Tag Archives: reading

Glyphs

2 Mar

I love doing glyphs with my students.  It incorporates many parts of languages, reading, writing, speaking…  I hope this description will make sense to you.  Keep in mind that this is done in the TL but I have switched it to English because some of you are not Spanish teachers….

Glyphs make pictures out of information.  Students draw a portion of a picture for each prompt given.  This one is an example of one that I use for the end of the first month for review.  Some of the prompts require a bit of charades to explain in the TL, or vocabulary drawn on the whiteboard (eyes, pointy, etc.).  I have changed the sentences to English, they would be in Spanish.  It forces them to read and apply what they are learning.  Instructions include telling them to read all of the prompts before beginning.  Below this glyph I have some further examples of how I use it in my class:

 

 

  • If you are 14, draw a large cat’s body (80% of page).  15, draw a medium cat (50%).   Any other age, draw a small cat (30%).
  • If you prefer to write with a pencil, draw a fat cat.  Pen, draw a skinny cat.
  • If you have a calculator in your book bag, draw a long tail.  If not draw a short tail.
  • If you have a cell phone, color the eyes green.  If not, color them blue.
  • If you have more than 3 pencils with you, give the cat pointy ears.  If not, draw rounded ears.
  • If it is sunny today, draw a black nose and mouth.  If it is not sunny, draw a brown nose.
  • Draw a stripe on the cat  that represents the number of the month in which you were born.  Example:  May = 5 stripes
  • Draw a whisker for the day of the month that you were born.  (Ex: 10th = 10 whiskers)

 

Extensions:

 

 

  • Tape up the cats and have students try to identify to whom each belongs.
  • Have students exchange glyphs and write the facts they learn in the TL about the other student from examining the picture.
  • Have students write facts about their own glyph to substantiate the drawing.

 

I have also used a house as a glyph.  The prompts can be changed so students have to color the house, draw a certain number of windows, etc.

You can really have them draw any picture you wish and make the prompts fill it in.

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.  

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

Latin.Comics

15 Jul

Latin.Comics.

Nice list….

My generation of polyglots

A language teacher's blog by Mike Peto

The Comprehensible Classroom

Best practice lesson plans, activities, and strategies for World Language courses

Grant Boulanger

Exploring the Convergence of Language Acquisition and the Arts

MJ's Comprehensible Input

CI rubber meets the road

SpanishPlans.org

Facilitating language acquisition through comprehensible input

The Electric Teacher

Electric resources for today's teachers

TPRS Teacher

Teaching Proficiency through Reading and Storytelling

Español para inmigrantes y refugiados

Blog de recursos para la enseñanza de español a inmigrantes y refugiados

Teaching a World Language

Sharing my own personal experiences and ideas on teaching the Spanish language in a comprehensible, engaging, culturally relevant way.

Classroom Aid

Connecting dots for digital learning and teaching

Bilinguish

Learning to communicate with the world

Leyendo leyendo, disfruto y aprendo

Blog de promoción de lectura, donde se compartirá: cuentos, poesias, textos, artículos para los estudiantes de educación inicial - grado primero y sus familias.

180 días en la clase de Sra. Rutherford

a #180blog To reflect on my teaching & celebrate the learning in my classroom, I will try to post 1 picture a day for the 180 days of the school year.

Creative Language Class

Ideas, solutions, and inspiration for world language teachers

My Spanish in Spain

Las mejores oportunidades a tu alcance

te(a)ch french

a chemist turned teacher...exploring with technology

Calico Spanish

Just another WordPress.com site

Mis Musicuentos

Just another WordPress.com site

%d bloggers like this: