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An answer to how to share what you learned from your Culture assignment

21 Apr

Notice that I say “An answer”, I would love to hear how all of you have students share what they have learned.

My students must complete a Culture choice activity each week.  My problem was that they completed the activity and turned it in, it is not shared with the rest of the class.  This is a problem because they have 6 choices and pick 4 to complete throughout the month.  Students do not get to all of them.

Here is an example of one of our Culture Choice handouts.  They complete the assignment in English because I am only teaching Spanish 1 this year.  this is for our foods unit and covers some Michigan World Language Standards.

Here is the activity that I came up with.  It works great because we do it after a quiz.  We have 72 minute classes…

The name of the activity is Jot Thoughts.  It is from an excellent book called Learning in the Fast Lane.  I wish that I had taken pictures to add in.

  1. Group students in any way you wish.  I put 3-4 students together or more depending on class size.
  2. Give each group a stack of sticky notes.  Each group should have a different color of sticky notes.
  3. Students silently write what they have learned from their past month’s Culture assignments on sticky notes.  One fact per note.  They try to cover one person’s desk or two pieces of computer paper if you have tables.
  4. Students then share with their group what they have learned and eliminate any duplicates.
  5. On the board I have drawn a 6 part grid.  Each grid is labeled with a possible culture assignment.  One student from the group brings up the sticky notes and sorts them into the grid.
  6. A spokesperson from each group comes up and reads what their group has learned.  If you hear something that your group has also posted, you do not say that one when you share more than just a mention.

The kids really loved this because they got to write on sticky notes!  They do love sounding like experts as well.  I loved hearing that they had remembered what they learned.

Let me know what you do for students to share their Culture assignments.

 

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Partner crossword puzzles

24 Feb

This activity gives students practice reading and speaking.  Be sure to tell students to give reading the clues in the TL a fair try, not to resort to English too easily (or at all preferably).

Prepare two different crossword puzzles.  The clues to each puzzle are switched on the puzzle pages.  Label one Crossword A and one Crossword B so you know the difference.
In pairs, students take turns reading the clues on their puzzle page to their partner.

Variations:
1.  Prepare one puzzle but give one student the horizontal and one the vertical clues.
2.  Have students create puzzles.  They put the puzzle on one page and the clues on the other.  Students read the clues they made for their partner to complete the puzzle.  

Stinky Feet Game

3 Feb

My students love this game.  I am sure that I learned about it from an elementary teacher’s blog.

Set up:  Draw a picture of a big foot on the board.  Put point values on the back of several sticky notes (75% positive, 25% negative) and put them on and around the foot.

Students get into groups of four.
Each group member gets a number (1-4), they can decide on their own who is what number.
The teacher asks a question.
Groups confer on answer and make sure each member knows the answer (or a possible answer).
After 30 seconds or so the teacher says what student number must come up to answer.
They write the answer on a small white board or whisper to teacher.
All students must know the answer because they do not know who will be called.  If correct, they pull a sticky note to receive their group’s points.

I did make the mistake of making the points half positive and half negative but it is much better if only 25% of the points are negative.

For a variation you can give a subject and an infinitive that they have to conjugate.

Snowball review

2 Feb

I saw someone on another blog post this not long ago as Papeles Locos.  I am not sure which blog it was, I see so many of them.  I played it in class last week.  It went really well.  I wrote a sentence starter on the top of each paper and had them complete the sentence (but while rewriting the sentence starter.  I left the verb un-conjugated, another task they had to complete.
Write a different vocabulary word on the top of several pieces of paper, and each team (of two to three students) receives a different color marker.
Write about ten vocabulary words for four groups.  You could really go crazy, and write a lot for an exam review.
Then, crumple all of the papers up and put them in the middle of the room.
Each team picks a paper and has to write a sentence using that verb or noun and include their team number.  They crumple up that piece of paper and pick a new one.
Give extra points to teams who correct another team’s sentence and to the team that writes the longest sentence on each piece of paper.
They cannot write similar sentences, or they will not receive any points.
They can also write an additional sentence if they pick up the same piece of paper.  It is a quick review that is very effective.

I made a time limit of 10 minutes to increase the urgency and teamwork.

Penny

Highlighter Races

30 Jan

Highlighter races is an activity I learned during one of the twitter #langchats.  I love it!  I wish I could remember who to credit for the activity…

Create a word cloud with a word cloud site such as Wordle.net or tagxedo.com.   Do a screenprint and paste the cloud picture in a document.  You will just need one copy for each pair of students in the version that I use with my students.

The one I use for weather looks like this:  (I used tagxedo.com, it is supposed to be a cloud and lightening)

weather hiliter race

 

This is a partner activity.  Each partner must have a different color highlighter.

Directions to students:  

 

  • Write your name in your color of highlighter on the handout.
  • We will be watching a video.  The first time you will watch the video and do nothing on the paper.  The second time you will highlight words on the paper.  Be careful, some words on the paper are not in the video.

This combines listening and reading together in one activity.  It is a great activity to use very soon after the students learn the vocabulary.  Because the words are in the cloud multiple time, students get a high sense of accomplishment.

Tips for teachers:

 

  • The video should be less than 3 minutes for optimal participation by students.
  • If using *taxegdo.com you must enter any multiple words as one word (Ex: Hace sol = Hacesol)  Also, some accents do not show up in the finished image.
  • If using wordle.net you can use a tilde for phrases (Ex: Hace sol = Hace~sol)
  • Include words that are not in the video so students do not just highlight everything.

 

 

*I use tagxedo because it includes the word multiple times allowing each student opportunities to be successful.

 

The weather video that I use with this race is: https://www.youtube.com/watch?v=ZTHiCn0DB9Q

 

Variations:

 

  • Play “Word Race”:
  • Each pair uses Partner A’s paper first. Partner B sets aside his/her paper for now.
  • Teacher calls out a term in English.
  • The two partners race to cross out or highlight that term first on the paper. The student that marks the correct term first receives one point. If a student marks the wrong term, he or she loses one point.
  • Continue until many terms have been crossed out (not necessarily all of them!), then have Partner B pull out his or her sheet and play another round. The winner is the student with the most points at the end of both rounds.

 

  1.  “Word Race” with pictures:

Follow the directions above but instead of saying the words in English, have a slideshow set up to show images of the words.

Penny

Keep Flashcard game

19 Jan

Hi everyone,

I am attempting to put my activities online to have a compilation for future use.

I generally have the students create flashcards in groups of 3.  They split the list into 3 parts and each write a third of the list.  This is because we usually do flashcard games for review at the end of the month, so there is a lot of vocabulary.  Always remind the students to make the writing big and bold if they are going to flash them to each other.  For most games that we play, they put Spanish on one side and English on the other.  I also tell them to have the most responsible person in their group hold on to all of the cards so they stay together.

Keep Flashcard Game

In this game one student flips the card while the other 2 or 3 in their group try to be the first to correctly say the word.  Whoever says the word correctly first keeps the card.  When all of the cards have been shown, the person with the most cards wins and becomes the new flipper.  The first day that we play they flash the Spanish and have to say the English.  The next day or two when we play again they must flash the English and say the Spanish (harder).

If you have any favorite flashcard games, please share them!

Penny

 

5 More Words

17 Jan

5 more words (5 más palabras)

This is my activity that solves the question students always ask when learning new vocabulary (“How do I say _____?“).  It is also great for dictionary practice.  Almost every time we learn new vocabulary I assign the students this activity.  It is a grade in their Spanish journals, not a turn in assignment.  That way they will have the words with them at all times.

This works great with vocabulary where they are given a limited number of vocabulary words such as house, family, pastimes, etc.

These are the directions given to students:

  • Make a list of at least 5 words in English that are not included in your vocabulary that would be useful for this topic.
  • Find the words in Spanish and write them next to the English.  Use dictionaries or your phone. (Sometimes we do this as a portion of our day in the computer lab and they can use the computer).
  • Share your words with at least one more student.  If they have a word you think will be useful to you, copy it with your 5 More.

Extensions:

Word wall:

    I have the kids pick one of their words to make an entry for a word wall so everyone can see the new vocabulary words.  If the vocabulary allows, I tell them that the flashcard should have Spanish and a picture (no English). To ensure that I do not have 25 of the same flashcards on the wall, I tell the students to use the following steps:

  • Choose the word you would like to share.
  • Write the word on the whiteboard in Spanish.
  • If the word is already there you have to pick a different one.
  • Word wall flashcards must be bold and colorful to be seen from across the room.

    I keep an eye on the whiteboard to make sure the word is correct.  I seem to always get the verb “sink” as in ship instead of the noun “sink” for the kitchen….

Sentence practice:

    Have students write a sentence for each of their new vocabulary words.

 

Please let me know if there are other ways you might use “5 More Words”.

Penny

Reading Unit Day 5

21 May

Today the students read their books again in order to fill out a Chain of Events graphic organizer.  I found this graphic organizer at the Read MHS web site.  There are lots of great graphic organizers in Spanish there!

When they were done with their worksheet (graphic organizer), they began work on their Clifford Newsletter project.  I thought this would be a great way for them to see what happened in the other books.

Here are the requirements for their Clifford Newsletter project:

The project must be in sections like a newsletter.  They must have Headings/Headlines, and it must be neat and colorful.

Their newsletter must have two parts from each of the following:

A:  Story summary, main character article, supporting character article, write a new ending to the story.

B: Advice column for one of the characters, editorial about an issue in the book, comic strip that shows the plot, advertisements/puzzles that relate to the plot.

This is the final teaching day for the Clifford Books reading unit.  They will have the next two days in class and one computer lab day to work on their newsletter.  Then they will present.

Gracias, Penny

Reading Unit Day 4

20 May

Today was a simple day for the students.

They turned over their verb worksheet and made a T-Chart.  The headings were Cognados y Conocidos (Cognates & Known words).

They filled in their T-chart while looking through the book.  Again, Student A filled out the chart from the right side, while student B filled out from the left side as they turned the pages.  They do have to wait for a bit occasionally but cannot simply allow one to do the work.

Next the students read the book with their partner for the first time.  They actually read the book three times.

  •  First time:  Read through taking turns without stopping to decide what the words meant or looking anything up.  It is important that they read aloud so they do not skim, but read & hear every word.
  • Second time:  Read through and discuss what you think is going on for each page (still not looking anything up).
  • Third time: read & look up any words that you absolutely need to know for context.

Then they got out their notebooks to do some writing.  I showed them the following poster:

stickies

I made sure they understood the words.  I used an example from an unread Clifford book to write examples of each on the yellow sticky notes.

They found one example of each and wrote it in their notebook.  Tomorrow they will write them on sticky notes and compare their book to other student’s Clifford books.

Let me know what you think!

Gracias, Penny

Reading Unit Day 3

16 May

For day 3 we did more pre-reading activities.

First, I projected a page from a Clifford book.  It was a page from a book that none of them had selected.  In their class notebooks, they wrote what they thought the page read in English.

They shared their thoughts, then we talked about what strategies they used to decide what the page said.  As they were announced, a student listed them on the board, they did a great job!

Photo 1

 

 

Next, I gave each pair of students a QR Code that linked to the Linoit page for their book.  If you remember, they were in the computer lab last Thursday.  I had a Linoit canvas set up for each book and the students typed predictions in Spanish for each book.  Today when they received the QR Codes and read the predictions about the book they chose to read, they copied the predictions into their notebook and said whether they agree or disagree (in Spanish).

The final activity was to fill out this worksheet:  Verbos de Clifford.  They had to list the verbs they found in the book, decide what the infinitive is, the English translation, and what tense the verb is.   This worked well since they are just learning the preterite and most of the books are present and preterite tense.

Just before the end of the hour they completed exit slips .  I love this style of exit slip.  I have borrowed it from another blog, I think the Creative Language Blog but I cannot remember….  If it is yours, please let me know and I will change the credit!

A good day!

Gracias,   Penny

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