Tuesday Freebie

Hi Everyone,

This Tuesday we have a great freebie for you!

 Semantic Gradient Black Line

Click here for your freebie!

Benefits of Semantic Gradients:

 •easy to use
•reproducible, make what you need
•use with small groups or whole class





Semantic gradients are powerful tools to teach elementary students the differences between related words and increase their vocabulary.




This method of improving reading comprehension works with both English Language Learners and native English speakers and offers classroom teachers a vehicle to reach the needs of all of students. This type of gradient helps students distinguish between the subtle nuances of meaning of related words and broadens their understanding of connected words. Furthermore, gradients show all students how to use vocabulary precisely when expressing themselves in speaking and writing.
Semantic gradients are lists of related words that have similar meanings placed on a continuum moving from one word to its opposite. It is a continuum that order related words by degree.
These gradients use anchor words (words and their opposites) at each end of the gradient. The words used in between gradually shift in meaning.

For example, freezing and sweltering would be the anchor words for a semantic gradient of temperature words that included the following: freezing, cold, cool, warm, hot, roasting, and sweltering.

How do you use a Semantic Gradient?
Identify your 2 anchor words by choosing a word and finding its opposite.
Find synonyms for each of those words and order them to create your word list.
Students then order the words to create a gradient or continuum.

Click Here for your Semantic Gradient Black Line!

Happy Teaching!

How Technology Improves Student Learning and Sends More Kids to Graduate School

The modern teaching landscape has been changing in recent years, as Becoming a Better EFL Teacher has made note of on several occasions. Technology is often playing a bigger role in these shifts than many are willing to acknowledge, which is the focus of today’s post. Writer Sophia Foster of online learning resource http://www.mastersdegreeonline.org discusses the pros and cons of technology-assisted learning, and makes some predictions about the future.

Since the Internet was first introduced to the public less than 20 years ago and online access has increased worldwide, the use of technology in American classrooms has evolved from an occasional tool into a daily routine. While some educators remain speculative about the rising number of schools that incorporate smartphones and tablet devices into their curricula, the majority of teachers and administrators have noted the numerous benefits of fostering an appreciation for technology among today’s young people.

From chalkboards and No. 2 pencils to overhead projectors and slide rules, classrooms have historically embraced new learning implements on a widespread level. This has certainly proven true in the last two decades, as computer labs (typically one or two per school) have been replaced by laptop computers and/or tablet devices for each student. In 2010, this movement was further bolstered by the National Education Technology Plan (NETP), created by the U.S. Department of Education’s Office of Educational Technology and spearheaded by President Obama. The plan falls in line with the president’s goal of graduating 60 percent of American college students by 2020. “Education is vital to America's individual and collective economic growth and prosperity, and is necessary for our democracy to work,” Education Secretary Arne Duncan wrote in a letter to Congress. “To achieve this aggressive goal, we need to leverage the innovation and ingenuity this nation is known for to create programs and projects that every school can implement to succeed.”

The plan includes several new projects aimed at producing public school students with a knack for technology. One is Community Everywhere, a forum-based site that allows visitors to post questions and concerns, and then engage in discussion with other members of their community. Another, Learning Registry, allows administrators of sites for federal agencies (including NASA and the Smithsonian Institute) and NGOs to “tag” content so that it may be located by common search engines. In addition, the plan also supports independently funded projects, such as an “achievement badge” system inspired by contemporary video games sponsored by the MacArthur Foundation and Mozilla Foundation.

Nationwide, public and private schools have adopted the ideas put forth by the NETP. A recent article by NPR contributor Sam Evans-Brown profiled Oyster River Middle School in Durham, N.H., where teachers permit students to bring their handheld smart-devices to class. But rather than using them to play games or post on Facebook, the tablets and phones function as daily planners and reference materials. To mitigate concerns among low-income families, the school also keeps a stock of spare iPads for students who cannot afford their own. The San Francisco Chroniclereported a similar program at another school, Cathedral High School in Indianapolis, which is supplemented by the “iSquad”, a team of tech-savvy faculty members committed to training the entire staff on how to use iPad tablets effectively by 2016. And FastCompany recently noted that schools across the country are implementing “vo-tech” STEM (Science, Technology, Engineering, and Mathematics) programs aimed at creating interest in these highly relevant subjects among students at low-income schools – many with the help of prominent technology firms like IBM.

In addition to classrooms, household Internet activity has also risen in recent years. According to figures compiled by the Economics & Statistics Association, 68 percent of American households use broadband Internet service (which enables use of handheld devices), up four percentage points from the previous year; household computer ownership has also risen 15 percentage points in less than a decade. Another growing trend is ownership of phones capable of accessing the Internet. A report titled “Mobile Technology & Academics,” authored by two Boston College researchers, noted that since 2008, the number of students with smartphones has risen from 20 percent to more than 65 percent.

Still, the “smart-classroom” movement has its opponents. A recent article by State Impact NPR found that a significant contingent of teachers view technology as merely one of many possible educational tools, none of which will replace the intrinsic value of a committed educator or classroom leader. Budgetary constraints are another concern. Cuts in state funding have led several schools to drop arts classes, physical education, after-school activities and other vital programs – and now many are expected to afford state-of-the-art-technology. Patty McNerney, technology director for an Ohio district, told The Dayton Daily that most of her school’s tech financing comes from private donations, grant monies and Title I funds. And Matt Burns of TechCrunchnoted earlier this year that tablet devices in classrooms are likely to hinder the learning process for public school students, not effectively aid it as some have claimed. “Learning is still prevalent in schools, but the storage of facts and thoughts is not,” he noted. “Digital textbooks will only further this problem. Just click on a word to get its definition.”

However, as an article in The Telegraph noted two years ago, the use of technology has the capability of altering the human learning process – and for many, this transformation has already taken place. Several educational experts argue that constant use of the Internet – which requires a constant stream of different reading materials, as opposed to a singular item like a book or magazine – has effectively altered the way we read information and mentally process it. This “associative” thinking brought on by web usage has replaced the more linear thinking in the minds of many adults and children, leaving them unable to read, write or generally concentrate on a specific task for a prolonged period of time. So, while individuals have become more tech-savvy and Internet-friendly, most learners are simply incapable of learning the old-fashioned way. “'It seems pretty clear that, for good or ill, the younger generation is being [remolded] by the web,” social psychologist Dr. Aleks Krotoski told The Telegraph. To that effect, educational institutions that incorporate technology in the classroom are keeping with the times.

Audrey Watters of The Digital Shift writes that today, the vast majority of schools have found ways to use technological implements – though some have been more successful than others. She notes that many schools rely on outdated hardware, and simply do not supply enough devices/computers for students; according to NCES statistics from 2008, the ratio of children to Internet-equipped computers was 3:1 nationwide. She also urges schools to address logistical concerns, such as a large number of electronic devices simultaneously using one network, before heavily investing in technology and software.

Just as computers, smart-phones and tablets have transformed the classroom dynamic in the previous decade, the increased use of Internet for educational purposes stands to grow exponentially in the coming years. During this crucial trial period, teachers must find ways to incorporate web-based learning into their curricula – whether they approve of the current trend or not.

The Princess and The Pea

ONCE upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He traveled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.

One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it. It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.

"Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!" Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.

Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.            

Cinderella Story

Once upon a time there was a beautiful girl called Cinderella and she had two ugly step sisters who were very unkind who made her do all the hard work. She had to sweep the floors, do all the dishes, while they dressed up in fine clothes and went to lots of parties.

One day a special invitation arrived at Cinderella's house. It was from the royal palace. The king's only son was a truly handsome prince was going to have a grand ball. Three girls were invited to come. Cinderella knew she wouldn't be allowed to go to the ball. But the ugly sisters, ho ho ho, they were excited. They couldn't talk about anything else.

When the day of the ball came, they made such a fuss. Poor Cinderella had to rush about upstairs and downstairs. She fixed their hair in fancy waves and curls. She helped them put on their expensive new dresses. And she arranged their jewels just so. As soon as they had gone, Cinderella sat down by the fire and she said. "Oh I do wish I could go to the ball". The next moment, standing beside her was a lovely old lady with a silver wand in here hand. "Cinderella, she said " I am your fairy godmother and you shall go to the ball. But first you must go into the garden and pick a golden pumpkin, then bring me six mice from the mousetraps, a whiskered rat from the rat trap, and six lizards. You'll find the lizards behind the watering can.

So Cinderella fetched a golden pumpkin, six grey mice, a whiskered rate, six lizards. The fairy godmother touched them with her wand and the pumpkin became a golden coach, the mice became six grey horses, the rat became a coachman with the most enormous moustache, and the lizards became six footmen dressed in green and yellow, then the fairy godmother touched Cinderella with the wand and her old dress became a golden dress sparkling with jewels while on her feet was the prettiest pair of glass slippers ever seen. Remember said the fairy godmother you must leave the ball before the clock strikes twelve because at midnight the magic ends. "Thank you fairy godmother" said Cinderella and she climbed into the coach.

When Cinderella arrived at the ball she looked so beautiful that everyone wondered who she was! Even the ugly sisters. The Prince of course asked here to dance with him and they danced all evening. He would not dance with anyone else. Now Cinderella was enjoying the ball so much that she forgot her fairy godmothers warning until it was almost midnight and the clock began to strike. One. Two. Three. She hurried out of the ballroom. Four. Five. Six. As she ran down the palace steps one of her glass slippers fell off. Seven. Eight. Nine. She ran on toward the golden coach. Ten Eleven Twelve. Then there was Cinderella in her old dress. The golden pumpkin lay in her feet. And scampering down off down the road were six grey mice, a whiskered rat and six green lizards.. So Cinderella had to walk home and by the time the ugly sisters returned home was sitting quietly by the fire.

Now when Cinderella ran from the palace, the prince tried to follow her and he found the glass slipper. He said, "I shall marry the beautiful girl whose foot fits this slipper and only her. IN the morning the prince went from house to house with the glass slipper and every young lady tried to squeeze her foot into it. But it didn't' fit any of them.

At last the prince came to Cinderella's house. First one ugly sister tried to squash her foot into the slipper. But her foot was too wide and fat. Then the other ugly sister tried but her foot was too long and thin. Please said Cinderella, let me try. "The slipper won't fit you", said the ugly sisters. "You didn't go to the ball!" But Cinderella slipped her foot into the glass slipper and it fit perfectly. The next moment standing beside her was the fairy godmother. She touched Cinderella with the wand and there she was in a golden dress sparkling with jewels and on her feet was the prettiest pair of glass slippers ever seen. The ugly sisters were so surprised that, for once they couldn't think of anything to say. But the Prince knew what to say. He asked Cinderella to marry him.

And then there was a happy wedding. Everyone who had gone to the ball was invited, even the ugly sisters. There was wonderful food, lots of music and dancing. And the Prince of course danced every dance with Cinderella. He would not dance with anyone else.

               

The Story of Puss 'N Boots!

Once upon a time . . . a miller died leaving the mill to his eldest son, his donkey to his second son and . . . a cat to his youngest son.

"Now that's some difference!" you might say; but there you are, that's how the miller was! The eldest son kept the mill, the second son took the donkey and set off in search of his fortune . . . while the third sat down on a stone and sighed, "A cat! What am I going to do with that?"

But the cat heard his words and said, "Don't worry, Master. What do you think? That I'm worth less than a half-ruined mill or a mangy donkey? Give me a cloak, a hat with a feather in it, a bag and a pair of boots, and you will see what I can do."

The young man, by no means surprised, for it was quite common for cats to talk in those days, gave the cat what he asked for, and as he strode away, confident and cheerful. the cat said. "Don't look so glum, Master. See you soon!"

Swift of foot as he was, the cat caught a fat wild rabbit, popped it into his bag, knocked at the castle gate, went before the King and, removing his hat, with a sweeping bow, he said: "Sire, the famous Marquis of Carabas sends you this fine plump rabbit as a gift."

 "Oh," said the King, "thanks so much."

"Till tomorrow," replied the cat as he went out. And the next day, back he came with some partridges tucked away in his bag. "Another gift from the brave Marquis of Carabas," he announced.

The Queen remarked, "This Marquis of Carabas is indeed a very courteous gentleman."

In the days that followed, Puss in Boots regularly visited the castle, carrying rabbits, hares, partridges and skylarks, presenting them all to the King in the name of the Marquis of Carabas. Folk at the palace began to talk about this noble gentleman.

"He must be a great hunter," someone remarked.

"He must be very loyal to the King," said someone else.

And yet another, "But who is he? I've never heard of him."

At this someone who wanted to show people how much he knew, replied, "Oh, yes, I've heard his name before. In fact, I knew his father."

The Queen was very interested in this generous man who sent these gifts. "Is your master young and handsome?" she asked the cat.

"Oh yes. And very rich, too," answered Puss in Boots. "In fact, he would be very honoured if you and the King called to see him in his castle."

When the cat returned home and told his master that the King and Queen were going to visit him, he was horrified. "Whatever shall we do?" he cried. "As soon as they see me they will know how poor I am."

"Leave everything to me," replied Puss in Boots. "I have a plan."

For several days, the crafty cat kept on taking gifts to the King and Queen, and one day he discovered that they were taking the Princess on a carriage ride that very afternoon. The cat hurried home in great excitement.

"Master, come along," he cried. "It is time to carry out my plan. You must go for a swim in the river."

"But I can't swim," replied the young man.

"That's all right," replied Puss in Boots. "Just trust me."

So they went to the river and when the King's carriage appeared the cat pushed his master into the water.

"Help!" cried the cat. "The Marquis of Carabas is drowning."

The King heard his cries and sent his escorts to the rescue. They arrived just in time to save the poor man, who really was drowning. The King, the Queen and the Princess fussed around and ordered new clothes to be brought for the Marquis of Carabas.

"Wouldn't you like to marry such a handsome man?" the Queen asked her daughter.

"Oh, yes," replied the Princess.

However, the cat overheard one of the ministers remark that they must find out how rich he was.

"He is very rich indeed," said Puss in Boots. "He owns the castle and all this land. Come and see for yourself. I will meet you at the castle."

And with these words, the cat rushed off in the direction of the castle, shouting at the peasants working in the fields, "If anyone asks you who your master is, answer: the Marquis of Carabas. Otherwise you will all be sorry."

And so, when the King's carriage swept past, the peasants told the King that their master was the Marquis of Carabas. In the meantime, Puss in Boots had arrived at the castle, the home of a huge, cruel ogre.

Before knocking at the gate, the cat said to himself, "I must be very careful, or I'll never get out of here alive."

When the door opened, Puss in Boots removed his feather hat, exclaiming, "My Lord Ogre, my respects!"

"What do you want, cat?" asked the ogre rudely.

"Sire, I've heard you possess great powers. That, for instance, you can change into a lion or an elephant."

"That's perfectly true," said the ogre, "and so what?"

"Well," said the cat, "I was talking to certain friends of mine who said that you can't turn into a tiny little creature, like a mouse."

"Oh, so that's what they say, is it?" exclaimed the ogre.

The cat nodded, "Well, Sire, that's my opinion too, because folk that can do big things never can manage little ones."

"Oh, yes? Well, just watch this!" retorted the ogre, turning into a mouse.

In a flash, the cat leapt on the mouse and ate it whole. Then he dashed to the castle gate, just in time, for the King's carriage was drawing up.

With a bow, Puss in Boots said, "Sire, welcome to the castle of the Marquis of Carabas!"

The King and Queen, the Princess and the miller's son who, dressed in his princely clothes, really did look like a marquis, got out of the carriage and the King spoke: "My dear Marquis, you're a fine, handsome, young man, you have a great deal of land and a magnificent castle. Tell me, are you married?"

"No," the young man answered, "but I would like to find a wife."

He looked at the Princess as he spoke. She in turn smiled at him. To cut a long story short, the miller's son, now Marquis of Carabas, married the Princess and lived happily with her in the castle. And from time to time, the cat would wink and whisper, "You see, Master, I am worth a lot more than any mangy donkey or half-ruined mill, aren't I?"

That's the Story of Puss 'N Boots!

Words we use in ELD!

Hi everyone,

Happy Thursday!  Many teachers ask what the definition is of many of the words we use in English Language Development (ELD).  Here are the definitions of a few I would like to share with you today.  What are some of the words you get asked about or words you want defined?

Happy Teaching,

Academic Language:  Formal language that is usually found in assessments and text books.  It is the part of language associated with literacy and uses precise and specific vocabulary and technical terms.

Academic Words:  Words specific to a particular content or concept.They are the words a student must understand in order to access the curriculum of a certain academic content area.

BICS:  Basic Interpersonal Communication Skills

CALP: Cognitive Academic Language Proficiency

Cognates: Words in different languages related to each other by the same root.

Descriptors:  Broad categories of behaviors that students can demonstrate when they have met a standard.

False Cognates:  Words from different languages that sound alike and are similar in form but are unrelated in meaning.

Fluency:  The ease of comprehension in listening and reading and production speaking and writing.

Forms: Building blocks of language

Functions:  the reason to communicate

A mother's love...

Happy New Year everyone,
I recently viewed this video on a friends facebook page and wanted to share it with you all.  It brought me to tears.  Although it is directed at middle school kids, I thought it was poigent reminder of the passage of time.

 



Happy New Year and
Happy Teaching!