Solutions for Online Translators Amanda Robustelli-Price

The Big Picture: Writing End goal: Presentational task Rubric Personalization: Technology Translators & dictionaries Scaffold: Writing Class activities Scaffold: Writing Presentational task

Outline Goals (page 1) Reflect on goals (page 1) Big PictureWarm-up / TopicSummary / Model Backwards design Rubrics Write 3 sentences… Personalization with technology Dictionaries and translators Write-pair-share Class activities Scaffolding writing in class Quick write / Discussion Presentational task Scaffolding writing for projectScaffolding writing for project 1 Scaffolding writing for project Scaffolding writing for project 2 Stations activity DiscussionDiscussion / templatetemplate

Backwards Design for Writing Warm-up, page 1 notes How do you plan your units? How does writing fit into your unit plan? Unit planning, packet page 2packet page 2 Unit IPA Task Blog post Rubric – Note the * can be combined into one catagory

Backwards design: Rubric summary Using page 1 (or your notes), write three sentences to summarize your thoughts on the rubric. How would you modify this for classroom use? How does this rubric compare to rubrics you have used for presentational writing tasks? How does this rubric encourage creativity and prevent translation? Part 2: Connect your three sentences using transition words. Model: Write 3 sentences…

Personalization with Technology Warm-up: How do you and your students use translators and dictionaries, both for personal use and in class? Dictionaries, page 3 Personalization after functions Connect to IPA Use in projects after first draft Assignment Translators, page 4

Your task You have five minutes to fill in the chart.

Personalization with technology: Summary Page 1 (Notes) How can you modify or use the translator or dictionary activities in your classroom? In what portion of a unit would you use these activities? How do these activities support the presentational task? How do these activities avoid translation? Model: Write-pair-share

Scaffold writing process in class, page 4 Exit slips Quick writes Descriptions of illustrations Write/think-pair-shares Write five sentences to describe…. Journaling Summary: Quick write (page 4) Which writing processes do you use with your students? Which will you add to your teaching tool box? OR Describe what you and your friends like to do.

Scaffold the writing process: Presentational tasks, page 5 Vocabulary brainstorms List-group-label Gallery walk Graphic organizers Venn diagram Chart Subject pronouns

Scaffold the writing process: Summary You have 20 minutes. Walk around and try out the five activities, imagining you are preparing to do the presentational task as you complete each activity. Take notes on page 1. Model: Stations

Scaffold the writing process: Presentational task, pages 5-8 First-draft process Peer edit / feedback Goal setting Rewrite Grading with rubric Reflection

Scaffold the writing process: Presentational task What process / processes will you use with your own students? How will you edit this process with your students? How will you connect writing tasks to overarching communicative goals? What are ways you will prevent your students from using online translators? Task: Use the packet or template to edit these materials for use with your students.