Monday, December 26, 2011
If you prefer to read, on the Home page there is a tab for Articles that works similar to the videos. The languages available to practice are English, Spanish, Japanese, Italian, and Portuguese. I was hoping it had German and French so I could share it with the other language teachers at my school, but no such luck.
There is also a tab on the Home page for Exercises, and other areas which I haven't explored yet.
Sometimes I am so focused on my goal of teaching three new words/structures through storytelling, as per the TPRS method, that I forget to include music and lyrics taught via TPRS as an option to bring variety to the lesson. Hopefully, as StudyStre.am increases its inventory of songs, I'll find more opportunities to include music in my classroom or for independent practice for the students.
Thursday, December 22, 2011
Today I presented the 8th episode of Cuentos de Ensalada to my Spanish 1 class. It was a one-woman act and I was a bit nervous having to play both parts in conversations. I used note cards to help me through it because it was lengthy too. The students were attentive and active participants in the telling of the story. At the end of the episode when Tomas' ghost says "tu padre, Tu Padre, TU PADRE", it only took a short time until the students started calling how they think Teresa's father was complicated in the investigation.
Before the story, to ensure that they remembered some vocabulary in the episode that they learned months ago, I did a short review with them. I listed the vocabulary on the board, we made up actions for the words and practice them until everyone did the actions with hesitation. Then the students had to work as a class to write a story using all of the vocabulary words. It didn't take them long to create their story. I wrote what they said on the board and they copied it in their notebooks. If you're interested in the story, it can be found HERE.
I distributed the 3-page story of the script of Episode 8. The students had a few minutes to read it to their partner. Since we didn't have a lot of time in class to retell the story, at least not today and tomorrow, 2 days away from Christmas, I was afraid that many of the students wouldn't be at school, so......I found a way for the students to read and listen to the script at the same time, at home.
I made 3 separate QuickTime recordings of the script since it is 3 pages long. (one recording per page), However, when I recorded each page, I purposely changed 5 - 7 words to other words. I posted the 3 recordings on Edmodo. Their homework is to listen to the recordings while reading along with the script. When they find a word that I changed out for another word, they are supposed to highlight the word and write the word I used. For homework they need to type their list on Edmodo and submit their work online. The best part about this homework assignment, at least in my opinion, is that it requires them to listen to the story AND read along with the script. Another repetition and at home - perfect.
Class Activities for "Los Problemas de Cecilia en la Biblioteca":
1. I used QuickTime to made audio recordings of the story about Cecilia and Teresa.
2. In class, the students listened to the Cecilia recording. For each paragraph, students had to write down 1 or 2 things in English about what happened in that paragraph. I stopped the recording after each paragraph and then replayed that paragraph. Then they shared what they wrote down with the class.
3. I projected the script for the Cecilia story on the screen and we read it together.
4. I distributed the script for the Cecilia story and they read it to their partners.
5. Students wrote 2 questions about what happened in the story: 1 question in Spanish and 1 question in English. Then I divided the students in 3 groups and used THEIR questions to more repetitions of the vocabulary and script. If the question I asked was in Spanish, they had to answer in Spanish. If it was written in English, they had to answer in English.
Class Activities for "Teresa se queda en el armario":
1. I made a QuickTime audio recording of this story also.
2. Students listened to the entire recording, without pauses.
3. I distributed a worksheet with 25 questions about the story. Students worked with a partner or in small groups to read the questions to make sure they understood them. If they knew any of the answers from hearing the story the first time, they could write the answers on the sheet.
4. Then I played the recording, stopping it after each sentence or after at least of the questions was addressed. Students wrote the answers in English.
5. Then I distributed the reading and students could look at the written script to find any answers they might have missed by only listening.
6. They read the story to each other in English.
7. I gave the students 10 minutes to write an ending of the story.
They had quite a lot of comprehensible input and repetitions with the vocabulary so I felt confident that they were ready for Episode 8 of Cuentos de Ensalada and would be able to understand the majority of the narration and conversations between the characters.
Tuesday, December 20, 2011
If you are searching for Spanish or French books for your students to read and you have a wide range of abilities in your class (this describes everyone's class, right?) then you are going to be incredibly thrilled when you check out the following website. The site is ReadingA-Z.com and it has HUNDREDS, that's right, HUNDREDS of online books in Spanish! Not only is the quantity of books amazing, there are other useful features to this site.
TPRS teachers will love the ability to project the book or print the book without WORDS! Wouldn't it be great to put the students in small groups and have each group create a story to share with the class? Or, if the vocabulary and grammar are too high for the level you teach, projecting the book without words will enable YOU to create the words for the story. To add to that is the ability to print the books, regular or pocket size, or to print the book as a coloring book. There are online tools so you can underline words, highlight words, put a stamp on a page, add text, frame text, etc.
Even more activities are available for many of the books such as discussion cards, worksheets, and comprehension quizzes which you can download or simply project them onto your board.
Are you hooked yet? Can you see the possibilities?
You can sign up for a free 1 week preview and after that you'll need to obtain an account to access the site. I found out about this site a few days AFTER I had to turn in my departments' budget for the 2012-2013 school year, but I need to schedule an appointment with my administrator to move monies around to be able to include this valuable resource in my instruction as soon as possible.
Saturday, December 17, 2011
I don't tell one episode a day because I need to take a day or so to pre-teach vocabulary that students don't know. Also, episode 6 gives information about the daily routine of a character that is not mentioned in episode 7. Therefore, it had been several days since my students heard about the main characters and I felt they needed an activity to review facts about the characters in order to appreciate episode 7 to its fullest.
As you can see by the photo, the events in episode 7 are a major part of the soap opera. (By the way, the props and script are clearly described in the book.)
If you have a dramatic side of you trying to get out, this episode will allow you that creative part of you to break through - especially when the friends of Tomás "llora". I believe the neighboring classes may have heard my interpretation of that!
My plan was to type an activity for the students to read to review the characters, BUT I ran out of time so I thought I'd just verbally review the characters with them. Fortunately, when the students were reading the previous episodes to their partner, an idea came to me and it actually turned out to be a success.
1. I listed and numbered the names of 7 of the characters that were mentioned in previous episodes on the board.
2. I tore copier paper into fourth's and wrote a number (1 - 7) on each paper.
3. Students found their partner for the day (I use the Amigos de Sudamérica map from Bryce Hedstrom's website).
4. Each pair of students received a number of a character. Then they wrote as many sentences (minimum of 2) about the character. Most groups wrote 3-4 sentences.
5. I collected their sentences and then read them to the class, making corrections as needed.
6. The students told me the number or name of which character was described.
I read one sentence per paper, students told me the name of the character, and then I crossed out that sentence and read a sentence from the next paper. I kept circulating through the papers until all the sentences were crossed out. It turned out to be a great activity with 2 reviews built in: when students wrote the sentences and the Comprehensible Input when I read the sentences.
Last minute ideas come in handy at times.
Below are the words and stories made to prepare for episode 7:
- no sé
- una cosa rara
- tiene mucha curiosidad
- hay mucha sangre
Additional photos: the "funeral" of Tomás Tomate (2nd half of Epiosde 7)
The student story doesn't have an appropriate ending because we ran out of time in class and we were ready to move on the next day.
"Babalía y el caimán"
(P.S. - The name of the girl, "Babalía" is my creation. A student in my upper level class had asked me that week how to say "drool". I didn't know so I looked it up. Using the name "Babalía" in a story for Spanish 1 not only helped make that word concrete in my mind, but when I tell my students in Spanish 1 next week what "baba" means, I'm fairly certain that they will not have to do any work to acquire that word because it will already be associated with "Babalía".)
Wednesday, December 14, 2011
The students and I read for 15 minutes, which I really enjoyed because I wanted to finish the book "Vida y muerte en la Mara Salvatrucha" - I HIGHLY recommend it to any Spanish teachers. Then the students wrote the 3-sentence summary, page # & last line read, and if they liked it or not and why. It was interesting listening to the comments of the students as they were writing the summaries: some said how interesting their books were, others were pleased at how much they had read, some asked about a word that they didn't know (they weren't allowed to ask me during the FVR time), and on and on.
BUT, the BEST PART of the FVR was when 3 students asked if they were allowed to take the books home to continue reading! Of course, I said yes - well, actually I said "Sí".
As I mentioned at the beginning of the post, I'm following the steps that Laurie Clarq used to introduce FVR to her students. Tomorrow they will have 10-15 minutes of FVR and on Friday as well. Then, starting next week, my sts will have FVR twice a week.
I was able to start my collection of books thanks to a grant I wrote to my school's education foundation, Palmyra Area Education Foundation. I was thrilled when I heard I received a $600 grant to spend on books for FVR.
Attached is a list of the novels I bought through TPRS Publishing, Inc. and Teacher's Discovery. (I also bought 25-30 children's books through e-bay that are not included on the list, but I wanted the students to settle into a short novel for the FVR experience.)
Monday, December 12, 2011
12/27/11 - The Brainshark presentation does not work when I view it on Firefox, but it works fine when I use the Safari browser. ~Sra.Hitz
What can be better than a marriage between TPRS and technology? Since I have a very limited amount of time with my Spanish students each semester (105 hrs/semester), when I assign my students homework, I want it to be as close to Comprehensible Input as possible. Enter Brainshark, a website in which you can upload a powerpoint and then narrate it. Sounds like a perfect combination for TPRS teachers, right?
Here is an example of my completed project on Brainshark:
As per my previous post, I am using the book "Cuentos de Ensalada: A Soap Opera for Spanish 1 & 2" written by Stephanie Campbell with my Spanish 1 students. This book is a great because it has everything you need: instructions on how to make the props, scripts for each episode and suggestions on how to present the episode; reinforcement activities, assessments, and sketches. It is the complete package - a teacher's dream. (It is available in French or Spanish.)
Yesterday, I uploaded the sketches from the book for episode 5 and put them on a powerpoint. Then I uploaded the powerpoint to Brainshark and recorded my voice telling the story, and added some matching comprehension statements with the sketches on the last slide. You can use this type of activity in the classroom to give your voice a break, but I plan to post it on Edmodo as a homework assignment.
One really nice thing about Brainshark is that you can go back into the recording after it is completed and edit the audio, something that I am unable to do when I make a screencast. I look forward to making more Brainshark presentations with sketches and stories created by my students!
Since I used the sketches and script from a book that is copyrighted, I contacted Stephanie Campbell to get her permission to post the recording both on this blog and in Edmodo, where I post my student assignments. THANK YOU STEPHANIE!
Saturday, December 10, 2011
Last Monday I started telling my students the story from "Cuentos de Ensalada: A Soap Opera in Spanish 1 & 2". It was written by Stephanie Campbell and was sold through Teacher's Discovery.
When I decided to go full-out TPRS with my Spanish 1 class this semester, I dug through a stack of books that the previous teacher left, found "Ensalada" and started reading through the soap opera. The characters in the story are vegetables and the plot involves a crime, an investigation into the crime, and concludes with a jury trial. I asked my fellow moreTPRS friends about the story and they had favorable comments about using it. (Green light!) I bought the materials and made the felt characters and props. The prod. tech. teacher at my school was kind enough to make the felt board for me (thank you Scott!).
I used TPRS to tell episode 4 yesterday with the felt board, a felt school bus, and the vegetables to help teach sube al, baja del, and maneja el bus. My students already knew the other words for the episode or they where cognates such as la estatua, el museo, los dinosaurios. The book suggests starting the story 2 weeks into the school year, but I think it is better to start it later because you can keep the new structures to 3 an episode.
I'm looking forward to next week because I can't wait to teach episode 7; that's when an event takes place that will surprise them and the props include yellow ribbon to mark off the crime scene!
I'm looking for other ways I can use the felt board in my other classes. Have you ever used felt boards in the language classroom? I'd love to hear from you on how you have utilized a felt board to tell stories and to make the story come alive, or ideas on how I can use it in my upper levels.
Wednesday, December 7, 2011
A few weeks ago while I was reading posts on Twitter, I met another Spanish teacher that uses TPRS that works in the neighboring school district. After several Twitter messages and e-mails, and approval by my administrators, we scheduled a day for me and the other world language teachers at my high school to visit her and her colleagues to observe them teaching with TPRS.
It was a great experience in that I was able to see several TPRS teachers doing what they do best - sharing their knowledge and enthusiasm for the language through Comprehensible Input. I saw reading strategies, storytelling using actors and props, storytelling with technology, introduction of new vocabulary, student re-tellings, singing & dancing w/ a video, free voluntary reading, etc. I also had the opportunity to ask two of the teachers about the TPRS process, their curriculum and assessments. Who knew I had some veteran TPRSers in my own backyard? They were welcoming and willing to answer questions I had after observing, and wre quick to offer their assistance and guidance in the future for when I have additional questions.
Another advantage of the visit is that the other members of my department saw the benefits and rewards of teaching with TPRS! They have expressed interest in learning more about the method, whether it be through webinars, workshops, or the almighty NTPRS conference or the Multi-cultural Conference. YES!!!
My heartfelt thanks to Sherry and Michelle and the other teachers today for their willingness to share their insight and knowledge about TPRS with me and my colleagues.
Monday, December 5, 2011
Edmodo is a site that in appearance is similar to Facebook, but it is a secure site that is designed for education. You can start a group for each class and you can either have the students sign up, or you can sign them up and students can go into the site later and change their password. (Students do NOT need an e-mail address to sign up.) After your group is set up, you, as the "owner" of the group, can send messages to group members, post photos, and.....embed just about anything your students will need such as class notes, papers to complete assignments at home, links to videos, etc.
I started using Emodo this fall with my Spanish 1 & 3 classes. It is user friendly and I've found numerous uses for it. I'm sure I haven't tapped into all of the possibilities...but I'm working on it. (One caution, if all of your students do not have access to a computer and internet at home, you will need to make adjustments/plans for those students.)
Ways I use EDMODO
1. Summary of Daily Activities - If a student is absent, they know that they can go on Edmodo and read what we did in class, download papers that I distributed, see what was assigned for homework, or even click on a link to any videos or podcasts that we may have listened to in class.
2. Homework Assignments:
- listen to a podcast and fill in a graphic organizer for notes
- read a story and answer questions about it (replies sent directly to Edmodo so no paper is needed)
- post a story from class and students read it to their parents
- post photos that students respond to
3. Embed "How to..." screencasts. i.e. directions on how to use a new web2.0 tool (I use Jing and screencast.com)
4. Photos for discussions in class
5. Photos of class activities
6. Links to other sites, i.e. Music videos, QUIA games, Quizlet, etc.
7. Online Quizzes made on Edmodo or other sites
8. My online filing cabinet - I post these things in my "practice group" and it's easy to find them when I want to use them in class: audio parts of quizzes so when a student is absent I don't have to take class time to give him/her the listening part of the test; Jeopardy games I've made, Wordles, etc.
9. Extra practice for students - I post a worksheet w/ answers for students that want/need additional practice on their own
10. Connect w/ other classes in other states/countries (I've joined a group that is made up of a several Spanish teachers in the U.S. and their classes but I'm embarrassed to say I haven't done much with that yet)
11. Connect w/ other educators, and learn from others when you join other groups (World Languages group)
12. Take POLLS - one is available on Edmodo for you to use w/ your group
13. Keep Parents informed - Edmodo provides a parent code for each student that you can give to parents. Then parents have an inside scoop on the class activities and homework.
14. You can even record grades on Edmodo.
15. Stay in contact with students when you are out due to conferences, scheduled sick leave, or other reasons
and on, and on, and on...
I have access to Moodle at my school district, but personally, I have found Edmodo to be more useful and user friendly.
Saturday, December 3, 2011
Two weeks ago while searching for material to use for my Spanish 4 class, I came across a TV commercial that was perfect for my Spanish 1 students. Since yesterday was a Friday, I thought it was the great time to change things up with a joke. First, I listed 3 new structures on the board. They were:
- habla en voz baja (o alta)
- es maleducado (which I ended up not even using in the joke because no one is rude in the joke)
After we had practice the new structures, I straight up told the students that I was going to tell them a joke. The actual joke doesn't take much time. I could have added things to the story to include more vocabulary (i.e. she was blond, wearing a blue dress, etc), but I wanted to keep it short because we had other materials to review from the previous day.
The joke: (Click on the image above to link to the video of the commercial.)
Thursday, December 1, 2011
Fortunately, I came across the video Chato el chico peruano last month. I wanted the students to be actively engaged when they watched it. In order to accomplish that, I told the students to stand up when they heard someone say something about himself, and they had to remain standing until the next time they heard someone say something about himself. I had to help them with verbs like SOY the first time they heard it, but they caught on quickly. Since they were concentrating on listening for the next time a character said something about him/herself, it distracted them from the fact that the speaker talks s-l-o-w-l-y and repeats himself (as he should to enable the students the understand what he is saying).
Thursday, November 24, 2011
Last week (the 1st week in October) I completed the following activities with my students in Spanish 4. I make a special effort to dedicate Fridays to activities that are connected to short video clips. Sometimes the students watch the video and explain it to others that haven't seen it. Other times I show the video clips to students at the same time and pause it for discussion throughout the video. The activity below is on the topic "Los Ancianos" the elderly. I did these activities with two of my Spanish 4 level classes. One class was able to finish the three videos and discussion within the 70 minute class period. The other class did not have time to watch the 3rd video because their class discussion was lively and all participated.
1. I partially told/partially asked the story. I wanted it to go in a certain direction because I wanted as many examples of PONER and PONERSE in the story.
2. After we reviewed the story with retellings, as a class and to partners, I told the students what I wanted them to sketch for each numbered section of their paper. I don't allow much time for them to sketch in class because I don't want to lose those precious minutes to drawing.
3. I said a sentence from the story and the students told me to which frame that sentence belonged.
4. I wanted to hear each of them retell the story, so I chose the GoogleVoice option. Students had to call the GoogleVoice number that evening and retell the story to me.
5. As a follow-up activity in class, I met individually with each student and we listened to their recording together.
The sketches below were made by the talented "Pepito". The basic frame of the story follows the sketches.
La hija de Sra. Hitz se llama Elisa. el lunes, ella se despertó y se levantó a las siete. Se duchó y se puso la ropa.
Fue a la cocina y buscó los ingredientes para panqueques. Encontró los ingredientes y los puso en la mesa. Ella puso un tazón en la mesa y mezcló los ingredientes en el taxón. Después de mezclar los ingredientes, ella puso la masa en un sartén en la estufa. Esperó y esperó. Ella se puso impaciente porque quería comer los panqueques. Después de esperar dos minutos más, los panqueques estaban listos. Ella los puso en un plato y comió cuatro panqueques.
Luego, ella se cepilló los dientes y buscó sus llaves de su coche. Pero no pudo encontrarlas. Buscó en su mochila, en su dormitorio, y en el sótano. Ella se puso enojada porque no quería llegar tarde a la escuela.
Finalmente, ella le gritó a su madre, "Mamá, ¿Dónde pusiste tú las llaves después de regresar del mercado anoche?" La madre respondió, "Elisa, yo las puse en la guantera (glove box)." Ella le dijo, "¿Por qué los pusiste allí en vez de mi mochila? ¿Qué estabas pensando?" y ella salió de la casa sin besar a su madre.
La madre, la Sra. Hitz, se puso triste. Su hija estaba enojada con ella otra vez. Luego, la Sra. Hitz se puso la chaqueta y condujo a su trabajo.
Wednesday, November 23, 2011
Hard-Copy of Cloze activity to distribute to students
Monday, November 21, 2011
Update - ALMA continues to gain popularity! Below are links to additional ALMA activities recently created (Dec. 2012-Jan 2013) by other teachers. All updates can be found on Laurie Clarcq's amazing "Embedded Reading" blog.
a - Click HERE to see @fravan amazing activity on ALMA.
b - Click HERE for an Embedded Reading (created by Nina)
c - Alma LECTURA (created by Doug Stone)
d - Alma Repasito (created by Doug Stone)
1. The two stories used to pre-teach some of the vocabulary and the ALMA story are in the document below. For the Osama story, we made the story in class and the following day I distributed the paper so students could fill in the blanks as a review and then we wrote the ending of the story.
2. After the pre-teaching of vocabulary was finished, I told the story about Alma using TPRS, circling technique, w/ some acting. After I told a small part of the story, I paused so students could sketch the scene. They sketched 6 different scenes. Then I showed the movie "Alma" and stopped the movie right before Alma touches the nose of the doll, because, of course, we ran out of time to watch the ending.
3. Since I stopped the video before Alma actually touched the doll's nose, the students' homework for the night was to sketch what they thought happened. The next day, one of the review activities was to put their sketches under the document camera and students had to think of a sentence or sentences to describe what was going to happen. The sketches were also handy as a review of the story - partner work for retelling usually works great.
4. I also made a photo collage of parts of the story. Photo collages or sketches are great for reviewing because I will say a sentence and then the students tell me which picture that action occurred. Or, sometimes as a class we retell the story frame by frame using the photo collage or a student's sketch.
|view video at: http://youtu.be/irbFBgI0jhM|
5. Tomorrow we will do 3 Cloze activities as another review of the vocabulary and events in the story.
ALMA - Cloze Activity #1
ALMA - Cloze Activity #2
ALMA - Cloze Activity #3
UPDATE: Click HERE to find additional ALMA materials (they're awesome!) that Martina Bex created in December 2011.
I love finding short videos to use in the class. The students like it because it changes things up for the day and I like it because it keeps their attention which means more repetitions with a captive audience.
Next year when I use this story, I'll pre-teach more clothing vocabulary first! That was a missed opportunity.
**Even though many people recommend using past tenses from the start, I am in my first semester of only TPRS with my Spanish 1 students so I'd like to feel a bit more comfortable with the TPRS method before I teach the past tense from Day 1.**
Wednesday, November 16, 2011
That night I chatted with the older student on Twitter and we planned that he would come into the class for part of the class period to act out the story. Needless to say, when he came to our class, the students showed more interest in the story and we could have gone on for another class period adding to the story.
In class we used Eggspert for 15 minutes with questions relating to the Felipe story as a review. Below is the story from 11/15.
Tuesday, November 15, 2011
What is your opinion of the website?
Today was the 2nd time that I used this type of comprehension check. I distributed a copy of a story that we had worked on in class (acting, reading, circling, etc. - the usual) to each student along with a highlighter and told the students to highlight any words that they did not understand. This helps me to see if the students are highlighting many of the same words, and if so, then I know which words I need to review and insert in the next story.
Keep in mind that when I use a word in a story that we haven't used before in class but I think it is vital for the story or is a good way to gradually introduce the word without holding them accountable for it yet, I put the word in italics followed by the English translation. Therefore, there are a few words or phrases that the students would not have known had they not been followed by the English translation.
Sunday, November 13, 2011
Friday, November 4, 2011
The story below pulls together several new vocabulary words and new grammar structures. For example: deja,empieza + a + infinitivo, le ofrece, etc. I distributed the story on Thursday, November 3. On Friday, November 4, after taking the advice of Angel Benito (gracias Angel), I gave the students crosswords to review the story and the vocabulary and grammar.
After our break for lunch, we took out the Cuéntame Más® textbooks and read some of the mini-stories. The students had so much previous practice with the words that most of them understood the stories without any additional introduction.
(Sra. Story 11/3/11)
En el parque de diversiones de Hershey hay un cuervo.
Al cuervo le gusta comer manzanas.
Él quiere comer manzanas todos los días porque es su comida favoritas.
El cuervo vive detrás de la tienda "Manzanas Manzanas" dentro de un cacto plástico.
Todos los días muchas personas vienen al parque de diversiones.
El cuervo se esconde detrás de una roca, cerca de la tienda "Manzanas Manzanas" y mira a la gente. (gente = people)
Cuando una persona compra una manzana, el cuervo mira a la persona con interés.
Si la persona tira parte de la manzana en el basurero, él va rápidamente al basurero, recoge la manzana, y regresa a su casa, dentro del cacto, y come el resto de la manzana.
Un día, el cuervo tiene hambre, así que mira a las personas.
El cuervo ve a un chico rubio de quince o dieciséis años.
El chico va a la tienda "Manzanas Manzanas" y compra una manzana.
El chico sale de la tienda y camina por el parque de diversiones.
No come la manzana pero tiene la manzana en su mano.
El cuervo sigue (follows) al chico porque quiere comer la manzana.
El cuervo se esconde detrás de una roca, y luego va a otra roca, y se esconde detrás de la otra roca y continúa mirando al chico.
Se esconde detrás de las tiendas, detrás de los árbles, detrás de los bancos (benches) y detrás de otros chicos.
Después de cinco minutos, el chico ve a su amiga sentada (seated) en un banco.
Él quiere hablar con ella porque ella es guapa.
Camina hacia la chica y se sienta en el banco con ella.
Luego, él pone su manzana en el banco y empieza a hablar con la chica.
EL cuervo ve una oportunidad.
Corre hacia al banco y se esconde detrás del banco y espera.
Escucha la conversación de la chica y el chico.
Ellos hablan de la escuela, de sus profesores, de sus familias, y de otras cosas (things).
EL cuervo espera y escucha.
Después de once minutos, el chico recoge la manzana y le ofrece la manzana a la chica.
La chica toma la manzana y empieza a comerla.
El cuervo está desilusionado. Él quiere la manana pero ahora la chica está comiéndola.
Pobrecito cuervo. No puede comer la manzana.
El camina despacio a su casa dentro del cacto.
El cuervo está trists porque no tiene nade que comer.
Llora por veinte minutos y aunque (although) su estómgo está vacío (empty) se duerme.
Tuesday, November 1, 2011
1. I pulled several sentences from the story and put them on a strip of paper in the incorrect order. I gave each sentence a letter so it would be easier to refer to it for the class activity. Then I cut the paper into strips. (The students could do this since they are not in the correct order, but for the first time, I cut them so they'll know what to do next time.)
2. The students had to put the sentence strips in order. After they thought they were correct, I told them to check with the person next to them to see if their answers were identical. If so, they stood up so I could see who was finished. If their answers were different, they needed to work together to come up with the same answers.
3. Then we read through the sentence strips together to make sure everyone had them in the correct order.
4. I continued to review by writing a sentence on the board. Students moved their strips apart to make space for where they thought was the most logical place for the new sentence.
5. Finally, I distributed 3 pink strips of paper to each student and students wrote their own 3 sentences on the pink slips and then added them at the appropriate place.
6. The last activity with the strips was for the students to remove their pink slips and hand them to another student who had to put them in their own set of sentence slips.
After doing all the sentence strip activities, I'm fairly certain that the students understand the story and all the vocabulary.
If you have other ideas on how to use the sentence strips, please share them with me and I'll give it a try with my students.
The story script is embedded below:
Saturday, October 29, 2011
I found the song "Canción de las Brujas" on YouTube. It has several words that my Spanish 1 students know so I made a cloze activity on GoogleDoc with the lyrics. On Halloween, (Monday), I'll add this activity to others to tie into Halloween and save the Día de los Muertos activities for Wednesday.
Canción de las Brujas
Thursday, October 27, 2011
When the students were helping me to create a story using the focus words (levanta, espera, debajo de, curioso), I told them that during the "story asking" when I write new, unknown words that the students suggest on the board, they needed to choose 8 of those words to copy on their paper.
After we completed the story, and we practiced it with questions, retelling, fill in the blanks and the other techniques to give more repetitions we turned back to the paper with the 8 sections. They already had 8 words written on their papers so I told them to make sketches to represent the words. I gave them 2 minutes to do this. Then they paired up with another student and chose one of the papers with 8 sketches to work with. Then they had to create a short story, using words they know and not using any words we have not covered yet, and also include as many of the words that they had sketched. I gave them 10 minutes for this and continued to remind them of the remaining time to help keep them focused.
They turned these stories in to me. I choose several of the stories and typed them to use in class the next day as warm-ups. Below are the stories that I chose. fyi: I made some grammar corrections so they would be correct for the warm-ups today. However, I can see an improvement in their writing over the last few weeks.
Víctor y Marcos
Hay un monstruo.
A él le gusta comer hámsteres, papas fritas, monos y conejos.
El monstruo vive en los árboles.
Los árboles están en el parque.
Un día, el monstruo va al centro comercial.
El monstruo tiene hambre.
El monstruo ve al mono.
El monstruo corre tras el mono.
El monstruo corre rápido y agarra el mono y lo come y se ríe.
Josefina y Guadalupe
Un chico va al centro comercial.
El chico come papas fritas.
El chico ve un monstruo.
El chico corre rápido en otra dirección.
El chico corre al parque.
El chico ve un conejo.
El conejo come una flor.
El conejo corre tras el mono.
El mono corre a los árboles y se esconde.
Mario, Pedro, Pablo
Hay un monstruo.
El monstruo vive en las montañas.
El come los hámsteres y los monos.
El se sienta en el árbol.
El quiere alas.
El bebe Red Bull.
Entonces él tiene alas.
Victoria y Max
Hay dos amigos, un hámster y un conejo.
Ellos viven en el parque en los árboles.
Ellos tienen hambre.
Ellos van al centro comercial.
Ellos comen papas fritas en McDonald’s.
Hay un monstruo con alas.
El quiere comer el hámster y el conejo.
Ellos salen del centro comercial.
Ellos se esconden en el parque.
Focus Words: espera, levanta, curioso, debajo de (del)
Class story 10/25/11
Hay un pájaro que vive en el centro comercial.
Su novia también vive allí. (allí = there)
El pájaro es marrón, tiene un estómago rojo, ojos negros, y pies marrones.
Él no vive en el parque como los otros pájaros.
Sus casas son los árboles y hay muchos árboles en el parque, y ellos comen
gusanos y hay muchos gusanos en el parque también.
El pájaro marrón no vive en el parque porque a él no le gustan los gusanos.
Él prefiere hamburguesas, papas fritas, y espagueti.
El centro comercial cierra a las diez todas las noches.
Cuando las personas salen del centro comercial, el pájaro busca comida en los
A veces, su novia busca comida en los basureros también.
Una noche, a las once y media, el pájaro está solo.
Él ve algo en el suelo. Es un sombrero.
El pájaro curioso dice, “¿Por qué hay un sombrero en el suelo? ¿Hay algo debajo
El pájaro tiene una buena imaginación y imagina que hay una culebra debajo del
sombrero. El tiene miedo de culebras.
Luego él imagina que hay un conejo debajo del sombrero. A él le gusta hablar con
Luego él imagina que hay una araña (spider) debajo del sombrero. A él le gusta
comer las arañas.
Mira el sombrero y espera.
Espera veinticuatro minutos y por fin decide investigar el sombrero.
Camina al sombrero y se para detrás del sombrero.
Escucha pero no oye (he doesn’t hear) nada.
Él espera diez minutos más.
Por fin (finally) el pájaro curioso levanta el sombrero muy despacio.
Mira debajo del sombrero y GRITA.
Grita, “¡Ayyyy! ¡Es un mono!”
El pájaro corre en otra dirección.
El mono ve el pájaro. Al mono le gusta comer pájaros marrones.
El mono corre tras el pájaro. El mono corre muy rápido y agarra el cuervo.
El mono lo abraza. Qué precioso.
El mono lo besa. Qué precioso.
Y luego, el mono lo come. ¡Qué horrible!