• 1000 images1000 Images on The Top of my Tongue Words: "This trilingual directory provides more than 3,000 idiomatic phrases classified according to theme. Each one is inserted into a short text that illustrates its meaning and contains a digital audio file. Listening to the file allows us to fully understand all the various shades in the pronunciation. The site also includes exercises and games as well as brief, humorous animations, which contribute to the discovery of the fascinating world of colorful expressions." This resource is available in French,Spanish, and English. 

  • AlbaLearningAlba Learning es un sitio donde puedes encontrar una gran variedad de audiolibros gratis. Presiona aqui para ver una lista completa de todos los libros disponibles.

  • audacity

    Audacity is a great free audio recorder and editor. It is available in multiple languages and for various computer platforms. Audacity lets you record in multiple channels (stereo), import, export, mix, edit, and convert all of your audio files. Audacity is already installed on all CCSD teacher computers, click hereif you want to dowload it for your home computer.

  • BlabberizeBlabberize lets you animate and add your voice to any picture using the microphone from your computer, a telephone, or your prerecorded message. 

    In the Classroom: Have your students select a picture of a character and answers to questions, speeches, summaries, opinions, etc; using their voice to speak for their character.

  • cacooCacoo is an online diagraming tool that allows you to create site maps, wire frames, UML and network charts for free. It allows full team collaboration when creating diagrams and does not require installations of any kind. Use Google Docs? Cacoo is available to use with Google Docs as well.

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NL 

       

    NOVICE LOW:

    I can present information about myself and some other very familiar topics using single words or memorized phrases.

    I can recite words and phrases that I have learned.

    ·  I can count from 1-10.

    ·  I can say the date and the day of the week.

    ·  I can list the months and seasons

     

    I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.

    ·  I can name famous landmarks and people.

    ·  I can name countries on a map.

    ·  I can list items I see every day.

     

    I can introduce myself to a group.

    ·  I can state my name, age, and where I live.

    ·  I can give my phone number, home address, and email address.

     

    I can recite short memorized phrases, parts of poems, and rhymes.

    ·  I can sing a short song.

    ·  I can recite a nursery rhyme.

    ·  I can recite a simple poem

     

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NM 

       

    NOVICE MID:

    I can present information about myself and some other very familiar topics using a variety of words, phrases, and memorized expressions.

    I can present information about myself and others using words and phrases.

    ·  I can say what I look like.

    ·  I can say what I am like.

    ·  I can say what someone looks like.

    ·  I can say what someone is like.

    I can express my likes and dislikes using words, phrases, and memorized expressions.

    ·  I can say which sports I like and don’t like.

    ·  I can list my favorite free-time activities and those I don’t like.

    ·  I can state my favorite foods and drinks and those I don’t like.

    I can present information about familiar items in my immediate environment.

    ·  I can talk about my house.

    ·  I can talk about my school or where I work.

    ·  I can talk about my room or office and what I have in it.

    ·  I can present basic information about my community, town/city, state, or country.

    I can talk about my daily activities using words, phrases, and memorized expressions.

    ·  I can list my classes and tell what time they start and end.

    ·  I can name activities and their times in my daily schedule.

    ·  I can talk about what I do on the weekends.

    I can present simple information about something I learned using words, phrases, and memorized expressions.

    ·  I can talk about holiday celebrations based on pictures or photos.

    ·  I can name the main cities on a map.

    ·  I can talk about animals, colors, foods, historical figures, or sports based on pictures or photos.

     

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking NH 100px  CCSD WL Speaking WL Proficiency NH 

       

    NOVICE HIGH:

    I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

    I can present information about my life using phrases and simple sentences.

    · I can describe my family and friends.

    · I can describe my school.

    · I can describe where I work and what I do

    I can tell about a familiar experience or event using phrases and simple sentences.

    · I can tell what I do in class or at work.

    · I can tell about what I do during the weekend.

    · I can tell about what happens after school or work.

    I can present basic information about a familiar person, place, or thing using phrases and simple sentences.

    · I can describe a useful website.

    · I can talk about my favorite musical group, actor, or author.

    · I can describe a landmark, vacation location, or a place I visit.

    · I can talk about a famous person from history.

    I can present information about others using phrases and simple sentences.

    · I can talk about others’ likes and dislikes.

    · I can talk about others’ free-time activities.

    · I can give basic biographical information about others.

    I can give basic instructions on how to make or do something using phrases and simple sentences.

    · I can tell how to prepare something simple to eat.

    · I can describe a simple routine, like getting lunch in the cafeteria.

    · I can give simple directions to a nearby location or to an online resource.

    I can present basic information about things I have learned using phrases and simple sentences.

    · I can describe a simple process like a science experiment.

    · I can present a topic from a lesson based on pictures or photos.

    · I can present information about something I learned in a class or at work

    · I can present information about something I learned in the community.

     

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IL 

       

    INTERMEDIATE LOW:

    I can present information on most familiar topics using a series of simple sentences.

    I can talk about people, activities, events, and experiences.

    ·  I can describe the physical appearance of a friend or family member.

    ·  I can describe another person’s personality.

    ·  I can describe a school or workplace.

    ·  I can describe a famous place.

    ·  I can describe a place I have visited or want to visit.

    ·  I can present my ideas about something I have learned.

     

    I can express my needs and wants.

    ·  I can describe what I need for school or work.

    ·  I can talk about what I want or need to do each day.

     

    I can present information on plans, instructions, and directions.

    ·  I can explain the rules of a game.

    ·  I can give multi-step instructions for preparing a recipe.

    ·  I can describe what my plans are for the weekend.

    ·  I can describe what my summer plans are.

    ·  I can describe holiday or vacation plans.

    ·  I can describe what is needed for a holiday or a celebration.

    ·  I can describe what I plan to do next in my life.

    I can present songs, short skits, or dramatic readings.

    ·  I can retell a children’s story.

    ·  I can present a proverb, poem, or nursery rhyme.

    ·  I can participate in a performance of a skit or a scene from a play.

     

    I can express my preferences on topics of interest.

    ·  I can give a presentation about a movie or television show that I like.

    ·  I can give a presentation about a famous athlete, celebrity, or historical figure.

    ·  I can express my thoughts about a current event I have

    ·  learned about or researched

     

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IM 

       

    INTERMEDIATE MID:

     I can make presentations on a wide variety of familiar topics using connected sentences.

     

    I can make a presentation about my personal and social experiences.

    ·  I can describe a childhood or past experience.

    ·  I can report on a social event that I attended.

    ·  I can make a presentation on something new I learned.

    ·  I can make a presentation about my plans for the future.

    I can make a presentation on smething I have learned or researched.

    ·  I can give a short presentation on a current event.

    ·  I can present about a topic from an academic subject, such as science, math, art, etc.

    ·  I can describe how to plan and carry out an event, such as a party or family reunion.

    ·  I can give a short presentation on a famous person, landmark, or cultural event.

    I can make a presentation about common interests and issues and state my viewpoint.

    ·  I can give a presentation about a favorite movie or song and tell why I like it.

    ·  I can give a presentation about a famous person or historical figure and tell why he/she is important.

    ·  I can share my reactions about a current event and explain why the event is in the news.

     

     

  • Click on the images below to learn more about language expectations and download the domain or level specific Student Self-Assessment Checklists documents.

     Performace
    Description
     Domain  Level
     CCSD WL Speaking IH 100px  CCSD WL Speaking WL Proficiency IH 

       

    INTERMEDIATE HIGH:

    I can make presentations in a generally organized way on school, work, and community topics, and on topics I have researched. I can make presentations on some events and experiences in various time frames.

     

    I can present information on academic and work topics.

    ·  I can present ideas about something I have learned, such as a historical event, a famous person, or a current environmental issue.

    ·  I can explain a series of steps needed to complete a task or experiment.

    ·  I can explain to someone who was absent what took place in class or on the job.

    ·  I can present my qualifications and goals for an academic program, training, or job.

     I can make a presentation on events, activities, and topics of particular interest.

    ·  I can present on something I learned from the media.

    ·  I can make a presentation about an interesting person.

    ·  I can summarize a personal, historical, or cultural event.

    ·  I can give a presentation about my interests, hobbies, lifestyle, or preferred activities.

    ·  I can make a presentation about the history or current status, of a school, organization, or company.

    ·  I can make a presentation about future plans.

     I can present my point of view and provide reasons to support it.

    ·  I can make a presentation on rules or policies such as cell phone use, dress code, or requirements for     driving and explain my viewpoint.

    ·  I can share and justify my opinion on common issues such as allowances for children, curfews for  teenagers, budget-related topics, etc.

    ·  I can explain my point of view on current event topics such as recycling, nutrition.

    ·  I can explain my point of view on current event topics such as recycling, nutrition and exercise, the food supply, conserving energy resources, extreme weather events, etc

     

     

  • OneNoteThis webinar presented by David S. Squires and sponsored by ISTEand Microsoft shows teachers how to build a collaborative classroom using Microsoft OneNote. 

    For more information on how to use OneNote go to the OneNote for Teachers website

     

     

     

  • draw io logo

    Draw.iois a web based diagramming application that allows users to create diagrams and export them to Google Drive ,OneDrive and Dropbox in multiple formats.

  • ICDL

    The International Children's Digital Library is an online library that offers books for children of various ages in different languages completely free. It contains hundreds of books from all over the world representing multiple cultures and languages.

  • LibrivoxLibriVox volunteers record chapters of books in the public domain and release the audio files back onto the net. Their goal is to make all public domain books available as free audio books.

    Explore their library and find thousands of audio books in multiple genres and languages.

  • linoLinois a free sticky and canvas service that allows users to share ideas, photos, and collaborate in online discussions. You can upload pictures, videos, or notes from your computer or mobile device to your color coded stickies. 

    apple iconx32android iconx32

  • Loyal BooksLoyal Books offers books in audio and electronic format from the public domain available to download in MP3, iPod, or iTunes format; and in electronic format available for iBook, Nook, Sony Reader, Kindle, Plucker, and text file. See below for available languages:

    Ancient Greek - Bulgarian - Chinese - Church Slavonic - Danish - Dutch - English - EsperantoFinnish - French - German - Greek - Hebrew - Hungarian - Italian - Japanese -Javanese - Latin - Latvian - Multilingual - Old English - Polish - Portuguese - Russian - Spanish - Swedish Tagalog - Tamil - Urdu

  • Photo StoryPhoto Story from Microsoft lets you create slideshows using your digital photos. With a single click, you can touch-up, crop, or rotate pictures. Add stunning special effects, soundtracks, and your own voice narration to your photo stories. Then, personalize them with titles and captions. Small file sizes make it easy to send your photo stories in an e-mail. Watch them on your TV, a computer, or Mobile device.

  • Online Newspapers

    On this Online Newspaper Directory for the World you will find thousands of Newspapers Listed by Country & Region from: 

    North America & The Caribbean, Africa, South & Central America, Asia & The Middle East, Europe, Australasia & Oceania

     

  • Speakers at the Advanced level engage in conversation in a clearly participatory manner in order to communicate information on autobiographical topics, as well as topics of community, national, or international interest. The topics are handled concretely by means of narration and description in the major times frames of past, present, and future. These speakers can also deal with a social situation with an unexpected complication. The language of Advanced-level speakers is abundant, the oral paragraph being the measure of Advanced-level length and discourse. Advanced-level speakers have sufficient control of basic structures and generic vocabulary to be understood by native speakers of the language, including those unaccustomed to non-native speech.

    Advanced High

    Speakers at the Advanced High sublevel perform all Advanced-level tasks with linguistic ease, confidence, and competence. They are consistently able to explain in detail and narrate fully and accurately in all time frames. In addition, Advanced High speakers handle the tasks pertaining to the Superior level but cannot sustain performance at that level across a variety of topics. They may provide a structured argument to support their opinions, and they may construct hypotheses, but patterns of error appear. They can discuss some topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of topics concretely.

    Advanced High speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However, when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

    Advanced Mid

    Speakers at the Advanced Mid sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance.

    Advanced Mid speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future by providing a full account, with good control of aspect. Narration and description tend to be combined and interwoven to relate relevant and supporting facts in connected, paragraph-length discourse.

    Advanced Mid speakers can handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar. Communicative strategies such as circumlocution or rephrasing are often employed for this purpose. The speech of Advanced Mid speakers performing Advanced-level tasks is marked by substantial flow. Their vocabulary is fairly extensive although primarily generic in nature, except in the case of a particular area of specialization or interest. Their discourse may still reflect the oral paragraph structure of their own language rather than that of the target language.

    Advanced Mid speakers contribute to conversations on a variety of familiar topics, dealt with concretely, with much accuracy, clarity and precision, and they convey their intended message without misrepresentation or confusion. They are readily understood by native speakers unaccustomed to dealing with non-natives. When called on to perform functions or handle topics associated with the Superior level, the quality and/or quantity of their speech will generally decline.

    Advanced Low

    Speakers at the Advanced Low sublevel are able to handle a variety of communicative tasks. They are able to participate in most informal and some formal conversations on topics related to school, home, and leisure activities. They can also speak about some topics related to employment, current events, and matters of public and community interest.

    Advanced Low speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future in paragraph-length discourse with some control of aspect. In these narrations and descriptions, Advanced Low speakers combine and link sentences into connected discourse of paragraph length, although these narrations and descriptions tend to be handled separately rather than interwoven. They can handle appropriately the essential linguistic challenges presented by a complication or an unexpected turn of events.

    Responses produced by Advanced Low speakers are typically not longer than a single paragraph. The speaker’s dominant language may be evident in the use of false cognates, literal translations, or the oral paragraph structure of that language. At times their discourse may be minimal for the level, marked by an irregular flow, and containing noticeable self-correction. More generally, the performance of Advanced Low speakers tends to be uneven.

    Advanced Low speech is typically marked by a certain grammatical roughness (e.g., inconsistent control of verb endings), but the overall performance of the Advanced-level tasks is sustained, albeit minimally. The vocabulary of Advanced Low speakers often lacks specificity. Nevertheless, Advanced Low speakers are able to use communicative strategies such as rephrasing and circumlocution.

    Advanced Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion. Their speech can be understood by native speakers unaccustomed to dealing with non-natives, even though this may require some repetition or restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly.

    For additional information go to 

    ACTFL PROFICIENCY GUIDELINES 2012

  • Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediate level speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time. Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the language.

    Intermediate High

    Intermediate High speakers are able to converse with ease and confidence when dealing with the routine tasks and social situations of the Intermediate level. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information related to their work, school, recreation, particular interests, and areas of competence.

    Intermediate High speakers can handle a substantial number of tasks associated with the Advanced level, but they are unable to sustain performance of all of these tasks all of the time. Intermediate High speakers can narrate and describe in all major time frames using connected discourse of paragraph length, but not all the time. Typically, when Intermediate High speakers attempt to perform Advanced-level tasks, their speech exhibits one or more features of breakdown, such as the failure to carry out fully the narration or description in the appropriate major time frame, an inability to maintain paragraph-length discourse, or a reduction in breadth and appropriateness of vocabulary.

    Intermediate High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although interference from another language may be evident (e.g., use of code-switching, false cognates, literal translations), and a pattern of gaps in communication may occur.

    Intermediate Mid

    Speakers at the Intermediate Mid sublevel are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture. These include personal information related to self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel, and lodging.

    Intermediate Mid speakers tend to function reactively, for example, by responding to direct questions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices, and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulating time and aspect, and using communicative strategies, such as circumlocution.

    Intermediate Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to produce responses typically consisting of sentences and strings of sentences. Their speech may contain pauses, reformulations, and self-corrections as they search for adequate vocabulary and appropriate language forms to express themselves. In spite of the limitations in their vocabulary and/or pronunciation and/or grammar and/or syntax, Intermediate Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.

    Overall, Intermediate Mid speakers are at ease when performing Intermediate-level tasks and do so with significant quantity and quality of Intermediate-level language.

    Intermediate Low

    Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. At the Intermediate Low sublevel, speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. Intermediate Low speakers manage to sustain the functions of the Intermediate level, although just barely.

    Intermediate Low speakers express personal meaning by combining and recombining what they know and what they hear from their interlocutors into short statements and discrete sentences. Their responses are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary, and syntax are strongly influenced by their first language. In spite of frequent misunderstandings that may require repetition or rephrasing, Intermediate Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.

    For additional information go to 

    ACTFL PROFICIENCY GUIDELINES 2012

  • Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.

    Novice High

    Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions.

    Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and sometimes incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate. Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice High speakers can generally be understood by sympathetic interlocutors used to nonnatives. When called on to handle a variety of topics and perform functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse.

    Novice Mid

    Speakers at the Novice Mid sublevel communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be understood with difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics and perform functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

    Novice Low

    Speakers at the Novice Low sublevel have no real functional ability and, because of their pronunciation, may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange.

    For additional information go to 

    ACTFL PROFICIENCY GUIDELINES 2012

  • Story Builder logo

    Story builder is a set of picture cards that are great to promote language use. It is language independent and it works with various levels of language proficiency. Story Builder deck

  • United4LiteracyUnite for Literacy is an online free picture book library. This online library is an excellent resource for emergent readers. Each title is also an audio book, not only that but you can hear the narration of any book in the library in more than 15 different languages.

  • vocaroo

    Vocaroo is a free Voice Recording Service that allows you to record online using your computer's microphone, no additional software is needed. Once finished recording you can send the audio recording by email, embed the audio on your website/blog, or download the audio recording.