This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
The document provides reminders and instructions for an online Spanish class. It reminds students to look for icons indicating when the teacher will ask for volunteers or participation in chat. It informs students that microphones will be off except for the teacher and that chat is off. Students are told they can draw or write and ask questions during office hours after class. The document provides the class schedule and links to previous slides for review.
This document provides reminders and instructions for an online Spanish class. It includes icons to indicate when the teacher will ask for volunteers to speak or participate in chat. It reminds students that microphones and chat are off except when indicated. Students are told they can draw or write. Any questions can be asked during office hours after class. The document ends by saying the teacher is available for questions during office hours.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Chat and other microphones are off except for the teacher. Students can draw or write and ask questions during office hours after class. The document includes examples of classroom activities like matching clothing words to pictures, finding months of the year, and goals for what students can and cannot yet do in Spanish.
The document presents the Spanish alphabet in three rows.
The first row lists each letter of the alphabet from a to e.
The second row phonetically spells out the pronunciation of each letter using English letters.
The third row lists the corresponding letter that each pronunciation represents.
The document summarizes an elementary school Spanish teacher's action research project on building students' confidence in speaking Spanish through the use of "I can" statements. The teacher surveyed 120 3rd grade students on what they believed they could do in Spanish related to classroom units. She then interviewed 30 students to compare what they said they could do versus what they could actually demonstrate. Over half of students reported being able to complete tasks without help, but the interviews showed they overestimated their abilities or underestimated in some areas. The teacher analyzed the results to look for patterns between students' beliefs and actual skills.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
Here is a picture of a labeled Spanish family:
[PICTURE OF SPANISH FAMILY LABELED IN SPANISH]
Mi familia:
- Papá - Alto, ojos marrones, cabello negro corto
- Mamá - Baja, ojos verdes, cabello rubio largo
- Hermano - Alto como papá, ojos azules, cabello rubio
- Hermana - Mediano, ojos cafés, cabello negro
- Yo - Estatura mediana, ojos cafés, cabello castaño
Espero que conozcas mejor a mi familia ahora. ¡
The document provides reminders and instructions for an online Spanish class. It reminds students to look for icons indicating when the teacher will ask for volunteers or participation in chat. It informs students that microphones will be off except for the teacher and that chat is off. Students are told they can draw or write and ask questions during office hours after class. The document provides the class schedule and links to previous slides for review.
This document provides reminders and instructions for an online Spanish class. It includes icons to indicate when the teacher will ask for volunteers to speak or participate in chat. It reminds students that microphones and chat are off except when indicated. Students are told they can draw or write. Any questions can be asked during office hours after class. The document ends by saying the teacher is available for questions during office hours.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Students should listen when only the teacher's microphone is on and chat is off. Students can draw or write during class. Any questions can be asked after class from 3:30-4:00pm. The teacher will help go over slides again if needed.
The document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Chat and other microphones are off except for the teacher. Students can draw or write and ask questions during office hours after class. The document includes examples of classroom activities like matching clothing words to pictures, finding months of the year, and goals for what students can and cannot yet do in Spanish.
The document presents the Spanish alphabet in three rows.
The first row lists each letter of the alphabet from a to e.
The second row phonetically spells out the pronunciation of each letter using English letters.
The third row lists the corresponding letter that each pronunciation represents.
The document summarizes an elementary school Spanish teacher's action research project on building students' confidence in speaking Spanish through the use of "I can" statements. The teacher surveyed 120 3rd grade students on what they believed they could do in Spanish related to classroom units. She then interviewed 30 students to compare what they said they could do versus what they could actually demonstrate. Over half of students reported being able to complete tasks without help, but the interviews showed they overestimated their abilities or underestimated in some areas. The teacher analyzed the results to look for patterns between students' beliefs and actual skills.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
Here is a picture of a labeled Spanish family:
[PICTURE OF SPANISH FAMILY LABELED IN SPANISH]
Mi familia:
- Papá - Alto, ojos marrones, cabello negro corto
- Mamá - Baja, ojos verdes, cabello rubio largo
- Hermano - Alto como papá, ojos azules, cabello rubio
- Hermana - Mediano, ojos cafés, cabello negro
- Yo - Estatura mediana, ojos cafés, cabello castaño
Espero que conozcas mejor a mi familia ahora. ¡
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
The document shows the Spanish alphabet with the pronunciation of each letter in English. It lists each letter in Spanish on the left with how to say it using English sounds on the right. At the bottom it encourages practicing spelling names using the Spanish alphabet.
The document provides instructions for a Spanish class pre-class practice that introduces students to the Spanish alphabet by listing each letter and its pronunciation in Spanish. It then prompts students to practice spelling their name using the Spanish alphabet. The document also reviews classroom goals and expectations for participating in class activities and discussions.
The document presents the Spanish alphabet with the letters listed in rows along with their pronunciation in English. It shows the letters a-z in Spanish in the first row, the phonetic pronunciation of each letter in the second row using English letters, and the third row lists the letter represented. The purpose is to help practice spelling names and words using the Spanish alphabet.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
This document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Microphones will be off except for the teacher, and students should listen. Students can draw or write. Any questions can be asked during office hours after class. The document also provides prompts to discuss likes and dislikes related to winter weather activities in Spanish.
This document provides reminders and instructions for an online Spanish class. It includes:
1) Icons to look for on each page that indicate when the teacher will ask for volunteers to speak or participate in chat.
2) Instructions that microphones are off except the teacher's and to listen, and that chat is off and to listen.
3) Permission to draw or write if students have questions.
4) Information about getting help from the teacher during office hours after class.
The document provides an outline of topics covered in Spanish I, II, and III courses. Spanish I topics include basic phrases, pronunciation, the alphabet, articles, subject pronouns, verbs "to be" and "to have", question words, numbers, days/months, directions, colors, weather, prepositions, family/animals, knowledge of people/facts, plural nouns, possessive adjectives, verbs "to do/make", work/school, countries/nationalities, places, verbs "to come/go", and regular verb conjugation. Spanish II builds on this with additional grammar topics such as verb tenses and uses of verbs/adjectives. Spanish III covers more advanced topics like ad
The document introduces a Spanish language class, providing expectations for participation, an introduction to the teacher "Maestra", a language pledge, and an overview of topics to be covered including weather, colors, and monarch butterfly migration. Students are prompted to check their audio and given tools for participation like raising hands and sending smiley faces.
Blogs are free, easy to use online journals that allow you to share your thoughts on various topics with friends, family, and the world. They provide an interactive platform to receive feedback from readers through comments. Blogs can be used to write about sports, school, social life, annoying parents, or anything else on your mind. Bloggers have full control over the style and organization of their blog.
This document summarizes a Spanish language class for young students that covered greetings, counting, shapes, and drawing. The key points are:
1. The class introduced greetings in Spanish including saying hello to the teacher and introducing oneself.
2. Students practiced counting to 10 in Spanish and were able to count the number of shapes.
3. Students learned the names of three shapes - circle, triangle, and square - and were able to draw them.
4. The class concluded by reviewing goals for the next lesson and saying goodbye.
This document contains the lyrics and instructions for songs and activities taught in a toddler English class. It includes songs that teach the alphabet, numbers, colors, and parts of the body. The class incorporates singing, dancing, gestures, and games to engage the toddlers in learning English.
This document contains the lyrics and instructions for various songs, activities, and exercises for a toddler class. It includes the lyrics to greeting, cleaning up, counting, colors, shapes, body parts and food songs. It also lists activities for drawing letters and shapes in the air, sorting colors, finding objects, tickling body parts and using hands/fingers. The document aims to engage toddlers in singing, movement and interactive learning through circle time activities.
This document contains summaries of activities from a toddler class, including singing songs about greetings, the alphabet, numbers, colors, finger plays, and holidays. Various activities are described like reading books, playing with letters, numbers, colors, dancing, playing with balloons, and hugging. The document uses formatting like headings and illustrations to break up the class activities.
Mind Mapping presentation by Jennie Vickers of ZeopardThink to the Associatio...Jennie Vickers
Mind Mapping presentation by Jennie Vickers of ZeopardThink presented in July 2014 to the Association of Certified Fraud Examiners New Zealand Chapter. This presentation introduces Mind Mapping and how it can help you and your company or the company that your work for.
The document is a presentation to reinforce prepositions for 3rd through 5th graders, with the goals of helping students properly use, identify, and write prepositional phrases. It includes exercises where students fill in prepositions, find them in sentences, and then compose their own sentences with prepositional phrases
The given document does not contain any recognizable words or sentences, just random letters and punctuation marks. It is not possible to summarize its content in 3 sentences or less since there is no meaningful information to extract.
This document appears to be a lesson plan for a baby/toddler class. It includes summaries of songs sung and activities done for warm up, hello/goodbye, colors, numbers, alphabet, body parts, and cuddling. The plan involves singing, dancing, reading books, and engaging in fingerplays and activities using hands and bodies. The overall content is aimed at exposing very young children to basic concepts through music, movement and play.
This document contains summaries of activities done in a toddler class, including singing songs about letters, numbers, colors, shapes, body parts, and cleaning up. Key activities involve singing songs while pointing to letters on a chart, playing with numbers by counting and touching cards, identifying colors like purple and green, exploring shapes like circles and squares, and putting stickers on body parts during a body parts song. An apple is introduced for an activity about food.
This document discusses style, tone, and mood in writing. It defines each concept and provides examples. Style refers to an author's unique writing patterns including word choice, sentence structure, point of view, and text organization. Tone is the author's attitude conveyed through descriptive language. Mood is the overall feelings created in the reader through the author's word choices and detail. The document encourages building a vocabulary of descriptive words to aid in identifying an author's tone and a text's mood.
This document provides information and instructions for an online Spanish class, including:
1) Reminders about icons indicating when the teacher will ask for volunteers or participation in chat.
2) Information about drawing or writing during class and asking questions during office hours.
3) A menu and instructions for an activity matching clothing words to pictures.
4) Announcements about the next class and a goal for talking about clothes wants and needs.
The document shows the Spanish alphabet with the pronunciation of each letter in English. It lists each letter in Spanish on the left with how to say it using English sounds on the right. At the bottom it encourages practicing spelling names using the Spanish alphabet.
The document provides instructions for a Spanish class pre-class practice that introduces students to the Spanish alphabet by listing each letter and its pronunciation in Spanish. It then prompts students to practice spelling their name using the Spanish alphabet. The document also reviews classroom goals and expectations for participating in class activities and discussions.
The document presents the Spanish alphabet with the letters listed in rows along with their pronunciation in English. It shows the letters a-z in Spanish in the first row, the phonetic pronunciation of each letter in the second row using English letters, and the third row lists the letter represented. The purpose is to help practice spelling names and words using the Spanish alphabet.
This document provides an overview of the Kentucky Teacher Internship Program (KTIP) which consists of 3 cycles to help new teachers develop their skills. Cycle 1 focuses on classroom teaching through lesson planning, teaching observation, and lesson evaluation. Cycle 2 covers professional responsibilities like collaboration and professional growth. Cycle 3 involves designing, implementing, and analyzing an instructional unit. The committee will use the Kentucky Teacher Standards to evaluate teachers. Templates are provided for lesson plans and tasks in each cycle.
This document provides reminders and instructions for an online Spanish class. It notes that the teacher will ask for volunteers to speak and participate in chat. Microphones will be off except for the teacher, and students should listen. Students can draw or write. Any questions can be asked during office hours after class. The document also provides prompts to discuss likes and dislikes related to winter weather activities in Spanish.
This document provides reminders and instructions for an online Spanish class. It includes:
1) Icons to look for on each page that indicate when the teacher will ask for volunteers to speak or participate in chat.
2) Instructions that microphones are off except the teacher's and to listen, and that chat is off and to listen.
3) Permission to draw or write if students have questions.
4) Information about getting help from the teacher during office hours after class.
The document provides an outline of topics covered in Spanish I, II, and III courses. Spanish I topics include basic phrases, pronunciation, the alphabet, articles, subject pronouns, verbs "to be" and "to have", question words, numbers, days/months, directions, colors, weather, prepositions, family/animals, knowledge of people/facts, plural nouns, possessive adjectives, verbs "to do/make", work/school, countries/nationalities, places, verbs "to come/go", and regular verb conjugation. Spanish II builds on this with additional grammar topics such as verb tenses and uses of verbs/adjectives. Spanish III covers more advanced topics like ad
The document introduces a Spanish language class, providing expectations for participation, an introduction to the teacher "Maestra", a language pledge, and an overview of topics to be covered including weather, colors, and monarch butterfly migration. Students are prompted to check their audio and given tools for participation like raising hands and sending smiley faces.
Blogs are free, easy to use online journals that allow you to share your thoughts on various topics with friends, family, and the world. They provide an interactive platform to receive feedback from readers through comments. Blogs can be used to write about sports, school, social life, annoying parents, or anything else on your mind. Bloggers have full control over the style and organization of their blog.
This document summarizes a Spanish language class for young students that covered greetings, counting, shapes, and drawing. The key points are:
1. The class introduced greetings in Spanish including saying hello to the teacher and introducing oneself.
2. Students practiced counting to 10 in Spanish and were able to count the number of shapes.
3. Students learned the names of three shapes - circle, triangle, and square - and were able to draw them.
4. The class concluded by reviewing goals for the next lesson and saying goodbye.
This document contains the lyrics and instructions for songs and activities taught in a toddler English class. It includes songs that teach the alphabet, numbers, colors, and parts of the body. The class incorporates singing, dancing, gestures, and games to engage the toddlers in learning English.
This document contains the lyrics and instructions for various songs, activities, and exercises for a toddler class. It includes the lyrics to greeting, cleaning up, counting, colors, shapes, body parts and food songs. It also lists activities for drawing letters and shapes in the air, sorting colors, finding objects, tickling body parts and using hands/fingers. The document aims to engage toddlers in singing, movement and interactive learning through circle time activities.
This document contains summaries of activities from a toddler class, including singing songs about greetings, the alphabet, numbers, colors, finger plays, and holidays. Various activities are described like reading books, playing with letters, numbers, colors, dancing, playing with balloons, and hugging. The document uses formatting like headings and illustrations to break up the class activities.
Mind Mapping presentation by Jennie Vickers of ZeopardThink to the Associatio...Jennie Vickers
Mind Mapping presentation by Jennie Vickers of ZeopardThink presented in July 2014 to the Association of Certified Fraud Examiners New Zealand Chapter. This presentation introduces Mind Mapping and how it can help you and your company or the company that your work for.
The document is a presentation to reinforce prepositions for 3rd through 5th graders, with the goals of helping students properly use, identify, and write prepositional phrases. It includes exercises where students fill in prepositions, find them in sentences, and then compose their own sentences with prepositional phrases
The given document does not contain any recognizable words or sentences, just random letters and punctuation marks. It is not possible to summarize its content in 3 sentences or less since there is no meaningful information to extract.
This document appears to be a lesson plan for a baby/toddler class. It includes summaries of songs sung and activities done for warm up, hello/goodbye, colors, numbers, alphabet, body parts, and cuddling. The plan involves singing, dancing, reading books, and engaging in fingerplays and activities using hands and bodies. The overall content is aimed at exposing very young children to basic concepts through music, movement and play.
This document contains summaries of activities done in a toddler class, including singing songs about letters, numbers, colors, shapes, body parts, and cleaning up. Key activities involve singing songs while pointing to letters on a chart, playing with numbers by counting and touching cards, identifying colors like purple and green, exploring shapes like circles and squares, and putting stickers on body parts during a body parts song. An apple is introduced for an activity about food.
This document discusses style, tone, and mood in writing. It defines each concept and provides examples. Style refers to an author's unique writing patterns including word choice, sentence structure, point of view, and text organization. Tone is the author's attitude conveyed through descriptive language. Mood is the overall feelings created in the reader through the author's word choices and detail. The document encourages building a vocabulary of descriptive words to aid in identifying an author's tone and a text's mood.
This document discusses style, tone, and mood in writing. It defines each concept and provides examples. Style refers to an author's unique writing patterns including word choice, sentence structure, point of view, and text organization. Tone is the author's attitude conveyed through descriptive language. Mood is the overall feelings created in the reader through the author's word choices and detail. The document encourages building a vocabulary of descriptive words to aid in identifying an author's tone and a text's mood.
This document contains summaries of activities from a toddler Japanese language class, including singing songs, playing with letters, numbers, colors, shapes, and body parts, eating a snack of yuzu, and saying goodbye at the end. The class incorporates singing, hand motions, reading, and sensory activities to teach basic concepts to toddlers in Japanese.
This document discusses interjections, which are words that convey emotion and are not grammatically related to the sentences they appear in. It defines interjections, provides examples like "Yikes!" and "Wow!", and explains how to properly incorporate them into sentences using punctuation like commas or parentheses. The document also includes a poem demonstrating the use of interjections and encourages readers to write their own sentences using interjections.
This document contains the slides and lyrics for songs and activities for a toddler English class. It includes songs to teach the alphabet, numbers, colors, body parts, as well as finger plays and dances. The class involves singing songs, pointing at letters/numbers, dancing, and playing with props like balloons. The document demonstrates how English can be taught to young children through fun, repetitive, and interactive activities.
1. Reminder
Look for these icons on each page!
I will ask for I will ask you
volunteers to to participate
speak! In chat!
All microphones
are off except Chat is off!
for mine. Please listen. Please listen.
You CAN to draw or write!
If you have any questions, please write them down and ask during office
time after class from 3:30-4:00pm.
Gracias!
We can go back over slides if you would like more help!
2. THIS WEEK’S MENU
Draw a line from the
I CAN TALK ABOUT CLOTHING! word to the picture.
los zapatos
la bufanda
los calcetines
las botas
camisa/camiseta
el traje de baño
el vestido la chaqueta
el sombrero
la ropa interior
los pantalones
la falda
3. La Ropa
(Clothing)
Ponte ropa! Put on your clothes!
If you know any of the new words, draw them
and draw a line from the word!
sombrero
pantalones
camisa
falda
zapatos
botas
bufanda
chaqueta
calcetines
traje de baño
ropa interior
4. Find the words!
La Flor
de Noche Buena
AMBASSADOR
AZTECS
CUETLAXOCHITL
HOJAS
JOEL ROBERTS
POINSETT
MONTEZUMA
NAVIDAD
PLANTA
ROJA
5. Reminder
Look for these icons on each page!
I will ask for I will ask you
volunteers to to participate
speak! In chat!
All microphones
are off except Chat is off!
for mine. Please listen. Please listen.
You CAN to draw or write!
If you have any questions, please write them down and ask during office
time after class from 3:30-4:00pm.
Gracias!
We can go back over slides if you would like more help!
6. Class Connect
Maestra Jacobsen-McLean
Date: December 19, 2012 NEXT CLASS January 2nd, 2013!
7. La Ropa
(Clothing)
Ponte ropa! Put on your clothes!
If you know any of the new words, draw them
and draw a line from the word!
sombrero
pantalones
camisa
falda
zapatos
botas
bufanda
chaqueta
calcetines
traje de baño
ropa interior
8. THIS WEEK’S MENU
I CAN TALK ABOUT CLOTHING! los pantalones
Camisa/camiseta
la bufanda
la falda
las botas
los
zapatos
la chaqueta el sombrero
los calcetines
La ropa
el traje de baño interior el vestido
9. I CAN TALK ABOUT CLOTHES I WANT.
¿Qué NO
necesitas? Necesito..
Necesito…
Necesito
__ ____.
10. GOAL
I CAN talk about clothes I want
and don’t want.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
13. La cultura
How to make Mexican
paper flowers!
What colors
do you see
in Spanish?
Thanks to www.ehow.com and Lynn
Reynolds the presenter.
http://www.ehow.com/video_4790377_make-mexican-paper-flowers.html
14. GOALS!
EMMALEE CAN … ROBERT CAN…
• greet somone! • greet someone!
“Hola” • “Hola”
“Adios”
• can ask how someone is doing!
• name an animal she likes! • ¿Cómo estás?
• oso
15. GOALS
Continue..
I CAN..
• I CAN greet someone!
• I CAN introduce myself.
• I CAN describe myself.
• I CAN spell using the Spanish
alphabet.
• I CAN talk about food I like and
don’t like!
• I CAN talk about food I want and
don’t want!
• I CAN ask for food politely!
• I CAN tell you the food is
delicioso!
16. REVIEW
I CAN Spell in Spanish using the Spanish
alphabet.
A. I CAN with NO help.
B. I CAN with SOME help.
C. I AM working on it!
D. I cannot at the MOMENT.
17. GAME - JUEGO
a - ah ele - eh-lay ese – es-say
be - beh elle - ey-aye te - tay The BLUE letter
ce – say eme - ehm-aye u - oo is the letter the
de - day ene - ehn-aye ve - vay sounds
e - aye eñe - ehn-yay (w)doble ve - doblay-vay represent!
efe - efay o - oh x - equis – eh-keys
g - hay pe - pay (y) i griega - ee-gree-aye-ga
hache - aw-chay (q)cu – coo zeta - zeta
i - ee ere - ai-ray
jota - hoh-tah erre - air-ray
ka - kah
______ ______ _______ _______ _______ _______
_______ ______ _______ ________ _______ ______ _______
_______ ________ ________ _______ _________
18. La Piñata
Supplies:
* draw line from the picture
to the word
papel
pegamiento
tijeras
bolsa de papel
19. I can tell you something looks good!
¡Qué lindo/a!
¡Qué bello/a!
¡Elegante!
21. *
Thank you for your participation.
Office hours will start in 4 minutes.
Please sign back in the room if you have questions.
Please stay signed-out if you are not staying for office hours.