Wednesday, September 12, 2018

Leer es Poder

The World Language department at my school is making reading in the target language a priority this year. Below is the bulletin board outside of my Spanish classroom and Krista Kovalchick's French/Latin classroom. There are four 5x7 photos of the 4 WL teachers and the other photos are some of the students in Krista's and my classes. There are a few photos that we will add in the next few days to complete the bulletin board.

I have a rather extensive classroom library partially from buying books with our school budget, but the majority of the books I buy from amazon or the publishers with my personal money.  Krista does the same with buying books for her classroom, but it is a bit more difficult for her because there are not as many French and Latin books written specifically for second language learners are there are for Spanish language learners.

My plans are to write a grant and buy additional books to build up the classroom libraries so all the WL teachers have a nice selection in their classrooms from which the students can choose during SSR. 

I'm waiting for 4 new books from Fluency Matters as well as other books that I have heard about that will soon be published. You can never have too many books for your students, right?  :-)

We continue to read class novels together; 1 in level 1; 2 in levels 2 and 3; 3 (or more) in levels 4 and 5. Below are photos of my classroom library. One of the racks has children's books that I rotate after two or three weeks. I have a huge collection of children's books from an earlier grant and from a teacher that moved to the middle school and gave the books to me. I don't make those as accessible because the language and grammar is usually more difficult than the novels. 


Sunday, August 26, 2018

A Map of Spanish Readers

In 2004, when I left my middle school Spanish job and moved to another district to teach high school Spanish at Palmyra, there were very few Spanish readers/novels available to use in the classroom. The previous teacher left me with a class set of novels that was more suitable for an upper college level class, (and which were still shrink-wrapped so he must have had the same reaction to the books), and a splattering of other readers, such as El Cid, Don Quijote, Leyendas lationamericanas, Historias de la Artámila, and several others.  The ones that were most useful were 3 readers by Arturo de Rosa about the detective Pepino González. I used the Pepino readers with my Spanish 4 class although it took a lot of scaffolding to make it accessible, (especially since teaching with CI was not common practice at the high school when I started working at Palmyra so their reading in the language experience was very limited).  

However, in the last several years the number of Spanish readers available have exploded! Spanish teachers have a wide variety of readers to choose from to read with their students and to add to their class library for independent reading. If you're like me, and you want to keep the most recent Spanish books in your classroom to give your students a full range of books from which to choose, you are quite busy buying books throughout the year.

Not only are there loads of novels to choose from, and more added each year, but you can find a reader/novel that takes place in almost every single Spanish country, with only one exception - Paraguay.

I like visuals, so I created a map of the countries aligned with the readers that take place in each country. 












(I'll give the authors a week or so to email me any corrections and then I'll upload the maps to google docs so you can download them if needed.)

The danger to writing this post and making the visuals, is I may have unintentionally omitted a book. If that is the case, please let me know and I can add it although it may take a few days until I can update this post. The three main sites I cross-referenced for the list above was CI Reading (blog by Mike Peto), Fluency Matters, and TPRS Books

In addition, there are some readers that are listed in language catalogs that I have that I did not add because I do not recommend them for any level. 

There are only a few books in the lists above that I have not read; some I have not read because they are not available for purchase yet. Obviously, I have my favorites and there are some on the list that I was disappointed with, for various reasons. However, that is a personal preference and what I thought was not an interesting story, may be something that one of my students like, so I continue to make as many books available to my students as I can.  
I also add a few Spanish children's books in the selection and switch them out for different ones after a month or so. Since I liked the Pepino series, I make them available too.  :)  

Monday, August 20, 2018

The True Size of... Comparing Countries by Size

Pennsylvania, in pink, is small in comparison to Spain.
There is a gem of a website   to compare the size of one country to another country, or to compare a country to a one of the 50 states, or to compare two states. Not only is it a useful site for world language teachers, but also for geography teachers, social studies teachers, and teachers that reference other countries and wants to give students a solid visual of the size of the countries.

The website, "The True Size of" enables the user to type the name of a state or country, and to overlay that state or country onto another country (or state) on a map. This helps students to visualize the size of countries that are related to the Spanish novels that I read with my students each semester.   

Some of the novels connected to people from other countries that I read with my students are:

1. Felipe Alou, by Carol Gaab  - The Dominican Republic
The aqua-colored object is the state of Pennsylvania. This picture shows that Pennsylvania is much bigger than the Dominican Republic. 



2. Fiesta Fatal, by Mira Canion - México
Pennsylvania is dwarfed in size in comparison to Mexico.



You can overlay more than one country/state at the same time as shown below.

3. Vector, by Carrie Toth  - Panamá
Pennsylvania (shown in yellow), is larger than Panama

4. El Silbón, by Craig Klein Dexemple - Venezuela
    and
    Hasta la Sepultura, by Kristy Placido - Spain
Spain, the orange shape, is large compared to the countries in Central America, but there are several large countries in South America, such as Venezuela, that are larger than Spain.


This site can also be used for a Brain Break. Write several sentences on the board about one country compared to another country/state and students decide which sentences are true and which aren't.

Example: 
a. Spain is larger than Ecuador. (España es más grande que Ecuador)
b. Spain is large than Colombia.
c. Spain is larger than Uruguay.
d. Spain is larger than El Salvador.

or

a. (Your state) is larger than Honduras.
b. (Your state) is smaller than Guatemala.
etc.
  

Tuesday, August 7, 2018

More Work to be Done


Today, I saw a syllabus of a Spanish class in a school district within an hour drive of my school. On the syllabus it said,


What are the students going to do with that "verb tense knowledge"? When I saw that sentence, my first thought was 'Level IV students will be able to fill in verb conjugation charts'.

Another document for level 1 listed the grammar structures and vocabulary themes for each chapter. 


The syllabus makes it clear that the language classes will consist of vocabulary and grammar, grammar, grammar. 
   
This is what the traditional textbook publishers have convinced language teachers to believe - languages should be taught with a focus on vocabulary and grammar in the order the publishers have outlined in the textbooks. 

Often, when a teacher begins a teaching job at a school district, he is handed a textbook to use to teach the language. He follows the book that explains how to fill in conjugation charts made to look like boots and he distributes publisher worksheets to students so they can "practice" the verb tenses. When he wants to give his students a fun activity, he designs a Battleship Conjugation game, plays Swat with vocabulary words, or plays Number Bingo with the students on Fridays. The result is a huge exodus of language students after the required minimal levels leaving very few to continue to level 3 and beyond.

This troubles me... a lot. One of the reasons is I started my teaching career teaching in that manner. I thought I was doing my job well because that's what my experience in language classes had been, both as a student and as a student teacher. 

But two people, in particular, helped guide me away from grammar-based teaching to teaching for acquisition. The first person was Mara Anderson, the World Language department chair at the high school (I was in the middle school), who came to my classroom and demonstrated TPR. A few years later, after moving to another district, I attended a one-day workshop by Carol Gaab, in which I experienced, first-hand, the power of acquiring a language versus studying a language. The combination of those experiences started my CI journey and my interest in second language acquisition. 

But, what if Mara had not demonstrated TPR in my classroom? 
What if I had not attended the workshop with Carol Gaab? 
Would I still be teaching from the textbook and focusing on grammar rules? 
How would I know there is a more effective way to teach? 
Would I still be blaming the students for not studying?
Would I still hear comments such as "give me the quiz before I forget everything" before distributing a quiz?

This, dear friends, is where you are desperately needed. No more excuses. It is time for action. If you have abandoned grammar-based teaching and have witnessed your students' increased proficiency and language skills as a result of teaching with CI, then your task (not someone else's task) is to share your experiences and the teaching strategies you employ that make those successes possible. 

We have only scratched the surface of introducing and training teachers to teach with CI in order to enable their students to acquire the language. According to the Center for Education Reform, there are 129,189 schools in the U.S. If each school averages one teacher per building (middle schools and high schools average more than one WL teacher per building, but many school districts do not have WL teachers in the elementary buildings), that adds up to over 129,000 WL teachers in the US. How many of those teachers are blindly following a publisher's textbook and how many are teaching for acquisition?  

Below is a chart listing ways to introduce teachers to teaching with Comprehensible Input (CI) and help them on their language teaching journey.  Whether you are new to teaching with CI or whether you are starting your 20th year of teaching with CI, there are actions you can take to increase awareness of second language acquisition and how to teach for acquisition and share your teaching methods and strategies with others. 


A noteworthy reminder: ALL teachers, that are committed to continued professional development and growth, regardless of their experience and/or teaching methods, can learn from their colleagues, including those that do not teach exactly as they do.
     Be nice.
     Be open-minded. 
     Be gentle. 
     Be encouraging. 
     Be ready to learn from others.   

If you have more ideas to add to the chart, please share them in the blog comments below, on Twitter (@sonrisadelcampo), or in person. 

Comments related to chart above:
1. Submitting a proposal and presenting at a conference: If you have never done this before you may say you can't do it because you will be nervous. Welcome to the club! I have presented at national, state, and regional conferences, as well as at CI PLN groups and the only time I was NOT nervous was this July at iFLT18. Look at it as a way to grow.  :-)

2. Start a PLN in your area: I have wanted to do this for years. Maybe this will be the year I follow through.

3. Start a blog with the mindset of using it to reflect on your teaching and your lessons. People will eventually find you and share in your journey and then learn from you.

4. Offer free resources on your TPT store: Many of my teacher friends have TPT stores and it warms my heart that besides selling materials on their store, they are very generous in sharing great resources that they have made at no cost to others and in their time sharing their knowledge and expertise on live Facebook videos, on social media, and endless patience in answering questions about their classroom practices. 

5. Accept a student teacher and model how to teach using Comprehensible Input: Remember that the person may have come from training that did not acknowledge teaching with Comprehensible Input. Have patience and enjoy watching them grow in their teaching skills.

6. Create a substitute lesson bank: EVERYONE will love you if you freely share sub plans. This is your opportunity to share your BEST plans based on using comprehensible input. Others will be more open to leaving grammar-based teaching when they experience success with your substitute lesson plan. They may even use it on a day they are present!

7. Volunteer to mentor a teacher: Why do we not have a mentoring program in place?

8. Offer a free or low-cost training: When you train other teachers, there are usually costs involved for you, and I fully support that you should also be compensated for your time. If you have the opportunity to present that does not require travel or lodging on your part, consider offering that training at a bargain price to eliminate the financial strain that prevents some teachers from attending their first CI/TPRS training. 

9. Submit an article to ACTFL's publication The Language Educator: And/or submit an article to your state organization's newsletter or publication.

I have great colleagues (throughout the U.S.) that are doing amazing things. Their energy and expertise seem endless. I am grateful that they have done much in the past and continue to help their fellow teachers.  :-)

Sunday, July 15, 2018

Absolutely the Best Gift for a Teacher

Do you know what is the absolute best gift/thing that a world language teacher can receive? if you're a teacher you probably can guess. 

What it is NOT:

- an extra personal day
- a high rating on your yearly evaluation
- a raise (although, this definitely makes all teachers smile!)
- new classroom furniture (or in my case, getting permission to r-e-m-o-v-e some of the class furnishings)
- an increase in the amount of the department budget
- no extra duties throughout the school year

None of the above can hold a candle to the best gift EVER - a note from a 
student that says how he was able to use the target language in a purposeful way outside of the classroom.

Earlier today I received a Twitter message, as described above, from a student that graduated in June 2018. He talked in Spanish with a customer at his place of employment and he was (1) excited to experience being able to successfully use his skills in an authentic conversation, and (2) looking forward to continuing his exposure and acquisition of Spanish with a future study abroad program for his music major.

He gave me permission to share this on my blog. (I forgot to ask if I could use his name, thus, no name on the letter.) The success he experienced with the language is completely due to him receiving instruction that included tons of Comprehensible Input - movie talks, TPRS, stories and legends, reading (13 class novels from levels 1-5 and many book during SSR), weekend talk, jokes in Spanish, and even in games in the target language. CI is the powerhouse and the reason for his accelerated language skills. I was the fortunate one that was able to observe his progress on his language journey for 3 of the 5 semesters he had language classes.

This is a good reminder for me to never doubt the impact of providing a daily dose of comprehensible input to students. What remains is for ALL teachers to continue to invest their time and energy (and most likely money) into continual improvement of their teaching skills to benefit our students.  😊

When I received his message, I was on my way to iFLT, in Cincinnati, Ohio, a national conference for world language teachers. His message gave me a renewed energy to squeeze out every bit of knowledge, advice, collaboration, learning, observation, etc out of this conference. It pays off in huge dividends on the student end!!!








Saturday, June 30, 2018

Brain Break - Photo Roulette

Photo Roulette - photo from Library of Congress
 It's June 30 today and I doubt there are many teachers looking for ideas for Brain Breaks but, when the school year starts again in August, this may come in handy. Also, I saw this today and I'm likely to forget about it, so this blog post serves as a reminder to me. 😃

For the brain break you will need to go to the website Photo Roulette, which has photos from the Library of Congress. The website will show you a photo from the Library of Congress and then you guess in what year the photo was taken. You have 10 guesses and after each guess it will tell you whether you should guess an early year or one that is more recent. 

You can play Photo Roulette as a whole class effort, let students work in groups of 4, or whatever works best that doesn't take time to arrange groups. If using it with the whole class, especially a beginning class, the teacher could have a student write a year on the board, and the teacher would then turn to the class and say in the target language, "Class, do you think it is before (year written on board) or after?"; maybe have the students that think it is before stand up and those that think it is a later date remain seated.  The teacher, or her helper, will type in the suggested date, and if the website says it was before, any of the students standing can write a number on the board for the next suggestion. For more repetition the teacher can say, in the TL, "It wasn't before 1955, it was after 1955." The teacher looks at those students that are seated and says, "Who wants to guess a date, an write it on the board, after 1955?" Doing the brain break in this manner allows the students to hear the year, repeated several times as the teacher asks about it, and not have to produce it.

A suggestion for doing the brain break with several groups: Divide the class in 4 groups and let the first group guess a year. Type the answer in and check if the group is correct. The next group reads the hint provided by the Photo Roulette website and guesses accordingly. The group that guesses correctly is awarded the number of points of the remaining guesses. After 3 or 4 photos, the group with the highest number of points is the winner.

If your school is 1:1, students can play Photo Roulette with a partner, which translates into ALL students being actively engaged!

Whether you use this website as a brain break or for a fun Friday activity, I think the students will enjoy it and not realize they're getting a little "practice" on how to say years in the TL. If the teacher wants to really dig in, she can compare the photo to today and point out things that are different, or simply talk about the photo after the year was guessed. 

If you have fun way to use this with your language class, please share in the comments below. HAVE FUN!!!!

Wednesday, May 9, 2018

Novel Activities - Popsicle Emojis & Re-creating Scenes

Some of my favorite activities and/or mini-projects that I use with students are ones that can be used with more than one specific novel. This semester I tried two new activities when we were reading the novel, El Escape Cubano, by Mira Canion, but they can easily be used with other novels and with other languages.  

Popsicle Emojis
The first is an activity that Mira Canion gave to me to try that is coming in the teacher's guide for the novel El Escape Cubano. Think of it as your insider's SNEAK PEAK into the teacher's guide. With her permission, I am blogging about it while we wait for the complete guide. (If you have bought a teacher's guide from Mira for her other novels, you know it will be packed full with useful materials!)


First I created a document on an 8.5 x 11.5 paper with 6 emojis: happy, scared, in love, sad, nervous, and angry. I made 30 copies for a classroom set and cut out the individual emojis. (Use the school paper cutter and it will go quickly. Your students can glue the emojis on the popsicle sticks. Save the class set and they'll be ready to use at a moment's notice.)

I bought large popsicle sticks and gave students instructions on which emojis to pair together. Then they glued two emojis (front and back) on the popsicle sticks. When completed, each student had 3 popsicle sticks with 6 emojis.

We had read and discussed the chapters in which the characters in the story are on a raft between Cuba and Florida, with no land in sight. Then I chose sentences from the text for students to identify how a character was feeling at the time. I read a sentence and students chose an emoji to hold up. Sometimes students held up different emojis which provided the perfect opportunity to discuss why each student had chosen the emoji. There doesn't always have to be the same answer and it's interesting to see which students choose which emoji.


This activity involved listening comprehension AND it required students to think about how the characters were feeling which helped the students to connect and relate to the characters more than they would have by merely reading the text.


Re-creating Scenes


In chapter 9 of El Escape Cubano, the characters are on a raft in the middle of nowhere and they have a dangerous encounter with a shark. I wanted students to highlight the events of the chapter by using cutouts of the characters, the shark (which they drew earlier - read about it in this post), and a raft.  

Some of the students were creative and added other objects and color to their scenes. 
(Please, no judgement on my artistic skills, or lack thereof, of the stick figures above; as usual, this idea came to me at the 11th hour so the people and raft sketches were done in record-breaking time!)

The students followed the instructions as shown below:

Mini-Project for Chapter 9 of El Escape Cubano

1. Read chapter 9 of El Escape Cubano

2. Find a sentence that is part of a scene from ch9. Use the manipulatives and create the scene. You may make a speech bubble and write the dialog (if there is dialog) and lay the speech bubble on your scene OR create the speech bubble in Google Slides.

3.  Take a photo of the scene with the iPad.

4. Create a Google Slide presentation with the photos. Title it "Ch9 recreations & your name"

5. Add 4 slides after the title slide.

6. Upload the first photo to slide 2 of the Google Slide presentation.

7. If you didn't add any speech bubbles before uploading the photo, add them now on the slide. Pull sentences directly from the book that describe the scene and add those sentences on the slide.

8. Create 3 additional scenes using the same instructions.

9. Upload your finished Google Slide presentation to Schoology.


Students worked with a partner to create the 4 scenes. This mini-project required the students to reread the chapter to (1) find scenes which could easily be depicted with the cut-outs, and (2) be able to arrange the characters, the shark, and the raft in the correct positions to match the text. 

After the projects were uploaded, it was easy to project them on the board and I used them as a review of the chapter.

FYI, when I give mini-projects like this, I want the focus to be on reading and/or creating with the text and not to spend a huge amount of time on sketching. By having the characters and shark already sketched, the majority of the students' time was spent on reading, writing, and arranging the characters in the scenes. I gave them 30-ish minutes to complete the project which meant there wasn't time to waste.

Below are several slides from 3 different presentations that students completed:
  






HAPPY READING!

Saturday, April 14, 2018

Button Button Brain Break from Sarah Breckley

When I was a little girl, I used to play "Button, Button, Who's Got the Button" with my sisters and my grandparents when we would spend a week at their farm in the summer. (fyi - the grammar in the title  of this old game may make you twitch; similar to PA's license plate motto "You've got a friend in Pennsylvania" - oh my.) It's been decades since I played or even thought about that game. But today, I saw a video by Sarah Breckley, a Spanish teacher from Wisconsin, (more about Sarah later), that brought those memories back in a snap.

Sarah's video title is "Button Button, Who's Got the Button - Direct Object Pronoun Grammar Game". In the video the students play the game with objects, which she varies in order to require students to use all of the direct object pronouns. Some suggestions for objects - coins, balls, pen, Beanie Baby stuffed animal.

The sweet deal about this game is that even though the title claims it is a grammar game, the focus is NOT on grammar. Rather, the focus is on guessing which of the students has the object that is being passed behind their backs. During play, the student that is seated in the middle tries to guess which student has the object by asking his classmates in the TL, "Do you have IT?" and the student that was asked answers "Yes, I have IT" or "No, I don't have IT" (or THEM if more than one object is passed).  

Converting BUTTON, BUTTON to a Brain Break
In Sarah's video, the students play this as a game. It can easily be shortened to be used as a brain break by playing without teams. Tell the students that you will play for X# of minutes, whatever length of time you want for your brain break, and end the activity at the end of the time.

Obviously, the first time you play, it will take longer because you will have to explain it to the students. After the first time, it can serve as an energizing brain break that takes place in the TL.


Button, Button, Who's Got the Button
Watch the video below or directly on YouTube HERE and then check the document below with Sarah's instructions on how to play. 



A pdf of the directions can be found HERE

Sarah Breckley
In 2017 Sarah was recognized as Wisconsin's Teacher of the Year. 
If you are a Spanish teacher that subscribes to Sr. Wooly's site, you may have recognized Sarah from his video "Feo" in which she absolutely nailed her role as Feona.

Sarah has a Vlog HERE, or in the future you can find it on the right panel of my blog on the list of CI/TPRS blogs. On her vlog you can find videos of Sarah teaching using stories through the use of comprehensible input with her students. When watching the videos, it is evident why she was award the Wisconsin Teacher of the Year title and obvious that her students are enjoying acquiring the Spanish language in her classroom. I encourage you to spend time watching her videos and then to "steal" more ideas from Sarah.  :-)
 

Tuesday, April 10, 2018

Brain Break: Apple, Banana, Orange

There are TWO masters of Brain Breaks: 
#1 - Annabelle Allen (@lamaestraloca), for sharing her great ideas for Brain Breaks - HERE; and 
#2 - Krista Kovalchick (@MmeKovalchick) who consistently uses brain breaks throughout her lessons which motivates me to do the same and to search for new brain breaks to use in my class. 
#goals

On my ONE day of spring break (yes, sadly, it was only 1 day), I spent the morning searching the internet for Brain Break ideas. I found some goodies, and tried out this gem, "Apple, Banana, Orange" last week. I tried it with my students and it was a success, then I shared it with Krista, and she said her students enjoyed it too!

Apple, Banana, Orange 

This Brain Break is played in the target language. You can explain it in the target language, but if you're using it with a beginning level, I think you are justified in explaining it in English so you can quickly get to the movement!

1. Tell students to form a circle, with students facing in. Then everyone should move 90 degrees to the right, so the person in front of them has their back to them. All students will now be facing the back of the student in front of them.

2. Students should put their hands on the shoulders of the person in front of them. When all students do this, you will have a complete, attached circle.

3. When the teacher says APPLE in the target language (manzana, for my Spanish students), the whole group must jump one space forward in UNISON. Students may repeat the word together as they jump if they like or they can simply jump forward in unison without saying the word. 

4. Practice the word APPLE several times until the group can jump forward in unison.

5. Next, practice the word BANANA. When the teacher says BANANA, the whole group (still with hands on the shoulder of the person in front of them) jumps one step backward, in unison.  They will probably need more practice on BANANA.

6. Mix the two commands, APPLE and BANANA, and students must wait until you have finished saying the commands before they can move together. (ex: APPLE, APPLE, BANANA)

By this time, everyone in the class will be smiling and having fun.  :-)

7. The final step is with the word ORANGE, (naranja for Spanish students). When the teacher says ORANGE (in TL of course), the students will let go of the shoulders of the person in front of them, jump an 180 degree turn, and put their hands on the person that is in front of them (which before the 180 degree turn was the person behind them). 

8. Combine 4 words and students will jump accordingly. 
Examples: 
- APPLE, ORANGE, BANANA, BANANA  (say it in your target language)
- BANANA, APPLE, BANANA, ORANGE  (say it in your target language)
- ORANGE, APPLE, ORANGE, BANANA  (say it in your target language )

This Brain Break is definitely an ENERGIZER, although one of my honors students said after the Brain Break that his brain was working harder the entire time. Yes, his brain was working, but with a smile on his face.  

OPTION: You don't have to use fruit for the three words. If you want repetition of other words, use those instead of the fruit. 

Friday, March 16, 2018

Sr. Wooly's La Casa de la Dentista: Reading with Students

With only 1 copy of La Casa de la Dentista last semester, I used a document camera and read the story to my students, along with sound effects and dramatic character voices.

This semester, I have a class set of the books and my plans for reading it went as follows.

1. I showed the video to Seis Veces al Día when it was released in February and they have seen it several times since.

2. I used the powerpoint slides of the story from the Teacher's Guide of La Casa de la Dentista to read the first part of the book with my students. I designated two students in each class to be the 'sound effects technicians'. After reading the text on each slide, or for the slides that didn't have text, I paused to allow the students create the sound effects. In one class I held auditions for the sound effects, which really made the students up their game to be chosen for that job.

3. We read to page 54 on one day, and the following day we re-read that but at a quicker pace - both days using the powerpoint slides.  

4. Today, students had to write 10 sentences to summarize what had happened thus far in the book. They said the sentences to me; I wrote them on the board; and the students copied what I wrote.  (This marking period, I'm making a deliberate effort to have students write each day - sometimes a few sentences, sometimes a paragraph or two.)

5. Then I distributed photocopies of teeth and students had to write two things on the teeth:
 - What question do they have about what has happened?
 - What do they think is going to happen.



6. I read the students' questions and predictions and we briefly commented on them.

7. Afterwards, each student picked up the novel La Casa de la Dentista and they could choose to read it alone or in a small group. If they chose to read it with a partner or in a small group, and to remember to include the sound effects when reading.

This is what ENGAGED reading looks like which is a reminder that is doesn't have to be SILENT reading. 



8. When the student below finished, I heard her reaction to the book and then I asked her if she would share that reaction/opinion on video.  Then I showed her the note from Sr. Wooly on the last page of the glossary because she hadn't seen the note. 
Make sure your students don't skip over that promising bit of information!




As I mentioned at the beginning of the post, the way we read the book this semester is different than before, and both ways were engaging and enjoyable for the students. However, I may tweak it a bit and implement a slightly different approach next time, PLUS I'll include the cookies again - something I did last time but forget this time. :(

Thank you Jim Wooldridge for writing a compelling story and for the sweet "promise" on the note in the glossary. 

Sunday, March 11, 2018

Spanish Teacher Resource: TikTak Draw

If you are not aware of the YouTube channel, TikTak Draw, and you teach Spanish, especially the upper levels, it is time to check it out.

There are hundreds of videos (well over 400 videos) in Spanish! There are videos about famous people, holidays, popular cartoons, food, mythical characters (dragons & unicorns), mirrors (yes, on mirrors), animals, scene  heroes, legends, shoes, ninjas, Big Ben ... on pretty much ANYTHING! 

Check it out - but, be forewarned, you may end up spending a lot of time on the site so set an alarm to monitor your time - LOL. 

Saturday, March 10, 2018

Change Parent Newsletters to Parent NewVIDEOS with Apple's Clips app

Up until January 2018, I was committed to creating newsletters for the parents of my students to keep them informed of what their son/daughter is doing in Spanish class. I used to spend h-o-u-r-s creating the newsletters, formatting the information into nice pretty columns, adding photos, and trying to balance the content on the two pages.  

Pictured on the right is the September 2017 Spanish 2 newsletter. I was pleased with how it came out and the information that was shared until I talked to a parent that mentioned, yes, he had received the newsletter by email, but he didn't have the time or take the time to read it yet.

That's when I realized, I would have done the same thing if my son or daughter's teacher would have emailed a two-page newsletter to me. It doesn't make me, or you, a "bad" parent, because if it would, be assured there would be many "bad" parents.  Who has time to read newsletters these days? People are more likely to watch a short video than to read two pages about their child's class.


Clips App
Last month I went to PETE & C, a tech conference held in Hershey, PA. The first session I went to was a presentation about Apple's Clips app. It took roughly 25 minutes of the hour presentation for the presenter to create a short video that could be shared with parents about a recent field trip, and, he did that while explaining the steps and the app to the attendees. 

A few days later, my colleague, Krista Kovalchick, showed me a practice "clip" that she made at home wth the app. After that, I decided it was time to experiment with the app. 

That was about three weeks ago and since that time I have made two parent "newsvideos" which have garnered more responses and comments from parents than I have in the last five years of writing newsletters.

HERE is an example of a Clip I made, specifically for this blog. The actual videos I sent to the parents are better with short clips within the video of the students singing, collaborating on a project, participating in an author Skype with Mira Canion, and loads of photos of class activities. (Since they are created specifically for parents, I have more freedom to include photos and videos of the students.)
Screenshots of Clips video.  There's also an option for text with solid background.
Apple's Clips app has been described as the iMovie app for the next generation. I like to think of it as the iMovie for the older generation because it is much more user-friendly than iMovie. There's less of a learner's curve which means you can create videos in less time and with less headaches. 

For my next parent newsvideos, I'd like to include a few clips of students' commenting on the book the read, or a fun activity they did in class, or a few sentences of a story retell. 

Some of the features of the Clips app are:
- animated text
- emojis
- fun stickers
- Star Wars, Disney, & Pixar characters
- artistic filters
- music for background (that automatically fits the length of your video and lowers the volume when there is other sound on a video or slide)
- and the ability to easily share the video 
There are even more cool options with the updated version for those who have a  an iPhone 10.

Using the app for parents "newsvideos" is only one small application for this app. I know you'll have fun using the app and finding other classroom uses for it.