Tag Archives: partners

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.

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

 

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

Reading Unit Day 2

9 May

Today we were scheduled in the computer lab. 

The students had three tasks today related to their Clifford books.

One:  They used Linoit it share their predictions for each book.  Here is a link to the sticky note page for the book Clifford Visita el Hospital.

Their second task was to read a couple of the Clifford books in Spanish at this page as a sort of practice reading for their own Clifford book.

Thirdly:  In their notebooks they wrote a list of strategies they used to figure out what the pages were saying in Spanish.  

Tomorrow we will share those strategies.  We will also begin reading the books.  In the past I have had them first read silently to themselves without asking what words mean or looking them up.  Then take turns reading aloud with a partner and looking up only words that seemed extremely important to the meaning of the sentences.  Any thoughts?

Gracias, Penny

 

Reading unit Day 1

8 May

I started a reading unit with my Spanish students today.  I am new at this so I am sharing what I did hoping for feedback….

We are reading the Clifford the Big Red Dog in Spanish.  I know…. not authentic.  One of my students gave me the set of ten books for Christmas.  I thought maybe we should use them.

Day 1 

I made a Power Point that had a cover of each book on a slide by itself.  Nothing else is on the slide.  We read the covers of the book and I checked to make sure they understood the title.  I had them think about what the picture on the cover was to show them one example of using context.

I had a Word document with the title of each book.  Students then folded a piece of paper into 10 parts.  In each part they wrote the title of a different book and made 2 predictions of what might happen in that book.  I instructed them to use very simple sentences and to only use the book, no dictionaries or translators.  They were surprised with how much Spanish they could remember and use.

At the end of the hour each pair of students was assigned a book.
That is as far as we got today.  I am having them save their predictions to see how close they were.

The end result will be a Newsletter they will have to create.  They will have to design a newsletter and include items such as a summary of the book, a description of the main character (Clifford), and advice column for an event in the book, a comic strip about the plot, and some advertisements, puzzles, etc.  

If you have any suggestions for some activities in between today & the final project, please share.  I am thinking about vocabulary montages, verb finds and the like.  

Gracias,  Penny

Cinco de Mayo presentations

7 May

Today was Cinco de Mayo presentations/fiesta day.  We have 72 minute classes so it works out perfectly.  We did not have school on Friday so that was not an option, and you never have a fiesta without a school day prior to remind them to bring their goodies.

I know that some teachers do not teach Cinco de Mayo because it is not celebrated largely in Mexico, but I love to point out the historical aspects including how it changed the course of our own Civil War in the United States.  There are also many family friendly Cinco de Mayo activities in our area, so I feel it is fitting.  I also explain that many Hispanic people feel that it helps them celebrate their heritage since they are so far away from “home”.

The students were able to make any kind of project they wanted.  I had a combination of Power Points, Prezis, posters and skits.  

We were in the computer lab last Thursday and yesterday.  I put out 15 index cards with topics that included the French Invasion, the Battle of Puebla, Fiesta music & food and several others.  In pairs, they picked one and got to work.  Their tasks were to do research and begin create their presentations.  I also had two other tasks for them.

I created two Google documents.  I made them public pages so they could edit them.

The first document had a table to share the links where they found their information.  Now I have a great collection….

The second document included a table where they had to share two facts they had learned.  From this document I made a worksheet.  The worksheet had the name of each of the presenters and their two facts.  I picked a word or two from each fact and changed it to a blank for the students to fill in while they watched the presentations.  This encouraged them to be actively engaged.

After the presentations we ate and they filled out an exit slip that asked what the most interesting fact was that they learned, something they did not understand, and 3 True or False questions.

It worked out pretty well.

Penny

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