Here are a list of apps and website that are kid friendly, educational, and FUN!!

Apps:

French

• http://frenchappsforkids.blogspot.com/
  • This is a Canadian French teacher’s recommendation for great French apps for iPhone/ipads.

Spanish

• Desert Spanish for Kids
  • This iPhone app is the branded as the “Rosetta Stone” for the pre-k set, and is loaded with hundreds of Spanish words with fun pictures, games and quizzes.
  • Hello-Hello Spanish for iPad
    • This free iPad app targets Spanish vocabulary for older kids, with the option of purchasing a complete Spanish language course.
  • Free Spanish Tutor
    • Features digital flash cards, puzzles and quizzes to help reinforce Spanish language learning.
  • Spanish Kids – Speak and Learn Pro
    • Great for middle-school-aged kids and AP Spanish test takers alike; this app pairs the voices of native Spanish speakers with high-quality graphics to boost vocabulary skills.
  • Front Row espanol
    • Learn vocabulary while playing games! Upgrades are available for more inn-depth study.
  • Learn Spanish
    • Practice number, colors, shapes, animals, and food!
  • MindSnacks Spanish
    • Leveled Spanish that covers many topics while having fun!

Websites:

All languages

• http://www.childrenslibrary.org/icdl/SimpleSearchCategory?ilang=English
  • digital story books
• http://www.hello-world.com/songs.php
  • listen to music

French

• http://www.hello-world.com/French/index.php
  • This website offers games to stimulate vocabulary learning and fun ways to practice French!
• http://www.digitaldialects.com/French.htm
  • This website will give you access to vocabulary and grammar games.
• http://www.bbc.co.uk/schools/primarylanguages/french/
  • This BBC website offers videos, games, and other language building activities.
• http://www.tresbienfrench.com/
• http://www.mamalisa.com/

Spanish

• http://www.digitaldialects.com/Spanish.htm This website will give you access to vocabulary and grammar games.
• http://www.hello-world.com/Spanish/index.php This website offers games to stimulate vocabulary learning and fun ways to practice Spanish!
• http://www.bbc.co.uk/schools/primarylanguages/spanish/ BBC website offers videos, games, and other language building activities.
• http://www.queondaspanish.com/
• http://www.mamalisa.com/

History points to the fact that on May 5, 1862, the Mexican Army’s 4,500 men defeated the 8,000-strong French force at the Battle of Puebla.

The much-needed victory helped boost the morale of the Mexican Army and allowed them to fend off the French for another year. Nonetheless, the French finally took Mexico City and instated Emperor Maximilian I. He lasted as ruler for only three years until the Mexicans took back their country.

So should we observe a date that is not widely celebrated in Mexico except in the town of Puebla? Scholars think that Louis-Napoléon Bonaparte had his sights set on intervening in the American Civil War and invading our country.

He intended to take over Mexico and provide a base for the Confederate soldiers, as well as furnish troops to help the South win. If the French had defeated the Mexicans on May 5, 1862, U.S. history might have been changed forever.

It is interesting to note that after our Civil War, we helped Mexico fight the French to regain control. So the French again were defeated and, to this day, we enjoy close ties with Mexico.

Some people think the Cinco de Mayo celebration is Mexico’s Independence Day. Actually, their independence came 40 years earlier and is celebrated Sept. 16.

So, go ahead and celebrate CINCO DE MAYO with a delicious plate of tamales, frijoles y arroz….¡Qué rico!

Posted by Carrie Peralta

Last week the second and fourth graders presented their country reports that they have been working on for the past month. Each student got to choose a country that speaks the language that they are studying and then learn all about it!

The second grade students had countries on almost every continent! They researched foods, sports, famous landmarks, animals, and so much more. The students and I then hosted a “Tour of the World.” We invited parents, teachers, and staff to come in and ask the students questions about each country. The students were also given the choice to dress in a traditional outfit from the country he/she studied.

The fourth grade students also did an in class project researching all about their country. I was so impressed by how much information the students learned! The fourth graders also did an at home project of their own design. The projects ranged from websites and power points to mobiles and posters. Many of the students chose to focus on the food from their country and they made a sample to share during their presentations. We had quite the spread of delicious food from around the world!

Here are lots pictures of the tours:

Once students achieve their 20-hour goal on Rosetta Stone, they continue the year with student-choice homework.  Some students make meals from a different culture, other students watch a movie in their language, and this student built a model ship from Korea.  His explanation of this project is recorded below.

This boat is one of the most famous ships in Korean history. This boat is known as The Korean turtle ship, though commonly referred as Geobukseon in Korea. This was built by Yi-sun-sin. It had a very prominent part on this boat, which was the dragon head on top of it. It sometimes had a cannon in it and would launch fire, cannon balls, sulfuric gas, or spears. Each side had 40 oars and 12 cannons. There were cannons in the front and back also. Its top had metal plates that made it hard for arrows musket bullets and other things to get in. Also it had nails, knives and spikes sticking out of the top that prevented people from jumping on and attacking. It was built on March 12, 1592 and launched on March 27, 1592. It was about 100 to 120 feet lengthwise. It had 80 oarsmen for propulsion, and carried 50 or more soldiers.

~ David, Fifth Grade World Languages student

One month ago I was leading a fairly typical warm-up in World Languages.  Students sent me screen shots of challenging pictures from Rosetta Stone, and as a class, we worked through the process of deriving meaning.  We used the promethean board to project the image in a flipchart where students could circle and draw and label all over the Rosetta Stone picture.  It worked!  It helped!  Students were problem-solving and leaning collaboratively.  We integrated problem-solving skills and technology (promethean board and flip charts).  Check!

Two weeks ago Mrs. Harris introduced me to a new technology, ShowMe.  On this app students can upload pictures onto an iPad and record themselves writing on the screen.  So we moved from a full class working on a promethean board to partners creating screenshot movies on ShowMe (here’s our google doc).  Same skill, new technology. Check!

In the middle of my lesson today Mrs. Harris walked in.  As my students worked on ShowMe, I was introduced to Doodle Cast Pro, a new app.  Whereas ShowMe can only capture one page, Doodle Cast Pro has the option to flip pages and essentially capture a book with drawing and pictures and kids voices.  Same skill, new technology. Wait!!

What’s going on here?  Am I reinventing the wheel or finding the next iteration of a classroom activity? I value options.  I value innovation.  I value introducing better ways to develop a skill that is personalized and project based.  Yet, as I give students more freedom to create, there seems to be endless means to do the same thing (some means are certainly better than others).

How do I stay current?  In this example my technology was outdated (or at least I discovered something stronger) in two weeks!  As a teacher, I have to consider how I spend my time with students.  This rotation I spent at least half of every class introducing, practicing, then creating with ShowMe.  Was this time lost?  Absolutely not!  Can I afford to do this with each technology that presents itself?  Absolutely not!  So what’s the remedy?  How do we balance innovation and options and personalized learning with the reality of time constraints and learned that should happen though the use of technology.

This post is in no way conclusive.  It’s an open-ended reflection, and I welcome feedback and discussion.

 Julia Kuipers (Fifth and Sixth Grade)

Since I was born a Presbyterian and confirmed at Trinity Church, my family and I celebrate Easter every year together at home. Normally my father and mother prepare a nice southern breakfast for the kids, like eggs, cheese-grits, bacon and biscuits, which proves an excellent start for any holiday. But without a doubt, the best part about Easter is that my father plays, Jesus Christ, Superstar, on his reel to reel from start to finish, and has since I can remember. Additionally and interestingly enough, my relatives on my father’s side are Jews, so each year we have the pleasure and opportunity to take part in the Seder dinner which marks the start of Passover. My whole family and all my relatives eat matzo ball soup, and my Jewish family says prayers and tells stories about the exodus of the Jewish slaves to Israel. Personally, I see the diverse cultural background of my extended family as a point of pride, and rejoice in the plethora of different traditions, understandings, and most importantly, food!

You may ask me why I’ve shared a little bit about my own cultural background and what kind of traditions my extended family keep around the spring holiday season, and what it has to do with World Languages. I believe there is a simple and concise answer. For someone to truly understand and accept another culture’s traditions and beliefs, we must first embrace and truly understand our own traditions and our own beliefs. Without this understanding and acceptance, how can someone truly empathize with an idea as strange as that of foreign culture?

Brad Williams; World Languages Assistant

That reply certainly gave me pause.  I asked myself, “Do students realize they can use the skills they are learning in real life situations?”  Traveling to Mexico provides a perfect occasion to practice one’s new skills, however, not everyone has that opportunity presented to them.

Of course, complete immersion through traveling to a foreign land is the best way to learn a language and its culture.  However, there are many other ways for students to practice their foreign language skills outside the classroom without having to go to another country.  Here are a few ways one can bring more language and culture to their learning:

• Rent a movie, and turn ordinary viewing into an active language-learning exercise by (a) stopping the tape and comparing what you hear to what the subtitles say, (b) keeping a diary of any new expressions or words you learn, (c) recording any interesting or unusual translations you hear, and (d) taking notes of any gestures or other body language you see.
• Listen to foreign music groups. Read the words of their songs. Repeat. Sing along. Write five sentences using some of the new words you hear.
• Talk to yourself or repeat aloud dialogues you have learned in class, and then tape record your voice. Listen to what you have recorded.
• Order food in the foreign language at a restaurant.
• Write to other students in foreign countries by contacting the International Youth Service, an pen-friend program which has served as a link between students from around the world.
• Learn at least one new word a day. Write these words in a small notebook and carry it with you.

Obviously, the more language activities students are engaged in beyond the classroom, the more confident they will become in communicating. And, the more possibilities students see, the more they will feel that their language is truly a living language that can be acquired and used without having to go abroad to study it.

Posted by: Carrie Peralta 

Here’s what they had to say:

“Well, I really got into the work and I had some time, and I was really interested and I felt like you and some of my other classmates would like to know more about the history of the flag and that it is the newest flag ever. I also thought that it would be cool to see what happened when instead of four sentences like you asked; I turned in a two-page essay… I feel like when I turn in work that is ‘just OK’ I am disappointed with myself, I like to know FOR SURE that I am going to do well instead of spending all of my time regretting the work I turned in and when I do turn in ‘just OK’ work I feel like I didn’t try my hardest. I like to put ‘all or nothing’ into being creative and having good, accurate work.”
[I assigned students to write one paragraph and draw a picture of a flag.  This student turned in a well researched and typed essay with multiple images embedded... and it was on weighted paper]

“I try to do a lot sometimes because I want to finish Rosetta Stone by the time I leave Trinity.”

“I just want to challenge myself in my goal to become a fluent Spanish speaker.  I am always motivated to pass everything; I want to do a lot. I’m always very curious to find out what I will learn next, what I will do next, and what I will get to speak or write or hear or read next. My mom, who also motivates me from time to time, also sometimes helps me. I think though it’s that I really like to learn a new language, and I think it’s exciting to talk like someone else from somewhere else. It’s always very fun to see those pictures and learn new words in Spanish and challenge myself.”

  “Knowing that I will be ahead motivates me.  Sometimes I feel lazy with school work, but knowing that I will get something in return makes me just want to do more. When I finish work, I am happy especially if it is something I’ve been working at for a long time. Knowing that I will get something in return motivates me. Even if I know it’s just going to be a small, colorful piece of paper that’s going on a bulletin board. I like exploring stuff especially languages. I think it would be super cool to know a lot of Spanish.”

“Really I like to get to a different level or unit and am determined to get to another one.”

From these excerpts, I hear children who have a desire to learn.  I hear children who set their own goals and are willing to go beyond expectation to meet them.  I hear the pride that comes with a job well done.  It occurs to me that motivation is somewhat cyclical.  As their teacher, the students’ motivation inspires me to be better, and I look for ways to engage them in a deeper way.  It’s up to educators to plan lessons in a way that breeds attention, relevance, confidence, and satisfaction.  It’s up to the students to do what they do best– let their intrigue run wild.

Julia Kuipers (Fifth and Sixth Grade)

Japan

In Japan, Valentine’s Day is all about the women giving gifts to the men in their lives. These gifts, usually chocolate, can range from a small store-bought sample to larger, sometimes homemade, confectionery masterpieces. The former is often given to the men she might know from her family or in the workplace. The latter given to her sweetheart, or perhaps someone she is expressing her feelings to for the first time. However men aren’t completely off the hook. In fact it is considered poor form if he does not reciprocate the gifts. One month later, on March 14, comes White Day, bringing with it the opportunity for men to give a gift back to all the women he received a gift from the month before.

Denmark

Many couples here will exchange “lover’s cards” on Feb. 14, but the card most unique to this area is the “gaekkebrev”. The man sending this special card will write a rhyme for the lady to whom he’s sending it, but he will only sign off with a dot for each letter of his name. The trick is then for the lady receiving the card to guess the name of the sender. If she manages to do this, her prize will be an Easter egg on Easter. If she does not manage to do this, she owes the sender an Easter egg instead.

Slovenia

The annual day of love celebrated in Slovenia actually falls on March 12, Saint Gregory’s Day. But Valentine’s Day is still celebrated in its own way. Traditions there state that plants begin to grow on the middle day of February and that this is also the day that birds of the field propose to and marry their loved ones. Valentine’s Day is typically the first day back to work in the fields for workers in agriculture.

Brazil

Brazil actually doesn’t celebrate Valentine’s Day at all because it falls much too close to the wild celebrations of Carnival. Instead “Dia dos Namorados”, meaning Lovers’ Day or Boyfriends’ / Girlfriends’ Day, is celebrated on June 12. This date is on the eve of St. Anthony’s Day, the patron saint of loving companions and good marriages. This special day brings with it the standard exchange of flowers, love letters and chocolate seen in much of the world on Valentine’s Day.

China

China celebrates two Valentine’s Days, the first being the commercially recognized one on Feb. 14. The second day of love falls on the seventh day of the seventh month of the Chinese lunar calendar. This day – known as “Qi Xi”, “Magpie Festival”, or “The Night of Sevens” – comes from a Chinese legend in which a young cowherd and a weaver girl, daughter of the Goddess, met on earth and were married. When the Goddess discovered this she ordered her daughter back to heaven. The cowherd followed her there and in anger the Goddess cut a river into the sky (the Milky Way), thus separating the two. But once a year, all the magpies of the world flew up to the Milky Way to bridge the river and allow the two lovers to meet. There are variations of this story, but the outcome is always the same. In modern China, many of the old traditions of this festival have faded out, being replaced by the traditional Valentine’s Day fare.

No matter how you choose to celebrate Valentine’s Day, just be sure to remember the loved ones in your life!

Posted by: Carrie Peralta