Live Virtual Teaching Routines

World Language Classes

Olivia Gruganogrugan@iu08.orgwww.worldoflearninginstitute.com

Intro routines

These routines start class

__________

______ علیكمTranslate these into English.

أنا كنت في المدرسة

ھو كان أستاذ

ھي كانت جمیلة

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برنامج١. ___________________

٢. التاریخ٣. الجملة الجدیدة

________To conjugate the verb “to be” in the

pastTo use lots of

adjectivesTo answer “why”?

The first slides includes the date, a greeting, the bell ringer exercise, the objective for the lesson or weke and the agenda. As the year goes on, some elements are replaced with a blank line so that students can fill in the words they are now familiar with. They do so by annotating on the screen.

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االستماع١٢٣٤

In Arabic classes of all levels, we can begin class with a dictation assignment. Students write letters, words, sentences or phrases first in a notebook and then on the screen for all to see and evaluate.

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An emotions routine in any language and at any level can spark some introductory conversation. Lower level classes can use single adjectives to describe how they are, while upper levels can answer “Why” questions and elaborate.

Bell Ringer

The following words are cognates… What do you think they mean?

(Hint: They are feelings)

1. Nervös

2. Gut

Mittwoch der 4 Dezember 2019

Agenda:× Bell Ringer× Introduce selves× Introduce German× Practice new vocabulary

Objective:× Greet someone and ask how

they are doing

Reminders:× Module 5 Seminar 1 due this

Freitag

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Another introductory slide provides basic information including a reminder about homework.

Calendar routines

Calendar routines can be used at all levels of language learning.

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الیوم ھو أمس كان

غدا سیكون

التاریخ ما ھو الیوم؟ماذا كان أمس؟

ماذا سیكون غدا؟

الیومالرقم

الشھرالسنة

Second semester Arabic students use this slide as they incrementally build date telling skills. The first week, they focus on day of the week; then they learn numbers from 11 - 31 the next week and add those into the date. They learn months and years in the weeks after that. The date is talked about in present, past and future tense from the beginning.

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¿Qué _______ fue ayer?díanúmeromesañoestación

This Spanish calendar routine is used at various lower levels as students learn incrementally how to talk about each element of the calendar (day, number, month, year, season and weather). At higher levels the routine can be sped up and take ~30 seconds, with a student leading the routine. Or it can be expanded as students discuss an image of the weather or a specific holiday coming up.

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Lunes Martes Miércoles Jueves Viernes Sábado Domingo

This calendar routine is more personalized and allows students to talk about their own lives. It can be used at all levels of language learning (even AP!), with modifications. Students are asked what they have done, are doing or will do over a two week period. The teacher (or a volunteer student) fills in details under each date. The image is saved and discussed again in the next few classes. The tense changes as time passes and certain events move from future to past. The level of language used is tailored to the class.

Story asking, telling or writing Routines

These routines might not be used daily. However, they are used enough that students become familiar with them and can repeat their structure with relative ease.

Quantity/SizeColorMood

IntelligenceSocio-economic

statusMorals

PopularityAge

NameLikes

DislikesWants/needs

FamilyJob

Super power

WHO?

WHERE?

WITH WHOM?

PROBLEM

FAIL TO SOLVE SOLUTION

This slide is adapted from Mike Peto’s One Word Images. Students suggest elements of a story, following prompts from the teacher and using the categories on the left. The space on the right might be for the student profile images or videos in a virtual environment, or for recording the decisions as the students make suggestions. A class artist could also sketch with the annotate function in this area, or on their own whiteboard that they reveal after the story is told.

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¿Qué?What

¿Cuántos?How many

¿Quién?Who

¿Dónde?Where

¿Cómo?How

Quantity/SizeColorMood

IntelligenceSocio-economic

statusMorals

PopularityAge

NameLikes

DislikesWants/needs

FamilyJob

Super power

Another layout for OWIs. This one provides space for the artist to draw.

le gustólikedpudocouldfuewassalióleftvolvióleft

tuvohad

hubothere were

quisoWanted

estuvowas

fuewent

dijosaidviosaw

supoknew

pusoputdiogavehizomade

The next two slides provide the “sweet 16” high frequency verbs. These are sometimes displayed while telling, retelling or writing a story as a class. The story is written in the main box in the center and new vocabulary or reminders are placed in the top box.

le gustalikespuedecanesissaleleavesvuelvereturns

tienehas

haythere are/is

quiere wants

está is

vagoes

dicesaysvesees

sabeknows

poneputsdagiveshacemakes

“Sweet 16” in present tense.

ما/أيWhich/What

كیفHow

منWho

وینWhere

متىWhen

كمHow many اسم

Name

عمرAge

أسرةFamily

سكنTo live

درسTo study

أكلTo eat

حبTo love

سافرTo travel

This is a character creation or story asking slide for Arabic class. Students collectively create a character as the teacher guides them through decisions about family, where the character lives, age, name, their food preferences, what they study etc…. Question words on are the left for quick referral as high frequency vocabulary.

ما/أيWhich/What

كیفHow

منWho

وینWhere

عندكYou have

ھذاthis is

تریدYou want

تحبYou love

متىWhen

كمHow many

تسكنYou live

Another layout for story asking or telling or for “Special Person” Interviews with students.

New vocabulary routines

These are quick “input heavy” routines that reinforce new vocabulary through repetition

19Wo ist...?Where is...

Ist das...?Is this...

JAYES

NEINNO

a b c d e f g

h i j k l m n

o p q r s t u

v w x y z

The teacher can use this slide to ask quick and repetitive questions like “Where is…” or “Is there…”. Students respond outloud with Y/N answers or using the arrow tool by pointing. This can provide quick formative assessment as well as allow struggling students to follow their peers by watching where they click and copying them.

Shoo?What

Keif?How

Min?Who

Wein?Where

Leish?Why

3andiI have

hatha/ithis is

tu-reedHe wants

fithere is

yi-mshiHe walks

bi-ulsays

tu-hib(i)you love

Emta?When

Kem?How many

٤ ٣ ٢ ١ ٠ ٩ ٨ ٧ ٦ ٥

١٠

raqmnumber

This is a beginner vocabulary routine for Arabic students learning the numbers and numerals. Other high frequency words are covered up in the margins for later introduction.

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haythere is/areAre/is there?

un/unaa/an

síyes

nono

¿Dónde está?Where is

¿Cuántos?How many

This vocabulary slide allows students to combine several skills in a beginner course: cognates, numbers, question words.

Closing routines

Closing routines can be 5 seconds long, but provide clear closure to class.

Due date: December 13th

3,2,1...Tschüss!

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The teacher says “3, 2, 1” and pauses. All students unmute and say a “good bye” word.

“Vamos a ver los trabajos de esta semana.

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1,2,3… ¡Adios!