31 Tools to Flip Your Classroom.
Re-blogging from Cool Cat Teacher as a resource for myself :)
I like to see my blog as a resource....
Penny
A blog about teaching Spanish
PocketMod: The Free Recyclable Personal Organizer
PocketMod: The Free Recyclable Personal Organizer.
I am thinking this might be a great way for students to create a review sheet for exams. In the future, possibly to make verb charts, sort vocabulary, lots of ideas.
If you use it, please let me know what you used it for and how it worked out!
Gracias, Penny
Here is their description:
I am thinking this might be a great way for students to create a review sheet for exams. In the future, possibly to make verb charts, sort vocabulary, lots of ideas.
If you use it, please let me know what you used it for and how it worked out!
Gracias, Penny
Here is their description:
The PocketMod is a new way to keep yourself organized. Lets face it, PDAs are too expensive and cumbersome, and organizers are bulky and hard to carry around. Nothing beats a folded up piece of paper. That is until now. With the PocketMod, you can carry around the days notes, keep them organized in any way you wish, then easily transfer the notes to your PDA, spreadsheet, or planner.
The PocketMod is a small book with guides on each page. These guides or templates, combined with a unique folding style, enable a normal piece of paper to become the ultimate note card. It is hard to describe just how incredibly useful the PocketMod is. It's best that you just dive in and create one.
Reading Unit Day 5
Today the students read their books again in order to fill out a Chain of Events graphic organizer. I found this graphic organizer at the Read MHS web site. There are lots of great graphic organizers in Spanish there!
When they were done with their worksheet (graphic organizer), they began work on their Clifford Newsletter project. I thought this would be a great way for them to see what happened in the other books.
Here are the requirements for their Clifford Newsletter project:
The project must be in sections like a newsletter. They must have Headings/Headlines, and it must be neat and colorful.
Their newsletter must have two parts from each of the following:
A: Story summary, main character article, supporting character article, write a new ending to the story.
B: Advice column for one of the characters, editorial about an issue in the book, comic strip that shows the plot, advertisements/puzzles that relate to the plot.
This is the final teaching day for the Clifford Books reading unit. They will have the next two days in class and one computer lab day to work on their newsletter. Then they will present.
Gracias, Penny
When they were done with their worksheet (graphic organizer), they began work on their Clifford Newsletter project. I thought this would be a great way for them to see what happened in the other books.
Here are the requirements for their Clifford Newsletter project:
The project must be in sections like a newsletter. They must have Headings/Headlines, and it must be neat and colorful.
Their newsletter must have two parts from each of the following:
A: Story summary, main character article, supporting character article, write a new ending to the story.
B: Advice column for one of the characters, editorial about an issue in the book, comic strip that shows the plot, advertisements/puzzles that relate to the plot.
This is the final teaching day for the Clifford Books reading unit. They will have the next two days in class and one computer lab day to work on their newsletter. Then they will present.
Gracias, Penny
Reading Unit Day 4
Today was a simple day for the students.
They turned over their verb worksheet and made a T-Chart. The headings were Cognados y Conocidos (Cognates & Known words).
They filled in their T-chart while looking through the book. Again, Student A filled out the chart from the right side, while student B filled out from the left side as they turned the pages. They do have to wait for a bit occasionally but cannot simply allow one to do the work.
Next the students read the book with their partner for the first time. They actually read the book three times.
They turned over their verb worksheet and made a T-Chart. The headings were Cognados y Conocidos (Cognates & Known words).
They filled in their T-chart while looking through the book. Again, Student A filled out the chart from the right side, while student B filled out from the left side as they turned the pages. They do have to wait for a bit occasionally but cannot simply allow one to do the work.
Next the students read the book with their partner for the first time. They actually read the book three times.
- First time: Read through taking turns without stopping to decide what the words meant or looking anything up. It is important that they read aloud so they do not skim, but read & hear every word.
- Second time: Read through and discuss what you think is going on for each page (still not looking anything up).
- Third time: read & look up any words that you absolutely need to know for context.
Then they got out their notebooks to do some writing. I showed them the following poster:
I made sure they understood the words. I used an example from an unread Clifford book to write examples of each on the yellow sticky notes.
They found one example of each and wrote it in their notebook. Tomorrow they will write them on sticky notes and compare their book to other student's Clifford books.
Let me know what you think!
Gracias, Penny
Mirror, Mirror on the Wall: How Can I Be a Better Teacher Next Fall? | Edutopia
Mirror, Mirror on the Wall: How Can I Be a Better Teacher Next Fall? | Edutopia.
Great blog post on evaluating your year with the help of students.
Saving in my blog to refer back to :)
Great blog post on evaluating your year with the help of students.
Saving in my blog to refer back to :)
Reading Unit Day 3
For day 3 we did more pre-reading activities.
First, I projected a page from a Clifford book. It was a page from a book that none of them had selected. In their class notebooks, they wrote what they thought the page read in English.
They shared their thoughts, then we talked about what strategies they used to decide what the page said. As they were announced, a student listed them on the board, they did a great job!
Next, I gave each pair of students a QR Code that linked to the Linoit page for their book. If you remember, they were in the computer lab last Thursday. I had a Linoit canvas set up for each book and the students typed predictions in Spanish for each book. Today when they received the QR Codes and read the predictions about the book they chose to read, they copied the predictions into their notebook and said whether they agree or disagree (in Spanish).
The final activity was to fill out this worksheet: Verbos de Clifford. They had to list the verbs they found in the book, decide what the infinitive is, the English translation, and what tense the verb is. This worked well since they are just learning the preterite and most of the books are present and preterite tense.
Just before the end of the hour they completed exit slips . I love this style of exit slip. I have borrowed it from another blog, I think the Creative Language Blog but I cannot remember.... If it is yours, please let me know and I will change the credit!
A good day!
Gracias, Penny
First, I projected a page from a Clifford book. It was a page from a book that none of them had selected. In their class notebooks, they wrote what they thought the page read in English.
They shared their thoughts, then we talked about what strategies they used to decide what the page said. As they were announced, a student listed them on the board, they did a great job!
Next, I gave each pair of students a QR Code that linked to the Linoit page for their book. If you remember, they were in the computer lab last Thursday. I had a Linoit canvas set up for each book and the students typed predictions in Spanish for each book. Today when they received the QR Codes and read the predictions about the book they chose to read, they copied the predictions into their notebook and said whether they agree or disagree (in Spanish).
The final activity was to fill out this worksheet: Verbos de Clifford. They had to list the verbs they found in the book, decide what the infinitive is, the English translation, and what tense the verb is. This worked well since they are just learning the preterite and most of the books are present and preterite tense.
Just before the end of the hour they completed exit slips . I love this style of exit slip. I have borrowed it from another blog, I think the Creative Language Blog but I cannot remember.... If it is yours, please let me know and I will change the credit!
A good day!
Gracias, Penny
Reading Unit Day 2
Today we were scheduled in the computer lab.
The students had three tasks today related to their Clifford books.
One: They used Linoit it share their predictions for each book. Here is a link to the sticky note page for the book Clifford Visita el Hospital.
Their second task was to read a couple of the Clifford books in Spanish at this page as a sort of practice reading for their own Clifford book.
Thirdly: In their notebooks they wrote a list of strategies they used to figure out what the pages were saying in Spanish.
Tomorrow we will share those strategies. We will also begin reading the books. In the past I have had them first read silently to themselves without asking what words mean or looking them up. Then take turns reading aloud with a partner and looking up only words that seemed extremely important to the meaning of the sentences. Any thoughts?
Gracias, Penny
The students had three tasks today related to their Clifford books.
One: They used Linoit it share their predictions for each book. Here is a link to the sticky note page for the book Clifford Visita el Hospital.
Their second task was to read a couple of the Clifford books in Spanish at this page as a sort of practice reading for their own Clifford book.
Thirdly: In their notebooks they wrote a list of strategies they used to figure out what the pages were saying in Spanish.
Tomorrow we will share those strategies. We will also begin reading the books. In the past I have had them first read silently to themselves without asking what words mean or looking them up. Then take turns reading aloud with a partner and looking up only words that seemed extremely important to the meaning of the sentences. Any thoughts?
Gracias, Penny
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