This site also includes articles from a vast number of newspapers on the most current issues in education. A second URL offers links to other sites.

Enchanted Learning

URL: www.EnchantedLearning.com

Grades: K-12

Description: An alphabetized list of topics appear on the home page of this site; just scroll down to search for a topic. This site has many activities ranging from crafts, to lesson plans, to science, to bioms, to rhymes.

National Geographic

URL: http://www.ngeo.com/index.html

Grades: K-12

Description: The National Geographic site has a "For Kids" menu, or  go directly to http://www.ngeo.com/kids/  for reading, writing, viewing, and listening materials. 

At http://www.ngeo.com/education/online_adventures/index.html  there are lesson plans, a teacher store, Online Adventures, Xpeditions, Dispatches from the Field, and Resources for Students and language activities for students.

Language Arts Lesson Plans and Resources

URL: http://www.cloudnet.com/~edrbsass/edeng.htm

Grades: K-8

Description: This site contains links to lesson plans and resources for teaching reading, spelling, writing, journalism, communication, debate, and drama.

Selected Links for ESL & EFL Students

URL: http://www.aitech.ac.jp/~iteslj/ESL.html

Grades: K-12

Description: This site provides links to a variety of reading, listening, writing, and speaking sites.  It includes grammar, puzzles, crosswords, activities and more.

MarcoPolo

URL: http://edsitement.neh.gov/

Grade: K-12

Description: MarcoPolo offers subject-based access to top humanities sites, lesson plans, activities and other learning activities. Home page is http://marcopolo.worldcom.com/index.shtml

Lesson Plans on the Web

URL: http://www.ncela.gwu.edu/classroom/lessons.htm

Grades: K-12

Description: This site offers Bilingual/ESL activities and lessons as well as other lesson plans on a variety of topics. Go to the home page for a wide variety of resources for ESL teachers and students.

Sponsoring Organizations: National Clearinghouse for English Language Acquisition.

Kentucky Migrant Technology Project

URL: http://www.migrant.org/

Grades: 6-12

Description: Curriculum developed as web lessons, by grade level, already translated into Spanish to provide ESL students the opportunity to follow the lessons at the same time as the English-speaking students.

 

 

Software Review for Teachers

C@lling Japan Review Index

URL: http://jaltcall.org/main/96-97/revi/revi.index.html

Grades: Elementary

Description: Provides software reviews.

Software Review

URL: http://kancrn.kckps.k12.ks.us/resource/software_review.cfm

Grades: K-12

Description: This Kansas City Public School site allows you to view, search, or submit software reviews. It also provides free software applications

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World Languages Lesson Plans and Classroom Activities

MarcoPolo

URL:  http://marcopolo.worldcom.com/

Grades: K-12

Description: MarcoPolo is a service of the MCI WorldCom Foundation and is designed to provide no-cost, standards-based Internet content for K-12 teachers. A comprehensive search engine allows teachers to search for lessons and content by any combination of subject, grade level or keyword.

StudySpanish.com

URL:  www.studyspanish.com/

Description:  This site for teachers and students features online tutorials, verb drills, vocabulary practice, interactive games and much more for the Spanish language.  It has been voted best reference site of the year in the past.

The AskERIC Lesson Plan Database

URL:  http://www.askeric.org/Virtual/Lessons/

Description:  The AskERIC Lesson Plan Database contains over 1100 unique lesson plans in many areas including World Languages.   Browse by subject, search the database or explore other sources.

Sponsoring Organization:  Educational Resources Information Center  http://www.askeric.org/

The Babel Fish at AltaVista

URL:  www.babelfish.altavista.com

Description:  While your students may find other ways to use this resource, you can use it to quickly translate web pages and other text to and from many different languages for use in classroom activities and lessons.  This is a very fun and useful sight, but translations can be a little goofy at times, so it is good to double check longer documents.

Sponsoring Organization:  AltaVista  www.altavista.com

The ArtsEdge Online Teaching Materials Area

URL:  www.artsedge.kennedy-center.org/teaching_materials/artsedge.html

Description:  ArtsEdge Online includes curriculum units , lesson plans , web links and other ideas for integrating the arts into classroom teaching across subject areas, including World Languages. The units and lessons are often correlated to national standards.

Sponsoring Organization:  MCI WorldCom with MarcoPolo    http://marcopolo.worldcom.com/

The Language Bank    

URL:  http://edsitement.neh.gov/lessonplans/language_bank.html

Grade Levels:  High School

Description:  Study of a foreign language has the capacity to break down barriers between cultures.  This site is designed to give students practice studying, reading and writing in another language.  Extended lessons are available for more in-depth study and they meet national standards. 

Sponsoring Organization:  

• EdSITEment    http://edsitement.neh.gov/
• National Endowment for the Humanities    http://edsitement.neh.gov/about_partners.html#neh
• Council of Great City Schools http://edsitement.neh.gov/about_partners.html#cgcs
• MCI WorldCom    http://edsitement.neh.gov/about_partners.html#mci

E-Pals

URL:  www.epals.com

Description:  Use E-Pals to find electronic pen pals or key-pals to correspond with in over 3,000,000 students and teachers in 191 countries. This free service provides members with the collaborative tools, ideas and community needed to communicate worldwide as well as monitoring for teachers in a classroom environment.

Sponsoring Organization:  HP Invent  www.cartogra.com/home/home.asp