tag:blogger.com,1999:blog-23536957044127457632024-03-17T23:03:00.991-04:00 Mundo de PepitaResources for Teaching Languages to ChildrenMundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.comBlogger252125tag:blogger.com,1999:blog-2353695704412745763.post-37126594598131386562023-11-18T11:33:00.004-05:002023-11-18T11:33:47.871-05:00Community Greeting Activity with Music
COMMUNITY GREETINGS ARE PART OF ALMOST EVERY CLASS, providing an opportunity for us to interact with one another, building feelings of welcome & belonging. Coming up with new greeting activities, and/or twists on old ones keeps them fresh & appeals to the novelty factor many kiddos crave. Here's my newest one-a fun combination of greeting & freeze dance.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIhInSyiQeV-xx8uT6GBfDs_wBB82Fc6-DoXyK85gPh87LH2UzwbiYvNeiYMJhFAYNKCTJQrHNZ2_ZuH_30nxbvCEFDMLDf1YWZGqGkqY_tZcTzTBeIwfQEfEik88H3t_wE-ORh-9l7bexSseqhWaW43ahWq1HFUrTD80A_dNe_mq2Aczf7SJAGojT3M0/s1080/Community%20Greeting.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIhInSyiQeV-xx8uT6GBfDs_wBB82Fc6-DoXyK85gPh87LH2UzwbiYvNeiYMJhFAYNKCTJQrHNZ2_ZuH_30nxbvCEFDMLDf1YWZGqGkqY_tZcTzTBeIwfQEfEik88H3t_wE-ORh-9l7bexSseqhWaW43ahWq1HFUrTD80A_dNe_mq2Aczf7SJAGojT3M0/w320-h320/Community%20Greeting.png" title="Community Greeting for World Language Class" width="320" /></a></div><br /><div>THIS GREETING HAS TWO PARTS, THE GREETING ITSELF AND THE MUSIC COMPONENT. The greeting is comprised of a FIST BUMP, FIREWORKS (that's what I call it ;) ), and the VERBAL GREETING (Hola, Bonjour, Ni hao, etc). </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3-gl6UTCt4L315S8UgOMLKwAV53Px_B8exNxPyL3aueFQC5r-23ON06_PV6gbrEw41kmvtT0tGxr3361Ov4vTq-7tFPVUJiKSfRtfp2qT9yRFA2nDIYjdWjezpa9gCAY54bTNW07bkDT9Gfv7FR37PI21zf5DAt7Y1jpbu0krDwiP-00OkSNtpHeQNeU/s2048/Community%20greeting%20fist%20bump.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3-gl6UTCt4L315S8UgOMLKwAV53Px_B8exNxPyL3aueFQC5r-23ON06_PV6gbrEw41kmvtT0tGxr3361Ov4vTq-7tFPVUJiKSfRtfp2qT9yRFA2nDIYjdWjezpa9gCAY54bTNW07bkDT9Gfv7FR37PI21zf5DAt7Y1jpbu0krDwiP-00OkSNtpHeQNeU/w320-h320/Community%20greeting%20fist%20bump.PNG" title="Community Greeting Part 1 World Languages" width="320" /></a></div><br /><div>NOTE: be sure to remind kids this is a GENTLE fist bump, NOT a punch </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS3lZA6jvZ0XzrfmOONtM7MuAWzMso_G_r1-blN9blP3U49c-nQqiJPumm4KybQanJKpmDDFa6Jc5wm72gsSHZvVsFqnn4A7QVL1RNSI26Gs2PP60DFayUIt9pB9z1SVE7181C8qqUvHkJC3UU6K8DWDMsXGl2SbyRJRQBIK00-EQyoGt_MN_1vjoQ5Jw/s2048/Community%20greeting%20fireworks.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS3lZA6jvZ0XzrfmOONtM7MuAWzMso_G_r1-blN9blP3U49c-nQqiJPumm4KybQanJKpmDDFa6Jc5wm72gsSHZvVsFqnn4A7QVL1RNSI26Gs2PP60DFayUIt9pB9z1SVE7181C8qqUvHkJC3UU6K8DWDMsXGl2SbyRJRQBIK00-EQyoGt_MN_1vjoQ5Jw/w320-h320/Community%20greeting%20fireworks.PNG" title="Community Greeting Part 2 World Languages" width="320" /></a></div><div><br /></div>I AM NOT SURE if this is really called fireworks but you get the idea! After the fist bump, opening the hand & drawing back. This part also includes the VERBAL GREETING as they create the fireworks.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyPhrZhN2Jq-T-9R3qnUnC_VrnmX-j1im-umgjxHQqTcjE9DMv8PIa9XElTm87fr_6zYqCfC9xdi73XXbpLF5VXHPxbydniUAohmxN_gVEqn1C_kBILc6MH5SDJz-OgYiuLYzg3EQgKKd3K4fIDKlEAjJkYWC6ZGWOY3-Q9Tm7FQd9PoD9cg5R9yc3zeM/s2048/Community%20greeting%20music.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyPhrZhN2Jq-T-9R3qnUnC_VrnmX-j1im-umgjxHQqTcjE9DMv8PIa9XElTm87fr_6zYqCfC9xdi73XXbpLF5VXHPxbydniUAohmxN_gVEqn1C_kBILc6MH5SDJz-OgYiuLYzg3EQgKKd3K4fIDKlEAjJkYWC6ZGWOY3-Q9Tm7FQd9PoD9cg5R9yc3zeM/w320-h320/Community%20greeting%20music.PNG" title="Community Greeting Part 3 World Languages" width="320" /></a></div><br /><div>WHILE KIDS ARE CIRCULATING and greeting one another, also have a song playing. When you stop the music, they have to freeze (like in freeze dance). Any who move have to sit out one round. TIP: I don't have them be out for the rest of the greeting, too many kids get antsy & distracted. Keep repeating as long as you like-I tend to have this greeting last about 6-7 minutes after I explain & demonstrate the greeting. </div><div><br /></div><div>THE VIDEO ABOVE IS THE SONG <a href="https://www.youtube.com/watch?v=hjojvv1_aTo"><span style="color: #ffa400;">Cantando de alegría by Alex Cuba of México</span></a>; the video is very little kid friendly which means I can show it without issue-and the song, of course, is lovely!</div><div><br /></div><div>NOTE: When thinking about goals and purpose behind activities, I focus on the authentic reasons for why we engage in communication. Greetings are, at the heart of it, about acknowledging others, making them feel seen & welcome in the space, rather than the linguistic mechanics. Read more on my blog post here about <a href="https://bit.ly/2VNai7r"><span style="color: #ffa400;">world language classroom goals that go beyond language</span></a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_-O99D5pmiiPgt834mC0m99GPWhFZYUWz-7WU-Vp5FaBILWTymog-8ZvNa2gk0gDY6ShQQS12EvgcQzBW95qqc45IovBiokAtVt48W5M-ebec8KcRImQDLh60HPdOZlfvJxegA-Nl-fa3Y6pHHK3Thmn4HabTN2vRiWqdXZjh1FRPsDDFJO0YVE5CeDQ/s2048/Re%20envisioning%20World%20Language%20Goals.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2046" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_-O99D5pmiiPgt834mC0m99GPWhFZYUWz-7WU-Vp5FaBILWTymog-8ZvNa2gk0gDY6ShQQS12EvgcQzBW95qqc45IovBiokAtVt48W5M-ebec8KcRImQDLh60HPdOZlfvJxegA-Nl-fa3Y6pHHK3Thmn4HabTN2vRiWqdXZjh1FRPsDDFJO0YVE5CeDQ/w320-h320/Re%20envisioning%20World%20Language%20Goals.PNG" title="Reinvisioning world language goals that go beyond linguistic targets" width="320" /></a></div><br /><div><br /><div><br />
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<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-76590180189397799752023-07-11T13:43:00.003-04:002023-07-15T08:55:27.035-04:00Making a Word of the Week (Day) Centers Activity
CENTERS THAT FOSTER PRE AND EARLY LITERACY SKILLS are a focus for my classes, with many different ways for this to manifest. One set of activities I include are 'word of the week' or 'word of the day' activities, which typically involve one or more words that kids re-create in some fashion, either with magnetic letters, gems, beans, popsicle sticks, to name a few. After reading this <a href="https://natalielynnkindergarten.com/how-to-run-literacy-centers-in-kindergarten/"><span style="color: #ffa400;">blog post on Kindergarten centers</span></a>, I am working to adopt her centers system with some tweaks to better fit my elementary Spanish classes. <div><br /></div><div>TO THAT END, I AM IN THE PROCESS OF CREATING CENTERS KITS which kids can take to a seat and engage with-including Word of the Week activities. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtkNpJ42BaqCzBRvfSMm9ARMIUOZce8LfuXQXr4jm8E9uNAfGTK0zkKvadI5kiZhy2ACibbnuFmz0_fK-q1_5ksFZUTpeBBHCgBGXRAuMmb-R1SRo8c-aiXJAzoTL0CvMQImvH64Hm_Qg6Z8lu_1ThygeQopVdODxfToVit37bPrruWDiNpevB9hTai_k/s2048/Making%20a%20Word%20of%20the%20Week%20Centers.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Word of the Week Centers Activity" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtkNpJ42BaqCzBRvfSMm9ARMIUOZce8LfuXQXr4jm8E9uNAfGTK0zkKvadI5kiZhy2ACibbnuFmz0_fK-q1_5ksFZUTpeBBHCgBGXRAuMmb-R1SRo8c-aiXJAzoTL0CvMQImvH64Hm_Qg6Z8lu_1ThygeQopVdODxfToVit37bPrruWDiNpevB9hTai_k/w240-h320/Making%20a%20Word%20of%20the%20Week%20Centers.PNG" title="Word of the Week Centers Activity" width="240" /></a></div><br /><div>HERE IS AN EXAMPLE with the word HOLA:</div><div><br /></div><div>In the tray goes a series of materials that can be used to spell out the word HOLA, with differentiation based on grade level (I'll add more to this below). In this instance, the prompt is to spell the word FIVE different ways using the materials in the tray. </div><div><br /></div><div>MATERIALS THAT COULD GO IN THE TRAY:</div><div>-Felt or other 3D letters</div><div>-Braille letters</div><div>-Magnetic letters</div><div>-Manipulatives such as connectors, Legos, popsicle sticks, unifix cubes, counters, etc to create the letters</div><div>-Circle the letters in a text</div><div>-Sign Language posters</div><div>-Mini stamps </div><div>-Scrabble Letters</div><div>-Letter blocks</div><div>-Letter beads</div><div>-Word cards and beans, buttons, gems or other small objects to "trace" the letters</div><div>-Etch A Sketch</div><div>-Tracing cursive text</div><div>to name a few!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo5SRu6r28VjbClr0dPKqdDfwXOzLiBRBMOCj91UC81ZbtuYvTjEX9XKcfYKKME0PGPY7bMumiCyZkIDCV5c9xcPBSRsbj2ah9Yjr1gTbhw1CfRbkcSfH0V3yMr0k6Mk9DWs5R1P66JFcXA-VlUxtQ4u87wv-MlfdqEcWZ4aV076WK6ICgjRlm-CGPGvc/s2048/Word%20of%20the%20Week%20Centers%20Activity%20Kit.PNG" style="margin-left: 1em; margin-right: 1em;"><img alt="Making a word of the week centers kit" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo5SRu6r28VjbClr0dPKqdDfwXOzLiBRBMOCj91UC81ZbtuYvTjEX9XKcfYKKME0PGPY7bMumiCyZkIDCV5c9xcPBSRsbj2ah9Yjr1gTbhw1CfRbkcSfH0V3yMr0k6Mk9DWs5R1P66JFcXA-VlUxtQ4u87wv-MlfdqEcWZ4aV076WK6ICgjRlm-CGPGvc/w240-h320/Word%20of%20the%20Week%20Centers%20Activity%20Kit.PNG" title="Making a word of the week centers kit" width="240" /></a></div><br /><div><br /></div><div>WHILE IT SEEMS TO ONLY FOCUS ON ONE WORD, the idea behind these activities is to reinforce early literacy skills in a hands-on manner (note I try to have a mix of different types of texture, movement, etc to further engage kiddos.) while at the same time giving practice to Novice Low word bank development. What I have been finding over the last few years since the pandemic hit is low capacity for risk taking and high mental load activities amongst many students. These 'spell it' activities fill a gap, allowing for low mental load practice in a variety of ways.</div><div><br /></div><div>YOU CAN ALTER THIS TRAY by having more than one word to spell-so instead of the prompt being 'spell Hola five times', it could be 'spell Hola, Adiós, gracias, por favor'. Or a set of color words, fruit, etc. For older students and/or students with greater proficiency, you can differentiate by giving them a picture prompt instead of a word card so they need to actually spell the word. You can give them a set of words that then become a short sentence or a pattern sentence with multiple possibilities (Yo veo un gato, un perro, una manzana, una flor...). Changing the modality of input & practice is yet another way we can engage kids!</div><div><br /></div><div>A NOTE FOR THOSE OF YOU ON A CART! I was on a cart and between two buildings for 13 years, so I know that set ups like these are more challenging when you don't have a classroom. One way to organize this is to use large pouches or bags that can all be stored and transported in a bin, and then easily passed out to kids. Using small tins or containers to house little items like counters or magnetic letters within the larger bag provides greater organization and storage. Here is a picture of the zippered pouches I bought on Amazon: </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlYvZX5s6LLqjBiMviHCt4wM9Ido2914Q-aA5cji0v9FY13_mM9ubx7n-U60F0NiFzAdfUVIyZRru3q_ICvnMw6XHYHBfJVUmJUvqGhN9cmMR836jgG3Cq_03v38IToNHodePaSqJ2aKnd4AYNyCOPKAeaxzu5vwT8h3XYbUkxO0iincD0h0f9wnUJAgQ/s2048/Zippered%20pouches%20for%20centers.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Zippered pouches for Centers Activities" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlYvZX5s6LLqjBiMviHCt4wM9Ido2914Q-aA5cji0v9FY13_mM9ubx7n-U60F0NiFzAdfUVIyZRru3q_ICvnMw6XHYHBfJVUmJUvqGhN9cmMR836jgG3Cq_03v38IToNHodePaSqJ2aKnd4AYNyCOPKAeaxzu5vwT8h3XYbUkxO0iincD0h0f9wnUJAgQ/w320-h320/Zippered%20pouches%20for%20centers.png" title="Zippered pouches for Centers Activities" width="320" /></a></div><br /><div><br /></div><div><br /></div><div>How do you set up word work centers? Share in the comments! :)</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><br /></div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-15609009462978910492023-05-29T10:13:00.005-04:002023-07-10T08:25:11.141-04:002023 Summer Reading List For World Languages
GREAT BOOKS JUST KEEP ON COMING! This year was no exception, with what almost feels like an explosion of graphic novels, which my kiddos clamor for! Great picture books too-check them all out! And don't miss our printable list for sharing-<a href="https://bit.ly/3ONGnLB"><span style="color: #ffa400;">click here.</span></a><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn40jPjHYWxW6EmeoE3D_-IrYcj-m4LzcMFUu1BS9ROzDcSVJfDraustMmI1CxDQDQQNz68vRRzoF12AzrasEnoRYCMgE0EcqtjAoMJziEIsBiInWc5sqfWrXd9Gj7M74GpM6cCAm8AUWaHbb0hYUbaNp9ZCz6zxIrp2cCFyqSpY_OI1aSS2dyZRaC/s2048/2023%20summer%20reading%20list.png" style="margin-left: 1em; margin-right: 1em;"><img alt="2023 Summer Reading List" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn40jPjHYWxW6EmeoE3D_-IrYcj-m4LzcMFUu1BS9ROzDcSVJfDraustMmI1CxDQDQQNz68vRRzoF12AzrasEnoRYCMgE0EcqtjAoMJziEIsBiInWc5sqfWrXd9Gj7M74GpM6cCAm8AUWaHbb0hYUbaNp9ZCz6zxIrp2cCFyqSpY_OI1aSS2dyZRaC/w320-h320/2023%20summer%20reading%20list.png" title="2023 Summer Reading List" width="320" /></a></div><br /><div><br /><div>PICTURE BOOKS</div><div><br /></div><div>Three, yes three!, books came out about plátanos, and they are all wonderful-bringing together family, tradition and yummy plátanos! I am also thrilled about how they feature Abuelas as an integral part of a child's life-I spent a lot of time when I was a kid with both of my grandmothers so this definitely strikes a chord with me. </div><div><br /></div><div>*Plátanos go with everything written by Lissette Norman and illustrated by Sara Palacios</div><div><br /></div><div>*Plátanos are love written by Alyssa Reynoso-Morris and illustrated by Mariyah Rahman</div><div><br /></div><div>*The Secret of the Plátano written by Luz Maria Mack and illustrated by Stephany Mesa</div><div><br /></div><div>*Ancient Night/ Noche Antigua written by David Bowles and illustrated by David Alvarez. This is a stunning interpretation of Nahuatl traditions featuring Opossum, the Moon, and more. </div><div><br /></div><div>*Beauty Woke written by NoNieqa Ramos and illustrated by Paola Escobar is a fierce story about a little girl who pushes past the negative things said about her community to be truly herself. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEUMVORAqS1VPx-gmw0ka4OIuuX8yMud4qx-CBk4ssNe8ZVia3Xy8SO4mX3MUsbd4eWBX6LbSDufGguPq9Z0-y5PUbV3KqHRiU-hyEKNJNFY31d5yqLwyG0EUBuO5t_07hOgB_9cRLOqiLRRuu37OqXf1URxdlFc1ioxclshKBqoZ8lVDe94p3BRXF/s2048/2023%20summer%20reading%20list%202.png" style="margin-left: 1em; margin-right: 1em;"><img alt="2023 Summer Reading List" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEUMVORAqS1VPx-gmw0ka4OIuuX8yMud4qx-CBk4ssNe8ZVia3Xy8SO4mX3MUsbd4eWBX6LbSDufGguPq9Z0-y5PUbV3KqHRiU-hyEKNJNFY31d5yqLwyG0EUBuO5t_07hOgB_9cRLOqiLRRuu37OqXf1URxdlFc1ioxclshKBqoZ8lVDe94p3BRXF/w320-h320/2023%20summer%20reading%20list%202.png" title="2023 Summer Reading List for World Languages" width="320" /></a></div><br /><div><br /></div><div>FOR MIDDLE GRADES</div><div><br /></div><div>*Tumble by Celia C. Pérez (@CeliaCPerez ). If you loved The First Secret of Punk, you will definitely enjoy this one!</div><div><br /></div><div>*The Enchanted Life of Valentina Mejía by Alexandra Alessandri- this book is incredible! Written by the same author as Isabel and her colores go to school, this middle grade book blends Colombian folklore, fantasy & adventure together, a must read!</div><div><br /></div><div>another on my To-Read list is Lupe Wong Won't Dance by Donna Barba Higuera, author of La Cuentista.</div><div><br /></div><div>GRAPHIC NOVELS</div><div><br /></div><div>*Invisible written by Christina Diaz Gonzalez and illustrated by Gabriela Epstein </div><div><br /></div><div>*Frizzy written by Claribel A Ortega and illustrated by Rosa Bousamra tells the story of a tween girl coming to terms with her hair. My 4th graders cannot get enough of this book!</div><div><br /></div><div>*¡¡Manu!! written and illustrated by Kelly Fernandez</div><div><br /></div><div>*Monarca: A Novel written by Leopoldo Gout and illustrated by Eva Aridjis. This is not a traditional graphic novel; but is gorgeously illustrated. Telling the tale of a young girl who transforms into a monarch butterfly and begins the migration south to México, this book is in parts coming of age, fantasy, and environmental activism-I loved it!</div><div><br /></div><div>FOR OLDER KIDS & ADULTS</div><div>I’ve added this section in after reading some incredible books that deserved to be shared!</div><div><br /></div><div>*The Making of Yolanda la Bruja by Lorraine Avila is a powerful, can’t put down book that speaks to racism, school gun violence, friendships, and what we do, and don’t do, in difficult situations. I read it cover to cover in one go!</div><div><br /></div><div>*Lobizona by Romina Garber. I read this last summer along with the sequel, Cazadora, and let me tell you, they are fantastic! Set between two worlds that mirror Argentina, this is the tale of werewolves, magic, and the bonds we have with one another, community, and society. Excellent!</div><div><br />
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<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-9260594496456179512023-04-29T15:10:00.001-04:002023-04-29T15:10:08.078-04:00Game: Grab it! for World Language Classes
INSPIRED BY PEQUETEACHER (LINK BELOW), I was able to adapt this game, GRAB IT! for my classes with hands on three dimensional (in most cases) items. Besides being a great review game for all sorts of vocabulary, it also has the advantage of being what I call a 'workhorse activity' meaning you can play it again and again with new vocabulary and old, across themes and grade levels. <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXTKohvm3L4YksWNosdvcidEA77bsBishxIB1RpozVlEBWt3W4FPmbhcq2o7YsYOhnU9zCl0K8p3GVwwZOdtz2rAsXaQUvKmdTW__k9VQ3Q--qFHZQYxofF7KGIWUhJeY2OTZaGlVXLJnF5RKen_jmrW6MawF_fcFqTNBMz44MQXMytdRJ13O3b3_r/s2048/Game%20Grab%20it!.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Game Grab it for World Language Classes" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXTKohvm3L4YksWNosdvcidEA77bsBishxIB1RpozVlEBWt3W4FPmbhcq2o7YsYOhnU9zCl0K8p3GVwwZOdtz2rAsXaQUvKmdTW__k9VQ3Q--qFHZQYxofF7KGIWUhJeY2OTZaGlVXLJnF5RKen_jmrW6MawF_fcFqTNBMz44MQXMytdRJ13O3b3_r/w320-h320/Game%20Grab%20it!.png" title="Game Grab it for World Language Classes" width="320" /></a></div><br /><div>Here's the set up and play:</div><div><br /></div><div>TO SET UP:</div><div>*First I decide on my categories and create slides accordingly. For example, for each round, I am going to give a prompt like 'grab something green' or 'grab a fruit'. I create one slide per prompt; I like to have 10-12 rounds, depending on grade level. TIP: have one or two slides be tie breaker slides (more on this in a moment!). You can make your prompts simpler or more complex depending on the grade level and language proficiency of your students. </div><div><br /></div><div>*Then, to collect the items! Each group gets a basket full of items-I have approximately 40-50 items at each table. Can be things like play food, magnetic numbers or letters, pictures, small counters, you name it. Many items cross over categories (such as a pear is both green and a fruit), which adds to the challenge as the game progresses, especially as the group starts to run out of items (an intentional feature of the game so that you will have a winner at each table).</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0Gr6W2vJX_-aDpDG1nrlQUVzu7NN6SitASwOniGudbw273l30W2CHwpBPr6O8KOSSAQl2PIFVZiVIahtOfj1efP1AdkMAtKNcriGs-oGAxKSWStffmGHdhICMeOwMmtqqAYsZLJDYHaQyYrKar8rZuAZ-pGzHxPmXATz5J63sLado8X6alEnOlvao/s2048/Grab%20it%20game.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Grab it! Game for World Language Classes" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0Gr6W2vJX_-aDpDG1nrlQUVzu7NN6SitASwOniGudbw273l30W2CHwpBPr6O8KOSSAQl2PIFVZiVIahtOfj1efP1AdkMAtKNcriGs-oGAxKSWStffmGHdhICMeOwMmtqqAYsZLJDYHaQyYrKar8rZuAZ-pGzHxPmXATz5J63sLado8X6alEnOlvao/w320-h320/Grab%20it%20game.png" title="Grab it! Game for World Language Classes" width="320" /></a></div><br /><div><br /></div><div><br /></div><div>TO PLAY:</div><div>*Each student gets a plate to collect their items on. Be sure to tell them once an item is placed on the plate, it can not be switched out or traded with another. Start with the first slide, giving kids time to find an item that corresponds to the category.</div><div><br /></div><div>*Continue in this fashion. As mentioned above, it is likely that groups will start to run out of items that fit specific categories, which is to say not all kids in the group may be able to collect an item during a particular round. </div><div><br /></div><div>*Once all rounds have been played, have kids count up the items on their plate. If there is a clear winner at a group, they can receive a prize (I hand out stuffies for kids to "babysit" for the rest of class). If there is a tie at a table, use the tie breaker slides to determine the winner. </div><div><br /></div><div>Have fun!</div><div><br /></div><div>Link to Pequeteacher: https://pequeteacher.blogspot.com/2020/04/juego-descargable-oculus.html</div><div><br /><div>
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<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-37027043718224272332023-03-11T09:24:00.001-05:002023-03-11T09:24:17.588-05:00Making an Instruments Center for Elementary World Language ClassINSPIRED BY OUR MUSIC TEACHER, I'VE BEEN TRYING INSTRUMENTS CENTERS with my elementary Spanish classes and they have been a hit!<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ2WcS6CzS7OgS4wz8P0g4Rl7yYKqLIbSfIWlh9h2aMsbKcx2eQWLcLHHZQM3Z1jPSQydRsCv2XLipxLDhLmhXAzt7RVrE5RO1plWYLXozgsc7uaoHKKWh-Elo9SIZjVoxjInt4qH3g-yfvmeke7TWwI7LxuLvs_x5ZtRl4noQb0vGQyyb1XN94p-L/s2048/Making%20an%20instruments%20center%20for%20elementary%20world%20language%20class.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ2WcS6CzS7OgS4wz8P0g4Rl7yYKqLIbSfIWlh9h2aMsbKcx2eQWLcLHHZQM3Z1jPSQydRsCv2XLipxLDhLmhXAzt7RVrE5RO1plWYLXozgsc7uaoHKKWh-Elo9SIZjVoxjInt4qH3g-yfvmeke7TWwI7LxuLvs_x5ZtRl4noQb0vGQyyb1XN94p-L/w320-h320/Making%20an%20instruments%20center%20for%20elementary%20world%20language%20class.PNG" title="Making an Instruments Center for Elementary World Language Class" width="320" /></a></div><br /><div>AS CAN BE IMAGINED, KIDS LOVE TO PLAY THE INSTRUMENTS, which provides an authentic experience with a PRODUCT, and coupled with a song, also provides a PERSPECTIVE as kids can see the song in video format on an Ipad, being therefore able to see the people and/or scenery that makes up the video. </div><div><br /></div><div>CREATING AN INSTRUMENTS CENTER:</div><div><br /></div><div>-CHOOSE A SONG: This can either be a song they are familiar with and can sing along to OR a song that lends itself to keeping the beat with particular instruments-I have found both to be successful for kids. Sometimes I choose a song that features a specific instrument(s), sometimes one that connects to the theme we are engaged in. (See links at the bottom of this post)</div><div><br /></div><div>-CREATE A BASKET OR CONTAINER with the instruments and the Ipad. This keeps materials together (and helps with transportation if you are on a cart). It also facilitates clean up which is helpful for multiple grade level transitions. I typically load the song video into a Google slide so that it is not playing directly on Youtube; this is pulled up and ready to go for the center activity. </div><div><br /></div><div>YOUR CENTER IS READY! It's really that easy, which I love-not a ton of prep for a fun and culturally authentic activity! </div><div><br /></div><div>NOTES: Because this is a very popular center, and I have kids move independently from center to center, I usually set the parameter of listening/playing to the song twice and then moving on so others can be at the center too. </div><div>Also, this wording from our music teacher has been very helpful in terms of taking care of the instruments: "Instruments are not toys, they need to be used appropriately and carefully". I realized I needed to make this explicit after some maracas were banged on the table and broken :(</div><div><br /></div><div>EXTENDING ACTIVITIES: I often also have additional activities to go along with the center, whether it be a book that connects, a mini book about the singer, such as my <a href="http://bit.ly/2i8MHg9"><span style="color: #ffa400;">biography of José Feliciano</span></a> </div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhvYqBegzrtCM6fX_5e3KEhXVp74viaOPO9teNrLogompn0WUajYS-1MW7iVCrGWMSDLkFoulAGkzxDd9KPKPOhv7RZnpK25n67oWVKpGYM9B3-2nSDU3KhcdIH86woq6_zW7NoRrR6RkJpbEAx5RKDx3O96YENF1Km4zbTMSz48J1XrqCDJkbdzb2/s2048/Centers%20activity%20for%20feliz%20navidad.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhvYqBegzrtCM6fX_5e3KEhXVp74viaOPO9teNrLogompn0WUajYS-1MW7iVCrGWMSDLkFoulAGkzxDd9KPKPOhv7RZnpK25n67oWVKpGYM9B3-2nSDU3KhcdIH86woq6_zW7NoRrR6RkJpbEAx5RKDx3O96YENF1Km4zbTMSz48J1XrqCDJkbdzb2/w240-h320/Centers%20activity%20for%20feliz%20navidad.png" title="Centers Activity for the song Feliz Navidad" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://bit.ly/2i8MHg9">Grab the mini book here!</a></td></tr></tbody></table><br /><div><br /></div><div>or a connecting hands on activity such as this one for <a href="http://bit.ly/2LiXaF0"><span style="color: #ffa400;">Ocho kandelikas</span></a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-p-cQOdlnBigSA9pR2pi0w_nCwT0PncjbhEvMzYz_-5ZDckzyIoHEZ-RwesakzE4y1HN8Hm90XWpEj7jVjAH9jnzx54CtXTbCWkC-0gwJpDqmJnxerzHjkCBSb9UggbFtbrSg-L1t15wbqImay86bqpnnmNm4mvQnaOXXNGSP0Yg53PEwP-Dq-62m/s2048/Centers%20activity%20for%20ocho%20kandelikas.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-p-cQOdlnBigSA9pR2pi0w_nCwT0PncjbhEvMzYz_-5ZDckzyIoHEZ-RwesakzE4y1HN8Hm90XWpEj7jVjAH9jnzx54CtXTbCWkC-0gwJpDqmJnxerzHjkCBSb9UggbFtbrSg-L1t15wbqImay86bqpnnmNm4mvQnaOXXNGSP0Yg53PEwP-Dq-62m/w240-h320/Centers%20activity%20for%20ocho%20kandelikas.png" title="Centers Activity for the song Ocho Kandelikas" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://bit.ly/2LiXaF0">Menorah Activity Here</a></td></tr></tbody></table><br /><div>HERE ARE SOME LINKS TO SONGS THAT HAVE WORKED WELL FOR ME:</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=F9djbE4MQVs">*Ocho kandelikas</a> I love this version because of the many instruments played, not to mention the words being shown as the song is sung</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=Sz0fjm2OU1s&feature=share">*Canciones de lluvia</a>- this one is great for rainsticks!</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=wytur0Dv6IU">*Plic Plac</a> this one can be used with a number of instruments, and of course can be used with mini whiteboards and dry erase markers as shown in the video</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=cPh3Rm9IaJM">*Mother Earth</a> If you have a zampoña and don't have an issue with kids putting their mouth on it, this is great OR they could just watch this video, it's beautiful</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=6exx0sB_iOA">*La Tierra del Olvido</a>- this is great for keeping rhythm with maracas, a güiro, claves, etc</div><div><br /></div><div>and</div><div><br /></div><div><a href="https://www.youtube.com/watch?v=WAjRmHODjyQ">*Chan Chan</a> also great for rhythm</div><div><br /></div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-46941322650172971632022-08-29T12:45:00.001-04:002022-08-29T12:46:27.615-04:00Make lesson planning easier by designating recurring types of activities for centers/stations
EASIER LESSON PLANNING? YES, PLEASE! Every teacher faces the challenge of time-planning & prepping lessons can be a real time suck, for sure. As I've moved away from whole group for much of class time, utilizing centers/ stations and/or activity boards/baskets has been extremely helpful BUT can be time consuming as well, especially on the front end of having everything ready for the rotation/ selection. <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMHPsylu1gz8ijIyCz9JTxL8hOUT_0by3TNQvyaYUgyw5D5BepyYotGqHB16PIObtGqBmy8MMUBvfvzID99XcUxUBj6Amu8SrsPIzigW8dd2HUhxofazFkKPSifrzsdXgAgQzZ3HofWxoP75FKqU3NJulBBftfZJdalZvR42pYLVd1w5G_O3vgzBni/s2048/Designate%20recurring%20types%20of%20activities%20for%20centers.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMHPsylu1gz8ijIyCz9JTxL8hOUT_0by3TNQvyaYUgyw5D5BepyYotGqHB16PIObtGqBmy8MMUBvfvzID99XcUxUBj6Amu8SrsPIzigW8dd2HUhxofazFkKPSifrzsdXgAgQzZ3HofWxoP75FKqU3NJulBBftfZJdalZvR42pYLVd1w5G_O3vgzBni/w240-h320/Designate%20recurring%20types%20of%20activities%20for%20centers.PNG" title="Designate recurring types of activities for centers" width="240" /></a></div><br /><div>TO MAKE THIS EASIER, I co-opt the meal planning hack of having RECURRING TYPES of activities in the rotation- think Taco Tuesdays, you always know you are going to have tacos on Tuesdays which makes meal planning less stressful. Same idea with centers planning. </div><div><br /></div><div>I CURRENTLY HAVE SEVEN CENTERS OR CHOICE BASKETS that are part of any weekly rotation, based on seating-you could have less, this just works for my space. I have identified FOUR of those as recurring types or topics for activities-Read Aloud, Los números/colores, Las emociones, and La identidad. The remaining three stations are entirely theme based, so change as needed. </div><div><br /></div><div>I CHOSE THE FOUR TOPICS intentionally-colors, numbers, and emotions are all key content vocabulary and lend themselves really well across themes, SEL, and community work, which makes them fantastic work horses. Read alouds are a great way to get books in front of kids when I don't have time to READ ALL THE BOOKS that I want to! I especially love ones read by the author themselves (<a href="https://www.pinterest.com/MundodePepita/i-teach-spanish-in-the-elementary-school/"><span style="color: #ffa400;">click here for lots I've saved on Pinterest!</span></a>) but if I can't find one read by the author, I create a video of myself reading the book. La identidad refers to activities connected to my identity wall, ABAR work, and building belonging. For example, using @TheWokeSpanishTeacher Windows, Mirrors & Doors Resource, I prompt kids to find one image on the identity wall that is a mirror (something like them) and a window (something that is different than them). Could be people color (check out my <a href="https://bit.ly/3hfueuT"><span style="color: #ffa400;">Our hands, My hands resource!)</span></a>, or a celebration you engage in (or not), a language you speak, etc. Kids then use a class Ipad to take a photo of the two images they've found and/or share their choices with a classmate.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmHc6oLBl1fUQKAIgvoNP1yY8pbaBm7c8ZvG0ozCvZKF8NyAyXvn-PnjHKvHUsreLDNO7_z0ZyPEl1nB-MIzHwx_sRXegI-heUb_isxwPW37q3sMqaCABDRvZy8JxWlU4uR1E669VF44FoDrn0Asc-AdKiL6uqDP10XqJVvRIVDp1Dl50kGqezmDje/s2048/Identity%20wall%20activity%20with%20mirrors%20and%20windows.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1668" data-original-width="2048" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmHc6oLBl1fUQKAIgvoNP1yY8pbaBm7c8ZvG0ozCvZKF8NyAyXvn-PnjHKvHUsreLDNO7_z0ZyPEl1nB-MIzHwx_sRXegI-heUb_isxwPW37q3sMqaCABDRvZy8JxWlU4uR1E669VF44FoDrn0Asc-AdKiL6uqDP10XqJVvRIVDp1Dl50kGqezmDje/w320-h261/Identity%20wall%20activity%20with%20mirrors%20and%20windows.PNG" title="Identity wall activity with windows and mirrors" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div>FIND THE <a href="https://www.teacherspayteachers.com/Product/Windows-mirrors-and-sliding-glass-doors-in-the-Spanish-classroom-7548568"><span style="color: #ffa400;">ESPEJOS/VENTANAS CARDS on The Woke Spanish Teacher here</span></a>!</div><div><br /></div><div>and grab my <a href="https://bit.ly/3SWBZtp"><span style="color: #ffa400;">ABAR IDENTITY WALL Script Cards here</span></a>!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGls46vHGAKGqGkSeUlGXjg3WSgEEV-AkB4Q7pWOhjN4hPGdUhp0sBIkJ00tpwI4LEHxOatie2bubMV4Ng5AJWJbvp_0EoN-ebTV9QEmxbt34bVdb56XB2CcKKpnUhX_E1Sb9veHD-TMt7TDmDieiQqUCF5fpjOx-aRBF7F8MIDSV6a6kUh0fBbBmC/s4032/Antiracist%20Anti%20bias%20classroom%20posters.HEIC" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4032" data-original-width="3024" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGls46vHGAKGqGkSeUlGXjg3WSgEEV-AkB4Q7pWOhjN4hPGdUhp0sBIkJ00tpwI4LEHxOatie2bubMV4Ng5AJWJbvp_0EoN-ebTV9QEmxbt34bVdb56XB2CcKKpnUhX_E1Sb9veHD-TMt7TDmDieiQqUCF5fpjOx-aRBF7F8MIDSV6a6kUh0fBbBmC/w240-h320/Antiracist%20Anti%20bias%20classroom%20posters.HEIC" title="Anti racist Anti bias bilingual classroom posters" width="240" /></a></div><br /><div>How do you make your planning easier? Share in the comments below!</div><div><br /></div><div>And don't miss our blog post on choice baskets-<a href="https://bit.ly/3pPkn5a"><span style="color: #ffa400;">click here</span></a>! Lots of ideas and resources for making these happen in your classes!</div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-54957064667305889822022-08-25T10:35:00.000-04:002022-08-25T10:35:02.186-04:00Choice Baskets & Other Independent Activities for Elementary World Language Classes
OVER THE LAST SEVERAL YEARS I have moved away from whole group instruction as my primary approach in my elementary Spanish classes, incorporating more centers and small group activities. This has been prompted by noting whole group and circle time has become increasingly difficult for kiddos to sustain and be successful in. Prior to the pandemic, I had moved away from circle entirely for third and fourth grade, having them sit in small groups at tables; primary grades started at circle for the beginning of class, then often went to tables/small groups for centers. I have written extensively in Facebook & Twitter posts about this shift and my need to adjust for changes in input, language acquisition, and feeling guilty as a world language teacher that I wasn't providing "optimal instruction". <div><br /></div><div>THE PANDEMIC, ironically, gave me permission to accept the balance in loss of direct input via whole group activities and the benefits of kids engaging in activities in small groups, giving me an opportunity to circulate and interact with individuals. My current approach is a hybrid of whole group for providing a common base, building community, and just being together, along with centers which either feature one specific activity or, more often, a choice basket with multiple activities in them for kids to exercise greater agency in their learning. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1I_93ZmvAK-0k7vWrxuFcYssiDYBMt-IWDSAM4MQqAGzZ8A0QYWVYTFqkSlT6YAwFiD-yqgGJrxbMmwSE9gJiqoR4-3rxqPJDAyB_y-jsGqjYph6wGGBE1eCEUtlUefQB7kvq9nKGxZDJmc07n3TFGZgl3O-WmjdRIkiH6mn60Gr9_hpS4fThiiBn/s2048/Choice%20baskets%20&%20other%20independent%20activities%20for%20elementary%20world%20language.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1I_93ZmvAK-0k7vWrxuFcYssiDYBMt-IWDSAM4MQqAGzZ8A0QYWVYTFqkSlT6YAwFiD-yqgGJrxbMmwSE9gJiqoR4-3rxqPJDAyB_y-jsGqjYph6wGGBE1eCEUtlUefQB7kvq9nKGxZDJmc07n3TFGZgl3O-WmjdRIkiH6mn60Gr9_hpS4fThiiBn/w320-h320/Choice%20baskets%20&%20other%20independent%20activities%20for%20elementary%20world%20language.PNG" title="Choice baskets & other independent activities for world language class" width="320" /></a></div><br /><div>CHOICE BASKETS are similar to choice boards in that, obviously, there is CHOICE. The difference, for me, is they are far freer in their expectations on my part, meaning there isn't a required number of activities to complete like is usually the case on a choice board. Instead, kids choose the activities they want to do and can switch out for a new one at any time. I particularly prefer choice baskets for my early elementary grades- Kindergarten, First, and Second Grade. However, this coming year I am looking to extend this into Third and Fourth Grade.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhppU2y1uhC6WBTKiiSBYsRStrz-S7wwEDbXY8S6gsjPjru6Jd0jD6SmQB94YbEco-8AjHqw329dPxAWRnWSoGkKaIVLzDM_m4OgFlUElPuEpK2YNNTOAb0MB9DoAdDgoQd9kgGeZL4BQZfD2S-G7gv-sb3FSx41voK8-dUGqJO7iE7PSERU5TicjCn/s2048/choice%20baskets%20for%20elementary%20world%20language.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhppU2y1uhC6WBTKiiSBYsRStrz-S7wwEDbXY8S6gsjPjru6Jd0jD6SmQB94YbEco-8AjHqw329dPxAWRnWSoGkKaIVLzDM_m4OgFlUElPuEpK2YNNTOAb0MB9DoAdDgoQd9kgGeZL4BQZfD2S-G7gv-sb3FSx41voK8-dUGqJO7iE7PSERU5TicjCn/w320-h320/choice%20baskets%20for%20elementary%20world%20language.PNG" title="Choice Baskets for Elementary World Language" width="320" /></a></div><br /><div>INDEPENDENCE WHEN ENGAGING IN THE CHOICE BASKETS, and centers for that matter, is crucial to me being able to circulate and interact with kids. Some activities lend themselves far better to independent engagement and learning than others; here is a list of ones that are particularly successful with my kiddos:</div><div><br /></div><div>*PUZZLES: these are always a HUGE hit! Whether they merely need to be solved, such as the mini puzzles I have available in a number of my theme packs, or ones where there is a literacy component that taps into vocabulary practice, puzzles are perfect for kids & need little instruction for them to get started. You can find mini puzzles as part of many theme packs, including <a href="http://bit.ly/2negLIb"><span style="color: #ffa400;">Buenos días Buenas noches Theme Pack</span></a> , <a href="https://bit.ly/3p2iVfC"><span style="color: #ffa400;">Emotions Activity Set</span></a> , <a href="http://bit.ly/2xYms4n"><span style="color: #ffa400;">Los colores del otoño Theme Pack</span></a> amongst others! The number puzzles you see below are found in our <a href="http://bit.ly/farmpack"><span style="color: #ffa400;">Granja Farm Theme Pack.</span></a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOw-1dFfVXUAXYZrNGFBzGW3rUkwVUCm69zB_vd51sxhNA7_M3TMQzWUUeS5T1ucdqW7jaKo6eO6lS9z7L1vN1f753obeu_lKkwpKxPn8yNtjfEqHujhe5_u6z7rOuvbrBJik9cKgeVg9rg_BkuCDTpIbVL4nUTW7hl2MaSCdSHVfThsVZGcNt2BaU/s2048/Egg%20chick%20number%20puzzles.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOw-1dFfVXUAXYZrNGFBzGW3rUkwVUCm69zB_vd51sxhNA7_M3TMQzWUUeS5T1ucdqW7jaKo6eO6lS9z7L1vN1f753obeu_lKkwpKxPn8yNtjfEqHujhe5_u6z7rOuvbrBJik9cKgeVg9rg_BkuCDTpIbVL4nUTW7hl2MaSCdSHVfThsVZGcNt2BaU/w320-h320/Egg%20chick%20number%20puzzles.PNG" title="Egg chick number puzzles in Spanish for Farm theme" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://bit.ly/farmpack">Click here to grab our Granja Theme Pack!</a></td></tr></tbody></table><br />*MEMORY GAMES: another popular activity is Memory! An easy game for kids to play in small groups or with a partner, there are endless ways to incorporate and practice vocabulary.<div><br /></div><div>*WORD/ LETTER WORK: Magnetic letters and word cards for spelling are a great literacy building activity! I have a number of sets of these, with picture cards connected to the spelling activities, providing opportunities for kids to match the word and the image together as part of each card completion. You can find the ones shown below in our <a href="http://bit.ly/2BArd5z"><span style="color: #ffa400;">Venezuela Centers Pack</span></a> We also have them as part of our <a href="http://bit.ly/2Oq7hKv"><span style="color: #ffa400;">Las Frutas Centers Pack</span></a> and our <a href="http://bit.ly/2negLIb"><span style="color: #ffa400;">Buenos días Buenas noches Theme Pack</span></a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCSzKCu2k0Dz_x8I7PzdC0HqRRA0DBIK-uxaI11zAOWtEdUZ25j8VRPHMEG0MoYqlKBT-qolQDRXBm2WNctrMCFlHpedDUxKV9K_3od069K0ZNLLXzAEJ-Q5A1H-lfDE-gwTQO-vKnWeGT5bipSAq-Q-w0FnfAt-MpFtaLW_vS9Etroi0YJUnm3aED/s2048/Centers%20Word%20Work%20Venezuela.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCSzKCu2k0Dz_x8I7PzdC0HqRRA0DBIK-uxaI11zAOWtEdUZ25j8VRPHMEG0MoYqlKBT-qolQDRXBm2WNctrMCFlHpedDUxKV9K_3od069K0ZNLLXzAEJ-Q5A1H-lfDE-gwTQO-vKnWeGT5bipSAq-Q-w0FnfAt-MpFtaLW_vS9Etroi0YJUnm3aED/w320-h240/Centers%20Word%20Work%20Venezuela.PNG" title="Centers word work for elementary world language class" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="http://bit.ly/2BArd5z">Click here to grab our Venezuela Centers Pack!</a></td></tr></tbody></table><br /><div>*ACROSTIC PUZZLES: Another take on puzzles, these are great for upper elementary students! I make sure that images are included in my acrostic puzzles so that there is an additional component of not just solving the words, but matching an image to the word for comprehension. The one shown in the photo below is part of our Olivia hace salsa Theme Pack which you can find <a href="https://bit.ly/2WMU2tD"><span style="color: #ffa400;">here</span></a> ; our <a href="https://bit.ly/2PUFQLR"><span style="color: #ffa400;">Pepita lee sobre Nina Gualinga Theme Pack</span></a> also has one connected to the book La selva de Zonia by Juana Martinez Neal and features rainforest animals. And don't miss the word building acrostic in our <a href="https://bit.ly/3p2iVfC"><span style="color: #ffa400;">Emotions Activity Set!</span></a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTEtMFxolkNFj7Swu2N78U-sCXLD96MvIKi24RqVQWqrrz9qrvzhCnXwVAnl5xOhmAjHhLhtgkf5_2NEULSJL0yOZniJGww2nlm6YJkvxJhRsMqAsL4ianJDdsgX634a-F_1afzKswYxR4iK6tgCspqB-hM5MxC6v7BANXH3cWixduoNtNhacRRMRx/s2048/Acrostic%20puzzles%20for%20world%20language%20class.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTEtMFxolkNFj7Swu2N78U-sCXLD96MvIKi24RqVQWqrrz9qrvzhCnXwVAnl5xOhmAjHhLhtgkf5_2NEULSJL0yOZniJGww2nlm6YJkvxJhRsMqAsL4ianJDdsgX634a-F_1afzKswYxR4iK6tgCspqB-hM5MxC6v7BANXH3cWixduoNtNhacRRMRx/w320-h240/Acrostic%20puzzles%20for%20world%20language%20class.PNG" title="Acrostic puzzles for world language class" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/2WMU2tD">Grab our Olivia hace salsa Theme Pack here!</a></td></tr></tbody></table><br /><div>*I SEE I WONDER ACTIVITIES: Exploration with authentic realia, items from nature, photos, and/or other objects is another great way for kids to independently follow their curiosity-providing word cards, talking bubbles, or other written prompts to aid and support an incorporation of the target language fosters a bilingual approach. For example, having color word cards available while a student is looking at feathers and a nest can encourage them to "label" the items as they look at them-as you circulate, you can also use the cards when you are interacting with the student, prompting them in the moment to choose cards that connect with the items they are exploring. The word wall cards included in the non fiction issues of our magazine, Mira el Mundo Jr are great for this, such as in <a href="https://bit.ly/2xQHhli"><span style="color: #ffa400;">El quetzal Abril 2020</span></a>!</div><div><br /></div><div>*COLOR BY NUMBER: these are always popular with kids and are perfect for color word practice-you can find several in my <a href="https://bit.ly/3aXjIFK"><span style="color: #ffa400;">15 Activities for Upper Elementary Pack</span></a> which feature cultural elements of a variety of places. </div><div><br /></div><div>*READ ALOUDS: I try to always have a read aloud available on an Ipad for kids to listen to/watch-whether I create a recording myself of a book or use one found on Youtube, these are a wonderful way for kids to hear a book you might not have time to read in class. When looking for read alouds on Youtube, I only choose those which are either read by the author or have been sanctioned by the publisher so that copyright isn't infringed upon. I have collected a bunch of links on my <a href="https://www.pinterest.com/MundodePepita/i-teach-spanish-in-the-elementary-school/"><span style="color: #ffa400;">Pinterest here</span></a> so you don't have to do the searching! Click on the section "Read Alouds" to find bunches!</div><div><br /></div><div>There are so many more activities, but I hope this gives you a great start! What would you add? Share in the comments below!</div><div><br /></div><div>And don't miss my post on <a href="https://bit.ly/3auCYN7"><span style="color: #ffa400;">Choice Boards-click here to read!</span></a> <br /><div><br /></div><div><br />
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<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-30229989150360272402022-08-14T11:43:00.001-04:002022-08-14T11:53:22.459-04:00Isabel and her colores go to school by Alexandra Alessandri
ISABEL AND HER COLORES GO TO SCHOOL by Alexandra Alessandri and illustrated by Courtney Dawson is a beautiful book focusing on first day jitters for a little girl who speaks little English. While the title, and various points in text, highlight colors, it is the addressing of themes such as belonging, friendship, and being different/unique, that make this a wonderful entry point to conversations with kids about first days, identity markers such as language and bilingualism, and emotions. <div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPob6tGTWb8QTX6QFhVGj0i4dgyhqjPUvKQ4ARQjnYObYcly37_DyDWgxg-DcMhR_lzSZ15VkFjyoALRGnH8wvJb88ozygFHEUQYWtnSTUA0cic05ve_m592i3ANgt1p0yQOA9qVj8eGcywsbEnBKjxvRVzAo4P2_01O5jRG34t2tj-J9yJL5uXUoO/s2048/Isabel%20&%20her%20colores%20go%20to%20school%20free%20activity%20.PNG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1823" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPob6tGTWb8QTX6QFhVGj0i4dgyhqjPUvKQ4ARQjnYObYcly37_DyDWgxg-DcMhR_lzSZ15VkFjyoALRGnH8wvJb88ozygFHEUQYWtnSTUA0cic05ve_m592i3ANgt1p0yQOA9qVj8eGcywsbEnBKjxvRVzAo4P2_01O5jRG34t2tj-J9yJL5uXUoO/w285-h320/Isabel%20&%20her%20colores%20go%20to%20school%20free%20activity%20.PNG" title="Isabel and her colores go to school FREE activity page" width="285" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/3dqyOdc">Click here to download</a></td></tr></tbody></table><br /><div>READING THIS BOOK INTERACTIVELY, meaning asking questions & providing prompts during the reading, has allowed me to get to these themes within the context both of the book AND my students' own experiences. Questions such as 'Have you ever felt nervous on the first day of school?', 'Have you ever felt nervous coming to Spanish class, knowing a lot of English but perhaps only a little bit of Spanish?', 'How do we make classmates feel welcome in our space?' and 'How does it feel to belong?'... are just a few which foster reflection and connection with Isabel, Sarah, and ourselves. YES, I ask these questions in English (our common language in class). While reading the story, I incorporate a fair amount of Spanish, though I don't read it entirely bilingually; but the questions/prompts are in English. This allows us to dig deeper :) </div><div><br /></div><div>AS A FOLLOW UP ACTIVITY, and to reinforce how we can brighten, welcome and foster a sense of belonging, kids create a picture just as Isabel did in the book-either drawing a friend we already have or one we would like to invite as a friend. This is then given to the new/old friend as an action step in creating community. <a href="https://bit.ly/3dqyOdc"><span style="color: #ffa400;">You can download the activity page FREE here!</span></a> It has both a Spanish version & an English version :) </div><div><br /></div><div>How do you teach this book in your class? Please share in the comments below!</div><div><br /></div><div>And for more teaching ideas with picture books, see my blog posts:</div><div><br /></div><div><a href="https://bit.ly/3le8PXp"><span style="color: #ffa400;">¡Gracias, Omu! by Oge Mora</span></a></div><div><a href="https://bit.ly/3e4Lwf2"><span style="color: #ffa400;">Si Quisqueya fuera un color by Sili Recio</span></a></div><div><a href="https://bit.ly/36ZqZV1"><span style="color: #ffa400;">Aquí también by Paula Fränkl</span></a></div><div><br /></div><div>and a post on how to <a href="http://bit.ly/2EYxh7b"><span style="color: #ffa400;">develop a theme from a picture book click here</span></a></div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-15341554674648486722022-07-23T17:36:00.015-04:002022-07-23T17:55:25.722-04:00Activities with Animal Props in World Language Classes
ANIMAL PROPS, like food props, are a fun, hands on way to bring imaginative play, content based learning, and more to world language classes. Not only that, but printable props allow us, as teachers, to inexpensively make multiples of beloved animals and those that are not so familiar to kids! Here are some ideas to use my printable animal props in class:<div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1UT4YQ8WhCnTbHCLPWxGgIZTS5EV5YpYiMro4xOl96xwQ4HB7_Mo1rm1urVwHtAZ9gRXgokUKm22Z8oIqtnEjdaqfL3CK3V8FWx5lAD5iNyI_XW1b6iCFf2N8aBj3gCH1m41FSTQbZcjvM_UtRuaP4KkJG2LUPB6MQZqoyqCI4-w3IgyAOAccvAYH/s2048/Activities%20with%20Animal%20Props%20in%20World%20Language%20Class.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1UT4YQ8WhCnTbHCLPWxGgIZTS5EV5YpYiMro4xOl96xwQ4HB7_Mo1rm1urVwHtAZ9gRXgokUKm22Z8oIqtnEjdaqfL3CK3V8FWx5lAD5iNyI_XW1b6iCFf2N8aBj3gCH1m41FSTQbZcjvM_UtRuaP4KkJG2LUPB6MQZqoyqCI4-w3IgyAOAccvAYH/w240-h320/Activities%20with%20Animal%20Props%20in%20World%20Language%20Class.PNG" title="Activities with Animal Props in World Language Classes" width="240" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/3BdxzYS">Click here to grab our Animals of the Caribbean!</a></td></tr></tbody></table><br /><div>*SORTING/CATEGORIZING: One of the easiest ways to use animal props, and gives you multiple lessons!, is to have kids sort them-they can be sorted by color, size, how they move, where they live (either place or habitat), what they eat, whether they are a mammal, bird, fish, etc-you get the idea! What I love about this is this provides opportunities for kids to work on the category words, which often are more high frequency (though not always!) than the names of the animals. So, for example, sorting by color or size focuses on those category words-you don’t need to know how to say animal names to place the animals beneath category cards with color words on them. This can also be a great activity for heritage learners, especially with categories that tap into science based information, such as herbivore/carnivore/ omnivore, or mammal, bird, reptile, amphibian, etc. </div><div><br /></div><div>And don’t forget you can get out a big map of the world and place them where they live right on the continent or region!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1Ja8uQWrR32FEzfYcbX_mrhs5jpEoAnr_cPCP5ofR-GbVpRsLF56L3kLFLHaL8-R14FX6M4ImJwNeciHMVAhwWuNVz7HP2oPsfJJ8ptKdEF5vH9jSh3jJoGWbUnvH6k-I-4xSE90kfDlPhfVTLSeeaeoW-nST5iKXK9BdGrIj5VCx77Kkgl5jK7gO/s2048/10%20Piece%20Galapagos%20Islands%20Set%20Photo.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1Ja8uQWrR32FEzfYcbX_mrhs5jpEoAnr_cPCP5ofR-GbVpRsLF56L3kLFLHaL8-R14FX6M4ImJwNeciHMVAhwWuNVz7HP2oPsfJJ8ptKdEF5vH9jSh3jJoGWbUnvH6k-I-4xSE90kfDlPhfVTLSeeaeoW-nST5iKXK9BdGrIj5VCx77Kkgl5jK7gO/w240-h320/10%20Piece%20Galapagos%20Islands%20Set%20Photo.PNG" title="10 Piece Galapagos Islands Props Set" width="240" /></a></div><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><br /></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/3zff7xo">Click here to grab our Galápagos Islands Set!<br /><br /></a></td></tr></tbody></table><br /><div>*LIST THEIR ATTRIBUTES: novice learners are working at the one-word/ short phrase stage, so listing is right at their proficiency level. Choose an animal yourself, or have kids choose one, and then list words that relate to the animal-this could be colors, size words, etc. This makes a great centers activity, too!</div><div><br /></div><div>*SHAPE POEMS: I love these poems for all age groups! Students choose an animal, draw the outline (and color if they want to) and write words/ phrases/ sentences around the outside of the drawing, in the shape of the animal. For heritage learners and kids with greater proficiency, they could do some short research on the animal they choose to be able to add more information to their shape poem, such as where it lives, what it eats, etc.</div><div><br /></div><div>*MAKE AN ‘I SPY’ ACTIVITY: Again, working with those category and action words, put a bunch of animals up on the board and play ‘I spy’-to avoid having to teach the names of unfamiliar animals, give your kids a pointer to show what animal they think is the one being ‘spied’-this is a great listening activity with an element of surprise and mystery!</div><div><br /></div><div>*PLAY TINGO TINGO TANGO: My rainforest props are PERFECT for playing the authentic Colombian game Tingo Tingo Tango! <a href="https://youtu.be/Nd0nI6HHWf8">Click here to watch a video with instructions</a>.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAAuFcH9vzsjn5sNvFlHjh_PEBJBcyqM8sjpEmVZ4t03ycBxbZZQnp-e23gQbzJ5iFTdLv026qst3aHFRFMQ-PDr0QHlKnjoz_fOf4vp6tYllRSbsYYpQ2TKfIAz9mN2Ne-jGiZ0AFIobTD9tax8RjGHOx8c6rWhmxoij44nGUpPxw_sAj0Esj3c/s2048/Rainforest%20Props.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAAuFcH9vzsjn5sNvFlHjh_PEBJBcyqM8sjpEmVZ4t03ycBxbZZQnp-e23gQbzJ5iFTdLv026qst3aHFRFMQ-PDr0QHlKnjoz_fOf4vp6tYllRSbsYYpQ2TKfIAz9mN2Ne-jGiZ0AFIobTD9tax8RjGHOx8c6rWhmxoij44nGUpPxw_sAj0Esj3c/w320-h320/Rainforest%20Props.PNG" title="Rainforest Printable Props" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/3iwDaMx">Click here to grab our Rainforest Props!</a></td></tr></tbody></table><br /><div>*BULLETIN BOARD DISPLAYS: I would be remiss if I didn’t mention that, of course, these props are also fantastic for bulletin board displays, whether to showcase a particular habitat or region, add connections to culture, or just for fun!</div><div><br /></div><div>Grab all our sets!</div><div><br /></div><div><a href="https://bit.ly/3BdxzYS"><span style="color: #ffa400;">Animals of the Caribbean 15 Piece Set</span></a></div><div><a href="https://bit.ly/3zff7xo"><span style="color: #ffa400;">Animals and Props of the Galapagos Islands</span></a></div><div><a href="https://bit.ly/3iPHEA5"><span style="color: #ffa400;">Animals of the Sea</span></a></div><div><a href="https://bit.ly/3iwDaMx"><span style="color: #ffa400;">Rainforest Printable Props</span></a></div><div><a href="http://bit.ly/2PGGj1X"><span style="color: #ffa400;">Forest Animals Printable Props</span></a></div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-50738398345566272502022-04-19T07:22:00.004-04:002024-01-23T16:14:41.966-05:00Evolving Teaching Language to Be Responsive to Kids' Needs<span style="font-family: inherit;">I HAVE LONG BEEN A RESPONSIVE CLASSROOM TEACHER, an approach which proactively seeks to build community and positive learning environments for kids. A key tenet of this approach is the language we use when reminding and redirecting, with the goal of choosing language that fosters independence, reflection, and responsibility. Over the years, I've found that, along with these, there is a need to evolve our language to ensure it is based in an understanding of specific neurodiverse perspectives, such as autism and ADHD. Here are some ways I have been re-framing my teaching language:</span><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">*<span style="background-color: white; color: #262626;">One of the things I learned about kiddos w ADHD is the real difficulty in stopping something they are working on before it’s finished... many other kids experience this as well. I started shifting my language last year from ‘its time to stop doing something’ to ‘we are going to pause this activity until next class’- what a difference! So many of my kids sense the difference in pausing an activity, which seems to evade the finality of ‘stopping’, which can be extremely frustrating for some children. I also use 'pause' instead of stop when I am giving them a time check, need to give additional instructions, etc. </span></span><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFBNuyyjoGK5xgHEXwHKGiCONuv9f_3l544bxrdjjz7alHQVqWDTiOJZqFYxc3SrWFLIAth_Xwny5KeIE-q9VfvhKyat5Zug-FEnShjk0KlTvIYE8XWtuxfIfTq4wqem-w5ndVHIDCCWbdesY-hFKPkvUb1OQxlnPY8-ZMG9f5JyNfuC40c2Rvlca_/s2048/1591EED9-5B40-43EF-B6A4-4CE544FF1DF9.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Evolving teaching language, a blog post. Replacing 'let's stop' with the phrase 'let's pause'" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFBNuyyjoGK5xgHEXwHKGiCONuv9f_3l544bxrdjjz7alHQVqWDTiOJZqFYxc3SrWFLIAth_Xwny5KeIE-q9VfvhKyat5Zug-FEnShjk0KlTvIYE8XWtuxfIfTq4wqem-w5ndVHIDCCWbdesY-hFKPkvUb1OQxlnPY8-ZMG9f5JyNfuC40c2Rvlca_/w320-h320/1591EED9-5B40-43EF-B6A4-4CE544FF1DF9.png" title="Evolving Teaching Language 'Let's Pause'" width="320" /></a></div><div><br /></div><span style="font-family: inherit;">*T<span style="background-color: white; color: #262626;">his has been a big one for me-& one Ive been working a lot on as advocacy in my own district. I spoke to this in my presentation at </span><a class="notranslate" href="https://www.instagram.com/CT_COLT/" style="background-color: white; border: 0px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;" tabindex="0">@CT_COLT</a><span style="background-color: white; color: #262626;"> on </span><a class="xil3i" href="https://www.instagram.com/explore/tags/adhd/" style="background-color: white; border: 0px; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; overflow-wrap: break-word; padding: 0px; text-decoration-line: none; vertical-align: baseline;" tabindex="0">#ADHD</a><span style="background-color: white; color: #262626;"> The idea that children choose ‘bad behavior’ (& I have a lot of issues w this phrase too!) belies the reality that, especially if the gap between thought & action is only a few seconds, you are not, in fact, choosing to not follow an expectation or instruction. You might see on a behavior chart something like ‘I chose not to be safe in line’… This sends the message that a kid is choosing to ‘be bad’ (& again, I hate this phrasing)-imagine how that feels, especially if the kid hears it over & over again. This negative messaging is extremely harmful to the neurodiverse brain (& really all kids). What is known about impulsive actions is that they often seem like good ideas in the moment, but frequently do not turn out the way a child expects them to. Moving towards phrasing that acknowledges the unexpected nature of an action, eliminates condemnation & can defuse some big feelings that are associated w unexpected outcomes from impulsive actions.</span></span></div><div><span style="color: #262626;"><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKKfwr28z-Br2sSD84ArgkzK70K_uIOmrc9sRtZBYeOs9Orq9dfMJTm97lVv-GdcCiY5SwYlYlRfDYZNb4dfv28B1zp79QCUKdXczY5iKd47K5oPwcz-IH4B7caSxqrCwd3AWmb7KC43hfFI4ppCSbaPNrDFzgOTAM_VzGnMqipSB_euKjLKeZCCO9/s2048/D051025D-9A0D-4D18-8F00-EEA5DF5D60E0.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Blog post on evolving teaching language from 'you chose' to 'that wasn't what you expected'" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKKfwr28z-Br2sSD84ArgkzK70K_uIOmrc9sRtZBYeOs9Orq9dfMJTm97lVv-GdcCiY5SwYlYlRfDYZNb4dfv28B1zp79QCUKdXczY5iKd47K5oPwcz-IH4B7caSxqrCwd3AWmb7KC43hfFI4ppCSbaPNrDFzgOTAM_VzGnMqipSB_euKjLKeZCCO9/w320-h320/D051025D-9A0D-4D18-8F00-EEA5DF5D60E0.png" title="Evolving Teaching Language 'That didn't turn out the way you expected'" width="320" /></a></div><div><br /></div><span style="font-family: inherit;">*<span style="background-color: white; color: #262626;">Understanding & acknowledging that some kids make sounds beyond their control is the first step in realizing that asking kids ‘to be quiet’ when you need their attention doesn’t take into account neurodiversity & isn’t inclusive of kids who make vocalizaciones, need to tap, hum, etc.</span><br style="background-color: white; color: #262626;" /><span style="background-color: white; color: #262626;">I’ve shifted to saying ‘let’s turn off those noises we can control’ in a move to be more aware & welcoming to all students. This also sends a message to all kids that some noises are just part of who we are & they are just as welcome as other sounds.</span></span><br /><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdefxb6EPCuWHJDOQH-pWWIMmOIs9PglHBXbaS2HSBPmehYC-oFQCts5ia8L17Ii6Waio6k2BipshkR_Grdcg5htPW-iV7cyGfSjBD8IQsXZi3zfqFrH1q6bqHzjEA8bVJWu5toIPZiAamGUT5_UroO8pxcHI-jIfzV5UXlfkmhoTDt6C1VONj5jf9/s2048/6FEDC43B-3781-4396-A24C-3DE7FAA6099A.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Blog post on evolving teaching language with 'let's turn off the sounds we can control'" border="0" data-original-height="2048" data-original-width="2037" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdefxb6EPCuWHJDOQH-pWWIMmOIs9PglHBXbaS2HSBPmehYC-oFQCts5ia8L17Ii6Waio6k2BipshkR_Grdcg5htPW-iV7cyGfSjBD8IQsXZi3zfqFrH1q6bqHzjEA8bVJWu5toIPZiAamGUT5_UroO8pxcHI-jIfzV5UXlfkmhoTDt6C1VONj5jf9/w318-h320/6FEDC43B-3781-4396-A24C-3DE7FAA6099A.png" title="Evolving Teaching Language 'Let's turn off the sounds we can control'" width="318" /></a></div><br /><div><div>*I have long loathed the word ‘behavior’ to describe what kids do in our classrooms, but struggled to find an alternative I felt worked better until this year. For me, ‘behavior’ most definitely has taken on a negative connotation, especially when we are talking to a kiddo; inevitably it is about something they’ve done “wrong” (which opens up a whole other conversation I’ll take on another time!). </div><div>Instead, thinking about ‘actions’ kids take has the flexibility of talking about all things kids do, both the helpful to community, as well as those which aren’t. </div><div>So, I might say something like “wow, that action really helped us clean up our space!” or I might say, “that action didn’t make your table partners feel comfortable “. Changing phrasing can be powerful, right?</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKKmoDWaUjTAcGnZhOUdfTIfi4d0FTKM-7_QZfBtOJGb3AxMhdmmjI1xTmcFiIWKF8-NGsrOos1XHGaQs4CeyRTthfo3Nasa2OTpYpMDISyI8SbVeK_QeGKVIqzHNo3c5-HPKYhJRettwz00oBbGGJkHPG-3JN_pQs3a6DDSUOs0HPF0kdBXFRwiIp/s2048/6F78820A-854D-4FA8-A5D0-E95AB3CB6ADC.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKKmoDWaUjTAcGnZhOUdfTIfi4d0FTKM-7_QZfBtOJGb3AxMhdmmjI1xTmcFiIWKF8-NGsrOos1XHGaQs4CeyRTthfo3Nasa2OTpYpMDISyI8SbVeK_QeGKVIqzHNo3c5-HPKYhJRettwz00oBbGGJkHPG-3JN_pQs3a6DDSUOs0HPF0kdBXFRwiIp/s320/6F78820A-854D-4FA8-A5D0-E95AB3CB6ADC.png" width="320" /></a></div><div><br /></div>*"You can do better" is a common teacher phrase that honestly is quite judgmental. Whether we realize it or not, what we are really saying is 'what you've done here isn't very good and you need to improve'. The impact of this statement can be a huge blow to kiddos who struggle with self confidence, self worth, and regulation. I can confess that it took a family member to point this out to me; in my mind, saying you/we can do better was merely a call to improve without any value or judgment attached BUT for many with neurodiversity and run into issues on the daily/hourly with being a successful student as defined by school, this statement can be highly charged. Shifting to a non-judgmental phrase like 'let's see what else you can do' or 'This is a great start, let's see what we can add to it' can make a hug difference in supporting a child.</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTQ7eD2l_zblxB5fzIPfjRR-VcxAtUPZmJQcMVCI1GASteDnuNmnXq8xbTa30PBy8Al4265ZZQEOfknym6qC7Si1eVipnE8xTF_XrHFPZQq5MxEagLX4t_y-B0HoBTEGa1rPaXIvoi7JGtf-i3O1nZbniMh3qN0GqR6XCCL6mF4TUFkpnAbwRz0vx6/s2048/067DECDE-BC16-4648-9D32-DB79B1AD36AA.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTQ7eD2l_zblxB5fzIPfjRR-VcxAtUPZmJQcMVCI1GASteDnuNmnXq8xbTa30PBy8Al4265ZZQEOfknym6qC7Si1eVipnE8xTF_XrHFPZQq5MxEagLX4t_y-B0HoBTEGa1rPaXIvoi7JGtf-i3O1nZbniMh3qN0GqR6XCCL6mF4TUFkpnAbwRz0vx6/s320/067DECDE-BC16-4648-9D32-DB79B1AD36AA.png" width="320" /></a></div><div><br /></div>*Many of us use a bell or other instrument to get kids' attention when we need to give instructions, transition to a new activity, signal clean up time, etc. Mostly effective, with modeling & practice, there is always that moment when kids ignore it, or truly do not hear it. </div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVCho2SU6Lq5Cbvc-C_O5XOF7c7ceALyglw9vjFs1lx3W0R2j3feko1Gld22HhuTORXSQhxfc_2vG5MrfNG3-fmXh4NKBWIihET3xXUfNI79AYEwK1qN5qP-IFI72ay9z61n4wueURFC5bhuVPXL35Q54qvH-C6ahvpGT5JAv6oI78j8JCMxpWmyHxgZM/s2048/Ringing%20the%20bell%20Teacher%20Language.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVCho2SU6Lq5Cbvc-C_O5XOF7c7ceALyglw9vjFs1lx3W0R2j3feko1Gld22HhuTORXSQhxfc_2vG5MrfNG3-fmXh4NKBWIihET3xXUfNI79AYEwK1qN5qP-IFI72ay9z61n4wueURFC5bhuVPXL35Q54qvH-C6ahvpGT5JAv6oI78j8JCMxpWmyHxgZM/s320/Ringing%20the%20bell%20Teacher%20Language.PNG" width="320" /></a></div><br /><div><br /></div><div><br />
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<br /></div></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-1807878907390803192022-04-02T06:42:00.001-04:002022-04-02T06:42:10.764-04:00Poems & Poetry in the World Language Classroom
POEMS & POETRY ARE A POWERFUL WAY TO INCLUDE AUTHENTIC LANGUAGE and activities in the world language classroom; I have long used them in my elementary Spanish classes as both a way to include culture and provide authentic opportunities for kids to create with Spanish. I wrote an email newsletter in 2018 on this topic; the text is below!<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAEjKbGrrLvwxq_4xCzYHf4IbSoI-I56n0vnOh8wh4rHH6Nyv3AOIbB6Z1Wphtz3hKCZCsUIyoaKJIMC2Ma0SXobEZqNsBrdK3oqWK9us4IeODl9R8PSQz9dK3vq1oP4rzcXiD_WK3djmKgMVxjQCOwiGQwKZHWA3763HMhkwBay0S5h0jdkZH7DGP/s1944/Poetry%20in%20World%20Language.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Photo of email newsletter for poetry in the world language classroom" border="0" data-original-height="1944" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAEjKbGrrLvwxq_4xCzYHf4IbSoI-I56n0vnOh8wh4rHH6Nyv3AOIbB6Z1Wphtz3hKCZCsUIyoaKJIMC2Ma0SXobEZqNsBrdK3oqWK9us4IeODl9R8PSQz9dK3vq1oP4rzcXiD_WK3djmKgMVxjQCOwiGQwKZHWA3763HMhkwBay0S5h0jdkZH7DGP/w370-h400/Poetry%20in%20World%20Language.png" title="Poetry in the World Language Classroom" width="370" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnVRznOK3PiKerH5vu1swWUWk3YEY0I_ISHbLLK3LOZCv7ob6o4rVVJXBVFyo1YwK2QmdRe0ZoCOerUtZS7WbbssAwcX33MKZ6Ya40PKDVcioD9XWpkWGUsPde7jttyRMLBw1m_fBm04tRXvRtMVYWQG3gF6ZTPdEJMFaAUPYemze598E0fb-oKDB/s3069/5%20Types%20of%20poems%20for%20world%20language.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="5 Types of poetry that work well in the world language classroom-concrete, cinquain, acrostic, diamante, couplet" border="0" data-original-height="3069" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFnVRznOK3PiKerH5vu1swWUWk3YEY0I_ISHbLLK3LOZCv7ob6o4rVVJXBVFyo1YwK2QmdRe0ZoCOerUtZS7WbbssAwcX33MKZ6Ya40PKDVcioD9XWpkWGUsPde7jttyRMLBw1m_fBm04tRXvRtMVYWQG3gF6ZTPdEJMFaAUPYemze598E0fb-oKDB/w235-h400/5%20Types%20of%20poems%20for%20world%20language.png" title="5 Types of poetry for the world language classroom" width="235" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvBv889q4wGMeTToeYLIfpN7W-vy2-CZN5htpECWf_drxTywgvh0yMQX6cWwBnLPrNY-LvxsRyeuYaEpDmUuK6y19B70OgfBhwiW9fM46UUb9CB7bXrGlDNuSjLtmKssbdo1Jvr8Qa77zHWkbfme88_09le7gF6BZU-6YjL54jMbZEbakbYhv7sLzK/s2256/Tips%20for%20poems%20in%20world%20language.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Tips for using poetry in the world language classroom" border="0" data-original-height="2256" data-original-width="1800" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvBv889q4wGMeTToeYLIfpN7W-vy2-CZN5htpECWf_drxTywgvh0yMQX6cWwBnLPrNY-LvxsRyeuYaEpDmUuK6y19B70OgfBhwiW9fM46UUb9CB7bXrGlDNuSjLtmKssbdo1Jvr8Qa77zHWkbfme88_09le7gF6BZU-6YjL54jMbZEbakbYhv7sLzK/w319-h400/Tips%20for%20poems%20in%20world%20language.png" title="Tips for Poetry in the World Language Classroom" width="319" /></a></div><br /><div><br /></div><div>For our FREEBIE download of a diamante poetry page in FIVE LANGUAGES, <a href="https://bit.ly/3x0dvH8">click here</a>! And don't miss our Spanish Poem Props, which include three traditional children's poems, props, and activity pages; <a href="http://bit.ly/2pedaKL">grab them here</a>!</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZzkh5amtKcp2l1LPKGejvTjAp9UpaaASLbqEb6ZCqXEfrR38wqC5x2xyGdPYoFMJZarKWkuqCORz9dXsfrgHpC-6C7WAFKFG9gXJsiM6D8Kws-SttqjSAGEFnJJc8ZDBRCMiVOlIRcUvitq8YgyON9WQ21NAEOB7e6OccpxBbtbfbvynohMVtCL1H/s3278/poempropscoverjpg.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Spanish Poem Props resource to purchase on Tpt" border="0" data-original-height="3278" data-original-width="2492" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZzkh5amtKcp2l1LPKGejvTjAp9UpaaASLbqEb6ZCqXEfrR38wqC5x2xyGdPYoFMJZarKWkuqCORz9dXsfrgHpC-6C7WAFKFG9gXJsiM6D8Kws-SttqjSAGEFnJJc8ZDBRCMiVOlIRcUvitq8YgyON9WQ21NAEOB7e6OccpxBbtbfbvynohMVtCL1H/w243-h320/poempropscoverjpg.jpg" title="Spanish Poem Props" width="243" /></a></div><br /></div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-58559309729038819842021-11-26T09:59:00.003-05:002023-06-28T07:04:05.959-04:00Teaching ¡Gracias, Omu! In Spanish Class
<span style="font-family: inherit;"><b>¡GRACIAS OMU! By OGE MORA</b> IS A BEAUTIFUL BOOK CELEBRATING GIVING, COMMUNITY & GRATITUDE. It is both a lovely book to teach for it’s message, but is also ideal for world language classes in that there is repetitive action which can be capitalized on for language acquisition purposes. I paired it with my <a href="http://bit.ly/33LvfEB">printable props for Kak’ik, a turkey soup from Guatemala</a> to add to hands on activities for my elementary Spanish students-fun! Below are some of the activities that have worked well with my kindergarten students:</span><div><span style="font-family: Josefin Sans;"><b><br /></b></span></div><div><span style="font-family: Josefin Sans;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzVESQISyOdIYrExBSAqjbeAlSGstewnO3a_fsk0ou7DQ7p7ChkYnqJEj8MGGtJN91hPi7cMKVf0HGKPpANfl4itAZDuhiyVuuYOPfVO1y-kOpC09Uhy_14CGNSbBANLzRksEX7q17uIs/s2048/867BD5C1-4790-43F2-AB1E-10CCB0BEA60E.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzVESQISyOdIYrExBSAqjbeAlSGstewnO3a_fsk0ou7DQ7p7ChkYnqJEj8MGGtJN91hPi7cMKVf0HGKPpANfl4itAZDuhiyVuuYOPfVO1y-kOpC09Uhy_14CGNSbBANLzRksEX7q17uIs/w400-h300/867BD5C1-4790-43F2-AB1E-10CCB0BEA60E.png" title="Teaching ¡Gracias Omu! In World Language Class Spanish" width="400" /></a></div><br /><b><br /></b></span><div>*OMU: I start by sharing with my students that Omu is the Igbo word for Queen; the author/illustrator Oge Mora used to call her grandmother Omu- asking my students what they call their’ Omu’ becomes a great opportunity for them to share and for each of us to develop connections with one another AND see how we are all both same and different at the same time. I use a large sheet of paper to record their answers. If Abuela does not surface in a class, I add that as a share to connect to Spanish. I love the chance this provides for multiple languages and heritages to surface during this!</div><div><br /></div><div>*STICK PUPPETS: I have stick puppets of all the characters in the book ready and at the seats of my students before they enter-this increases their surprise and excitement when they come in! I use a color copier to print out scenes from the book itself, then mount them to stiff paper, cut them out, and mount them to popsicle sticks to make the puppets. I also make a “puppet” for ‘¡Gracias Omu!”, ¡Toc toc!, and the soup. These are used as I am re-telling the story-kids hold up their character when it is featured in the reading, which creates a more interactive experience for everyone.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-saqScsDdjJkzKPKBt9_lvR1de_zl1LQbHKlhzEkwCcNfqacGV7R0qkAKMIArf_abN0uoAP_kOH2djLmWYyyvwj7oB2BSM5yzbN3NvAShXgc8261z5UcZTP-JoeXOy4o7p2XgcC1KH-A/s2048/78FE24AD-E4CD-4BCB-979A-2E73E56E0A3E.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-saqScsDdjJkzKPKBt9_lvR1de_zl1LQbHKlhzEkwCcNfqacGV7R0qkAKMIArf_abN0uoAP_kOH2djLmWYyyvwj7oB2BSM5yzbN3NvAShXgc8261z5UcZTP-JoeXOy4o7p2XgcC1KH-A/w320-h320/78FE24AD-E4CD-4BCB-979A-2E73E56E0A3E.png" title="Gracias Omu in Spanish classes" width="320" /></a></div><div><br /></div><div>*IDENTIFYING KEY CONTENT AND TEXT:<a href="http://bit.ly/2EYxh7b"> In this post about teaching a picture book</a>, I talk about how I look at the text of a book to determine what will be comprehensible, and how I can maintain the feel of the story while also making it accessible to my learners. In this instance, I have decided to focus on the vocabulary Omu/Abuela, Gracias, la sopa, toc toc, mmmm deliciosa, etc, rather than community members vocabulary (which could be another angle!). The relationship Oge Mora describes in the end notes with her grandmother resonates with me as someone who spent a lot of my childhood with both of my grandmothers, and felt like a great place to focus, and connects to SEL, representation and culture.</div><div><br /></div><div>In that vein, I also noticed during the first telling of this story that onomatopeya could be incorporated to tell the story-toc toc, of course, along with snif, snif, mmmm and slurb, slurb (see Mafalda for this one!). As I tell the story, these are a really fun way to have all kids participating, even if they don’t have the puppet in action at the moment. </div><div><br /></div>*SOUP-LA SOPA: As I mentioned above, I use the printable props from my <a href="http://bit.ly/33LvfEB">Kak’ik soup</a> along with plastic vegetables & chicken to create a “soup” I can spoon out and put in bowls to “serve” while reading the story. I have the student who has the Omu stick puppet deliver the soup bowls to classmates as I read. I have to admit, this can get a little chaotic, but so worth it as the kids have such a good time!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKJEgeM5yQUv0ksMbCYtzz68nfa33UKZBMcpscQvfhnYm5oa4jeij2zCog4To9bndomT2BJtsQWyYSFZjPB7A2zPy2YhYKw8sMUkkqM_n8qvfm5idfKl3zEY832jUf_-JXrpoliPWtM04/s2048/83DCEBA4-C5C4-4C39-94F4-168AA5834C75.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKJEgeM5yQUv0ksMbCYtzz68nfa33UKZBMcpscQvfhnYm5oa4jeij2zCog4To9bndomT2BJtsQWyYSFZjPB7A2zPy2YhYKw8sMUkkqM_n8qvfm5idfKl3zEY832jUf_-JXrpoliPWtM04/w320-h320/83DCEBA4-C5C4-4C39-94F4-168AA5834C75.png" title="Gracias Omu teaching ideas" width="320" /></a></div><br /><div>*MAKE THE SOUP: During the following lesson, I have the soup ingredients out at the seats of my students when they come in-this immediately primes them to start talking about the book again. I act surprised and excited- what are these? Does anyone recognize what they are from? …Sí, la sopa!!! Who can help me make the soup again? I then go around the room randomly having kids put their ingredient in the soup pot AND saying ¡GRACIAS! Each time :) </div><div><br /></div><div>*SPELL IT OUT: Keeping with the idea of keeping it hands on, I hand out a series of sheets of paper, with one letter each from ¡GRACIAS OMU! -I then invite students to unscramble them to spell the phrase on our rug. I have the phrase up on the Apple TV so kids can reference it as they put it together. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><span style="text-align: left;">*DRAW YOUR OMU: I love opportunities for kids to personalize our learning; each student draws one or more of their grandmothers on an activity page, which I then bind into a class book for all of us to look at.</span></div><div><br /></div><div>Don’t miss this <a href="https://www.jstart.org/wp-content/uploads/2019/08/PR5579C_Thank_You_Omu_Jumpstart_Activity_Guide_final-English-Classroom.pdf">resource</a> from Jumpstart with more ideas (and that inspired me!). And the version in Spanish is <a href="https://www.jstart.org/wp-content/uploads/2019/08/PR5579C_Thank_You_Omu_Jumpstart_Activity_Guide_final_Espanol_Clase.pdf">here</a>.<br /><div><br /></div><div>And for a set of FREE printables connected to this book in Spanish, <a href="https://bit.ly/441J4xY">click here</a>! </div><div><br /></div><div>For more teaching ideas for picture books:</div><div><a href="https://bit.ly/3e4Lwf2">Si Quisqueya fuera un color</a></div><div><a href="https://bit.ly/36ZqZV1">Aquí también</a></div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-66678731440362121942021-11-03T11:20:00.000-04:002021-11-03T11:20:07.799-04:00Un elefante se balanceaba STEM Activity for Elementary Spanish Classes
UN ELEFANTE SE BALANCEABA is one of my students' favorite traditional children's songs-and mine! Fun to learn and culturally authentic, it is the perfect addition to any elementary Spanish class. Along with singing it, creating hands on activities to go along with songs and poems provides extension and tactile experience, so important in our classes. Several years ago I included this centers activity in my monthly newsletter; here it is on my blog!<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeP8Uh7ha_Xe6VIgUynh5816l6UWWBsvkl2WNLhZE4zItqNPNBi8YOLAGSG2LdyhxYA2ea9Yv19Up3EJuUXjXcmDpGD___N5039KJMhdmYAk53BynHQkXl0PAHTgPSlPCkLGg3QDwOOHw/s2048/Elefante+balanceaba+STEM.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeP8Uh7ha_Xe6VIgUynh5816l6UWWBsvkl2WNLhZE4zItqNPNBi8YOLAGSG2LdyhxYA2ea9Yv19Up3EJuUXjXcmDpGD___N5039KJMhdmYAk53BynHQkXl0PAHTgPSlPCkLGg3QDwOOHw/w240-h320/Elefante+balanceaba+STEM.PNG" title="Un elefante se balanceaba STEM Activity" width="240" /></a></div><br /><div>YOU WILL NEED:</div><div>-a set of small elephants (I had ordered mine from Lakeshore Learning many years ago as part of a wild animal set)</div><div>-two cups</div><div>-strips of crepe or tissue paper</div><div>-a spider web drawn on black paper</div><div><br /></div><div>Set the two cups a little ways apart, then drape the strip of paper over them to create a ‘bridge’</div><div><br /></div><div>IN A CENTERS ACTIVITY</div><div>Introduce the challenge: how many elephants can you place on the paper before they fall off or the paper falls/rips?</div><div><br /></div><div>Taking turns, kids place one elephant at a time, counting in Spanish as they go. Turns continue until the elephants fall or the paper falls/rips</div><div><br /></div><div>Group records how many elephants they had placed. They can try again to beat their record :)</div><div><br /></div><div>You can add our FREE coloring page to the center for more fun-<a href="https://bit.ly/3bD9LiY">click here to download !</a></div><div><br /></div><div>And don’t miss our Spanish Song Props which include puppets for this song<a href="http://bit.ly/1PxcsEa">-grab them here!</a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLjkZP6YsmhvxC1RmQ2320ijXNt08PqWp4J6RQpcdTHFRXG4m4ZRbG-XuKI3bMBlWP26vxIjmeqXoFl8TOQsZgXT4AxVnOySCbQ-P-VWYtcPZ520Cmk-6RA5cBKcFtY8oTWGFKw5t3F1k/s2048/B8B44C8C-B170-4207-8FB3-6DE016DFCC75.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1366" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLjkZP6YsmhvxC1RmQ2320ijXNt08PqWp4J6RQpcdTHFRXG4m4ZRbG-XuKI3bMBlWP26vxIjmeqXoFl8TOQsZgXT4AxVnOySCbQ-P-VWYtcPZ520Cmk-6RA5cBKcFtY8oTWGFKw5t3F1k/s320/B8B44C8C-B170-4207-8FB3-6DE016DFCC75.png" width="213" /></a></div><br /><div><br /></div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-39164877154129345392021-09-26T17:37:00.002-04:002022-04-02T06:44:30.623-04:00Peg Dolls Activity in Elementary Classes <div class="separator" style="clear: both; text-align: left;">INSPIRED BY THESE ADORABLE PEG DOLLS, this simple activity reinforces conversations about skin color, gender stereotypes, and identity. My students are very familiar with our people crayons, <a href="https://bit.ly/3hfueuT">little people hands</a>, and talking about all of us being both unique and one of a kind, so this becomes an extension of that identity work. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9M5SJgdeCGunMxozp7cDVZDtIGoU3qesIflO3_SIrmTQD5Q4s-cwjww7_U5cDVYGPrB3Q9cvtXBcqG0C6VT2cCPMIGAIbMShDYw5_N63caYIFvUhGzOguiR8hWUBEqnADEuVXdB_DqBQ/s2048/E36F427C-AF88-4DAB-BD29-628F17DCA411.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9M5SJgdeCGunMxozp7cDVZDtIGoU3qesIflO3_SIrmTQD5Q4s-cwjww7_U5cDVYGPrB3Q9cvtXBcqG0C6VT2cCPMIGAIbMShDYw5_N63caYIFvUhGzOguiR8hWUBEqnADEuVXdB_DqBQ/w300-h400/E36F427C-AF88-4DAB-BD29-628F17DCA411.png" title="Peg Doll Activity for Elementary School" width="300" /></a></div><br /><div>BEFORE THE PEG DOLLS, I start with an activity shared by author Juliet Menéndez on her Twitter-<a href="https://twitter.com/jmenendezillu/status/1438966288097894401?s=21">click here to read!</a> I take my students outside to do this, using yarn that I then use later use to string the peg dolls together as part of a hallway display “Estamos conectadxs” We are all connected :) </div><div><br /></div><div>PEG DOLL ACTIVITY:</div><div><br /></div><div>TO DO:</div><div>Before lesson:</div><div>-Print out our peg doll template on stiff paper and cut in half. </div><div>During lesson:</div><div>-Introduce peg dolls (if you don’t have any you can show pictures of them)-note they are not wearing specific types of clothing (making them ideal for escaping gender stereotypes such as dresses are for girls or pants are for boys, etc)</div><div>-If you have already had conversations about people colors, you can do a review conversation of this, meaning revisiting the concepts of people colors, using people crayons etc before passing out a peg doll template to each student. If you haven’t, visit my<a href="https://bit.ly/2UBJY5i"> blog post here </a>on how I introduce this with my students.</div><div>-Instruct students to choose a people color crayon (or combination of crayons) to color their head, and then choose colors to fill in the bottom part of the doll.</div><div>-Cut out self portrait peg doll. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAq81SZOqPCJM5MfDIaTOUZnKLHmWGA1qTzI1xJAOKSaUcawhLBVYyKFLSrPkP6n-ljpiGI3I93ARkp6zGSA8l9iyFfOfIWYKTj7cs4J2wEf1ddg2cx8A1bqKDQQ6AbmtPUTGiwENjefk/s2048/2FDE1C3A-C9A3-42A5-8F25-C9D928C39E97.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAq81SZOqPCJM5MfDIaTOUZnKLHmWGA1qTzI1xJAOKSaUcawhLBVYyKFLSrPkP6n-ljpiGI3I93ARkp6zGSA8l9iyFfOfIWYKTj7cs4J2wEf1ddg2cx8A1bqKDQQ6AbmtPUTGiwENjefk/w240-h320/2FDE1C3A-C9A3-42A5-8F25-C9D928C39E97.png" title="Peg Dolls Activity for Identity Theme in Elementary" width="240" /></a></div><div><br /></div><div>-To make the hallway display/bulletin board, punch holes on either side of the peg doll and string yarn through them, connecting them together in a banner :)</div><div><br /></div><div>WANT TO MAKE THESE YOURSELF? <a href="https://bit.ly/3i4XWFV">Download our FREE template here</a>! </div><div><br /></div><div>Looking for PEG DOLLS? Visit Etsy and do a search-lots of options to choose from!</div><br />
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<div class="separator" style="clear: both; text-align: center;"><br /></div><br />Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-78196319009032986902021-07-10T13:54:00.002-04:002022-04-02T06:44:43.657-04:00Ideas for Teaching the Book Si Quisqueya fuera un color by Sili Recio
THE BOOK SI QUISQUEYA FUERA UN COLOR is one to die for! Text & illustrations are both divine, and a perfect choice to bring culture, connections, and identity conversations to my ELEMENTARY SPANISH classes. I decided to use it in my 4th grade classes as part of a mini theme on REPRESENTATION-using color as a representation of a place, its peoples, and its cultures. As part of that, I also used it to dig deeper into perceptions & understandings of our state of Maine, which, while it does not have as much racial diversity as a lot of other states, does in fact have many communities of color, which deserve not to be erased by portrayals of Maine as just a 'white state'. Whether this is a goal for you as well or not, this book is beautiful and an essential resource for Spanish classes! Here are some activities I have done with & related to the book: <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAoIeL97v4XHwtLJiV_-qySqP4YnkM-tar-ji3AGCzVPI2Fb-3q97JL_ubUbJG3DDUKH2JqS4unwZVIr7DBi22Q8SSruiB2T7zkc3erND_2SjirUhh2F0dfV3TK8czYKBp2F8FvLbKNoQ/s2048/Ideas+for+teaching+si+quisqueya+fuera+un+color.JPG" style="margin-left: 1em; margin-right: 1em;"><img alt="Teaching Si Quisqueya fuera un color" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAoIeL97v4XHwtLJiV_-qySqP4YnkM-tar-ji3AGCzVPI2Fb-3q97JL_ubUbJG3DDUKH2JqS4unwZVIr7DBi22Q8SSruiB2T7zkc3erND_2SjirUhh2F0dfV3TK8czYKBp2F8FvLbKNoQ/w240-h320/Ideas+for+teaching+si+quisqueya+fuera+un+color.JPG" title="Ideas for Teaching Si Quisqueya fuera un color" width="240" /></a></div><br /><div><div>FIRSTLY, A NOTE: Until reading this book, I did not know Quisqueya was another name for the Dominican Republic-learning new things every day!</div><div><br /></div><div>*READ ALOUD: In order to make this book comprehensible without translating, I do simplify some of the text. I decided to follow the pattern sentence of 'Si quisqueya fuera un color, sería el ____ de _____' , inserting the color and what is illustrated on each page, rather than the exact words, as many of them are not high frequency. So, for example, on the first page, I substituted 'Si quisqueya fuera un color, sería el rojo de la puesta del sol' instead of the text you can see in the foto below. This is a first read through; coming back to add some of the details happens later (and most especially for heritage learners, for whom some of this text is great for vocabulary building of their own!)</div><div><br /></div><div>As well, while I am reading aloud the first time, I have kids color in the circles & images on the first two pages of the free download I've included in this post (<a href="https://bit.ly/3ANgja7">click here to download</a>), pausing each time so kids have a few minutes to complete. I copy them double sided-you will notice not everything is represented on the two pages, but it gives good scaffolding for kids as I read.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfxMhx4OjuRlpI1uO_9GlClJ8wwX0x1Yd5UQp4gSLSmqYY1jKvt82lrYTVmzXYzJi3L3Mh8dW_x9xSnHIcGS87UjHNZtBYFeU9IvC_FKGsgImp_OzZZ1_oUbIMuTTENbFl1VqVBc9ZbBE/s2048/Adapting+text+for+comprehensibility+Quisqueya.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfxMhx4OjuRlpI1uO_9GlClJ8wwX0x1Yd5UQp4gSLSmqYY1jKvt82lrYTVmzXYzJi3L3Mh8dW_x9xSnHIcGS87UjHNZtBYFeU9IvC_FKGsgImp_OzZZ1_oUbIMuTTENbFl1VqVBc9ZbBE/w240-h320/Adapting+text+for+comprehensibility+Quisqueya.JPG" title="Adapting text for more comprehensibility" width="240" /></a></div><br /><div>FOLLOW UP ACTIVITIES:</div><div><br /></div><div>*PICTURE LABELING: This simple activity allows for kids to interact at their proficiency level, which, at least in my classes, is a wide range by 4th grade (<a href="https://bit.ly/3auCYN7">see my post on activity boards here for more on this)</a> . Take a photo of a page spread in the book (I really like the one shown below) and upload it to Seesaw or Google Slides with the question ¿Qué ves?. Students use the text tool to "write" as many words as come to mind in relation to the photo. I find it super helpful to remind kids the quantity of words is absolutely not important! For the illustration below, it could be anything from 'dos abuelas' to 'sol' to 'azul' to 'feliz' or 'familia'... etc. The idea is there are no wrong answers-but it gives kids an opportunity to slow down and really observe the illustration. If you don't have 1:1 devices, an alternative could be to show the illustration and have kids write down their words on a piece of paper. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi79mYwayBldRqpNvUxBDmY9AkCJzUv7-B8V3O24v2cwxs92LdiwViLBtGD4UYrUc4vTSvzjWqAgb0gpBaj1z48M6Xz-XiYeIEo2o5SjV7pGi_iduBEkl-GnYM3RxzS2VRjpMS6zouTUA8/s2048/Book+illustrations+as+activities+on+devices+Quisqueya+.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi79mYwayBldRqpNvUxBDmY9AkCJzUv7-B8V3O24v2cwxs92LdiwViLBtGD4UYrUc4vTSvzjWqAgb0gpBaj1z48M6Xz-XiYeIEo2o5SjV7pGi_iduBEkl-GnYM3RxzS2VRjpMS6zouTUA8/w320-h240/Book+illustrations+as+activities+on+devices+Quisqueya+.JPG" title="Using Book pages for activities in world language classes" width="320" /></a></div><br /><div>*AS SEEN IN THE BOOK: the third page of the free download includes a table with three rows, each labeled. Students draw in the circles two each of things from the book representing the label of that row. For example, for 'la gente', perhaps they draw the authors' two grandmothers; encourage them to write underneath what each thing is (remind them they can potentially refer back to the pages they filled out when the book is first read!)</div><div><br /></div><div>*VIDEO SLIDESHOW: I honestly have had a hard time finding videos on Youtube that are not so touristy; <a href="https://www.youtube.com/watch?v=0lbQ0OzmHJE">this one,</a> though, shows some beautiful images of the coast, fishermen, and others. If you have good links, please put them in the comments below and I will add them to this post!</div><div><br /></div><div>*BUILD CONNECTIONS: circling back to my introduction to this post, given that this book serves as a representation of the peoples & cultures of the Dominican Republic, it can be great to go the next step & brainstorm with your students how an author / illustrator might represent where you live. For my classes, this also entails taking some time to show them communities of Maine they might not even know exist, such as the Somali refugees that have found a home in our state, or the Cuban family that runs a restaurant right in our own town. In the free download are three pages that follow the same pattern as the book, encouraging kids to think about how the colors provided could be represented based on their state or country or even town/city.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguaUN2ja6RfEQViLdfYSBA71XyQk5uiCNWfLdWtBzzWvDtN5ebiUniK4Q9ZgdAQ5Qx5TvY-ZJJc1s44nA2eLEgFyjIBhPDGofdurmCnwp89kjPVciDLvQc4uvPg0yE1DopdWuEcMDUMTg/s2048/Local+connections+w+Quisqueya+.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1650" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguaUN2ja6RfEQViLdfYSBA71XyQk5uiCNWfLdWtBzzWvDtN5ebiUniK4Q9ZgdAQ5Qx5TvY-ZJJc1s44nA2eLEgFyjIBhPDGofdurmCnwp89kjPVciDLvQc4uvPg0yE1DopdWuEcMDUMTg/w258-h320/Local+connections+w+Quisqueya+.JPG" title="Building local connections with the book Si Quisqueya fuera un color" width="258" /></a></div><br /><div>AUTHOR READ ALOUD: I am a HUGE fan of showing (and watching myself!) read alouds done by the author and/or illustrator themselves-there are so many background and side details shared which give greater context and connection to the story-<a href="https://www.youtube.com/watch?v=LmuM8AWaS6o">here is Sili Recio reading this book on Youtube</a>! </div><div><br /></div><div>The book's notes are another great source of info, as well as following authors & illustrators on social media. Sili Recio's Twitter handle is @SiliRecio and the illustrator, Brianna McCarthy, is @macabrii. Within these, you will note that the main impetus of writing this book is to celebrate the beauty of being black & the beauty of this within the greater context of the Dominican Republic, itself often struggling with colorism & racism & it's history of slavery & colonialism. Using a Jamboard to solicit answers, you could pose the following questions:</div><div>'Why do you think the author felt it was important to write this book?'</div><div> </div><div>Along with that, connecting to a quote from the author's note (en español): "Eres negra, que no se te vaya a olvidar", said by the author's father to her when she moved to NYC. "Why do you think her father asked her to always remember this?" </div><div><br /></div><div>and "How did the author & illustrator represent beauty?" </div><div><br /></div><div>I am happy to have kids answer in English, Spanish, or a mix-questions like these are critical for my students to consider; a Jamboard allows them to read each others answers (I usually give time during a subsequent class, during bell ringer time for ex, to read the current Jamboard). I feel that these also give kids practice in challenging conversations that they might not otherwise have-you can't get better at talking about race, social justice, cultures, etc if you never engage in them. These could also be questions that the homeroom teacher poses to the class as part of a collaboration. </div><div><br /></div><div>FOR MORE RESOURCES RELATED TO THE DOMINICAN REPUBLIC</div><div><a href="https://bit.ly/3aXjIFK">15 Activity Pages for Upper Elementary</a> included in this resource is a color by number of a DR fisherman</div><div><a href="http://bit.ly/2yaCdGj">La República Dominicana Bulletin Board Set</a></div><div><br /></div><div>and to read my post on Ideas for teaching the book Aquí también, <a href="https://bit.ly/36ZqZV1">click here</a></div><div><br /></div><div>I would love to hear how you teach this book or plan to!<br /><div><br /></div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-87263680496613350862021-07-09T10:27:00.009-04:002022-07-17T13:22:34.846-04:00Hands On Lessons About People Colors with Elementary Students
MY LAKESHORE PEOPLE CRAYONS HAVE BEEN WITH ME A LONG, LONG TIME, along with conversations about our skin colors and representing ourselves & others. A message put out by Sesame Street last summer (2020) resonated deeply with me, prompting me to think about ways I can make these lessons more explicit (quote below). To that end, I worked on making these conversations more hands on, exploratory & experiential, especially for my littlest learners, which, as you know, is an approach I constantly strive to include in my lessons. Below are some of the activities & resources I use to make this a reality, occurring over the course of multiple lessons & throughout the year: <div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgROTISLq7atHnW1B_eF8OvXrvJDqWOBKKbC4468zyXVCQ55wQwCqyofw6jzTG-qZSbbks_xi9mkSZsH0bF4ciu1WRx0Wq1d9KwNicLu-YyYXmFcOWWIs7h-E0Wrv7BjxCGDIVI49I_mCQ/s2048/Hands+on+lessons+about+people+colors.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Hands on lessons about race in world language classes" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgROTISLq7atHnW1B_eF8OvXrvJDqWOBKKbC4468zyXVCQ55wQwCqyofw6jzTG-qZSbbks_xi9mkSZsH0bF4ciu1WRx0Wq1d9KwNicLu-YyYXmFcOWWIs7h-E0Wrv7BjxCGDIVI49I_mCQ/w240-h320/Hands+on+lessons+about+people+colors.jpg" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div>*STUFFIES OPEN THE CONVERSATION: I am super grateful that many years ago, when I first found my puppet, Pepita, I also bought every other bunny puppet they had! Realizing that they could be a great entry point to talking about diversity and the concept of being both unique (one of a kind) AND the same simultaneously, I pulled them out to initiate conversations with my primary grade levels (K-2). Using the approach of guided discovery, I ask my students what they notice about the group of bunnies (I arrange them in a line along my front table)-their answers can be in English or Spanish or a mix, I am more interested in fomenting observations than linguistic outcomes in these moments. (When answers are given in English, I repeat in Spanish, though!) Typical answers range from 'One bunny is white' to 'One bunny is bigger than the others' to '5 bunnies are brown', etc. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfP-_YVB6Q2t9P44ukKVVXRD8QH-XJ41u7dO5AJdsbNN971443qdH1ddWyFZNk8cHLdc8wqvmqkieYXSfWPHQQ_88KwaWrks5Fy5wLhl0ukcIiwmFmftGrtiZGScDFt0B42xAqtj6GDwM/s2048/Using+stuffies+to+talk+about+diversity.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Using Stuffies to talk about diversity & race" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfP-_YVB6Q2t9P44ukKVVXRD8QH-XJ41u7dO5AJdsbNN971443qdH1ddWyFZNk8cHLdc8wqvmqkieYXSfWPHQQ_88KwaWrks5Fy5wLhl0ukcIiwmFmftGrtiZGScDFt0B42xAqtj6GDwM/w240-h320/Using+stuffies+to+talk+about+diversity.jpg" width="240" /></a></div><br /><div>OBSERVING is a key piece of this activity, in my mind. Looking more closely at things is a skill kids benefit from developing, especially as we talk about peoples, cultures, similarities & differences. Noticing these & talking about them is a powerful segue to giving them tools to have conversations about race, diversity, and other areas of social justice. I see this as a foundational building block. </div><div><br /></div><div>I follow the prompt 'What do you notice?' with 'What is the same about the bunnies?' in an effort to draw out some overarching connections & qualities. "They are all bunnies." is the one I am most interested in teasing out, but kids come up with some other great ones, too! At this point, I rephrase to highlight both the things that make each bunny unique and what makes them the same, reiterating the concept 'we are all unique, we are all the same' (somos úniques, somos iguales). </div><div><br /></div><div>*OBSERVE YOUR CLASSMATES: From observing stuffies to observing classmates is a simple leap! Urging kids to look around the room, I give prompts such as 'Do we all have the same hair color?', "Do we all have the same hair texture or type?", "Do we all have the same eye color, skin color..etc?" giving them time to answer each question (no)...because we are all UNIQUE! and what makes us all the same? We are people!</div><div><br /></div><div>*SKIN COLOR & RACE: I give full credit to a video Sesame Street created for helping me frame in kid friendly ways how to explain skin color & race (<a href="https://www.youtube.com/watch?v=Dk_HYAiS26I">link here</a> and the <a href="https://www.youtube.com/watch?v=H0eMyxblgNE">Spanish version here</a>.) Watching this short video together, scaffolding where necessary if using the Spanish version, works really well to help kids better understand these concepts. An extension activity, if you live in a location with the autumnal turning of leaf color could be to go outside, collect leaves, and observe their variations, just as in the video-I wish the video had come out last fall so I could've done this, but am hoping to do it this coming school year!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvC1jktJ719uw3RYNh_Ua8Q2NscFzkyWnLUljSw34B6HCENEbv1lWO6G1yCfqdupV7LIneDbPofc8xcWJnor0H4qTis6AEQeQ_1O1BB-5pj82KoNxaZQYtN2MeZ0mEsu-MS7HOhUDIzpc/s2048/Sesame+Street+Explicit+conversations.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvC1jktJ719uw3RYNh_Ua8Q2NscFzkyWnLUljSw34B6HCENEbv1lWO6G1yCfqdupV7LIneDbPofc8xcWJnor0H4qTis6AEQeQ_1O1BB-5pj82KoNxaZQYtN2MeZ0mEsu-MS7HOhUDIzpc/w320-h320/Sesame+Street+Explicit+conversations.JPG" title="Sesame Street on Race" width="320" /></a></div><br /><div>*OUR OWN "COLOR PALETTE": Time to observe ourselves! Using small mirrors and my little people color hands, which you can find <a href="https://bit.ly/3hfueuT">here</a>, I give kids an opportunity to look carefully at themselves, using the little hands to find a color which is similar to their skin color. There is an ongoing incredible photography project called <a href="https://angelicadass.com/photography/humanae/">Humanae</a> done by Brazilian photographer Angélica Dass which chronicles more than people and their skin tones-sharing this info with my students has been another powerful moment for them to break out of the 'peach=skin color' narrative. (yes, I speak directly to this, saying repeatedly there are so many "people colors" in the world, most especially when a kid asks for 'skin color' and they mean the peach). </div><div>From here, handing out my Lakeshore People Crayons and my ¡Soy una paleta de colores! page (<a href="https://bit.ly/3ARjayA">click here for the FREE download!</a>) provides the opportunity for kids to put on paper what they have been observing and what we have been talking about. Having them observe their eye & hair color is an extension of the same conversation. NOTE: it has been documented widely that some children of color, especially younger ones, will color themselves lighter than they are due to the messages they've received in society stating being of color is "bad". I've witnessed this numerous times; you can gently ask if the color they've chosen is their "closest match", but I try not to push it. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbEDfn8jfdrDLGPmsnJoBjWx807XosYi3hRmCm1ErbMh0zb5IlfHHbuB3m3t1oF4Sr-Dw1KRFA5t58AYBoVblf_1-b2-iPTfC5FUJwpFFCKWSkaeA3SgPXVmGitoS8d3V9auNUr0grKmc/s2048/3C451ADE-D917-47A3-A2EF-45ED0FA96C1C.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbEDfn8jfdrDLGPmsnJoBjWx807XosYi3hRmCm1ErbMh0zb5IlfHHbuB3m3t1oF4Sr-Dw1KRFA5t58AYBoVblf_1-b2-iPTfC5FUJwpFFCKWSkaeA3SgPXVmGitoS8d3V9auNUr0grKmc/w240-h320/3C451ADE-D917-47A3-A2EF-45ED0FA96C1C.jpeg" title="Little hands for talking about race" width="240" /></a></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"></div><div>*MULTIPLE OPPORTUNITIES TO CONTINUE THIS CONVERSATION: I think its also important to give kids lots of opportunities to talk about skin color, race, etc as well as activities where they draw themselves and others, with the teacher prompt to remind them to observe closely, pay attention to details, and use our people color crayons to create accurate representations of ourselves & others. I have the mirrors available whenever we are doing these types of activities, which they love to use! And don't miss our <a href="https://bit.ly/3A4aAig">People Memory Game FREE here!</a></div><div><br /></div><div>RESOURCES & LINKS</div><div><a href="https://www.lakeshorelearning.com/products/ca/p/LC363/?utm_source=google&utm_medium=ppc&utm_campaign=PLA&gclid=CjwKCAjw55-HBhAHEiwARMCszgULRPmgOOVdUZqgi_40Id0LMGBkItuV1hsc8KgldxW9ANicVUWPZBoClcMQAvD_BwE">Lakeshore Learning Jumbo People Crayons</a> these are amazing quality & I love the jumbo size for little hands! They also have people colors construction paper :)</div><div>Crayonescolorpiel is a company in Argentina that makes people color crayons. Their Instagram account is fantastic for images & connections</div><div>@wokekindergarten on Instagram-a Kindergarten teacher sharing ABAR work in her classroom</div><div><a href="https://www.youtube.com/watch?v=NiMgOklgeos">TedTalk with Angélica Dass</a></div><div>La semana de la educación 2018 ¿Color piel? <a href="https://www.cultura.gob.cl/videos/semana-de-la-educacion-2018-color-piel/">Un proyecto</a> con la artista brasileña Angélica Dass</div><div><a href="https://sesamestreetincommunities.org/activities/never-too-young-ages-and-stages-of-racial-understanding/">Never too Young: Ages & Stages of Racial Understanding</a>- Sesame Street</div><div><a href="https://imgur.com/TEP3j">Map of melanin distribution & skin color around the world</a> </div><div><a href="https://www.scienceabc.com/humans/melanin-pigment-definition-meaning-skin-color.html">For more scientific info about melanin</a></div><div><a href="https://bit.ly/3hfueuT">Our hands, my hands Set of Posters and hands in 16 people colors</a></div><div><a href="https://youtu.be/ZCGMXY9fBqU">Campaña Color de piel (Colombia, video)</a></div><div><br /></div><div>A FEW BOOKS</div><div>Los colores de nuestro piel de Karen Katz (in English: The Colors of Us)</div><div>Brown: The Many Shades of Love by Nancy Johnson James & Constance Moore</div><div><a href="https://dawnandday.com/products/everyone-is-different">Everyone is different</a> by Rachel Gale</div><div>Our Skin: A First Conversation about Race by Megan Madison, Jessica Ralli, and Isabel Roxas</div><div>Nuestra piel arcoiris by Colombian author Manuela Molina</div><div><br /></div><div>How do you talk about people colors in your classes? Share in the comments below!</div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-3310876061958173052021-06-05T09:53:00.012-04:002023-07-27T12:33:02.070-04:00Using Authentic Infographics & Social Media Posts with Novice Learners in World Language Classes
AUTHENTIC RESOURCES ARE AN IMPORTANT PART OF OUR RESOURCES TOOLKIT, providing #ownvoices in terms of language, content, and illustration/image. However, we also know that often it can be challenging to find authentic resources which are at the proficiency level of our students, most especially NOVICE LEARNERS. Couple that with finding ones that are also at the developmental level of our early language learners and whew! Not an easy feat! HOWEVER, I also think we can adjust our lessons to be more in line with the proficiency level, making materials more accessible simply by changing what we ask our students to do with them. Here are a few examples of how I use INFOGRAPHICS and SOCIAL MEDIA POSTS with my elementary students:<div><br /></div><div>*EXTRACT ONE PIECE OF INFORMATION*</div><div><br /></div><div>This is a key component of my planning when using infographics and other posts. Sometimes, as teachers, we see all the great info on an infographic and try to integrate much of it into a lesson or activity-consider instead just focusing on ONE piece of info that can be gleaned from the visual. So, for example, I use a series of infographics, tweets, and Instagram posts to have my 4th graders fill in a map of where jaguars live. Each visual is about one country, which kids have to identify in order to color in their map, eventually having a series of countries colored in.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtjPnt7P03LTR8LyKz5k9i-XfTdvDjT8Rs0Ndt6coKRejiVE5ccUdREPo1fE17SBbvY6k-OYFBi7DSPtpN6OQb4BRWaGXl4Kg4sp-TmCyDka84XH7Lp81EQi5jl0a045xwywk5N8MqPA4/s2048/E29C8BED-D987-4147-A72D-11368D483872.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtjPnt7P03LTR8LyKz5k9i-XfTdvDjT8Rs0Ndt6coKRejiVE5ccUdREPo1fE17SBbvY6k-OYFBi7DSPtpN6OQb4BRWaGXl4Kg4sp-TmCyDka84XH7Lp81EQi5jl0a045xwywk5N8MqPA4/w240-h320/E29C8BED-D987-4147-A72D-11368D483872.png" title="Using Infographics with Novice Learners in World Language Class" width="240" /></a></div><br /></div><div>Before handing out the visuals, remind students to look for text markers such as bold text, titles, hashtags, and/or labels on photos/images. This helps them key into where they can find the info they are looking for, as opposed to becoming lost in the sea of text. (I learned this reading strategy from my sister, who's also a teacher!). This is a skill kids are learning in their general ed classes in upper elementary, so well suited for this age group (as opposed to lower elementary students). For this mapping activity, every kid receives one image to start with, and then they pass the image to a classmate, repeating until all images have been seen by each individual student. Ultimately, with this particular activity (maps & jaguars), my goals are twofold: revisit and reinforce country names & map locations, and develop by exploring & discovering (rather than me telling) the distribution of jaguars in the Americas. There is the added benefit of seeing kids looking at other parts of the image/infographic once they've colored in the appropriate country!</div><div><br /></div><div>Another, similar activity extracting one piece of information is to notate data points, such as numbers or percentages, creating a table or graph in the process.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghUlIz9CjEhKJCfuDWDpHPz7e2NQkMPKnXlIta9Kqcs99QQxvbEB8A_My9OYb3GHxS00VgWK_Yzaj1esgtC2DKzFpWxWiUVpvuneVQYQduOV-Yumod_Rc9SkEezmhiJmA3f5zS7vVDVcE/s2048/2D1C1760-5C81-4168-B0E1-9CF58CFEDD75.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghUlIz9CjEhKJCfuDWDpHPz7e2NQkMPKnXlIta9Kqcs99QQxvbEB8A_My9OYb3GHxS00VgWK_Yzaj1esgtC2DKzFpWxWiUVpvuneVQYQduOV-Yumod_Rc9SkEezmhiJmA3f5zS7vVDVcE/w240-h320/2D1C1760-5C81-4168-B0E1-9CF58CFEDD75.png" title="Tips for Using Infographics with Novice Learners" width="240" /></a></div><div><br /></div>Many infographics show statistics or data points which can be using to gain a fuller picture of a content-area topic. Again, this act of "copying" information from the resource to a graphic organizer or activity page allows students to interact with the text themselves in an accessible fashion. With the advent of 1:1 devices in my school, this has become so much easier to do as a lesson! <div><br /></div><div>In the activity shown above, I found infographics for the most biodiverse countries in our hemisphere, posted them as an activity in Seesaw so they could see them, and had students fill out the table, counting numbers of bird, mammal, reptile, plant, and fish species in these countries. My goal is to have kids gain an appreciation of the biodiversity within these countries (including Ecuador, Colombia, México, Perú and Venezuela, along with the Amazon Rainforest more generally). For comparison, I also included a visual with the biodiversity of our state of Maine. Again, revisiting and reinforcing country names is part of spiraling this all through my gradespan, as well as the category words 'mamífero, planta, etc'. You could teach/practice big numbers with this as well!</div><div><br /></div><div>And, with both of these activities, they are embedded in lessons about biodiversity, the environment, & connections with the peoples who inhabit the same territories.</div><div><br /></div><div>Here's another example, from my <a href="http://bit.ly/2kgCxcu"><span style="color: #ffa400;">Mis Mascotas Theme Pack</span></a> , that utilizes graphics related to what pets can eat-kids use these to mark 'yes' or 'no' on their activity page. This doesn't require them to know the vocabulary for all the food words, although this does provide spiraling opportunities in a new context! Again, I post these on Seesaw so kids can see them all at the same time (before the advent of 1:1 devices, I printed these out and used them in a centers activity). The goal of this activity is for kids to learn more about responsible pet care as part of our Pets theme :)</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikr3FyH6aI5avQFET95swjgj5fqmk3yNJUfevY4sSQ0oXHY4UuvvA8SsSTplb9DjzrkTKeUNmqbELdNPctNJjvAeIyBWkUzSRxgLH6bxefkdIyR3i6JEzo3NDBGZX0k33kcVaun5FHeWU/s2048/Authentic+graphics+%2526+novice+learners-pets.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2026" data-original-width="2048" height="317" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikr3FyH6aI5avQFET95swjgj5fqmk3yNJUfevY4sSQ0oXHY4UuvvA8SsSTplb9DjzrkTKeUNmqbELdNPctNJjvAeIyBWkUzSRxgLH6bxefkdIyR3i6JEzo3NDBGZX0k33kcVaun5FHeWU/w320-h317/Authentic+graphics+%2526+novice+learners-pets.PNG" title="Authentic resources & Novice Learners in World Language" width="320" /></a></div><br /><div>Don't be afraid to cut apart those authentic resources, either! In this example, I printed out one copy of the infographic on stiff paper and cut out the chile peppers, and one copy as a 'self check' after they've followed the instructions (which I video tape and have on an Ipad). The task is to put the cut out chiles in order based on spiciness, simple but fun (and for upper elementary a good review of math facts in the form of ordering bigger numbers). You can circulate to the group/partners to ask them questions in the target language, such as do you like spicy food? what was a surprise? etc Find this infographic<span style="color: #ffa400;"> <a href="https://www.facebook.com/AlimentosArrebato/photos/a.195263550911501/1142458449525335/?type=3"><span style="color: #ffa400;">here</span></a> </span>and don't miss our<span style="color: #ffa400;"> <a href="https://bit.ly/2WMU2tD"><span style="color: #ffa400;">Olivia hace salsa Theme Pack</span></a>!</span></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtlpm9GNSiqVtMbhZA84zYgCcwZXRpSDHZgbfGLrZlAFkU82wSjIuIwDdaL8kyfRsbfPZFCnZev4dzTG3-8WK3VD4FnJS0qlLAXaXAh8yKfDjvt8GGtQwdENBC4x-b-GH69w2ynNNlQt68r0c4Xrr666kxklOUqNnR8asH2Z21-j0bjgFTOLo6VROb/s2048/Authentic%20resources%20novice%20learners%20chiles.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtlpm9GNSiqVtMbhZA84zYgCcwZXRpSDHZgbfGLrZlAFkU82wSjIuIwDdaL8kyfRsbfPZFCnZev4dzTG3-8WK3VD4FnJS0qlLAXaXAh8yKfDjvt8GGtQwdENBC4x-b-GH69w2ynNNlQt68r0c4Xrr666kxklOUqNnR8asH2Z21-j0bjgFTOLo6VROb/w320-h320/Authentic%20resources%20novice%20learners%20chiles.png" title="Authentic resources & novice learners in world language classes" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div>Social Media posts are another fantastic resource to bring authentic voices and images to your classes. Both the text and the photos/pictures can be a source for language learning & practice-in the example below, I've written out bunches of cards with target vocabulary on them; Instagram & Twitter posts are laid out on tables around the room and cards are distributed to students. Like a scavenger hunt, kids have to find a post or picture that matches the vocabulary card they have and place the card on it/next to it. Linking to the images, in particular, fosters consideration of the meaning of the word on the card. You can also have some of the posts be in English, but the cards are still in the target language which again encourages kids to think about the meaning of the word (you can see an example in the photo related to a Nativelandnet Instagram post in English which mentions 'grandma'-the card says 'abuela'). </div><div><br /></div><div>I really like having some of the cards be words kids really need to search for in the text, as well as words which represent bigger ideas & concepts we are working on in our ABAR (anti bias, anti racist) work. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicSNcIHoyzSMV2Ig66LNjmZmoMhQorAEh-QQihRigvoW9hYFWw8xtNGNFmJnzv3dV2QQIzjQfte0vaGbph-6rkgi39Q-HHfQTa5m97Dicu4oGM7PUOwQMqOlRUvan57T_tAyg05Tl2vgAGynwfFHTWlAuy1_3uFDgeCyDc_piT1OzFMvJU-UlLJtcC/s2048/C6629CAF-BF77-46AD-9FCC-6C9D6BC5F3A7.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Using social media posts with novice learners in world language classes" border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicSNcIHoyzSMV2Ig66LNjmZmoMhQorAEh-QQihRigvoW9hYFWw8xtNGNFmJnzv3dV2QQIzjQfte0vaGbph-6rkgi39Q-HHfQTa5m97Dicu4oGM7PUOwQMqOlRUvan57T_tAyg05Tl2vgAGynwfFHTWlAuy1_3uFDgeCyDc_piT1OzFMvJU-UlLJtcC/w320-h320/C6629CAF-BF77-46AD-9FCC-6C9D6BC5F3A7.png" title="How to use social media posts with novice learners" width="320" /></a></div><br /><div>Don't miss our <a href="https://bit.ly/3HdNSps"><span style="color: #ffa400;">ImillaSkate Mini Theme Pack</span></a> with cards and links to a video for this exact type of activity!</div><div><br /></div><div>For young (and older!) students who may not be reading yet, CATEGORIZING is an accessible activity that can be done in lots of different ways-using our Preferences Bulletin Board Cards, for example (<a href="https://bit.ly/FrenchPreferences"><span style="color: #ffa400;">French version here </span></a>& <a href="https://bit.ly/2pTJPGv"><span style="color: #ffa400;">Spanish version here</span></a>) or diagrams like Venn (grab our <a href="https://bit.ly/3jGH1bT"><span style="color: #ffa400;">Graphic Organizers for all Languages </span></a>here). In the photo below, you can see I've printed out a bunch of 'Batidos' (Shakes) with various ingredients-kids can then sort them into whether they like each one or not. This is a great centers activity or with a partner. These images (and many others) can be found on my Pinterest board by clicking <a href="https://www.pinterest.com/MundodePepita/cooking-and-food/batidos-y-jugos/"><span style="color: #ffa400;">here</span></a>.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTvJx5BGDTPNl6vfeRdaoXGcuFMIhOskoyN_fc67LCWzFXYVx9ECOMN6G6Pm0ksTP8EJa2Un3FLnm9A935hj-IL97TAyyibrMghiJrcstR88pbM-EPAnO22XorOwrbQkPKrwGrGlo9v6f5xayfjoXosW02YzZkSC3O3uGjC7j3RS_BSvXSa1kbZfBT_Vw/s2048/Categorize%20authres%20pictures.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="categorize smoothies by preference" border="0" data-original-height="2048" data-original-width="2046" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTvJx5BGDTPNl6vfeRdaoXGcuFMIhOskoyN_fc67LCWzFXYVx9ECOMN6G6Pm0ksTP8EJa2Un3FLnm9A935hj-IL97TAyyibrMghiJrcstR88pbM-EPAnO22XorOwrbQkPKrwGrGlo9v6f5xayfjoXosW02YzZkSC3O3uGjC7j3RS_BSvXSa1kbZfBT_Vw/w320-h320/Categorize%20authres%20pictures.png" title="Categorize smoothies by preference in world language class" width="320" /></a></div><br /><div>On the same Pinterest board I also have some smoothies that do not have a label-which provides an excellent opportunity for kids to add them! Younger kids can use our printable play food, or you can provide written cards without pictures for older kids. (Play food in <span style="color: #ffa400;"><span style="color: #ffa400;"><a href="https://bit.ly/297UJU2">Spanish</a>,</span> <a href="https://bit.ly/2tQCyg9">French</a>, <a href="https://bit.ly/2uio2us">Russian</a>, <a href="https://bit.ly/2NxcJsV">German</a>, <a href="https://bit.ly/2zAeFvF">English</a>)</span></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7edsUzqzVSohSN6PC99l4PSjhfejDxkN2o-g1KgZVSQj2Oj0BOwjUpkSfZkQP5KEWZbP1S8MqgM3WnOi9xF16s_KHP7OObRDOhAFvO6C3S6Z2beJT7mmMdTOUgMLWmijc4dEwLeSmqMPaUklcpTgwgyth0iw_-stF21N_eYrV-PUFMBEwbPMVBJzSGNI/s2048/Label%20batido.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7edsUzqzVSohSN6PC99l4PSjhfejDxkN2o-g1KgZVSQj2Oj0BOwjUpkSfZkQP5KEWZbP1S8MqgM3WnOi9xF16s_KHP7OObRDOhAFvO6C3S6Z2beJT7mmMdTOUgMLWmijc4dEwLeSmqMPaUklcpTgwgyth0iw_-stF21N_eYrV-PUFMBEwbPMVBJzSGNI/w320-h320/Label%20batido.png" title="Label foods with play food or word labels" width="320" /></a></div><br /><div><br /></div><div>Focusing in on "simpler" ways to use infographics and other visuals can make these much for accessible for our novice learners, while at the same time giving them opportunities to interact with these resources in authentic contexts. </div><div><br /></div><div>Did you know? I regularly include links to infographics and other visuals in my <a href="https://www.teacherspayteachers.com/Store/Mundo-De-Pepita/Category/Mira-el-Mundo-MAGAZINE-311917"><span style="color: #ffa400;">Mira el Mundo and Mira el Mundo Jr Magazine issues</span></a>! All back issues, along with current ones, still available in our shop :)<br /><div><br /><div><br />
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<br /></div></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-85729855952748835542021-05-22T09:11:00.006-04:002022-05-21T06:25:14.622-04:00Summer Reading List 2021 : Picture Books
IT'S MY ANNUAL SUMMER READING LIST, bringing you AMAZING books that came out in the last year or that I discovered for the first time. I went overboard treating myself to these and several others-too many just impossible to resist! And don't forget to follow and support these authors and illustrators on social media-I've included their accounts if available. You can download a FREE list of these titles to share with families in your district by <a href="https://bit.ly/2QFsxzg">clicking here</a> :)<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7djVv4OhKSRNZj98OYe_qsRNeAmkGHFsTLqJPqEhUo-kV6ZJvTmOR4nPxZHDbCdewi7Qc9g3v9bIgtRk260RfjTbyRjUHW24jLsmo_j9kYiggKcFlMXOUizk5G1AneEjjMfDBjkp8wg/s2048/7D559B72-EE45-4EA9-8B39-E6A6616D5489.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP7djVv4OhKSRNZj98OYe_qsRNeAmkGHFsTLqJPqEhUo-kV6ZJvTmOR4nPxZHDbCdewi7Qc9g3v9bIgtRk260RfjTbyRjUHW24jLsmo_j9kYiggKcFlMXOUizk5G1AneEjjMfDBjkp8wg/w320-h320/7D559B72-EE45-4EA9-8B39-E6A6616D5489.png" title="Summer Reading List 2021 for World Languages" width="320" /></a></div><div><br /></div><div><br /></div><div>*SI QUISQUEYA FUERA UN COLOR/ IF QUISQUEYA WAS A COLOR by Sili Recio and illustrated by Brianna McMurthy. I had pre-ordered this book when I first saw it was to be released-when it arrived on my doorstep I practically swooned. Vibrant illustrations bring the text to life in such thoughtful, touching ways-I adore this book! Using color as a representation of the Dominican Republic, Sili & Brianna highlight the people, food, and dynamics of the island, which I use as a jumping off point to connect our own cultures and representations. @SiliRecio @macabrii See my <a href="https://bit.ly/3e4Lwf2">blog post here</a> for free downloads and activities to teach this book in class!</div><div><br /></div><div>*SHARUKO El Arqueólogo Peruano Julio C Tello by Dr. Mónica Brown & illustrated by Elisa Chavarri tells the true story of Julio C. Tello, an indigenous archaeologist who pursued the history of his people, even in the face of challenges due to being Quechua-so well done, and such a great addition to learning about the history of Perú. @monicabrownbks @elisachavarri</div><div><br /></div><div>*100% ME/ SOY 100% YO by Duane Carlos Crawford and illustrated by Dominican artist Jayri Gomez features a boy who is trying to figure out just who he is.. part African-American, part Peruvian, but 100% him! I love this book to highlight bicultural, biracial children and experiences. @jayrisart</div><div><br /></div><div>*LA SELVA DE ZONIA/ ZONIA'S RAINFOREST written & illustrated by Juana Martinez Neal-can I say GORGEOUS?! Set in the Amazon jungle, this book follows an Ashaninka girl as she greets her animal friends, until she comes upon a clearcut portion of the forest, which prompts her mother to remind her everyone must help to save it. Notes at the back of the book give more resources on the Ashaninka people and animals in danger. @juanamartinez And be sure not to miss my theme pack <a href="https://bit.ly/2PUFQLR">Pepita lee sobre Nina Gualinga</a> which includes activities for this book!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTiD9y_baPjV074cukuQQpE1tMP11UAvw7JfLNwUNalSzAxn0QbDz5F-fcuuI2IpGgjrsOQ86_yFE579VA20czG78gFTydLBj4skesl8Rr0A95yZcWOzBmoShwgaOln88Uln6A2fnP3Qg/s2048/FBC125C4-63CE-45B7-BE93-E844EED59FB9.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTiD9y_baPjV074cukuQQpE1tMP11UAvw7JfLNwUNalSzAxn0QbDz5F-fcuuI2IpGgjrsOQ86_yFE579VA20czG78gFTydLBj4skesl8Rr0A95yZcWOzBmoShwgaOln88Uln6A2fnP3Qg/w240-h320/FBC125C4-63CE-45B7-BE93-E844EED59FB9.png" title="Summer Reading List 2021 World Languages Spanish" width="240" /></a></div><br /><div>*GRACIAS, OMU! written and illustrated by Oge Mora. I just love Oge Mora's books-this one is ideal to use in the target language with some simple adaptation due to how the story is structured- Omu makes a stew which she shares with a variety of community members over the course of the book, who then show their appreciation by making a dinner for her. Wonderful message & super lovely illustrations! @ogemora And don't miss my blog post on teaching this book in class-<a href="https://bit.ly/3le8PXp">click here</a>!</div><div><br /></div><div>*A NEW KIND OF WILD written & illustrated by Zara Gonzalez Hoang- this sweet story of a boy who moves from Puerto Rico to New York City is a wonderful jumping off point to talking about friendship, moving to a new place, and how we can make someone feel at home while at the same time celebrating where they've come from. @zaprey</div><div><br /></div><div>*YOUR NAME IS A SONG by Jamillah Thompkins-Bigelow and illustrated by Colombian artist Luisa Uribe celebrates each name as unique and beautiful. This is an amazing book to incorporate at the beginning of the school year and a wonderful way to initiate conversations about why learning how to say each others' names is so important. @jtbigelow @lupencita</div><div><br /></div><div>*COQUÍ IN THE CITY/ DE AQUÍ COMO EL COQUÍ written & illustrated by Nomar Perez is a lovely story infused with Puerto Rican culture, telling of Miguelito who moves to Ohio and has to leave his beloved pet, Coquí, behind. The illustrations are bright and beautiful, while the storyline, semi-autobiographical, is easy for kids to relate to. @nomars_illustration (Instagram)</div><div><br /></div><div>*G MY NAME IS GIRL written & illustrated by Dawn Masi is an alphabet book and so much more! Each letter is the beginning of a girl's name from around the world, along with empowering adjectives to describe her. The illustrations are thoughtful, filled with social justice themes, and representative of cultures and identities worldwide. I adore this book! @dawnmasi (Instagram)</div><div><br /></div><div>*LOVE IN THE WILD written & illustrated by Katy Tanis. This board book, inspired by the author/illustrator's nephew, is a lovingly researched book about love in all its forms amongst wild animals-I've incorporated this when talking about family :) @daughter_earth_illustration (Instagram)</div><div><br /></div><div>For more Summer Reading Lists visit:</div><div><a href="https://www.mundodepepita.com/2020/05/summer-reading-list-2020-for-children.html">Summer Reading List 2020</a></div><div><a href="https://www.mundodepepita.com/2019/05/summer-reading-list-2019-for-elementary.html">Summer Reading List 2019</a></div><div><a href="https://www.mundodepepita.com/2018/05/summer-reading-list-for-elementary.html">Summer Reading List 2018</a></div><div><a href="https://www.mundodepepita.com/2017/04/summer-reading-list-with-spanish-flavor.html">Summer Reading List 2017</a></div><div><a href="https://www.mundodepepita.com/2015/06/summer-reading-list-for-your-elementary.html">Summer Reading List 2015</a></div><div><br /></div><div><br />
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<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-39860764363986668582021-04-19T15:23:00.003-04:002021-04-22T07:52:46.443-04:005 Activities for World Language Clases with Tangrams and Cuisenaire Rods
HANDS ON ACTIVITIES ARE A FAVORITE, both of mine and more, importantly, of my students. When I found a set of tangrams free for the offering a few years ago I grabbed them, along with free cuisenaire rods a year after that- and I am so happy I did! I use these all the time, especially with my younger students, but find even my fourth graders love to have opportunities to use them. I particularly love that they allow for a lot of individuality and creativity on the part of my students, while also providing language use in context. Below are five ways I use them in class-I would love to hear how you use them, too! Share in the comments below :)<div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-0qiJ42SKp_KWZurPvsJ6-cWlWpYzTlrmmohedb10awGR7bxebm3ay_5LnklnMwUJP1LMRaYQ4XtbcXld3d_OBAoDrMMkbuM2I3RGfliYPtQljpPWuJH9NcYmC2RFoZUfMgPqqj_v2W0/s2048/03386C0F-BEFD-4719-9C34-6312643E054A.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-0qiJ42SKp_KWZurPvsJ6-cWlWpYzTlrmmohedb10awGR7bxebm3ay_5LnklnMwUJP1LMRaYQ4XtbcXld3d_OBAoDrMMkbuM2I3RGfliYPtQljpPWuJH9NcYmC2RFoZUfMgPqqj_v2W0/w320-h320/03386C0F-BEFD-4719-9C34-6312643E054A.png" title="5 Activities with Tangrams & Cuisenaire" width="320" /></a></div><br /><div>ORGANIZATIONAL NOTE- In a normal year, I divvy up the tangrams or cuisenaire rods in containers that kids share amongst themselves. This year, due to covid restrictions, I have had to give each student their own small amount of materials, which are random, meaning they don’t all get the same exact set of tangrams or rods. I then spray those with sanitizer at the end of class. </div><div><br /></div><div>1) BUILDING CHALLENGES: My students can not get enough of these! The simplest way to do this is to instruct them to stack a particular number of cuisenaire rods on top of one another- for ex, stack 5 cuisenaire rods. I usually start easy-stack 2 or 3, then get a little harder. Depending on the cuisenaire rods they have or use, it can get challenging quickly, especially for little hands (which is kinda the point!). You can mix it up by having them stack vertically instead of horizontally, which is much harder! You could also give the prompt ‘make the highest structure you can’ or ‘build the lowest structure you can using all your rods’ etc.</div><div>You can also instruct them to stack to a particular height, as seen in the photo above where I had them stack 8 inches-they could stack any way they wanted, they just had to reach the height requirement. </div><div><br /></div><div>2) DRAWING CHALLENGES: I call these “drawing challenges” simply because they need to create a shape with either tangrams or cuisenaire. This is such a fun way to practice listening comprehension! Provide students with a set of tangrams or rods, then tell them a vocabulary word that they then need to form, such as ‘make a sun’ or ‘make an elephant’, etc. I learn so much about kids watching them create these shapes! Once a shape is made, I have them pick them up and we start again with a new form. You can also have them make numbers or letters, too!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimxn4H7cyCNNjwA55OeAxsCtTsvVYXF796xd-4OFfjUBWf4PXzIXMgqUTkV7_YR-IRJ6oz-3DqVn_SXNKcIbb0Thg52kfrhcR8Dhji-c5LdizsY9K2wg6RaRjdmfsPQ5TOMzODm_7Mn9A/s2048/E3B6088E-04CE-4EF6-B336-9255C4876E97.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimxn4H7cyCNNjwA55OeAxsCtTsvVYXF796xd-4OFfjUBWf4PXzIXMgqUTkV7_YR-IRJ6oz-3DqVn_SXNKcIbb0Thg52kfrhcR8Dhji-c5LdizsY9K2wg6RaRjdmfsPQ5TOMzODm_7Mn9A/w240-h320/E3B6088E-04CE-4EF6-B336-9255C4876E97.png" title="Using Tangrams & Cuisenaire in World Language" width="240" /></a></div><br /><div>3) MAKE A ____ : This is a take off of the above, but with the idea that kids will not just make something, but then tell you what it is. So, instead of telling students to make a specific form, give them a category, like ‘make a fruit’ or ‘make an animal’. This provides more choice on their part-once they’ve finished their creation, they can take a photo and write about it, record themselves telling about it, etc on a 1:1 device, or of course, they can tell you verbally. <br /><div><br /></div><div>4) USE SHAPE TEMPLATES: There are a number of tangram and cuisenaire shape templates available online which are commonly used in math classes in the homeroom which can also be utilized in world language. Some have all the integrated shapes outlined, while others only have the larger form printed. Provide students with a set of these templates for them to complete. I love having these on hand as a fast finisher activity! NOTE: You can find our very own <span style="color: #cc0000;">PRINTABLE</span> <a href="https://www.teacherspayteachers.com/Product/Tangram-Template-Shapes-in-FOUR-Languages-6803436">Tangram Template & Shapes in FOUR languages</a> here! (Spanish, French, Russian, and German)</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfBe8ZuPklATyJ87L_koQYXOrQTPe9aq06yB46TLc4TcwBZGSJnId5qZs5nT60S-nvnahVRrHiBgmtY9uegBUodfO0CdHEuuXPzxZ6wWGPGZyektYSzOAdDyFTx_ruP0YmCLXE4k1cmjc/s2048/4351CC5D-6FF9-40BF-89C8-3A8628177E10.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2046" data-original-width="2048" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfBe8ZuPklATyJ87L_koQYXOrQTPe9aq06yB46TLc4TcwBZGSJnId5qZs5nT60S-nvnahVRrHiBgmtY9uegBUodfO0CdHEuuXPzxZ6wWGPGZyektYSzOAdDyFTx_ruP0YmCLXE4k1cmjc/w320-h320/4351CC5D-6FF9-40BF-89C8-3A8628177E10.png" title="Tangrams for World Language Class" width="320" /></a></div><br /><div>5) FREE CREATE: This is just as it sounds- kids are given a set amount of time and can create whatever they want with the materials. This year I have had all my classes at 50 minutes long, which is an eternity for my Kindergarteners in particular. One strategy I found to be very effective was to have the tangrams or cuisenaire rods at their seats when they entered, and they had 2 minutes to create whatever they wanted before we started. It was a good way to transition-I circulate and comment in the target language on their creations, providing bits of input as I go. I might them transition into one of the above activities, or even have them put away the materials and we would move into other activities. </div><div><br /></div><div>How do you use materials like these in class- tell me in the comments!</div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-6339309718666152632021-02-17T15:33:00.029-05:002022-07-31T11:56:36.898-04:00Choice Boards for World Language Class WITH THE ADVENT OF REMOTE TEACHING, TRYING OUT NEW TEACHING TECHNIQUES has been the norm. Couple that with a greater need to differentiate instruction in my upper elementary Spanish classes, I find myself experimenting with CHOICE BOARDS this year. <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdTNo9UrcN8hMZpgxrgAh2G_JBvptxjTulkEETZOqeQR8Lz6suetfDid8RC_0Q67o_mS8RXUroMSurxiaHe8m5fPJ7JOkM8g9MjDQF-tO-tvxwj5Ytiq_RWkZ7tacz-eTIv3C4QSJnHp0/s2048/95FB7C61-0B8E-47F9-A06D-7802A2456E9F.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1957" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdTNo9UrcN8hMZpgxrgAh2G_JBvptxjTulkEETZOqeQR8Lz6suetfDid8RC_0Q67o_mS8RXUroMSurxiaHe8m5fPJ7JOkM8g9MjDQF-tO-tvxwj5Ytiq_RWkZ7tacz-eTIv3C4QSJnHp0/s320/95FB7C61-0B8E-47F9-A06D-7802A2456E9F.png" /></a></div><br /><div>I HAVE TO CONFESS, THIS HAS NOT BEEN WITHOUT ITS PROBLEMS; however, like centers with my lower elementary students, the positives are, so far, outweighing the negatives. Here is a run down of how I am setting them up, along with pitfalls I have been problem solving as I go:</div><div><br /></div><div>-DIFFERENTIATION: one of the key elements (and why I started trying them out in the first place) of the boards I have been creating has been activities at a variety of PROFICIENCY LEVELS. I have done this because I have finally realized one of the hurdles to whole group instruction with my upper elementary classes-a wide gap in proficiency-from students brand new to the district (and to Spanish), students who’ve been with me all along but who, for a myriad of reasons, have made slow progress, all the way to my heritage learners. This gap is far wider than at the primary levels, and creates its own challenges. Making sure to have activities at different proficiency levels means ALL my students can be successful. </div><div><br /></div><div>-VARIETY IS THE SPICE OF LIFE: though Gardner’s Multiple Intelligences has received much criticism, I still use his outline as a guide when creating a set of activities-being sure to include a range of speaking, music, listening, crafting, math or geography, drawing, writing, etc; this in turn hits the modes of communication we are used to incorporating, but in more contexts. See below for a listing of activities that I have generated.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://bit.ly/2FZflOR" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHD8iG3CqJreCxQmuvzGOo6705wxo-0uueZgbDrwHMikyb-TkU_Z7Me-m0xyAHZL4iXIt6blE46xP4BiVevPjEUDI8032oSXrPi4B3Ug7PgjUL1laeFM0YiupH1lCXO135fDFBDfY4jmk/s320/62B8976D-7F65-40AF-9351-BED2D02B8A25.png" /></a></div><br /><div>-VIDEOS TO DELIVER INSTRUCTIONS: one of the things I have been most happy about how I’ve set up the boards is in creating videos for each activity with the instructions & expectations right in the video. So, for ex, if I have 12 activities on a board, I create 12 accompanying videos which I then house in one file in our online platform (in our case, Seesaw, but you could also do this in Google Classroom or in a Wakelet, etc). This frees me up to circulate around the room rather than give direct instruction on each activity, and provides independence for my students. (Of course, I have to keep reminding my students to watch the videos rather than ask me what to do, but that’s another matter altogether lol)</div><div>This means that I create a Seesaw Drawing file, put the choice board visual on the first page with a video introduction, then make a page for each activity, with a video and any other information that is needed (for ex, there might be a link to go to a particular website or actual Seesaw activity). In this example, I would therefore have the intro page and 12 additional pages.</div><div><br /></div><div>-ACCOUNTABILITY: How to ensure kids have done an activity? If it’s a Seesaw activity that they have to do, that’s easy, they just submit. But with other types of activities, that’s not possible-so, I create a “record my work” Activity file in Seesaw for kids to upload photos of completed activities, adding pages as necessary. At first, I had kids just add pages to the intro file, but found out you can only have a total of 20 pages in a Seesaw activity, so had to nix that. And, if you have them upload photos randomly to their journal, you need to track them to ensure all are done-if you have a ‘one stop’ location to house all the photos it is easier to find and review them all at once. For those who use Google Classroom and Slides, a similar file can be created!</div><div><br /></div><div>-THE NAME ‘CHOICE BOARD’: so, here’s a fail. Apparently, some kids seem to think that if you name something a ‘choice board’, that means they can choose NOT to do any of the activities. Ugh. Thanks to a comment by Jen Kennedy, Señora Speedy, who noted she changed hers from ‘choice board’, I took this suggestion and now call mine ‘Activity Boards’. While there is still choice, the subtle change in title makes a big difference. I will add, I have also run into the random kid who doesn’t like any, or most, of the activities on the board. This, while extremely hard for me to stomach, especially after putting in hours of time in creating a board & it’s accompanying activities, has prompted me to create ONE additional activity based on a students particular interests with the agreement that they still have to do the remaining requirements of the board. This compromise feels good to me-after all, while the board has choice inherent within it (on many levels), I also do not want to employ a ‘compliance’ dynamic in my classes.</div><div><br /></div><div>-HAVE TO ACTIVITIES: Because my choice boards have, up to this point, been geared for multiple proficiency levels, I have not tried ‘have to’ activities within the board, other than introduction activities that prime students for the rest of the board. </div><div><br /></div><div>ACTIVITIES BASED ON PROFICIENCY LEVEL (geared for upper elementary):</div><div><br /></div><div>NOVICE LOW:</div><div>-word work such as matching word to picture</div><div>-color by number such as those in my <a href="https://bit.ly/3aXjIFK"><span style="color: #ffa400;">15 Activity Pages for Upper Elementary</span></a></div><div>-word searches</div><div>-Memory games </div><div>-listen to a series of songs & indicate how you feel about them on a recording sheet by checking your preference</div><div>-interactive notebook pages</div><div>-label photos or images</div><div>-list items </div><div>-nature journaling with labeled items on drawing</div><div><span style="color: #ffa400;">-<a href="https://bit.ly/3jGH1bT"><span style="color: #ffa400;">Venn diagrams</span></a></span> with answers recorded as drawings or one word answers</div><div>-Measuring activities related to a cultural topic such as animals in <a href="http://bit.ly/2FZflOR"><span style="color: #ffa400;">Canaima National Park, Venezuela</span></a></div><div>-Scavenger hunt such as my free one with <span style="color: #ffa400;"><a href="https://bit.ly/39fksGp"><span style="color: #ffa400;">colors</span></a> </span></div><div><br /></div><div>NOVICE MID:</div><div>-word searches where the words are presented as pictures in the word bank instead of written words</div><div>-record your preferences in a platform based on a series of questions (such as Do you like __?)</div><div>-crossword puzzles</div><div>-nature journaling with phrases & simple descriptions</div><div>-interactive notebook pages</div><div>-Venn diagrams </div><div>-<a href="https://bit.ly/3jGH1bT"><span style="color: #ffa400;">story graphic organizers</span></a> in which student writes/draws a part of a story in each section in order to ‘re-tell’ it</div><div>-categorize items based on reading the words</div><div>-Seek & find-give a listing (either written or recorded) of items to find & circle in an image (you can do the same with a video-have them screen shot the items they are looking for)</div><div>-follow along as instructions are given to create a craft such as the Cattleya orchid craft in my <a href="http://bit.ly/2uIEep5"><span style="color: #ffa400;">Pepita va a Colombia Theme Pack</span></a> or the Copihue flower in my<a href="http://bit.ly/2Os8yzA"> <span style="color: #ffa400;">Pepita va a Chile Theme Pack</span></a></div><div>-Read and Draw</div><div>-Listen and Draw</div><div>-Create a word cloud</div><div><br /></div><div>NOVICE HIGH:</div><div>-Venn diagrams based on comprehending the basic gist of two short videos, songs, readings, etc (for ex, use simple infographics to complete a Venn about two animals)</div><div>-Info pages-create a non fiction info page or <a href="http://bit.ly/2SBsSkL"><span style="color: #ffa400;">trading card</span></a> (you could provide infographics, videos, screen shots, tweets, Instagram posts, etc as resources) My non fiction magazine <a href="http://bit.ly/MiraelMundo2019"><span style="color: #ffa400;">Mira el Mundo</span></a> has lots of these!</div><div>-Listen to a simply story and re-tell it using a graphic organizer such as a story re-tell organizer</div><div>-Write a concrete or diamante poem </div><div>-Listen to a familiar song & fill in the blanks on an activity page</div><div>-Record yourself describing a series of images such as my <a href="http://bit.ly/2rqYB7B"><span style="color: #ffa400;">story cards</span></a></div><div>-Listen & Draw/ Read & Draw with prompts geared for this proficiency level</div><div>-<a href="http://bit.ly/2Ln75f5"><span style="color: #ffa400;">Doodle pages</span></a>- draw, then tell about what you’ve drawn </div><div><br /></div><div>HERITAGE LEARNERS:</div><div>-Write a review (or record a review) about a story or book</div><div>-Word work to develop expanded vocabulary (such as synonyms, antonyms, more specific vocabulary around a topic, etc)</div><div>-Write a poem </div><div>-Use an authentic resource to learn something new of students choice (or your choice)</div><div>-Read two stories, legends, or folktales and create a Venn diagram comparing the two</div><div>-Create an advocacy poster</div><div>-Listen to a song (for this age group) and create an album cover based on what the song is about</div><div>-Watch a cooking video and create a simple recipe card to go with it</div><div>-Read a series of memes, then make your own</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><span style="margin-left: 1em; margin-right: 1em;"><a href="http://bit.ly/2SBsSkL"><img alt="http://bit.ly/2SBsSkL" border="0" data-original-height="2046" data-original-width="2048" height="269" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3eNfW0gAMOBOli0p0JQGFXVXVur0vidnuDeqHnI-VrSjEVAc2n9Cd17-APMQXH30NjTuPtc18Vm8-v4pTDwEB1hvFPFbYr5mi6b4OxGrklXmgxC7rKZLUnOiz4WlX5VAS2cZY1MXcJv0/w269-h269/5A3B3EB8-EF43-41B2-9A6F-FADE4195E560.png" width="269" /></a></span></div><div><br /></div><div>I am sure you have thought of a ton more, this is just a sampling of activities that have worked so far for me, many of which are included in a variety of my theme packs & other resources. I would love to hear your experiences with choice boards-please feel free to comment below!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQfY7a_rR-I_O5clo7VkhmJwgZqfZE0xzs4Sx-Jg8fzPiuOf32r9NtbGzNMJStOLqPYf8VXkF5_WSd0PYUkgyXALi0A8_eL9Ok9HTfTNU85sy5Zt46Lh6DhpTGzx2Gk_q1cw_0Lg89s3dn5FHfU5qImuDFCOfs20UCu90E1teQqTp76k9a8l0ziZh5/s2048/594B202C-C947-4234-96DB-1F52B7122F91.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Name tag with name written in drawing form to share about self" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQfY7a_rR-I_O5clo7VkhmJwgZqfZE0xzs4Sx-Jg8fzPiuOf32r9NtbGzNMJStOLqPYf8VXkF5_WSd0PYUkgyXALi0A8_eL9Ok9HTfTNU85sy5Zt46Lh6DhpTGzx2Gk_q1cw_0Lg89s3dn5FHfU5qImuDFCOfs20UCu90E1teQqTp76k9a8l0ziZh5/w240-h320/594B202C-C947-4234-96DB-1F52B7122F91.png" title="Share something about yourself with your name Name Tag" width="240" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div>NAME ACTIVITY BOARD</div><div>I decided to create a Our names are important Activity Board that would serve for older students (but could certainly be done with younger ones as well), with the idea of using it as an extension to activities done in the past in order to build on them and return in spiral fashion to the idea of names as part of our identity. These are all ‘have to do’ activities (except for the choice in which read aloud to listen to). Here is what I include:</div><div>*Create your own name tag (<a href="http://bit.ly/33Ga33o"><span style="color: #ffa400;">grab ours here!)</span></a>, writing/drawing your name in such as way as to not just spell your name but also tell everyone else something about you-could be your favorite color, could be each letter drawn as something you like, etc. I drew my name inspired by an activity Melisa Hayes shared on Twitter last year, with students using objects that tell a story about themselves to spell out their names. You can see it by clicking <a href="https://twitter.com/hayes_melisa/status/1302241561812578305?s=21">here</a>. Yes, foxes (and wolves) are my favorite animal(s) :) </div><div>*Listen to a picture book read aloud about the importance of names. I use <a href="https://youtu.be/1FdZ-94_NXo"><span style="color: #ffa400;">René has two last names/ René tiene dos apellidos by René Colato Laínez</span> </a> and <a href="https://youtu.be/y3eT8YPy9RI"><span style="color: #ffa400;">Teach Us Your Name by Huda Essa</span></a> . Students choose one of these two to listen to; I find that books read by the author themselves are particularly powerful, especially connected to social justice and identity themes, as they often share personal stories related to the book they have written, above and beyond the book itself. After searching literally for hours, these were the two I settled on, partly because they were the very few read aloud by the author, but as importantly serve as meaningful representation. Below you will find a list of additional titles that are also great to read, but do not have read alouds by the author available. (REMINDER: there are tons of read aloud videos on Youtube, but very, very few are sanctioned by the author and/or publisher. I only share sanctioned read alouds w my students)</div><div>*My name, my identity Challenge: I found this <a href="https://youtu.be/fnmTLNrMR7Q"><span style="color: #ffa400;">awesome video made by a little girl, Shreestha</span></a>, who shares the story of her name. I include a link to this video along with the question/prompt: What my name means to me. The first time I did this slide, the prompts were What is story of my name, What is the history and origin of my name, and What my name means to me. Unfortunately, I discovered many of my students know little about how they got their name, and although I tried to encourage them to go home and ask, not all did or are not in a position to have a family member be able to tell them more about their name. ALSO, I’ve come to learn that for transgender and/or non binary folx, asking to share the story of their name can be emotionally harmful. So, I eliminated two and kept the third. Another great video that can be included is<a href="https://youtu.be/Dsnaytwk2ug"> <span style="color: #ffa400;">My Name My Identity.</span></a> And<a href="https://twitter.com/nickjr/status/1383769510839128068?s=21"> <span style="color: #ffa400;">this one from Nick Jr</span></a> which <a href="https://instagram.com/thewokespanishteacher?igshid=m5v1vj1dy10x"><span style="color: #ffa400;">The Woke Spanish Teacher</span></a> shared on Twitter-love it so much! (I included her Instagram link, be sure to follow her-she is an incredible inspiration & teacher!)</div><div>*Jamboard Sticky Note Board: The last component of the board features a slide on Jamboard with the prompt Why are our names important? I like having a place where kids can see each other’s answers and *hopefully* reflect on them on their own as well as having a chance for us to talk about this in the larger group.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGuVwHWHh7PKSsMOeisleMNgTY_ScskQ9zSN9kfp3NLHbSiVEqFY6TcXBBasmVZTcsfRnK_DcagCcUWsjaFJhQGJtjYjdxwHRQ5q9H-vsw_-CrZ3RoNAEvkEACQ-8J9q-7TRq9JHMqYKU/s2048/EE8DA3C8-5691-40A5-8E04-5D45D6D69388.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1286" data-original-width="2048" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGuVwHWHh7PKSsMOeisleMNgTY_ScskQ9zSN9kfp3NLHbSiVEqFY6TcXBBasmVZTcsfRnK_DcagCcUWsjaFJhQGJtjYjdxwHRQ5q9H-vsw_-CrZ3RoNAEvkEACQ-8J9q-7TRq9JHMqYKU/s320/EE8DA3C8-5691-40A5-8E04-5D45D6D69388.jpeg" width="320" /></a></div><br /><div>NOTE: I do this activity board in a mix of English & Spanish (and any other language a kiddo wants to include), rather than as a 90 or 100% in the TL activity. The power of the videos/stories is something I want my students to experience to the fullest extent possible, so their inclusion is purposeful. All of the places where students are writing/recording their answers can be in any/all/some/one of the languages they know.</div><div><br /></div><div>Don't miss my FREE <span style="color: #ffa400;"><a href="https://bit.ly/3xQPFKJ"><span style="color: #ffa400;">Names Scavenger Hunt activity here</span></a>!</span></div><div><br /></div><div>And here's a great infographic about why it's so important to pronounce names correctly! <a href="https://twitter.com/LeadingELLs/status/1422238341584535559?s=20"><span style="color: #ffa400;">Click here</span></a></div><div><br /></div><div>Additional picture books about names:</div><div>*Your Name is a Song by Jamilah Thompkins-Bigelow & Colombian illustrator Luisa Uribe (love, love, love this one-I read it my primary students) For an activity page I created connected to this book, <a href="https://drive.google.com/file/d/1OaR95LBgVwqfQmLUsdsY5UcscVL5GHdT/view?usp=drivesdk"><span style="color: #ffa400;">click here</span> </a>:) And the <a href="https://bit.ly/3zKRsFf"><span style="color: #ffa400;">FRENCH version is here</span></a></div><div>*Alma and how she got her name written/ illustrated by Juana Martinez Neal</div><div>*The Name Jar written/illustrated by Yangsook Choi</div><div>*Always Anjali written by Sheetal Sheth and illustrated by Jessica Blank</div><div>*My name is Yoon written by Helen Recorvits and illustrated by Gabi Swaitkowska</div><div>*My name is Maria Isabel by Alma Flor Ada (a chapter book)</div><div>*Three Names of Me by Mary Cummings</div><div>*My name is Jorge on both sides of the river by Jane Medina, illustrated by Fabricio Vanden Broeck </div><div>*My name is Sangoel by Karen Lynn Williams & Khadra Mohammed, illustrated by Catherine Stock</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkN37ra4JM9zEKRTzOi93aItSr_N8Xu1A5hPtiwb6aHOBXehYYRrniJKoq8_Ky5rYGzhjDfy55Dn__s2N9rWGhfN4NO8ujYDAFEUCG0tfKwBRvtGgdkuOBHBiFlO8-3BXr2OklvU4LSfAqRdrrua-OT0Orrivhlh8umQ0eWy7WBKt77l5WoXWKbZbA/s2048/Your%20Name%20is%20a%20Song%20Free%20Name%20Page.PNG" style="margin-left: auto; margin-right: auto;"><img alt="Your Name is a Song Name Page Bilingual" border="0" data-original-height="2048" data-original-width="1576" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkN37ra4JM9zEKRTzOi93aItSr_N8Xu1A5hPtiwb6aHOBXehYYRrniJKoq8_Ky5rYGzhjDfy55Dn__s2N9rWGhfN4NO8ujYDAFEUCG0tfKwBRvtGgdkuOBHBiFlO8-3BXr2OklvU4LSfAqRdrrua-OT0Orrivhlh8umQ0eWy7WBKt77l5WoXWKbZbA/w246-h320/Your%20Name%20is%20a%20Song%20Free%20Name%20Page.PNG" title="Your Name is a Song Name Page Bilingual" width="246" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://bit.ly/33vSVxY">Click here to download for free</a></td></tr></tbody></table><br /><div><br /></div><div><br /></div><div>
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-7162590556939558182020-12-27T09:42:00.001-05:002021-06-25T08:10:26.312-04:00Cheerios Bird Feeders: A Simple Outdoors Activity for World Language Classes
A POSITIVE ASPECT FOR ME OF TEACHING IN THE TIME OF COVID HAS BEEN THE IMPETUS TO INCREASE MY OUTDOORS LESSONS, which has been beneficial both for me and my students who love & look forward to these outings. While I have always taken kids outside at various points during the fall & spring, the greater safety of teaching outdoors during the pandemic has pushed me to search out new activities to get us out of the building all year round. <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEPlZwbLlqOdNaMHEiiwueYUGv_nUhPud5gnehtfp2fNWoogMzvQ7-X8xKjtETOVG1uBzA9urwWzUdkcRHkBMqzxLjhxePkHS4WkgNm9YHHxbviSORZ-3FcBcT5l22vwbNJpB9uJWKmBY/s2048/DB4A65C7-D653-4A35-BE80-38666D5F981A.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEPlZwbLlqOdNaMHEiiwueYUGv_nUhPud5gnehtfp2fNWoogMzvQ7-X8xKjtETOVG1uBzA9urwWzUdkcRHkBMqzxLjhxePkHS4WkgNm9YHHxbviSORZ-3FcBcT5l22vwbNJpB9uJWKmBY/w240-h320/DB4A65C7-D653-4A35-BE80-38666D5F981A.png" title="Cheerios Bird Feeders for World Language Classes" width="240" /></a></div><br /><div>BRAINSTORMING WARMER WEATHER ACTIVITIES has been relatively easy, but WINTER is long here in Maine, so I can't wait it out... ;) In thinking about what I could do with my students during the colder season, I took some moments to consider what we have available-we are lucky to have a stretch of woods through which is a nature trail. Inhabited by birds, squirrels, chipmunks and other critters, it is a great place to take students for all kinds of activities-this led to me try building a lesson around kid-created bird feeders. A search on Pinterest led me to Cheerios strung on pipe cleaners (<a href="https://www.messylittlemonster.com/2017/01/easy-cheerios-bird-feeders.html?m=1">see post here</a>), appealing in their simplicity & likelihood to not be an issue for students with allergies (I did double check with our school nurse before making these). </div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>MAKING THE BIRD FEEDERS:</div><div>*Preparation:</div><div>Because we are in the time of covid, I distributed Cheerios into small cups, one for each student so there was no need for sharing. </div><div>I also went with colored pipe cleaners so I can find them easily later and collect them-they can be re-used by stringing new Cheerios on them, or be thrown away in the garbage rather than littering the forest.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Ua0domFcuP-R_e5_5kAn8Eo8zIWjD97qXqMCtV5-TIfixiChXlYn1MXduF_mJ_i9Yl5GId-KdtiouAipV-y7Hi2_82bM-MG9jxeJnRHgtLY_Aei9ZTtAdiIoEgORgO9FR3IN-URRV_A/s2048/479D739C-A76D-43FB-9034-41BE1E84BB59.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2Ua0domFcuP-R_e5_5kAn8Eo8zIWjD97qXqMCtV5-TIfixiChXlYn1MXduF_mJ_i9Yl5GId-KdtiouAipV-y7Hi2_82bM-MG9jxeJnRHgtLY_Aei9ZTtAdiIoEgORgO9FR3IN-URRV_A/w240-h320/479D739C-A76D-43FB-9034-41BE1E84BB59.png" title="Pre-school & Kindergarten World Language Activity Outdoors" width="240" /></a></div><br /><div>*In class:</div><div>This activity is perfect for pre-school and Kindergarten, though I am sure even older kids would enjoy it! I passed out a cup and a pipe cleaner to each child. I use the slightly thicker pipe cleaners which helps the Cheerios from slipping off during stringing; you can also bend one end of the pipe cleaner to serve the same purpose. Once the pipe cleaner is full of Cheerios, twist the two ends together to make a circle, or even bend into shapes like a heart or star-I went with just the circle as it is the easiest! Because this is such a concrete activity, you can maintain the target language for virtually the whole time of construction, demonstrating how to assemble it & narrating as you move about the room assisting students. TIP: have one pre-assembled so they know what they are shooting for!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwrCTp8Crv3LVHIxrYGq7F4gHYEr6KWoK2XOmYwe8qR-fmKGRFtCXYZqy_UmitFzDpnhpJuixZ8h3SzMSqlp3PJRAwAwSanOKLgl5GHzkWf1aE05DREVTYb9XoojWSa43I5-gHIdOlhPU/s2048/42EC0AE4-731D-43D2-B8B2-09F4F81C2FC0.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwrCTp8Crv3LVHIxrYGq7F4gHYEr6KWoK2XOmYwe8qR-fmKGRFtCXYZqy_UmitFzDpnhpJuixZ8h3SzMSqlp3PJRAwAwSanOKLgl5GHzkWf1aE05DREVTYb9XoojWSa43I5-gHIdOlhPU/w240-h320/42EC0AE4-731D-43D2-B8B2-09F4F81C2FC0.png" title="Outdoors Activity for World Language: Cheerios Bird Feeders" width="240" /></a></div><br /><div>Heading outside: I decided to split this into two lessons, constructing the bird feeders one class and going outside during the subsequent one-this works well with my schedule but certainly can be done all in one longer class period if that's what you have. Because of two lesson periods, they hang <i>A</i> bird feeder, not <i>THEIR</i> bird feeder, since we don't put our names on them. Giving them the heads up at the beginning smoothes this over immensely! Outside, off they went to hang the feeder on a branch of their choice!</div><div><br /></div><div>CONNECTING TO LANGUAGE:</div><div>You can connect this activity to a variety of larger themes and topics-winter, woods/forest, animals in winter, birds, weather, etc OR of course, a combination of these! I used a two-pronged approach: birds in winter AND doing for others (like a mini service project) which allows for connecting to SEL & community building activities. I used a variety of photos showing birds in winter (in our area) to practice vocabulary like 'It's cold', 'It's winter', 'hungry/ I'm/they're hungry', 'eat', 'muchas semillas/pocas semillas' etc as well as reviewing colors & simple verbs, which established the need for us to feed the birds during the winter months. For more activities with backyard birds, check out our Activity Pages in <a href="https://bit.ly/2yo0f3j">FRENCH</a> and <a href="https://bit.ly/2WLDw9B">SPANISH</a>!</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga67lZA3UcnfzXHgnf4lVHE-8AIPZsIvyvj83kTd_Virq8ut1_e37QYUTBSRm8ys8ejKSbq0ScjHytf31S28hdBmPXyUbALMtC88pFWYdgq1nq3cQZvTyU5vm7kp1m49phFeFKut1fa8s/s1581/Backyard+Birds+French+Spanish+Activities.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="1581" height="207" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga67lZA3UcnfzXHgnf4lVHE-8AIPZsIvyvj83kTd_Virq8ut1_e37QYUTBSRm8ys8ejKSbq0ScjHytf31S28hdBmPXyUbALMtC88pFWYdgq1nq3cQZvTyU5vm7kp1m49phFeFKut1fa8s/w320-h207/Backyard+Birds+French+Spanish+Activities.jpg" title="Backyard Bird Activity Pages French Spanish" width="320" /></a></div><br /><div>FOR MORE OUTDOORS ACTIVITY IDEAS, visit <a href="https://bit.ly/2zMpOLX">my post here</a>!</div><div><br />
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<br /></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-52531293364001259452020-11-29T10:05:00.002-05:002021-01-23T07:21:49.744-05:00Tips for Sustainable December Celebrations -Bring an Eco-Verde Focus to World Language Classes
DECEMBER IS A PARTICULARLY GOOD MONTH TO COMBINE CULTURE & ECO VERDE ACTIVITIES in our world language classrooms as many celebrations unfortunately are marked by waste and excess. Educating our students at a young age to be more sustainable in their choices and actions is more important than ever, and allows us to integrate themes of social justice and environmental responsibility while also highlighting festivities in target language countries. Through out the month I will be posting photos to my Pinterest board '<a href="https://www.pinterest.com/MundodePepita/environment-conservation-recycling-for-world-langu/" target="_blank">Environment, Conservation & Recycling</a>' under the section 'Eco verde Celebrations' which can be used to share as tips with your students & generate more conversation around this topic-I find my upper elementary students, in particular, are very interested and motivated to talk about ways to be environmental activists. Be sure to follow me on Pinterest & Instagram to see each tip as I post it!<div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7w2VSdbWEUfQLSx2zlVSb4XnaEVLT7EXZ_zuxrDFDrnDg4986YOGw2-UhrusuhQ0jjy4YIA6yycBIq4KY8YeXJBuZG6-mteSZYvYDqLvwuuVv8OWezx7WxvH7AFJpSnGKflt_ijVq_48/s960/Tips+for+Sustainable+Celebrations+in+December.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Tips for Sustainable December Celebrations" border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7w2VSdbWEUfQLSx2zlVSb4XnaEVLT7EXZ_zuxrDFDrnDg4986YOGw2-UhrusuhQ0jjy4YIA6yycBIq4KY8YeXJBuZG6-mteSZYvYDqLvwuuVv8OWezx7WxvH7AFJpSnGKflt_ijVq_48/w320-h320/Tips+for+Sustainable+Celebrations+in+December.jpg" width="320" /></a></div><div><br /></div><br /><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb-NCxnCXhxhwkLDRbb4demVEPza-kUJkBhXOwrj3cq9Dqxqba_CxB_ziTCw879rPBfAbV_U06QiYkiyixJ5RckpccEHCgIvEg-UGXBg93yY2LxFHpbe03xNtrxKvoKhtqvLuQ9Cf7h4E/s960/Comer+menos+carne.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Comer menos carne un diciembre sostenible" border="0" data-original-height="960" data-original-width="960" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb-NCxnCXhxhwkLDRbb4demVEPza-kUJkBhXOwrj3cq9Dqxqba_CxB_ziTCw879rPBfAbV_U06QiYkiyixJ5RckpccEHCgIvEg-UGXBg93yY2LxFHpbe03xNtrxKvoKhtqvLuQ9Cf7h4E/w320-h320/Comer+menos+carne.jpg" width="320" /></a></div><div><br /></div>THE AMOUNT OF WATER needed to irrigate crops which in turn feed livestock is significant and causes regional issues and factions in various parts of the world. Reducing one's consumption of meat has a direct impact on the amount of water used in this industry. <a href="https://www.instagram.com/p/CCwox80JSN9/" target="_blank">Here is a link to a great post on Instagram</a> regarding how many showers are equivalent to sustaining one kilogram of meat. </div><div><br />
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<a href="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="https://photos.google.com/photo/AF1QipMk0RMH8MFmOB_yJMuvVMH7xBx_qfLl8oqOQXbA" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOxAtNBGIdakNwdotoffYxJKzUtQevPXUMIBKIV6UI51g62_J4rKnTQFqeOJw8uUtE5vaRXcErdHBSa80dsR5M7f3pUTM8bZq9lzMX_jQyI8DxJ-s5xKBEsNVlt6geaXjq546S5_RG7vE/s320/pepitabesitos.png" width="233" /></a></div>
<br /></div></div><br />Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-71401050857216092272020-10-17T17:27:00.006-04:002021-06-25T08:10:51.828-04:00Ideas for Teaching the Book ‘Aquí también’ by Paula Fränkel
AQUÍ TAMBIÉN IS A BEAUTIFUL BOOK BY ARGENTINIAN AUTHOR/ILLUSTRATOR PAULA FRÄNKEL, highlighting what we have in common, even when we are in different places. I love her illustrations, which I read in an interview she participated in, were inspired by art from El Salvador, and her simple storyline which is both sweet and sublime at the same time. I’ve decided to create a mixed post of text and video to provide explanation and ideas on how to teach this book in class. And for more information about developing a theme from a picture book, read my <a href="http://bit.ly/2EYxh7b" target="_blank">post here</a>. <div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_mY_gSB_TTrJhszKBBU89ZqPQmzNWOLPnqphZzbmhoO2fTrrwJ5qHIz0_wAxiC0Cme_4CHxe-otbl8e0zVVgq7ziVq7YoLkzYDh9_bmb159_evAeNtgL0fd5sVX3-hv8z-xcoANawHSE/s1993/1AC53EB4-3686-47C0-835D-ADDD924BB251.jpeg" style="margin-left: 1em; margin-right: 1em;"><img alt="Ideas for Teaching Aquí también in Spanish Class" border="0" data-original-height="1993" data-original-width="1693" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_mY_gSB_TTrJhszKBBU89ZqPQmzNWOLPnqphZzbmhoO2fTrrwJ5qHIz0_wAxiC0Cme_4CHxe-otbl8e0zVVgq7ziVq7YoLkzYDh9_bmb159_evAeNtgL0fd5sVX3-hv8z-xcoANawHSE/w340-h400/1AC53EB4-3686-47C0-835D-ADDD924BB251.jpeg" width="340" /></a></div><div><div><br /></div><div>MY PRIMARY GOAL FOR THIS BOOK IS DISCOVERY: Commonalities exist across places and peoples. My FRAME to start with is the question: I wonder if things are the same or different in other places? (Outside our town/state) Along with this goal, I intentionally create opportunities within this set of lessons to further representation & shift established concepts such as family via the visuals I've designed, just as I do in all of my lessons. See link below!</div><div><br /></div><div>THOUGH THERE IS LIMITED TEXT IN THE BOOK, it still contains some low frequency vocabulary, which makes it more challenging to teach to novice learners in the target language as is. As I mention in the video, I have modified some of the text to be more comprehensible for my students, while still maintaining the message. Here are my modified storylines:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZAfwR9XcBrbPSKdWOms57VkLBJ5o8KUwH1zOPAD8cHEQvx97K0qdYFQIWRQQ5Pw4ow24hf21KMZq5fyrYI0e9zeyn4gKR8TTaBwSRlcbzuUZk0-x9m1oaeQDj7WlnET3-TDVgNr79OKU/s2048/0D690477-1A4C-48B4-B347-1BA5C36BD81F.png" style="margin-left: 1em; margin-right: 1em;"><img alt="Modifying the text of Aquí también to make it more comprehensible" border="0" data-original-height="2048" data-original-width="1536" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZAfwR9XcBrbPSKdWOms57VkLBJ5o8KUwH1zOPAD8cHEQvx97K0qdYFQIWRQQ5Pw4ow24hf21KMZq5fyrYI0e9zeyn4gKR8TTaBwSRlcbzuUZk0-x9m1oaeQDj7WlnET3-TDVgNr79OKU/w240-h320/0D690477-1A4C-48B4-B347-1BA5C36BD81F.png" width="240" /></a></div><br /><div>Page 1: Acá sale el sol. Aquí también.</div><div>Page 2: Acá sale la luna. Aquí también.</div><div>Page 3: I eliminated this page as it was challenging to make comprehensible & doesn’t detract from the message if not read</div><div>Page 4: Acá sopla el viento. Aquí también.</div><div>Page 5: Acá crecen las flores. Aquí también.</div><div>Page 6: Acá corre el agua. Aquí también.</div><div>Page 7: Acá todos somos familias. Aquí también.</div><div>Page 8: Acá hay amor. Aquí también.</div><div>Page 9: Pero señor, es imposible. Usted vive al otro lado del mundo. Usted también.</div><div><br /></div><div>Here is the video with MORE TIPS:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/As5T9Lbgwy4" width="320" youtube-src-id="As5T9Lbgwy4"></iframe></div><div><br /></div><div>NOTE: for heritage speakers, this book is obviously to be read without alteration in the text. If you have a mixed class of heritage and non heritage speakers, finding opportunities for heritage speakers to hear and/or read the original is definitely a goal- you might even consider having them listen to this version of the book shared as a song-<a href="https://pauf08.wixsite.com/paukel2/post/aqu%C3%AD-también" target="_blank">click here</a>!</div><div><br /></div><div>DON’T FORGET TO SHARE A PHOTO OF PAULA when introducing the book! I believe it's so important for our students to see the faces of authors & illustrators when we are reading books, especially if they are #ownvoices. You can read more on my post <a href="https://www.mundodepepita.com/2020/06/highlight-authors-illustrators-of.html">here</a>. </div><div><br /></div><div>FOR THE SET OF VISUALS TO AID IN TEACHING THIS BOOK mentioned in the video, <a href="https://drive.google.com/file/d/1fG_vCBsWm99-LLYDZLX8NaNNXGRbKN3n/view?usp=sharing" target="_blank">click here</a>!</div><div><br /></div><div>
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<br /></div></div></div>Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-2615431204882396222020-07-21T12:36:00.001-04:002020-11-21T18:26:00.427-05:00Activities You Can Do with Social Distancing & No Contact RestrictionsTEACHING WITH SOCIAL DISTANCING and no contact restrictions in mind, though a challenge, does not necessarily mean we have to throw everything out and start afresh. Many of our old favorites (and new ones!) can be successfully done even with these restrictions in mind. Here is a list of my brainstormed ideas, please add yours in the comments!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2bVGTJKwFV-PdQ-L47uL1CbLQddbteu_bUJhGcGBLS-Aku6dUsbXUFVVVSQpPWxf6QkNUWlQFFfXy13GnEiA87dKPSQnfauSS8mQSjIPgixeyLYOitNfXnjum4Kl7Kdg_mlAtlYnHiq0/s1600/28C3C576-351A-4C7F-9F3D-CF509826C204.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Activities for world language class with social distancing restrictions Spanish French" border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2bVGTJKwFV-PdQ-L47uL1CbLQddbteu_bUJhGcGBLS-Aku6dUsbXUFVVVSQpPWxf6QkNUWlQFFfXy13GnEiA87dKPSQnfauSS8mQSjIPgixeyLYOitNfXnjum4Kl7Kdg_mlAtlYnHiq0/s320/28C3C576-351A-4C7F-9F3D-CF509826C204.png" title="" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">'Listen and draw' Activity</td></tr>
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*Charades<br />
*Freeze Dance<br />
*Simon Says<br />
<a href="https://www.mundodepepita.com/2016/05/whats-missing-fun-vocabulary-game.html">*What’s missing</a>?<br />
*What doesn’t belong?<br />
*Where’s the ___? <a href="https://www.mundodepepita.com/2020/02/preschool-spanish-activity-for.html">(Example on this post here</a>)<br />
*Listen and Draw<br />
*Read and Draw<br />
*Draw and label<br />
*Picture book Walks<br />
<a href="https://www.mundodepepita.com/2017/02/how-to-teach-lesson-in-elementary.html">*Video Walks</a><br />
*Four Corners (modify by labeling each corner with a number, kids then indicate the corner they want to “stand in” by showing the number)<br />
*Reciting Poems<br />
*Would you rather?<br />
*Polls & surveys<br />
*Color by number, dot to dots with numbers out of order<br />
*I spy<br />
*Guessing games of all kinds<br />
*Crafts (have the materials organized in small paper bags & ready to go)<br />
*Yoga, Brain Gym and Tai Chi (See my post <a href="https://www.mundodepepita.com/2018/11/creating-calm-classroom-supporting-our.html">The Calm Classroom</a>)<br />
*Meditation activities<br />
*<a href="https://www.mundodepepita.com/2018/06/how-using-live-webcam-in-your-world.html">Live webcams</a><br />
*Mini books<br />
*Journaling activities<br />
*Brackets such as those for<a href="https://www.mundodepepita.com/2018/03/march-madness-with-twist-how-i-made.html"> March Madness</a><br />
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Many of these activities I am also including on my Youtube library of ideas which you can check out by <a href="http://bit.ly/MundoYoutube">clicking here</a>!<br />
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As well, individual activities in folders (which they don’t share and keep with them) and online via platforms like Seesaw, Google Classroom, and the many Kahoot style games, are all ones that can form a portion of class (I am really eager to not rely solely on digital activities for class as I do still want kids to interact with one another).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDoew8Lvqm3iMfFU2hBpAPq51ZyjAR_7-lWiK_DRpM-S_7RNvRsi0ANwNkYYudGQunEebagraOUX4eZMaLVw5RW953IzOt7RHjZD3fUGo0-rD5BNfcvrQwhru1GSARsk0ok6l2SK_n5Ag/s1600/Upload+paper+activities+for+social+distancing+lessons.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Using Paper Activities during Social Distancing and Remote Learning" border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDoew8Lvqm3iMfFU2hBpAPq51ZyjAR_7-lWiK_DRpM-S_7RNvRsi0ANwNkYYudGQunEebagraOUX4eZMaLVw5RW953IzOt7RHjZD3fUGo0-rD5BNfcvrQwhru1GSARsk0ok6l2SK_n5Ag/s320/Upload+paper+activities+for+social+distancing+lessons.PNG" title="" width="320" /></a></div>
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Let’s also not forget that all those routines we do on a regular basis, greetings, lost teeth, birthdays, daily news, weather commentary, etc can still, and should, be done. Putting a kiddo’s name on the Ratoncito Pérez or La Petite Souris poster after losing a tooth is still so important!<br />
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For more ideas related to re-opening, check out these posts:<br />
<a href="https://www.mundodepepita.com/2020/06/the-outdoor-classroom-for-world.html">*Outdoor Classroom</a><br />
*<a href="https://www.mundodepepita.com/2020/03/activities-for-distance-learning-that.html">Offscreen Activities for Remote Learning</a><br />
*<a href="https://www.mundodepepita.com/2020/03/photo-prompt-activities-for-remote.html">Photo Prompts for World Language Classes</a><br />
*<a href="https://www.mundodepepita.com/2015/07/tips-for-traveling-foreign-language.html">Tips for the Traveling Teacher</a><br />
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And a few Craft posts:<br />
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*<a href="https://www.mundodepepita.com/2015/07/7-steps-for-making-tissue-paper-flowers.html">Tissue paper flowers</a> (to reduce movement & contact, have everyone make flowers the same color, such as yellow for marigolds, instead of choosing colors)<br />
*<a href="https://www.mundodepepita.com/2015/12/paper-poinsettia-craft-for-spanish-class.html">Paper poinsettias</a><br />
*<a href="https://www.mundodepepita.com/2017/04/make-tiny-books-in-spanish-class-for-el.html">Tiny Books</a><br />
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<br />Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0tag:blogger.com,1999:blog-2353695704412745763.post-39043342503510091742020-06-22T11:36:00.001-04:002020-11-27T16:31:44.870-05:00Highlight authors & illustrators of picture booksI LOVE PICTURE BOOKS - THEY CAN BE A VEHICLE TO BOTH LANGUAGE & CULTURE IN CONTEXT.... but it didn’t occur to me until recently how important it is to not just read the author & illustrator’s names, but to show photos of them as well to fully represent who they are. We often talk about how important it is for children to see themselves in the books they encounter-I think this should be expanded to include seeing themselves in the creators of these books as well.<br />
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SINCE PICTURE BOOKS DONT ALWAYS INCLUDE PHOTOS of the author & illustrator, you may have to do a little leg work and search them out yourselves. The collage I created above was easily put together via Google search-I typed their names as well and voila -a visual ready to accompany reading the story! :)<br />
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NOTE: You can also put a flag next to each indicating where they are from!<br />
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BE SURE TO CHECK OUT THESE TWO POSTS ON HOW TO USE PICTURE BOOKS!<br />
<a href="http://bit.ly/2TeLQdP">How to use a picture book when the text is too difficult for your students</a><br />
<a href="http://bit.ly/2EYxh7b">How to develop a theme from a picture book step by step</a><br />
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<br />Mundo de Pepitahttp://www.blogger.com/profile/00509025176491009664noreply@blogger.com0