p. sharkey: using technology to create chinese-learning communities (x5)
DESCRIPTION
Two regional education centers will share technology-mediated models used to provide equal access to Chinese programs. Southern Oregon ESD will share an interactive video conferencing model and will outline steps to starting a similar program. Video examples from K–5 classes and Chinese culture experiences used to enhance instruction will be featured. WSWHE BOCES will share a hybridmodel used to support a K–12 extracurricular program — including curriculum and asynchronousactivities — that offers a similar level of instruction to traditional programs. The curriculum model and asynchronous activities will be introduced. Participants will be encouraged to increase access toChinese language programs by using powerful technology tools.TRANSCRIPT
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Increasing Language Diversity, Language Proficiency, and Cultural Awareness
Project Director: Peggy Sharkey
Instructional Technology Specialist: Huei-Cheng Lin 林惠正
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Support• Foreign Language Assistance Program
• StarTalk
• Hanban-Asia Society Confucius Classroom Network
• Component School Districts
• Families
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Project ChineseExtracurricular Program for Students in Grades K-12
Open to Grades K-12
Route Proficiency Highway Route Fundamental Pathway
Open to Grades K-6
Choose Your Route:
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Route Proficiency Highway
After-School (6 weeks X 1.5 hours)
Online--Blackboard (12 weeks X 2 hours/week)
Online--Skype (8 weeks X .25 hours)
Summer(2 weeks
X 5 days
X 5 hours)
Online--Blackboard (12 weeks X 2 hours/week)
Online--Skype (8 weeks X .25 hours)
Fall
Semester
Spring
Semester
After-School (6 weeks X 1.5 hours)
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Fall Semester
Family
Animals
Zodiac
Likes/Dislikes
Numbers
Dates
Time
Clothing
Parts of the
Body
Polite
Phrases
Classroom
Talk
Tones, Pinyin, Characters (Intro)
Greetings
Statements, Questions, Negation,
Possession, Pronouns
Getting to Know Each Other
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Spring Semester
Descriptions
Languages
Personal
Information
Schedules
Food/Drinks
Location
Around the
House
Places
Greetings
Activities
Celebrations Travel
Tones, Pinyin, Characters (Intro)
Statements, Questions, Negation,
Possession, Pronouns, Adjectives
A Birthday Celebration
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INTERPRETIVE: Listening
I can understand some commonly used words and expressions, such as please and thank you.
I can understand basic information such as days of the week, months of the year, numbers, times and dates.
I can understand names of objects in my immediate environment such as words for objects found in classrooms and homes
I can follow a simple command, especially when people use gestures.
I can understand the difference between a question and a statement.
I can follow a one-step direction, especially when people use gestures.
INTERPERSONAL: Person-to-Person Communication
I can greet people in a polite way using single words and memorized phrases.
I can introduce myself to someone.
I can answer simple questions using one or two words (yes/no questions; either/or choices).
I can respond to questions about my preferences using one or more words or memorized phrases.
I can express my reaction to a statement (positive, negative, sympathetic, agreement, neutrality) using one or more words
(Great! That’s horrible. That’s too bad. OK. So-So.)
PRESENTATIONAL: Spoken Production
I can imitate the sounds and words that I hear.
I can point to and say the names of familiar people, places, and objects in pictures using single words and memorized phrases
I can introduce myself.
I can say short memorized phrases, parts of poems, rhymes, songs, and chains of words.
I can use an appropriate introduction to begin a presentation.
Novice Low
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Novice Low
INTERPRETIVE: Reading
I can connect words written in pinyin to sounds.
I can connect some words written in pinyin to meaning.
I can connect some characters to their sound and meaning.
I can connect some words and phrases written in pinyin to meaning.
I can connect characters to meaning. For example, I can distinguish a menu from a birthday party invitation.
I can follow pinyin along on the page when something familiar is read aloud.
I can recognize characters with help from visuals (family members on family tree, actions given movement, months and
holidays on calendar, objects in labeled classroom)
I can identify some symbols that help me understand the meaning of characters.
PRESENTATIONAL: Written Production
I can write some numbers.
I can label some familiar things.
I can write the time of day.
I can write some dates.
I can copy some characters that I see on the wall, in a book, on the board, or on the computer.
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Route Fundamental Pathway
Summer Sessions2 sessions X 2 weeks X 5 days X 5 hours
After-School Sessions2 sessions X 6 weeks X 1.5 hours
Cycle of 12 Introductory Units
McDull
Monkey
King
Happy
Sheep
Nezha and the
Dragon King
Kung Fu
Bunny
White
Serpent
Tiger
Grandma
Lost
Horse
Mouse
Bride
Go Calf
Rooster’s
Antlers
Dao Dao
Dog
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Introductory Unit Components
• Classroom Tools (Meeting needs and clarifying communication)• Friendship Links (Sharing information about self and others)• Story Line (Digitally enhanced story with listening/reading/retelling practice)• Culture Connections (Highlighting traditional and modern children’s culture)• Language Play (Supporting games, songs, movement, crafts, etc.)
Literacy Skill DevelopmentOral Communication Skill Development
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USING TECHNOLOGY TO TEACH CHINESE INRURAL AREAS
Teachers: Ann Mary Grathwol 郭丽芳,
Sophia Hsia 夏天慧
William Michael O’Shea 谢迈克
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SPEAKING:ASYNCHRONOUS ACTIVITIES
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VoiceThread
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Teacher Modeling: Personal Life…
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Practice…
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SPEAKING:SYNCHRONOUS ACTIVITIES
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Individual Skype
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Screen Sharing
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Group Skype
Picture source: Skype.com
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LITERACY
Picture” http://www.wokeforestelementary.om
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iPod and iPad!
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Book Project: Electronic Leveled Readers
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Literacy: ComicLife
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Write a story…
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http://www.wsd73.wednet.edu
COORDINATING, COLLECTING, COLLABORATING
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Platform for Everyone
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Coordinating
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Collecting
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Collaborating