Welcome to Spanish 2 Spring 2016!

with Sra. Odom

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You are receiving this because you are listed as the student, ELA, or parent/guardian of a student that I am currently teaching in Spanish II this spring. I'm excited for this upcoming semester and the opportunity to work with you/your student to help him/her grow more proficient in the Spanish language, improve his/her cultural competence and global understanding!

**Please read this entire welcome flyer and let me know if you have any questions (see contact info. below).**

If you feel that you have received this message in error, please let me know and I'll remove you from my listserv. I got this email address and your contact information from the NCVPS Registration System. If it's not up-to-date and/or there are additional contacts/information, please let me know that too.

Click here for the Spanish 2 Course in Moodle!

(You must be a student or have the student log-in information to access and the course/s won't be available until Tuesday, 1/19.)

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What can you do to help your student/s succeed?

  • Remind them to read the course announcements DAILY (called the Learning Block Forum). This is their lifeline to the course and contains critical information and instruction.
  • Make sure that you and they are familiar with the Spanish Dept. Guidelines. A link is posted to these in the announcements and they are available under "Start Here!" module/section.
  • **Make sure that they have printed off the "Schedule of Assignments" under "Start Here!" module/section, in the Learning Block, in their Moodle messages and in their email. (It can also be found here.) This document has every assignment on it and when it is due. The students should use this as a check-off list to keep track of what they have done and what they have left to do. It's critical that assignments are completed in the order listed on (or ahead of) time.
  • Make sure that they complete *ALL* assignments, in order, to the best of their ability and on time. Any assignments that are not completed will earn a zero. Assignments will show as "-"/0s until they are completed. Again, this is why the "Schedule of Assignments" is so important. It keeps them on track, completing work, in order, and on (or ahead of) time.
  • Remind them to take their time to read through and learn the material and not to rush. There should always be a focus on quality. Students may redo any assignment that isn't a quiz, test/final project or auto-graded assignment (with one attempt).
  • Remind them to go ahead and mark their calendars to schedule when they will attend additional their "Required Live Classes". Here is the link to the Spanish 2 Course Calendar, where they are listed; this calendar is in the course in the right-hand sidebar and in the RLC section too. While students are required to attend a total of 10 (Getting Started, Unit 1, 2, 3, 4, 5, 6, 7, 8, and Final) during the fall/spring. There are at least ten different options for each RLC. They are more than welcome and encouraged to attend more! These are live classes with me and/or other Spanish 2 teachers to go over the unit's major topics, assignments, present/discuss the material in detail, practice, ask/answer questions etc., just as you would in a regular classroom. They will take notes during the session to upload to the assignment page, as well as answer a few questions for full credit.
  • Encourage them to ask questions, seek help, and communicate with me as much as possible. Communication is critical in an online class. BB IM is the quickest/best way to communicate with me when I'm online and texting is the quickest/best way to communicate with me when I'm not online. I've asked students to set up biweekly BBIM chats with me to discuss their work. They can also send me Moodle messages, text me, email me, Tweet me, or call me. This spring will be super busy, so phone calls will most likely have to be scheduled via my calendar at https://doodle.com/sraodom or set up via email.
  • Remind them that the use of external sources (such as online translators, native speakers, other students, etc.) is forbidden and considered cheating. Everything that the students need should be in the course and he/she should use the material from the course for his/her answers. If he/she wants to know how to say something, he/she should ask me. The only approved reference is www.wordreference.com and this can only be used for a vocabulary word in isolation, not translating word-for-word, verb conjugation or for sentence structure. Please make sure that you and they know all of the details of the academic honesty policy and the consequences of not following them, as stated in the Spanish Dept. Guidelines (link above).
  • Ask them how they are doing and have them show you their grades in the course. Moreover, ask them what they are learning and why they are learning it. If they can't answer these questions in detail, please let me know, as they may need extra help. Grades (and feedback) are always available under "Grades" in the left-hand sidebar. Specific feedback is provided for assignments, so make sure that they check over completed assignments to learn from any mistakes. If your student/s and/or you have questions/concerns on any of the grades/feedback, please let me know.
  • ELAs are responsible for checking and reporting grades to the students/parents on a biweekly basis after NCVPS grade reports have been sent to the schools (on a weekly basis). For a schedule of those reports and the NCVPS academic calendar overall, click here.
  • Feel free to contact me via email (at teryn.odom@ncpublicshools.gov) anytime and by phone/text (at 704.336.9168) before 9 pm. It's easier for me to email, Moodle message and text because I'm interning as a principal this fall, in addition to working online and taking care of my two sons (4 & 2) at home as well (and it gets loud and crazy in my house!). :-) But if you need to talk via phone, I still can... just text me to see if I'm around/available or schedule schedule/set up an appointment on my Doodle page here.
Please have your student/s complete this questionnaire!

This is a Beginning of Course Questionnaire that will help me get to know them and better help them throughout the course! :-)

Grading, Rubrics & Feedback

The course grade is comprised of 3 parts (Quarter 1=37.5%, Quarter 2=37.5%, and the Final Project/Exam=25%). Progress reports are completed and submitted to schools every other week. ELAs are responsible for distributing these to students and parents. Students in NCVPS Spanish courses are graded based on their Spanish-language proficiency. Please see the grading rubrics below for complete details. NCVPS only reports numerical grades, not alphabetical grades due to the variance among different schools/districts. All teacher-graded assignments receive detailed feedback. It's critical for the students to check their grades/feedback daily and inquire with the teacher if they don't understand something or feel that there is an error. Assignments not attempted/completed receive a 0.

Grading Rubrics:

Below, are the grading rubrics that will be used to evaluate your performance/proficiency throughout the course. You should refer to these often, so that you know at what proficiency level you are performing and what you need to do to move to the next level.

Proficiency Levels and Examples:

Often students have misconceptions on what they will learn/be able to do by the end of the course. For world language, please note that you will not be fluent after one or two levels. It takes time to develop and increase in proficiency.

  • Click here to see the overarching grid of proficiency levels and outcomes.
  • Click here to see samples of Novice level speakers
  • Click here to see samples of Novice level writers
  • Click here to see samples of Intermediate level speakers
  • Click here to see samples of Intermediate level writers
  • Click here to see samples of Advanced level speakers
  • Click here to see samples of Advanced level writers
  • (Click here to see samples of all levels of Listening)
  • (Click here to see samples of all levels of Reading)
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Students who need help

Students are required to attend the Required Live Classes throughout the course (at least one per unit/module), which is a virtual classroom environment that allows for complete interaction with the teacher and other students. As such, questions are often answered in these sessions. However, if/when a student needs additional help, he/she should first ask me, the teacher. If I'm not available and it's a quick question, he/should should take advantage of the NCVPS Peer Tutoring Center's Quick Questions via BB IM. If more serious content tutoring/remediation is needed, the student/s can request one-on-one tutoring with me and/or a peer tutor. If a student is weary, nervous, and/or conscientious about taking the class online, he/she can request a Virtual Buddy from the NCVPS Peer Tutoring Center for moral support, technical assistance, and more. See the video below for complete details on the PTC (information is located in the course as well).
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Click here for NCVPS Virtual Support!

The NCVPS Virtual Support Center is available for technical assistance (for which I cannot do/help). They can be reached via phone during business hours or any time via Help Desk ticket.

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About Me

Let me introduce myself... My name is Teryn Odom and I am from Charlotte and now live in the Pinehurst area, after living in the Raleigh area for almost ten years. I graduated with Bachelor's degrees in Spanish, Psychology (and Education) from UNC-Charlotte and am a NC Teaching Fellow. I earned my Master's in International Studies from NC State University. I am now finishing up my add-on administration certification online from UNC-Wilmington and am a principal intern at Sandhills Farm Life Elementary School. I am currently an online Spanish Teacher and Instructional Leader for North Carolina Virtual Public School. In addition to my work at NCVPS, I teach the professional development course, Teaching World Languages Online, for LEARN NC as needed and work as a consultant/contractor for the NC Department of Public Instruction. I have taught middle school, high school and post-secondary at Wake Technical Community College. I love spending time with my husband and two sons, traveling, photography, reading, listening to music, experimenting with technology tools, researching, fishing, cooking, gardening, and playing with my two yorkies. I have traveled to over 25 different countries (including over 140 cities) and lived in three (Spain, Costa Rica & Mexico). My goal is to visit each Spanish-speaking country and each continent at least once. I have a fervent desire to create and innovate new learning opportunities for individuals in North Carolina and throughout the world. In fact, one of my research interests has been promoting sustainability in countries around the world through distance learning. As a language teacher, I strive to teach critical life skills and build character in addition to teaching and promoting language and culture. I know that all students/people are not language lovers, but all students/people can learn another language and have fun while doing so! :-)