Posted in Authentic resources, Novel

More resources for El Ekeko

More Resources El Ekeko

I have loved reading El Ekeko this year!  Of all of the Spanish 1 books that I have used, I found that this one was the richest in culture.  I feel that I too learned a lot about Bolivian culture.  Previously, I mentioned how I introduced the book to give some background.  I also included how I planned a Google Tour and used Google Slides to practice speaking as well.  Here are some more of my resources that I used with the book:

  • On my May 7th news, I included information about a theater festival in La Paz.  This would be great for an introduction as well.
  • Also, I did some PictureTalks with pictures from this Instagram account.  (It is awesome!)  I also was thinking about it in retrospect that I should have searched for the #alasitas2018 hashtag on Instagram to get more pictures for the festival!
  • I used this video with Alasitas to discuss it.  Then, I had students create a miniature item that they would make for the festival with Play-doh.
  • Here are the puedos that I used with my students.  I also had them comparing the first book (Piratas) and El Ekeko.
  • Also, I was going to be out one day, and I left the book at school.  I came up with this general reading guide.  It can be used for any chapter of any book.
  • I used this Quizizz game around Chapter 9.

Hope these extra resources help you as you plan to teach this book!

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Posted in Authentic resources

Super Bowl Infographic and Activities

Adobe Spark (1)

The Super Bowl is coming up this Sunday!  While some of the ties are not obvious, there are plenty of Spanish speaking articles and infographics that you can find.  Many of my students like to read and discuss football, so that also helps engagement.  Recently, I found this infographic about this upcoming match-up.  (I love to see the different ways that Super Bowl is translated!)  Here is the sheet of questions that I created for the infographic.

Also, I created a Slides with a few polls using Poll Everywhere.  (You have to make a copy and use your own polls!  This is more to serve as inspiration.)  This interviews students on their preferences.  Will they watch the game?  Do they just watch the commercials?  I included an infographic, so they could learn a few more words about food that is eaten.  Although beer is included on the infographic, I didn’t include it as a list item.  Also, you could make this low tech and have students get up and move around the room.

(Thanks to Emily, she converted my Slides to Nearpod if you use that!)

Here is my post from last year with some other ideas.  If you are looking for some readings, I have some here in the past.  Unfortunately, there wasn’t a lot of information to update on this front.  Zachary Jones also had a great video with accompanying activities on his website!

 

Posted in Authentic resources, Presentational, Speaking

House resources for novice mid students

House resources for novice mid students

I have started my house unit with level 1.  Another benefit that I have found with dropping the textbook is that I feel like I can integrate previous activities and units more.  With the house unit, I wanted to integrate describing what they were seeing in a house with activities that they did in each room.  One interesting conversation that we had as a result of this topic is to hear how many of my students can cook!  Since they are in 9th grade (and I never cooked that young!), it was fun to discuss what my students could or could not cook.  Here are some of the activities that we have used throughout this unit:

  • On Friday, we did stations.  For the reading activity, I used this article.  (Remember to use Print Friendly to get rid of all of the extra material!  I also deleted a few paragraphs that they didn’t need.)  For the listening activity, I did the simplified version of this site.  When I send it to students, I make sure to download it, so they don’t see the transcript.
  • After that, this week, my students are putting together a short small group presentation on their house.  My speaking activities are both based on ideas from Laura Sexton: her small group presentation and puedos.  I put both here.  The first page has some can do speaking statements and the presentation with the rubric is one the second page.  To prepare, they also did a Flipgrid about different rooms in their house as well.
  • I was trying to find a good “house tour” video for my level 1.  They were all a little too detailed (15 minutes!) or the person spoke too fast.  Then, I stumbled upon this video of a house tour of a Barbie house, so I made this EdPuzzle.
  • Edited to add!  I forgot to include my study guide for the interpretive reading assessment.  While I don’t like to add my actual quiz, my quiz is very similar to this study guide.  And here is the PDF: airbnb_es-2_Dormitorios_2_Duchas_Apartamento

Let me know your favorite resources/ideas for working with the house!

Posted in Authentic resources, Technology

Five authentic resources for novices and how I used them in class

Five authres for novices

I was so excited the other day!  I had actually pinned these videos earlier, and they were PERFECT for my unit!  They are the MasterChef Junior contestants introducing themselves in Spanish!  Each one is between 30 seconds to a minute long.  Instead of putting them into EdPuzzle, we watched them as a whole class.  Students had time to list words that they heard and understood and any facts/information that they understood as well.  I like to have open ended prompts like this from time to time because it really does highlight what students can do- instead of me trying to listen as a novice listener trying to pick out items that they should hear.  If you look on the side of the video, they have a ton of suggested videos that are all the same!  Also, many of my students really like MasterChef in general.

I shared this on my Facebook page recently, but I loved this Coca-cola ad.  I typed up a transcript with some help from the #langchat group to find a word.  We also discussed the phrase “¿cuál elegirías?” where I gave them two options before watching.  This helped scaffold the difficult part at the end.  Students listened twice to focus on the words then watched the video, and I discussed it in Spanish.  Then we went back through and highlighted the descriptions of everyone.

For my unit on activities and how we spend our time, I like this infographic!  I used this to introduce the topic and had students answer questions on this, but you could easily have students create their own schedule on the same chart and compare it to each country.  It doesn’t involve a lot of writing either.

I found this website with a ton of infographics about Thanksgiving in the US.  This is my exam theme for my level 2 class because our exams are right before Thanksgiving.  Plus, it combines many of the themes from level 1 and the beginning of 2.  In addition, when I traveled to Spain, I had to answer a lot of questions about Thanksgiving!  (My favorite was when my friend mistakenly said “polvo” instead of “pavo” and her host family asked if she went to the backyard to gather it!)  Many times, I plan an activity to go with it, but I just opened a blank PearDeck and kept adding questions as I was going.  It was easy to prep on the fly- and I could cover all of the different types of questions.  You could also use some of these for level 1 because students are aware of the celebration, and there are many cognates.

This infographic also discusses families.  I had students look at a word cloud with all of the words ahead of time.  Many of them could start to see the topic before they saw the actual infographic.  Then I had them identify facts that they understood.  Everyone was able to identify at least 4-5 facts, and they also made good observations as they were able to focus on what they could understand.

Edited to add! If you are interested in PearDeck, here is how I set it up if you want to ask questions on the fly.  I set up a PearDeck slide and add a blank slide.

Screen Shot 2017-11-12 at 9.24.30 AM

Then I click the green start presenting button.  Once my students are in and my slideshow has started, I can just click on the add a question.

peardeck.png

You have to hover over the bottom of the screen for these choices to appear.  Then this screen will pop up, and I use ask a new question.

Screen Shot 2017-11-12 at 12.58.56 PM

Here are your choices.  I think the drawing part is part of my premium subscription, but I know that you can choose the other choices.

Screen Shot 2017-11-12 at 12.59.05 PM.png

If I put text answer, the screen looks like this and all students can put in their answers.

Screen Shot 2017-11-12 at 12.59.14 PM

Many times, I will also write a question on the board to help them if needed.  The beauty of PearDeck if you haven’t used it is that you can display all students’ answers.  Then we can review them all as a class.  It gives everyone a good amount of processing time as well.

Posted in Authentic resources, Video

YouTube videos to use in Spanish class

YouTube Videos to use in Spanish class

Recently, I found myself down a YouTube wormhole with a few purposes.  I want to start to find some more videos for my Spanish 1 and Spanish 5 classes next year.  I have also found a ton of female vloggers (including one of my favorites).  I want to find some more videos with males, so they are not all female focused.  Here are some of the videos (and some EdPuzzles that I have created) that I have found to share with you:

  • Cocinemos juntos has some great cooking videos.  He speaks slowly and clearly and the visuals are wonderful.  He also has some Nicaraguan food videos including one on tacos.  It would be great to have students compare Nicaraguan tacos with Mexican tacos.
  • I really like this fashion vlog for men.  I watched a video about different trends for men.  It is easy to come across these for women, so I would like to assign two different videos for the girls and boys in my class.  I also found this video about outfits to wear when you return to classes when it is cold for boys.
  • This YouTube channel has a lot of pop culture (which I love!)  I could see this video about 9 movies to see to be perfect to inspire a conversation about what students want to see or not.  They also have a who wore it best after awards ceremonies.
  • I love some of the themes that many of the vloggers start.  I would use clips of the 50 things about me to get my students started with authentic resources in the beginning of the year (Spanish 2).  I love Tag 20 canciones.  They have some really great conversation topics.  It would be fun to start with two questions each day in the beginning of the year- like what song do you love in secret and what song do you know all of the words to.  The good thing about these themes is that many vloggers post about them, so you have many choices.
  • Kevin Karla y la Banda has some great covers of English songs.  Check out Laura who covers other English songs including Beauty and the Beast! (My son loves this Maroon 5 song!)
  • My students love Starbucks!  This would be perfect for a more advanced group– tips on what to order and what not to order in Starbucks.
  • Looking to spice up your technology unit and not talk about fax machines?  This girl talks about what is on her iPhone and how to edit photos on Instagram.  Maybe it is just because I love technology, but I really enjoy hearing what apps others use.  This is another topic that includes a TON of videos about what teens have on their iPhone.

Hope my journey on YouTube has helped you find some new videos to try in class.

Posted in Authentic resources, Reading

Comics in Spanish

Comics in Spanish

Comics are a great way to incorporate easy language into the classroom.  They are also easy to describe in Spanish as well as continuing a conversation.  Part of the difficulty is finding the perfect one when you need it.  I have been searching on this website while I watch Law and Order SVU.  I have also saved all of my favorite comics here on Pinterest that I can use in the classroom.

These would be perfect to use at the beginning of class.  You could start by describing the comics in Spanish by asking students different questions about all of them in a PictureTalk style.  Then students could answer the questions below.  It starts with some easy comprehension questions then moves to some personal questions.

I have developed questions about two comics.  I love the first one because it is about weather, and it could be easily used in the first few weeks of class!  The second one could be used with technology or restaurants.  Since I personally love Yelp, I laughed with this one!

Posted in Authentic resources

Why not edit the text?

Why not edit the text?

Many teachers tout the phrase edit the task not the text from the book by Shrum and Glisan.  I know the meaning behind it, and I believe that it can be valid.  First, I want to evaluate why teachers want to use authentic resources in class.

  • It can be very powerful for students to use authentic resources which are designated for native speakers.  They give a real world purpose to speech since they are used by native speakers.
  • These resources are also valuable because they have culture embedded in them.  They can also be current and relevant.
  • In addition, I have been able to teach more literacy skills via many of these authentic resources.
  • These can also be good models for presentational writing.
  • Finally, I like that authentic resources use more “authentic” vocabulary instead of the neutral vocabulary that our textbooks use.  For example, our textbook uses lavaplatos.  All of the resources that students saw used “lavavajillas.”  While some students will stick with lavaplatos, some of my students who notice this will remember both terms.

In addition, I would propose that there are very basic authentic resources that can be used in the very beginning levels.  I enjoyed using a TV schedule when students were using days of the week due to the number of cognates in TV show names.  You can check out this as an example.  As many teachers state, infographics are also a great use of authentic resources for beginners due to the use of pictures and text.

However, there are some problems with using authentic resources:

  • Students can quickly become overwhelmed with the amount of text that they do not understand.  Many teachers have noted this especially when they switch to authentic resources after not using them.  This can quickly cause students to become disengaged.
  • Not all vocabulary is always relevant or would be used for beginners.  If you want to support all of the article, you may have to teach too much irrelevant vocabulary.
  • Some of the sections may be relevant for students whereas other sections are superfluous and too difficult.
  • If you are using an authentic resource, it may have a lot of good information, but it may end up being really long.  I found this when I was using the AirBnB website for a travel housing unit.  With only some sections of the website, it was still five pages long!
  • Unless you are going to dissect it over many days, you can’t cover everything, so your questions would not address the whole prompt.  Therefore, a large part of the authentic resource isn’t even needed by students to do the interpretive activity or to do something with it.  I know that I can be guilty of this!

Instead of eliminating authentic resources or continuing to frustrate students, there is another solution!  EDIT the TEXT.  Why?  I believe that students can still get all of the benefits from an authentic resource and eliminate a lot of the disadvantages that also exist.  Using my new, current top favorite authentic resource of AirBnB, you could easily use different sections for different levels:

For a novice level, you could give them the charts.  There are images and a chart:

AirBnB #1

 

In a more advanced level, you could look at the description:

Description

Studying more about vacations and the city?  Include information about the area around the apartment:

AirBnB 3

Checking out how to write reviews?  There are plenty here!

AirBnB 4

In reality, there are 192 reviews.  You can easily pick a few that your students can understand.  I believe that from these small clips of the text, you are getting all of the benefits of an authentic resource.  If you look at the rubric for the interpretive mode, you are also able to evaluate a students’ work.

What do you think?  Do you ever edit the text?  What are the disadvantages of editing the text for novices and even intermediates?

 

 

Posted in Authentic resources, Technology

Webquest: Furniture shopping!

Webquest: Furniture Shopping

I love to shop!  When I studied abroad, I loved to wander around stores and supermarkets.  It was so interesting to see what each store had.  Since we don’t have time to pop over to Argentina and wander around stores, webquests are one of my favorite things.  When students navigate a website, they see that sometimes certain countries use different words then what we learn.  We always have a conversation about price.  In addition, websites have so many pictures that support comprehension.

I found this website for the store Falabella in Argentina.  I used this for furniture, but you could use it for clothes, sporting goods, beauty etc.  I created these questions about the website for my students.  We are going to discuss a few things about them tomorrow like what items they wanted to add to their house specifically.  However, with this website you could find so many ideas for other units!

  • You could also give each student a room to decorate and a budget then have them pick out designs for the room.
  • You could have students come up with outfits from the website.  You could even review clothes when you talk about sports because they have a huge list of athletic clothes.
  • They also have a link with job descriptions.  This would be perfect for upper levels.
  • Students could compare the technology that we have with the technology from this store.  What is similar and different?
  • If students look at their Facebook page, they can see some back to school promotions (and discuss why they are going “back to school” now).
  • Too much reading?  Check out their YouTube page for videos on gift ideas, fashion tips and commercials.
Posted in Authentic resources, Reading, Uncategorized

Evolving my interpretive reading

Evolving my Interpretive Reading

After ACTFL, I was really reflecting on how I used authentic resources.  As I said before, I really need to make sure that I am doing PRE- almost everything.  Pre reading, pre teaching vocabulary before stories.  (Maybe that will be my #oneprefix this year 🙂  I used this infographic which I have used many times.  This time, I zoomed in on the man sneezing.  Then, I had students brainstorm relevant vocabulary as well as a possible theme.  We could complete a quick think-pair-share before we started with the questions.  I really liked using the think-pair-share because it gave students an easy quick way to talk in Spanish.  If a student didn’t know a word, they would check with their partner for confirmation.

As I continue to delve into using more authentic resources, I find myself teaching more about how to use each resource.  For example, we discussed what an infographic was.  I told students how to use a picture in an infographic.  I could also give hints such as read the headlines of each topic.  It can seem overwhelming when a student cannot tell how the infographic is organized.  I am hoping that as I continue to work with these authentic resources, students will become more savvy.  I also hope that I become more savvy into how to work with each infographic!  Many times, I just assume that I only want students to get a superficial knowledge of each resource; however, I am starting to want more from my students as we continue to work with them!

In the future, I am excited to try Seesaw’s new labeling feature.  It would be great to either create something of a “book snap” about what is happening or labeling words throughout.  You could look at Seesaw as a type of Snapchat (without disappearing!)

Posted in Authentic resources, holidays, Reading

Día de los Muertos Activities

Día de los Muertos Activities

Over the weekend, I found this touching video about Día de los Muertos.  You could do a MovieTalk with this video; however, I decided to make an embedded reading about the video first.  I try to use volleyball translation judiciously, but I would start with that.  During the next reading, I will have students illustrate a few scenes especially with some of the imagery with the skeletons.  If you can find it, I like sharing pan de muerto with my students that day.

I have also found some interesting authentic resources for Día de los Muertos.  Here is a collection of 3,500 recipes for the holiday.  This is a video about sugar skulls.  Also, here is an infographic with a description of the ofrenda.  Hopefully, these will help you as you plan for the upcoming holiday!