tag:blogger.com,1999:blog-66623744832788156542024-03-13T13:43:24.929-05:00Surprisingly SpanishMy very personal, professional development journey as a Spanish teacher. Teaching using CI and TPRS methodology, touching on the traditional, and hoping for a whole lot of luck.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.comBlogger28125tag:blogger.com,1999:blog-6662374483278815654.post-10076880662835572922019-03-22T22:34:00.001-05:002019-03-22T22:34:03.894-05:00Wooly in Heritage Classes<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiZj82o9f05GtAZPvDV4fo77Fk7U0C9Raak094tBLSFnr4K6bZUcXv3ryd32LzvDGdoU4arARHIVzADvVVLGZfOp9AhlSXnQD6hdiz-OFDUhutIowW3adFq7U40TxGSLKOq-cma1-pRtM/s1600/WoolyInHeritage.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1107" data-original-width="1600" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiZj82o9f05GtAZPvDV4fo77Fk7U0C9Raak094tBLSFnr4K6bZUcXv3ryd32LzvDGdoU4arARHIVzADvVVLGZfOp9AhlSXnQD6hdiz-OFDUhutIowW3adFq7U40TxGSLKOq-cma1-pRtM/s400/WoolyInHeritage.jpg" width="400" /></a></div>
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<i>*Please, forgive the lack of correct accentuation. It keeps removing all the punctuation and I can't figure it out.*</i><br />
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From the Spanish Teacher Success Academy, I have had an influx of questions about planning for mixed level classes (both within a heritage class and heritage with L2). All the different preps can be not only challenging, it can be exhausting. I recently had a discussion with another teacher who claimed it was so difficult because she can’t use her L2 stuff in her heritage classes, and she loves her L2 “stuff”. I started talking to her about what she loves about her “stuff”. Her big love was CI and Sr. Wooly resources for L2. We didn’t have enough time that day to unpack why she felt she can’t use her L2 CI with her heritage students; I took that conversation to heart.<br />
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Here is how Senor Wooly was a huge asset to my heritage classroom.<i> *All opinions are my own and were not solicited by anyone and there are no affiliate links in this posting.</i><br />
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Premise</h4>
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Teaching my 6th and 7th grade heritage classes, I find myself working to build student confidence, trying to fill seemingly irregular holes in literacy skills, and more confidence building. If I can give them work that appears to be "below their level" then I can work on the processing portion of language.</div>
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Using Senor Wooly embeded readings, audio bits, and printed screen shots, I can focus on building student confidence in interacting with Spanish and help them process in problem solving (academic language) in Spanish. Honestly, the intermediate embeded readings are too advanced for some of my heritage students and below the literacy level of others.</div>
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How to Wooly in Heritage Classes</h4>
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With heritage classes, and with groups of heritage learners in other classes, these students interact with Wooly differently; they solve a mystery.<br />
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This time I used the video "El Banco" and the supporting materials available on the Pro account. These materials included: short audio clips of the "movie", specific printed stills of the "movie", and the intermediate level of some of the embeded readings.<br />
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Dia 1</h3>
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I printed about 18 scenes from the El banco "movie". I taped them around the room, I did number them in order. All I said, "Clase, ayer alguien hizo algo malo. Necesitan tabajar para encontrar mas informacion. Necesito entrar las notas en Infinite Campus."</div>
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Students had to work to figure out 1) what was happening, 2) who are the people in the pictures, 3) what was the crime, 4) who was the victim, and 5) who was guilty.</div>
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I printed select scenes so it was really hard to tell what was going on. I did, however, leave the title slide that says "EL BANCO".</div>
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I also did not enter grades. I most definitely spent time answering questions (by saying, I don't know, go figure it out) and taking notes of student interactions and grading writing samples and oral convos on the spot.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9QyDG9Oudk8euj-EQAGNkFfxa7YZJokd6rj38N4oTZapLCmdHs_j2GdnY1vB7NoT4QpwR0WJwdzvGuvOA96iq1KZzUGzq9RrWK2IMDJooc7nNtR1iO5HU7mZs9HKdFQ4tNlhT-9ZuKyU/s1600/HeritageDeskBox.HEIC" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="608" data-original-width="456" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9QyDG9Oudk8euj-EQAGNkFfxa7YZJokd6rj38N4oTZapLCmdHs_j2GdnY1vB7NoT4QpwR0WJwdzvGuvOA96iq1KZzUGzq9RrWK2IMDJooc7nNtR1iO5HU7mZs9HKdFQ4tNlhT-9ZuKyU/s200/HeritageDeskBox.HEIC" width="150" /></a>Dia 2</h3>
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Students get their "case files" when they walk back into the class. I took their writing samples of observations and inferences and put them in folders. </div>
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The slide on the board read something to the effect of: "El detective se fue en una tormenta de emocion. Solo tenemos esta caja llena de sus cosas del escritorio. Por favor, usen las observaciones y conclusiones con cualquier informacion pueden sacar de esta. Tenemos que resolver el crimen hoy."</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXoC_BgATjbmlcIBwxedoZZCx0nP8EhvxiQ-aBFszPN_TlWxCyq0RMINfkV4jo-KM-P_Jnwd6o-YDewRjbzqNTaMUWHayMhzGlt85MAPYXgbYxWRtq1HHAjBKPlCL-7_wpE9aDtiIssu4/s1600/HeritagePieces.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="535" data-original-width="453" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXoC_BgATjbmlcIBwxedoZZCx0nP8EhvxiQ-aBFszPN_TlWxCyq0RMINfkV4jo-KM-P_Jnwd6o-YDewRjbzqNTaMUWHayMhzGlt85MAPYXgbYxWRtq1HHAjBKPlCL-7_wpE9aDtiIssu4/s200/HeritagePieces.jpg" width="168" /></a>Students could re-examine the scenes from around the room and the information they previously found. Students were naturally talking to each other to fill-in holes and ask more questions.</div>
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This box has a bunch of random papers from the recycling- happened to include information about the US government from the Civics class; great distracter. I also wrote some important and some non-crucial information on sticky notes, provided the intermediate readings that were "censurados" and missing key information. Some papers were even ripped in the detective's fit of furry. </div>
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The key to this success was the reading. I had short notes, I had long, redacted readings, I had quotes from the movie. Every student in these classes could be an expert somewhere. I have several students are are majorly struggling in reading in any language and there was something accessible to everyone. Students naturally started to regroup themselves into heterogeneous (mixed-ability) groups. Strong readers spent time decoding while struggling readers took notes, tried to match-up the small information to the bigger information. </div>
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Dia 3</h3>
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Today is where the case became interesting. "Anoche descubri unos flash con unas grabaciones de las entrevistas entre el detective y ambas personas del caso. Hoy, entregen sus conclusiones finales. Hoy, alguien es culpable."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvw9BARMzC0_bNS2CMdQEbCmymrIpeWp-YWvbDqjLNKkSp4QBvHzDxEmMLq-kDTHnbIPcjo16Pp-azD24Xh6E60NbhUVPr8RuKmFO1xEH2BSL4otn9gbGolQF7iMuP9FDBkwOkUhWvuZA/s1600/HeritageAudio.jpg" imageanchor="1" style="clear: left; display: inline !important; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="360" data-original-width="436" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvw9BARMzC0_bNS2CMdQEbCmymrIpeWp-YWvbDqjLNKkSp4QBvHzDxEmMLq-kDTHnbIPcjo16Pp-azD24Xh6E60NbhUVPr8RuKmFO1xEH2BSL4otn9gbGolQF7iMuP9FDBkwOkUhWvuZA/s200/HeritageAudio.jpg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE2kQD1fyqEPVnnlHm6R-93VmGBrX_AHQFRBE42UXECESw7YtnjgEx_zvTlZQNLp6P5QYvadsY1lMvFzBHXruH6N4SWajFLQ9i91MZPWxTizrTvLNHKaUPtb6f7io5Pska9D5HAE0UFec/s1600/HeritagePuzzles.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="564" data-original-width="449" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE2kQD1fyqEPVnnlHm6R-93VmGBrX_AHQFRBE42UXECESw7YtnjgEx_zvTlZQNLp6P5QYvadsY1lMvFzBHXruH6N4SWajFLQ9i91MZPWxTizrTvLNHKaUPtb6f7io5Pska9D5HAE0UFec/s200/HeritagePuzzles.jpg" width="158" /></a>Students listened, non-stop, to several short audio recordings from the movie. Each of the three flash drives only had one clip that was a little different and could sway their final accusations. They had the box of desk stuff, the printed scenes, and audio recordings to connect their observations and inferences. This leads to a logical deduction of what happened. All academic skills which also use a lot of cognates for my native speakers.<br />
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(Hint: cognates of academic language do nothing for students who don't have an existing understanding of that concept in the L1. A heritage student might recognize that paralelismo is clearly the Spanish word for parallelism, but still have no concept that these words represent correspondence.)<br />
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Day 4</h3>
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I could have done a lot more with this but we hit spring break and it was a great shut-off point. We did a very quick presentational speaking of making a formal accusation and why. I showed them the movie at the end of class.</div>
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Summary</h4>
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While this was not an engagement in a Spanish Language Arts course, this was definitely time well-spent bridging academic English and Spanish skills. My middle schoolers seems to need a lot more of the "You can do this in Spanish too!" direct reminders than my high schoolers needed.</div>
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Practicing deep-level thinking while practicing making an observation and supporting a conclusion are crucial steps to good writing.</div>
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We will be using this as a stepping stone to deductive reasoning and opinion poetry. </div>
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Using your L2 classroom materials to minimize the separate and distinct planning, often required in heritage classes, will be a sanity savior. It is <i>not</i> a disservice to our students and it can really help with balancing the cognitive load when working on academic skills in the L1. </div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-71917910368810802732019-03-11T20:48:00.004-05:002019-03-11T21:26:28.625-05:00Service in Spanish Class<h4 style="height: 0px;">
Service Learning is the Best Kind of Learning</h4>
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I have been at my current school for two years and we keep talking about making the world better and more peaceful. We talk about community and we believe our students are capable of great compassion and being kind. I know my students will change the world... but why not start now?</div>
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I tasked my eighth graders to use whatever Spanish they have to make our community better. For some, they use Spanish daily and others are just starting to find their groove. All language has purpose and the focus is communication, not perfection. </div>
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Defining Community</h4>
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When told they have to make our community better, my students asked many great questions and we had deep and meaningful conversations. Many chose to impact our school community, others are being risk-takers and creating opportunities within our school district and within our city.</div>
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Very special someone</h4>
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Our school has more than 750 students from all sorts of backgrounds, abilities, talents, and strengths. We have one student who is a native speaker of Spanish and is blind and hard of hearing, I will name her Sara. Finding resources for her in any class can be changeling. It is especially hard to find Spanish materials that she can interact with.<br />
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I have two, very special and endearing, students who know Sara and wanted to do something so she could enjoy Spanish class as well.</div>
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Stories connect people and representation matters</h3>
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This summer, I did a quick <a href="https://surprisinglyspanish.blogspot.com/2018/08/book-review-juliana.html" target="_blank">book review</a> of the FVR favorite, <i>Juliana</i> by Rosana Navarro and Margarita Perez Garcia.</div>
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This book was not only fun to read and a <a href="https://surprisinglyspanish.blogspot.com/2018/10/fvr-just-do-it.html" target="_blank">FVR</a> favorite in all my classes (heritage, L2+ novice-low to intermediate low), but it talks about a little bat who is different from the other bats. She is kind of small and doesn't see like the rest of her community. This is the first FVR book I have encountered that has a main character of different ability. This is the first book that a student like Sara could comprehend and relate to a main character.</div>
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My two eighth graders decided to record an audio version of this book for Sara. They read and reread the book, understanding the feelings, knowing when to pause, and how to conquer all the sound effects. I could hear their speech become more comfortable and fluid. My two students were so proud of their progress as story tellers and thrilled to be of service to someone in a positive way.</div>
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Both of these students came to class and ask, "Did Sara start the book? Does she like it?!" They want to know her thoughts about the book and if she can understand their Spanish.</div>
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With permission from Margarita and both of the girls' parents, here is a short clip of them with their audio recording on a service-project work day.<br />
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Language is meant to be social</h3>
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If we continue to use stories, PQA, MovieTalks, and other CI methods to engage students and build their vocabularies to be functional... what is the purpose if we don't encourage students to be social?</div>
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I am not supporting the idea of forced output; not at all. I am saying that students need to feel loved, valued, connected, <u>and represented</u> in their learning environments. They value their peers more than adults, that just comes with teaching middle-schoolers. We need to use this to foster an environment where students <i>want to</i> engage in the language with each other. Then they see even if it isn't perfect, their attempts to genuinely reach another person are meaningful. </div>
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Many of my students in this class are likely somewhere between novice-high and intermediate-low unless they are my heritage students. They are using their language to make a positive impact in their community. It is never too early to start fostering these ideas and concepts of interconnection. </div>
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P.S.</h3>
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Sara loves the audiobook. She listens and re-listens and giggles. </div>
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Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-30073155795983182202019-03-05T21:14:00.002-06:002019-03-05T21:14:57.143-06:00Conceptual Planning and Free PD<h4>
Ya'll, it's PD in your PJs</h4>
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This year I am very proud to be presenting on managing mixed classrooms. Think: heritage learners with L2s, Novice-Lows with Intermediate-Lows, or having three or more preps. Does it hurt a little because it sounds so, so, so true?</div>
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In my PD session at the Spanish Teacher Success Academy, brought to us by Speaking Latino, I mention how conceptual planning has saved (some) of my sanity.</div>
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Not only does it help my planning, it is good for kids. It worked at the rural high school I taught at (department of one with five preps) and it works at the urban middle school I teach at now.</div>
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My video about conceptual planning is below! It's about 11 minutes (approximately one glass of wine, one bottle of beer, or two margaritas- don't risk the ice melting).</div>
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If you are interested in FREE PD (in your PJs... with wine, I made-up that part), <a href="http://spanishteachersuccessacademy.com/?orid=44317&opid=4" target="_blank">here is my referral link</a>. The FREE PD starts March 10 and lasts a week. Every day is something new. Heritage (me) day is Tuesday. The up-graded paid version is under $70 and gets you lifetime access to watch and re-watch on your own time, an attendance certificate, freebies from the presenters, and so much more. I've seen what's on there and I will be PDing for the next month. #worthit</div>
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Again, here is my referral link for #STSA19. <a data-saferedirecturl="https://www.google.com/url?q=http://spanishteachersuccessacademy.com/?orid%3D44317%26opid%3D4&source=gmail&ust=1551928194235000&usg=AFQjCNEkDbU-w3RmWAIRSeoepGI8Ul0m2g" href="http://spanishteachersuccessacademy.com/?orid=44317&opid=4" style="background-color: white; color: #1155cc; font-family: Arial; font-size: 16px;" target="_blank" wotdonut="true">http://<wbr></wbr>spanishteachersuccessacademy.<wbr></wbr>com/?orid=44317&opid=4</a></div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-2958064052929240602019-03-04T15:56:00.000-06:002019-03-11T21:24:45.719-05:00Stations in Secondary Spanish Class<div class="separator" style="clear: both; text-align: center;">
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Aren't stations for babies?</h4>
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You know what, naps are also for babies and they are fabulous. </div>
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In all seriousness, stations are chunks of focused skill development. If you aren't sure what <i>really</i> works for that weird class, do you know what skills your students struggle with or are confident with? </div>
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Stations are your friends.</div>
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Do you have an observation coming up with an admin that doesn't understand your content? Are you being assessed for engagement percentages, rigor in the classroom, inquiry-based practices, or knowledge utilization?</div>
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Stations are your friends.</div>
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Do you have a class that is so talkative you can't teach? Do you have a class with a wide range of ability levels?</div>
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Stations are your friends.<br />
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When / Why to use stations</h4>
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Stations are more than just "fun" (they are fun). I call them "speedy Spanish" days. Students almost <i>never</i> have enough time to finish a whole activity in one class period. Completion is NOT the goal. Showing their gut instincts and understanding what students do easily or well/poorly will and should impact your instruction the next day.</div>
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I use stations when we get in a rut. I am doing the same things and students are showing the same results. I need more feedback on where we need to focus. This quarter, I have been doing A LOT of story telling, story asking, cloze listening activities, and PQA. My students were shocked when they were at a reading station. Oops. Time to change it up.</div>
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I use stations when class has been intermittent or many absences (think snow days). Students aren't ready for "new" content but I am out of ideas. They need more input, more repetitions, more types of exposure. Ya'll, I have 400 students. I don't know who needs what so everyone gets it all!</div>
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I also tend to do stations on announced building-wide observations. Yes, it is part "dog and pony show" but also because it is a familiar, research-based teaching strategy that breaks-down what your students are doing into clear, observable skills. It is much easier to tell that students are in a rigor class when they are being stretched and pushed on multiple skills and standards.</div>
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Students Work, Teachers Push Students</h4>
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Not literally. Don't push your kids unless you want to lose your job, and you enjoy spending time in a courtroom.</div>
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Students should be doing 99.9999999% of the work. You need an easy timer. Students <u>should not</u> have enough time to finish any given station in that allotted time.</div>
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As the teacher, you should be either 1) being asking more questions than answering or 2) modeling thinking / language skills. If you are defining vocabulary, giving cheats to students, you have removed all higher order thinking. Feel free to model and help students make connections to what they are doing, do not give answers (barring new student additions, chronically absent students who may not have been present to build that background). </div>
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You can also be a station. Please, know your students first. I do not have a class I trust to just "do" this semester. Before, <i>I was</i> a station when I had smaller class sizes and the same students all year. I would have them reading a challenging reading with me, I would practice short conversation, ask them connections to other classes they are seeing... I LOVED spending that time with my students.</div>
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Logistics and stuff</h4>
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I make enough stations to fill about 5 minutes per station plus a five minute introduction.</div>
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I use a timer only I know is going on. If I need to fib and move on more quickly or extend time, I can do so without any push-back.</div>
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Grouping students: depends on how organized I am and if this is for an over-all formative assessment or to help students who are behind catch-up. I have done homogeneous groups, heterogeneous groups, random numbers, go down the list, and divide up "those" kids. I NEVER LET THE KIDS PICK. It's not social hour.</div>
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Make station signs that have numbers. Write them in L1 so you aren't just re-giving directions <i>every</i> time.<br />
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Stations in my 6, 7, & 8 L2+ class</h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0Y65R963cA0-2tqVfhp5fmUdnvTfAOe4NnlU7gjDcOLC7EguYqTcvHqGTrqigRucxKxvov2JHwW0mOLNVQWSfP5HqTUGoZX8Bn-TCsaaHxJDdBjHa8tULHC0R9pQtJ7PymVBp5x3CuTE/s1600/IMG_7899.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0Y65R963cA0-2tqVfhp5fmUdnvTfAOe4NnlU7gjDcOLC7EguYqTcvHqGTrqigRucxKxvov2JHwW0mOLNVQWSfP5HqTUGoZX8Bn-TCsaaHxJDdBjHa8tULHC0R9pQtJ7PymVBp5x3CuTE/s200/IMG_7899.HEIC" width="200" /></a>We've had Iowa snow days, cold days, and low attendance days. Plus, we switched students at semester. Like I mentioned above, I have been doing lots of auditory input and not nearly as much reading practice. So we did a class story inspired by Martina Bex's Somos 1 Unit: Dice. I built a skeleton story for this and put it in a PowerPoint with no images (I could draw in the white board and add details specific to each class).</div>
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I took our classes' stories and made one version and used it for our stations in class. My goals were to: 1) assess literacy skills like comprehension and reading strategies, 2) lots of repetitions of familiar and newish vocabulary, 3) work on building community and collaboration, and 4) get them saying Spanish words.</div>
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I did not give them sufficient time because I want them to "rush" and put their gut reaction down so I am more likely to get what they have acquired.<br />
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I also want them to start speaking Spanish words. I know that output does not increase acquisition, but I am personally tired of the line, "But I don't speak Spanish." (Like seriously, I am going to lose it or come unhinged). I don't care what it sounds like, I don't care if it is conversational, I don't care if it isolated words: They said Spanish words so now they speak Spanish. Argument ended. </div>
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Station 1 Comic</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbb_XAGrCOv_u-dYiC8XAngK0NlR1o1SOkF7Xc7zVFykz5OzEOjXur_wlRvCwlakn-06xvsUlcjjCw9w6d_KMNqgpIGFjv-rDkjLYyOOQwYBhmdC2ur0rZiMKswRZe-BW4pjqZ5CQsGTk/s1600/IMG_7974.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbb_XAGrCOv_u-dYiC8XAngK0NlR1o1SOkF7Xc7zVFykz5OzEOjXur_wlRvCwlakn-06xvsUlcjjCw9w6d_KMNqgpIGFjv-rDkjLYyOOQwYBhmdC2ur0rZiMKswRZe-BW4pjqZ5CQsGTk/s200/IMG_7974.JPG" width="200" /></a></div>
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On one side of their paper, I made a comic book template and inserted the main ideas into the word boxes. Students had to sketch as much of the story as they could.</div>
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Because the final version of the story might have slightly different details from their class's version, it was important to read the boxes carefully. Students were encouraged to talk to each other, divide and conquer, but everyone had their own paper.</div>
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Stick figures are welcome when they have the details or labels to ensure the audience, me, can understand the details of the story.</div>
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Station 2 Parallel Universe</h3>
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I failed and forgot to take an actual picture of the station.</div>
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Students flipped their paper over from station 1 to find the typed version of the story. The paper is in landscape and the story typed one one half of the paper. Students had several options depending on confidence or grade level or class needs. <b>Option 1</b> Translate the story into English on the blank of of the paper. <b>Option 2</b> Write an opposite story in English. <b>Option 3 </b>Write an opposite story in Spanish.<br />
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My 6th graders did the most of option three.</div>
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Station 3 Order in the Station</h3>
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<b>Collect the papers from station 2</b></div>
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I used the typed version of the story and made the font bigger, printed the lines, and then cut them into strips. I had two sets because my groups are big (big classes) so everyone could participate. I put colored dots on the strips so they didn't get mixed. I used blue and red dots.</div>
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Students were told to put the story in an order that made sense. It didn't have to match the typed one, just in an order that made sense. (Savanya can't run home first because then nothing happens in the story.)</div>
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Students put the lines that confused them off to the side and then tried to integrate those at the end. I could see what they were struggling with. Surprisingly, it had nothing to do with "big" sentences.</div>
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A lot of students were upset they didn't have time to finish and asked to take a picture of what they did. </div>
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This story is not exact but it is logical for students 13 days into the semester!</div>
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<h3>
Station 4 fail: Teatro</h3>
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Yeah, they weren't ready for this. </div>
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Sixth grade was awesome. Seventh and eighth grade stunk it up.</div>
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I gave them the reader's theater version of the story. They had four minutes to prep, one minute to act whatever they could. I told them they could do it in English or Spanish. My sixth graders did it in Spanish and owned it! Everyone spoke at least a word and then participated in being a character or supporting detail.</div>
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Station 4: Improved- Mano nerviosa</h3>
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This is the card game like Slap Jack. Students count 1-10 in Spanish. If the number they say matches the flipped card, anyone can slap the card to win the pile. I made it so anything with a face is worth 10. It was a great community builder and for the few students who "didn't know" or were holding up the game, the positive peer pressure to participate was awesome.</div>
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There were several new students who really didn't know their numbers 1-10 and several students who got stuck after <i>cinco</i>. I just counted with them for a few rounds and they eventually counted in unison (output for many, input for some).</div>
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Station 5: Collaborative Smash Doodles</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9v8ieHkEU2uK2YLKTM4VbRqe2oCd9zMx_XUeOI5E2WkjwftCdimyJnKKHwa04UO4AjzJGFJvxBUYnYOJuxUjOWSf0GbQOwK_kSkWBV8e3Hhjl9-z-S4H1NXpAA3CG2bKUkfiyUdiPB1g/s1600/IMG_7912.HEIC" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9v8ieHkEU2uK2YLKTM4VbRqe2oCd9zMx_XUeOI5E2WkjwftCdimyJnKKHwa04UO4AjzJGFJvxBUYnYOJuxUjOWSf0GbQOwK_kSkWBV8e3Hhjl9-z-S4H1NXpAA3CG2bKUkfiyUdiPB1g/s320/IMG_7912.HEIC" width="240" /></a>I had three cognate readings with "tiene" "esta" "dice". The stories were written at three different levels of difficulty. Each table group had the readings taped to the desks, a big piece of paper, and a set of markers. Stories were all the same at the same table.</div>
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Students could move around and pick any story and add details or draw whatever they understood. It's like the group before provides the scaffolds for the next group. </div>
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Students were really protective of their drawings and I didn't see any penises drawn on. Win.</div>
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I hung up the best ones in the hallway bulletin board with a copy of the story with it.</div>
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<h3>
Additional Station Ideas</h3>
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Cloze listening with computers</div>
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Cultural components on YouTube</div>
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Reading/Chatting with teacher</div>
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Logic puzzles</div>
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Hidden object search</div>
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Art analysis</div>
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Guess Who or Rako</div>
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Prinola (Mexican top game)</div>
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Catch-up and Pick-els<br />
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<h4>
Want some more great ideas for free?</h4>
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I am part of the Spanish Teacher Success Academy and it is next week, March 10-16. The free version includes freebies from the presenters and a different topic each day.</div>
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The paid upgrade is under $70 and gets you lifetime access, more bonus freebies, and PD certificate of attendance.</div>
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Here is my referral link: <a data-saferedirecturl="https://www.google.com/url?q=http://spanishteachersuccessacademy.com/?orid%3D44317%26opid%3D4&source=gmail&ust=1551817446394000&usg=AFQjCNFcQgucvKrIlZ_V6InHzQap1s8T6g" href="http://spanishteachersuccessacademy.com/?orid=44317&opid=4" style="background-color: white; color: #1155cc; font-family: Arial; font-size: 16px;" target="_blank" wotdonut="true">http://<wbr></wbr>spanishteachersuccessacademy.<wbr></wbr>com/?orid=44317&opid=4</a></div>
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Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-81030141476581767552018-10-08T21:16:00.002-05:002018-10-09T08:11:05.125-05:00FVR: just do it<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEHuSBpT7KqWnPfNVDbnYGYP9wcwa1TMb9SdKpClyhZMi3tgyQAbmPLs-KiQ-cnZfRrNNH6i-ad5T8BhpBofcNHzOgKxQCr8xlB2fA3_8pOLKxA9Z7493MCPZ1qb_X9rt0GymieX8K5Ro/s1600/IMG_5909.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="460" data-original-width="935" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEHuSBpT7KqWnPfNVDbnYGYP9wcwa1TMb9SdKpClyhZMi3tgyQAbmPLs-KiQ-cnZfRrNNH6i-ad5T8BhpBofcNHzOgKxQCr8xlB2fA3_8pOLKxA9Z7493MCPZ1qb_X9rt0GymieX8K5Ro/s640/IMG_5909.JPG" width="640" /></a></div>
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Free Voluntary Reading</h3>
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My hesitations</h3>
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The implementation of FVR in the second+ language classroom seems to be en vogue while its counterpart, SSR (Silent Sustained Reading), seems to be exiting schools. I was skeptical about FVR in my Spanish classroom because I saw several failed SSR programs in public schools. Kids didn't like reading any more than before and teachers hated monitoring the students not reading.</div>
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Why I started</h3>
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I believed class novels and story telling helped my students acquire Spanish. This didn't help them remember Spanish for a test, but facilitated language acquisition. We read 90% of all class periods; even if it was brief. I read books to my own children at home. I encouraged my young son to read what he could. I bought him leveled "beginner reader" books and loved watching him read.</div>
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My Spanish students enjoyed stories and most of the time enjoyed reading stories in class. I read chapters of our novels, they read to each other, they read silently. My students even commented how cool it was they could read <i>like a real book</i> in Spanish. Some read ahead because they were hooked.</div>
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WHY DIDN'T I TRUST THEM TO READ WITHOUT ME THERE!? They were already reading ahead in class and spoiling all my plans! (This is the light bulb moment.)</div>
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I did a little more digging and <a href="http://mextesol.net/journal/public/files/583d8ff021594b3d51b5f91f24349904.pdf" target="_blank">read this article</a> by Krashen. Okay, fine, I will "do" FVR in class.</div>
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My Implementation</h4>
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I had the research to back-up the <i>why</i> I decided to implement FVR. Now I had to set a goal and make a plan to reach that goal.</div>
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Goal</h3>
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For students to read in Spanish for a consistent amount of time. </div>
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For students to develop a confidence in their ability to understand and figure out Spanish.</div>
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For students to enjoy a story line. </div>
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For students to be reflective and inquisitive.</div>
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Every Tuesday or Wednesday (we are an every other day schedule) we read for the first ten minutes of class. They come in, grab their folders, check where they left off, and grab their reading material. </div>
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Don't be like me: do better</h3>
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I failed the first few times we (class and myself) attempted FVR. My biggest fails were: inconsistent opportunities to read, making FVR a "fast finisher" activity, not reading (myself) during FVR, starting at 10 minutes right away.</div>
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I believe it was Mike Peto that said "give them less than they can handle". The whole concept is to build up to whatever time frame you have dubbed as ideal. If the class can handle five minutes, give them three. If they can read for seven minutes, give them five. Leave them wanting more. My note is also that the beginning of books is boring; especially when language is limited. It's all character introduction and setting... yawn.</div>
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FVR was inconsistent in my classroom which devalued the opportunity. I felt like we were "behind" and they needed to complete X from the last class. I would push back FVR to accommodate my planning schedule. WRONG. Pick a day, do it that day, no exceptions.</div>
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I also wasn't reading because I was worried about the kids not reading. It sucked the fun out of the time. AND if reading is so "great" and wonderful for language learning, why wasn't the teacher doing it too? I bought myself books I wanted to read and I sat down and read. Lead by example.</div>
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My library</h4>
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Set-up</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGoOl-EMpHETS4QZ14bci0xdP79gJizddrZN51ZT6gTdE8WBbFVfUoPoPjxjYWgzuTKIPM7tX5ybzpdOp-nVG9gqnNQWZEQGE6QrhO1dGpHJKCvJgMY3-qUvxxFWj0_RpoPDNAJvH7S4/s1600/IMG_5910.HEIC" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLGoOl-EMpHETS4QZ14bci0xdP79gJizddrZN51ZT6gTdE8WBbFVfUoPoPjxjYWgzuTKIPM7tX5ybzpdOp-nVG9gqnNQWZEQGE6QrhO1dGpHJKCvJgMY3-qUvxxFWj0_RpoPDNAJvH7S4/s200/IMG_5910.HEIC" width="200" /></a>I have sample pages and covers copied and posted on the walls in my room. Students can sample the book and see at what level it is written. Laurie Clarcq said at the <a href="http://surprisinglyspanish.blogspot.com/2018/07/ci-ia-2018-heritage-speaker-presentation.html" target="_blank">CIIA 18 conference </a>that a student should really look at chapter four of a book to see if it is too complex in story line or language. I have no reason to not believe nor disagree with her, so my sample pages are near chapter four.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeeK5W559VOhK_oTdGZ4hjvXEVJmU5CTW00VUc67OHMRBTZVp3rMIeaFOwdpdZL-S52ffW-6mZ1T_ArFgEDseFfJhfslvqiPe9BXR1Co4n4JfxCctwPBSBadLEuhPPh2SRxWnPnJVKhwU/s1600/IMG_5914.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeeK5W559VOhK_oTdGZ4hjvXEVJmU5CTW00VUc67OHMRBTZVp3rMIeaFOwdpdZL-S52ffW-6mZ1T_ArFgEDseFfJhfslvqiPe9BXR1Co4n4JfxCctwPBSBadLEuhPPh2SRxWnPnJVKhwU/s200/IMG_5914.HEIC" width="200" /></a>I use washi tape to mark easy books, advanced books, and a book <br />
series. All the codes are on the sampler pages. The sampler pages are also grouped by "difficulty" level. I will eventually be marking these with approximate Novice-Mid type labels. I think this will help kids reflect on their abilities.</div>
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Where did all these books come from?</h3>
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Over 95% of my FVR books are mine. I drink wine and shop on Amazon. Oops.</div>
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That said, DonorsChoose is a great way to secure funding. Grants are always an option. I also made a "Leave a legacy" form for conferences. When parents see that a book is between $5 and $10, they are often willing to buy one for the class. Parents can purchase a book and send it to the school; sometimes I share a link to my Amazon wishlist of books. Inside the book I put a sticker that says "THIS SCHOOL'S book is brought to you in honor of ___________________."</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2tAWMgHbfgb5uJN6R5jmh3kIshmyaerjmY3IRfmELEQ-CGp5s2CnywHrl5xf6Jht82yD4axbYkFuH8Qvnj4ul2TUc1TpaYXff3ekq5Q9ae-6drsydoxTQzjCBEam0cVsauFltHjsE2gQ/s1600/IMG_5919.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2tAWMgHbfgb5uJN6R5jmh3kIshmyaerjmY3IRfmELEQ-CGp5s2CnywHrl5xf6Jht82yD4axbYkFuH8Qvnj4ul2TUc1TpaYXff3ekq5Q9ae-6drsydoxTQzjCBEam0cVsauFltHjsE2gQ/s200/IMG_5919.HEIC" width="200" /></a></div>
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I also subscribe to Martina Bex's <a href="https://www.teacherspayteachers.com/Browse/Search:el%20mundo%20en%20tus%20manos" target="_blank">El mundo en tus manos</a>. It is worth every penny. There is a weekly and biweekly subscription option. (More on this to come.)<br />
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BUT DID THEY READ!?</h4>
I don't always know that they did read. I am reading so there is a chance some of them don't read.<br />
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Yes, I do give redirections like, "Reading time is quiet time." "If you aren't going to read, at least stare at the page and act like it." Kids will read <i>something</i> during this time. I can't control them but I can control me and my reading.<br />
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Quick summaries</h3>
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I have students write the date, title, and page numbers/range on a paper. I ask them to write a super quick summary of what they read so next time they can review quickly and either grab the same material or something new.</div>
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I check in with students and ask how the books are going. I tell them how much I loved that story and ask if they've gotten to a good part yet (vague hints of who does what). I very rarely read in depth what students write.</div>
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Book reviews</h3>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9nAexEovcLntMJR4cipxBUgT-rF-JQp-DhdGm6UMG4i-voNcnSfG6ehLZZ5xFLUKVEMf8pb4vFS4Xj2Ai1glDMrGg7AF7Wc5Y-rppq9Fm3L1fghvqUu4gbJEA1LbxfxH-ZxW0DyI19Ao/s1600/IMG_5918.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1424" data-original-width="1600" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9nAexEovcLntMJR4cipxBUgT-rF-JQp-DhdGm6UMG4i-voNcnSfG6ehLZZ5xFLUKVEMf8pb4vFS4Xj2Ai1glDMrGg7AF7Wc5Y-rppq9Fm3L1fghvqUu4gbJEA1LbxfxH-ZxW0DyI19Ao/s200/IMG_5918.HEIC" width="200" /></a>I have a form that students complete when they finish a book. They rate the book and I hang it up on the wall. Sometimes I even type up the reviews and send them to authors. If I have enough reviews of the same book, my goal is to start posting their reviews here. This was o<a href="http://surprisinglyspanish.blogspot.com/2018/08/book-review-juliana.html" target="_blank">ur class/my review of <i>Juliana</i></a>.</div>
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FVR Resources</h4>
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Mike Peto has many resources on effectively using FVR in classrooms, starting FVR, and student accountability. <a href="https://mygenerationofpolyglots.com/tag/fvr/" target="_blank">Here is the link </a>to his page with his FVR resources.</div>
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IWLA's very own Allison Wienhold at Mis Clases Locas has <a href="http://misclaseslocas.blogspot.com/2017/11/the-game-changer-introducing-fvr.html" target="_blank">a helpful blog entry</a> about what FVR looks like in her classes. It also has links to her library tour and hints for grant writing.</div>
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Martina Bex at the Comprehensible Classroom has <a href="https://martinabex.com/2012/09/11/fvr-forms/" target="_blank">a short entry</a> with a link to her TpT for "accountability" forms to help guide FVR. The forms are around $2 and are structured for different types of books. This is important to remember that your whole library doesn't need to be (nor should be in my opinion) all novels. </div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-11759869122304923872018-08-23T19:41:00.002-05:002018-08-26T13:40:24.614-05:00Drama, action, and team building: Day 1 middle school story telling<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqx6ob-x-NEMez1bxPSQHg1IItv60GXlE_XLb-1b-Ud8RMxxoyHkQWn6K2yO3QOpOkNU98kU6aUUSH7o8_8gd77qNjGxPlHzjCa-ywkI7IkAcs4X2TB4XvvjAkugqRj6f92b2yH4lKNNc/s1600/IMG_5356.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1473" data-original-width="1100" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqx6ob-x-NEMez1bxPSQHg1IItv60GXlE_XLb-1b-Ud8RMxxoyHkQWn6K2yO3QOpOkNU98kU6aUUSH7o8_8gd77qNjGxPlHzjCa-ywkI7IkAcs4X2TB4XvvjAkugqRj6f92b2yH4lKNNc/s400/IMG_5356.JPG" width="297" /></a></div>
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Welcome back</h4>
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First off, welcome back. Today was my first day back in the classroom with kids. I missed them and yet I was happy to see them go home after seven+ hours. </div>
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My voice already hurts. (CI teachers, you know what I mean.)</div>
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Why I did what I did</h4>
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Earlier I posted about<a href="http://surprisinglyspanish.blogspot.com/2018/07/colors-and-numbers-through-literature.html" target="_blank"> literature and language "basics"</a>. After reflecting on my class size and other school changes, I knew I had to do something to build community and get a better "read" on my students. </div>
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Last year I did a "Salva a Sam" with a gummy worm and team building... I can't find the PowerPoint anywhere, nor pictures of it. So I moved on and didn't post about it in detail. Sorry.</div>
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I needed to create a story that I could use with my Heritage classes all the way "down" to my brand new 6th graders. So I came up with this story that's "based on a true story". </div>
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Goals:</h3>
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All my goals are focused on building community through content. This is a key mentality for <a href="http://surprisinglyspanish.blogspot.com/2018/08/classroom-management.html" target="_blank">managing classroom behaviors</a>.</div>
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1) Engage students so they leave with curiosity to come again next class.</div>
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2) <b>Teach routines. </b>I do a quick talk about what to expect when <b>entering class </b>next time. Thank them for the work they did today. I show them <b>where to look </b>to know what they need to be prepared for class. I also show them the shelf of extras for those times we "forget" things. </div>
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3) This is really another routine thing, but it is so important and I think many teachers forget this: <b>routines for transitioning between instructional methods</b>: can they move from large group instruction, to elbow/table partner discussion, to whole table discussion, to get supplies, and back to focus on the teacher? I use this story to create moments for students to "predict" what come next. I do my count down and get their attention back to me. We share out what our table said. We focus back on me for the story. You can also see <b>who is willing to participate</b> and who is opting out, who is quiet and listening, who is bored...</div>
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4) Make them <b>rely on each other</b>. If they have to work as a group, and it's kind of fun, 99% will join in. You can assess: Who takes leadership roles? Who is the problem-solver? Who bends the rules? <b>How do they talk to each other</b>? (Spanish, English, Arabic.... supporting and positive language, sarcasm, punishing language...) Are they asking questions for clarification or just winging it?</div>
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Method to my madness</h4>
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I used <a href="https://martinabex.com/2014/08/26/character-cards-for-first-day-seating/" target="_blank">Martina Bex's seating cards</a> (slightly altered) to randomly assign seats. They usually end up in a good place to build a new working partnership rather than just always pairing with friends. It is also easier to ignore negative peer pressure when they don't yet care about the other person's opinion.</div>
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This story is simple enough for beginning students. I make lots of "Wait!! I never told you what <br />
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"mucho" meant, how did all of you know that?!" "Ohhh, so you remember X so you can predict Y." "I didn't know you already knew so much about N." "Do you guys even really need me?!"</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyFGtZOnA9w51tDiVOxfanhqdHA7amg0mZRaInlbY5VGoqfxZbvekC2bUX6NcCsAgINd3UhB8eKA7PT-20da6YFBky4agOjQYrmkLBLxRUIBORA9-bAWtp5d7z70vSCKcDwygLM7-wuFY/s1600/IMG_5346.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyFGtZOnA9w51tDiVOxfanhqdHA7amg0mZRaInlbY5VGoqfxZbvekC2bUX6NcCsAgINd3UhB8eKA7PT-20da6YFBky4agOjQYrmkLBLxRUIBORA9-bAWtp5d7z70vSCKcDwygLM7-wuFY/s200/IMG_5346.HEIC" width="150" /></a>My heritage students even ate this up: lots of V/B appearances to help them work on that spelling thing. My 7th grade heritage class stopped after school to say how much they liked it. Seventh graders don't like anything! They enjoyed the simplicity of the story with all the random details I threw in or they clarified. We discussed the word in Spanish for "road kill"; no consensus yet, one student promised to report back on Monday.</div>
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This story has no ending and several atypical plot turns. Students have to work together to create the ending, but without language.</div>
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The end "activity" they do requires a lot of work between partners and no input from me. It is physical and allows them time to process the story while in class. Plus, it's just fun.</div>
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The story</h4>
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*Edit* <a href="https://www.teacherspayteachers.com/Product/First-Day-CI-Story-Spanish-1-armadillo-coyote-plus-activity-4024256" target="_blank">Resource now on TpT</a> which includes a day two with student printable to revisit the story and encourage them to show what they know at home.* Price is $1.00.<br />
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I am thinking about posting the <a href="https://www.teacherspayteachers.com/Product/First-Day-CI-Story-Spanish-1-armadillo-coyote-plus-activity-4024256" target="_blank">PowerPoint on TPT</a> for others to use. Here is the synopsis: There is an armadillo and coyote who are both hungry, live near each other, both want to eat but can't eat/find what they normally eat, they go to Burger King, and the armadillo ends up stealing the coyote's hamburger. Does the armadillo escape?! No one knows (see activity section below).</div>
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The activity</h4>
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I scoured Pinterest for good team building ideas (I used STEM activities that I altered last year) but I didn't find anything I thought I could relate to Spanish class <i>and</i> have it accessible for all my classes. I ended up seeing a cool marble track for my own kids to build and as I scrolled I found a paper plate activity that used holes as llama feet. BINGO!</div>
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Side note: Armadillos roll into balls to help evade predators. I just finished planning <a href="https://miracanion.com/product/la-perezosa-impaciente-5-pack" target="_blank"><i>La perezosa impaciente</i> by Mira Canion</a> which also has an armadillo as a character who is kind of a jerk.</div>
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Since I will be teaching ^that novel this year, it's a great way to pre-build some ideas and vocabulary.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFEG3Zf2AUXiRJZq73h25UOEz60AxpvcmSyGBZYew8IJTHW9A-wV5HspbN3IjoYr1mfp8DT-UjCcEJmtrVE60v3C-KDvfxHGlquHNwk_5jqje2kg1qsRGavQMBt4jfG7DPjWCfySCpFr0/s1600/IMG_5351.HEIC" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFEG3Zf2AUXiRJZq73h25UOEz60AxpvcmSyGBZYew8IJTHW9A-wV5HspbN3IjoYr1mfp8DT-UjCcEJmtrVE60v3C-KDvfxHGlquHNwk_5jqje2kg1qsRGavQMBt4jfG7DPjWCfySCpFr0/s320/IMG_5351.HEIC" width="240" /></a></div>
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On paper plates (upside down) I drew a starting line and then made random dotted road around the plates. The circle on the plate is the armadillo's house/ safety zone. I glued poms to act as barriers and bushes. I tried pipe cleaners and it was a pain. Don't try to be that #extra unless you like having glue and hairs under your nails for days. I drew on ponds and then realized I was going to cut them out... so they were cute for a while.</div>
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I went to the Dollar Tree and bought the poms and a bag of "wooden beads" in the craft area. Marbles and glass beads can break and be easily pocketed. These are much less appealing to throw or put in your mouth (middle school... remember!?).</div>
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Teams of two or three. Each team member must always be holding the plate. One hand per person. Three fingers max, per person. A wooden bead starts at the starting lines and needs to get to the circle using the route drawn; no "off-roading".</div>
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I write groups with fastest times on the board for infamy and glory. Sometimes I write points next to <br />
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finishing teams to reward the teamwork process (not time or successful completion of the task). Team with the most points gets 10 extra credit points... We're SRG, there are no points. No one has noticed this yet. I'm going to ride it out until they figure it out.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhctxUs0GiY-4un7Ts-bf5iKcYapzXf_afkh1WomoZKMYGY2B2z06bA1ZfEco_xzxCWGZEzbA_DtLNMimZLFbaYMNsfxQqUYYIfdQCo8NMX3rHjLOL7JqIs4NsW4cqyGFwvzoB8rORrUBw/s1600/IMG_5349.HEIC" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhctxUs0GiY-4un7Ts-bf5iKcYapzXf_afkh1WomoZKMYGY2B2z06bA1ZfEco_xzxCWGZEzbA_DtLNMimZLFbaYMNsfxQqUYYIfdQCo8NMX3rHjLOL7JqIs4NsW4cqyGFwvzoB8rORrUBw/s320/IMG_5349.HEIC" width="240" /></a></div>
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Fast finishers can trade plates with another group since they are all different.</div>
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Key take aways</h4>
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I am monitoring class engagement, circling where necessary, and limiting details to increase comprehension.</div>
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I watch students as they do table talk. We explicitly talk about the transitions, "Class, thank you so much for having eyes on me and voices off when I got to one. That was seriously impressive." "Oh no, that didn't work. Let's try it again."</div>
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The physical activity requires all members to participate or the armadillo won't make it home. LISTEN FOR THE WAY KIDS TALK TO EACH OTHER.</div>
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Build routines using stories and predictions and group shares and choral responses.</div>
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PLAY WITH THE KIDS IF YOU CAN!</div>
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Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-57577411648849304832018-08-14T22:07:00.002-05:002018-08-14T22:09:37.185-05:00Classroom Management<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijt0h1BTJ93_QDurxQDl2_kvtSJ8PgxuHUpyeLzE3kB3xPJJ80g76pkxT3s_lVNLB7zk0o7xN-XJh_f5JFzkhVm8Bd87NqPe1-2jrLicw2cJ89Bk1wc_0iRYmZf_DIcZ5GzzYlKJPSfyk/s1600/classroomManagement.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="468" data-original-width="937" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijt0h1BTJ93_QDurxQDl2_kvtSJ8PgxuHUpyeLzE3kB3xPJJ80g76pkxT3s_lVNLB7zk0o7xN-XJh_f5JFzkhVm8Bd87NqPe1-2jrLicw2cJ89Bk1wc_0iRYmZf_DIcZ5GzzYlKJPSfyk/s400/classroomManagement.jpg" width="400" /></a></div>
<h3>
In my past professional life I worked with mentally ill children</h3>
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As a previous social worker and psychology major, I worked at a full time mental health facility for children ages 10-18 during and right out of college. Here I worked on the unit where 10-12 kids lived full time. They had a variety of mental health needs requiring intense therapy, medication management, and even an on-campus school. I worked with kids to identify their ABCD's (Antecedents, Behaviors, Climax, Decompression), helped kids through their tough moments while trying to keep everyone safe.</div>
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I learned a lot via trainings on managing mental health needs, verbal deescalation techniques, and behavior triggers. These couple of years really helped me mature as an adult and definitely impact my teaching today. </div>
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<b>Goal: </b>Share my biggest learning moments, my "tricks" in my classroom, and some resources I use to keep me going.</div>
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<b>Warning: </b>Many of these ideas require you to "give up" parts of your day. It's an investment; put the time in now, make you're life easier through out the year. If you are thinking about all the barriers in your way, you're right. You need to overcome the barriers, that's why you're stressed. Find one thing to work on and do that.</div>
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My current teaching reality</h4>
I used to be a #deptof1 in a small rural school with small-ish classes. This comes with the "price" of knowing my students deeply, which complicates teaching and makes it wonderful at the same time. Now I am back to my urban school with a total roster of 400+ students (my personal responsibility divided among 12 class periods- 6 classes a day, meeting every other day).<br />
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I teach native speakers, SpEd students, TAG students, and everyone else all mixed together in a beautiful melting pot of what America is supposed to look like. I also have very large classes. Some are easier than others to work with.<br />
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1) It all starts and ends with love</h4>
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No matter what certifications, methodologies, intervention program implementation, it all starts and ends with love. You MUST LOVE YOUR KIDS, GENUINELY. </div>
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Like your own children, you must always love them AND you don't have to always <i>like</i> them.</div>
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If you don't look at your school kids with love, then stop teaching. Kids know when you're faking it. So don't. If your hardest kid came up to you with a bad cut, a bloody nose, or that "I'm gonna puke" face and your 1st reaction isn't to help them, then stop teaching (helping can mean hand a garbage can or Band-aid to the kid, or even write them a pass to the nurse).</div>
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2) You were <i>never</i> hired to teach content, you were hired to teach students</h4>
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You don't teach math. You don't teach Spanish. You don't teach music. You teach students. Period.</div>
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We all know educators wear approximately 4,971.25 hats every day. You teach students. Hopefully you teach students your content while modeling positive citizenship. </div>
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You are in a school. You want kids to take risks. This means they will fail... and your space is the safe space for that failure. Sometimes failure means an incorrect solution, sometimes failure is making fart noises in the back corner of your room. Academic and social failures require reteaching.<br />
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3) Stop relying on Admin to "take care of it"</h4>
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Watch this <a href="https://youtu.be/1T4L5OgmthY" target="_blank">YouTube clip of Brian Mendler</a> talking about <i>that</i> kid in class that you send to the principal. You will laugh because it is so incredibly true. </div>
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I'm not talking about the non-negotiables: physical contact, targeted bullying, and unsafe behavior and/or language (going to kill myself/others). </div>
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The kid with the cellphone, the kid who doesn't. stop. talking. ever., the kid leaning back her chair for the billionth time... that kid. There is a common denominator; kid. I know adults who still act like this, how can I have reasonable expectations that my middle schoolers have their lives together!?</div>
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Sending a kid to the office does a few things: 1) tells the kid they aren't worth your time, 2) shifts all power away from you, 3) lets the kid take the "out". Mendler is artful when showing the interaction between the student and administration. The kid promises to behave thirty minutes after the incident, goes back to class, and does it again. Welcome to what I call the escape cycle. Students can be escaping a multitude of things, but being out of your room is part of the escape.</div>
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It's hard to make progress when you're running in a circle. Forward movement requires being with the student.</div>
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<b>My suggestions:</b> Talk about the situation that is frustrating for you with admin or your support staff (find one). This is a situation you don't like, not the student. Double check that this student doesn't have special accommodations that need to be met. If you don't find admin helpful, make your own plan and keep them in the loop anyway.</div>
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Always welcome the student back to class at the door. Say hi to the student every chance you see them. Wear them down will all the love in the world.</div>
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4) Fly-by teacher</h4>
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I have practiced this since before teaching: the fly-by. The power struggles Mendler talks about in the first clip can't happen if you're not there. </div>
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Steps for the fly-by:</div>
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<b>1) Distant reminder</b>- do the non-verbals: "the look", point and shake your head, a quick verbal redirection and thanks for complying if that kid can handle it ("John, we are all listening now. Thanks."). Move on.</div>
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<b>2) Proximity</b>- Walk to get close to the student. Some kids follow along at this point. Once they are on-track for ten seconds-ish, high five them. Move on. </div>
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<i>2b) Prolonged proximity</i>- This is your communal space, but it's still yours. If you are a confident teacher, you need to make them feel uncomfortable using your space incorrectly. I have taught sitting in a chair right next to a talkative student. Not like the row over. Our chairs looked like a bench. I slowly moved away as the student was meeting expectations. DO NOT STOP TEACHING. This is not a spotlight moment for the student. </div>
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<b>3) Redirect and move</b>- Get to a natural pause ASAP or make one happen. "Class, do a quick draw of a tree in your notes, GO!". I walk by the student and give a very quiet and clear direction to the student, "John, you can chose not to participate but you can't make the choice for anyone else." THEN WALK AWAY.</div>
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So what if John calls me a b*tch? He's 13. I'm 30+. I'm not trying to be his friend and my feelings aren't hurt.</div>
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So what if his friends hear him call me names? Let him save face. He will comply or quit, most likely. The eventual "quit" is not immediate but a result of consistency. </div>
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<a href="https://youtu.be/zlTjkUUQdsU" target="_blank">Mendler talks about this in a quick two minute clip here</a>. It sounds so simple, but I have watched mental health professionals, principals, counselors, and numerous teachers feed in the power struggle. I know I do it too. It's hard.</div>
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<b>4) Supply drop</b>- Much like dropping relief aid from planes, I often deliver supplies to students. Even if it's day 34 and the kid is intentionally not getting the supplies. Let them have that win. Eventually you will have a relationship to talk to them about the choices.</div>
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I keep plain paper and pencils near my desk and out for student use. I drop a pencil (sharpened by the squirrely kid in the last class) and paper off and say nothing, just keep on keepin' on. </div>
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I had a student last year that had poor attendance (I was his first period teacher every other day) and would 100% shut-down. Sleeping, non-verbal, and would kick the desk leg. After a semester of doing the supply drop off, saying hello to him every day, he wrote his name on the paper. By the end of the year, he completed more than 50% of his work in English with correct answers. </div>
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5) PRAISE THE GOOD BEHAVIORS</h4>
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Stop being so negative. The 3% of "naughty kids" in your classes take-up 90% of your time. The "good kids" know this and are annoyed; more than you are. (Side note- "naughty" and "good" are words we need to stop using. It's really more about disruptive and compliant behaviors, not the overall value of the kid.)</div>
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I had an associate in my room from time to time and a educational researcher in my room this year. Both noted how often <b>I label the behaviors and values I see happening</b> in class. This is so crucial. </div>
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We spend all this time telling kids what not to do that they may not know what to do at this point. Teach the social curriculum explicitly. I don't mean with Core-aligned lessons.</div>
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"Tanner, thank you so much for being helpful and giving Mia a handout for me."</div>
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"Monroe, it's so caring of you to push-in your chair. Oh, and Leo, and Marcus, and George. Thank you."</div>
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"It is so awesome that Bl'aire was willing to shout-out her answer. Girl, you seriously owned it! That is AMAZING!"</div>
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"I see about three people who were responsible by putting their names on their papers. Those are my favorite kinds of people."</div>
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"This group is doing a great job being communicators. They were asking all sorts of questions!"</div>
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Also remember to be specific and praise the behavior. The behavior is what I liked, I always love the kid. When the kids own the behaviors, you see the shift (over time) to their natural/innate behaviors. By the end of the year, my kids push their chairs in without being asked, one kid always gathers materials for the group, kids are automatically picking up one piece of trash to exit the room.</div>
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Also tell kids very quietly during work time what you like about their behaviors. Individual and "private" praise really lets some of your kids realize you notice them all the time and are always watching... yup, sounded creepy. You get it.</div>
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6) Chatty Cathy</h4>
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If the kid is going to talk, give them purpose. They talk to me; I jump in the conversation during groups and then redirect the whole conversation. I point out what I just did. Sometimes, when I get a good group, I make a friend the police and that person has to keep the Cathy on track (know your kids before doing this).</div>
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Cathy is always my errand runner. Take this to the teacher across the hall. Turn the lights down, answer the door, find my green Expo. If Cathy talks, Cathy moves. Keeps Cathy away from friends. Cathy will get tired of being volun-told to do "everything". Tell Cathy you thought s/he was bored because of all the talking so you always pick him/her. Thing may turn around.</div>
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I find Cathy on her time. I go sit and "talk with Cathy". I say how nice it is to get all the chatty out now so it doesn't have to happen in class. More times then not, I will walk and talk the kid before school starts. Walk in the hall, away from people, and talk. Not always about class, but it generally gets there.</div>
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I asked a building admin to com sit and supervise my class while they were working on something. I started to pull my Cathys out one by one and walked and talked them. They were great for a solid class period after that. It was the foundation of our love:hate relationship (I love them, they hate my expectations and my insisting they meet them).</div>
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This last year, one of my biggest Cathys spent a lot of walk and talk with me. I figured out this kid's life is falling apart, has no adult influence at home, is looked to for answers from everyone, and basically doesn't get to be a kid. The chattiness lasted all year but it gave me some compassion when my patience was just about gone.</div>
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7) Restart</h4>
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My kids know my policy is a fresh start every time they come in my classroom. I had one kid tell me to leave and walk back in when I was super crabby. He was right, I needed it. I also apologized for being so crabby with them and then gave the class representative a high-five as our restart.</div>
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I spent a total of <b>4 full teaching classes</b> with my 7th graders this year walking the kids to hall, explaining expectations, and re-welcoming them individually to class. I called home and explained to their parents their choices and recommended early morning make-up to practice being in class to not waste learning time any more.</div>
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If a student needs to exit my room for a "buddy room". They don't re-enter until I can talk with them at the door. We quick process, high five or fist bump, and they walk in anew.</div>
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8) Get adults in your room</h4>
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When kids see adults enter classrooms, they receive a few messages: 1) this class is important, 2) is this adult here for me?, and 3) these adults really are on a team.</div>
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You also need to go into other teacher's rooms during your plan. Have a presence beyond your classroom walls.</div>
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Ask teacher coaches, counselors, other teachers with relationships with your kids, the VP, your formal observer to come into your room at any time; or plan out a time in advance. When kids see more adults, they tend to behave more. </div>
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If your admin is not supportive, you have to make your own support network. </div>
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<h3>
Hopefully this helps</h3>
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None of these things are earth-shattering. These are, however, strategies rooted in research to work with difficult classes.You are the adult and you have to teach more than curriculum. The opinions of children will not define you; they can hurt your feelings, but these do not define you.</div>
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If I have to pick two pieces of advice to implement: reinforce the positive things and avoid the power struggles with the fly-by.</div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-53711929573211403182018-08-08T17:41:00.000-05:002019-03-11T21:16:34.738-05:00Book Review: Juliana<div class="separator" style="clear: both; text-align: left;">
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<i>Disclaimer: This is an unsolicited review. I purchased my own books and the link at the bottom provides me ZERO compensation.</i><br />
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<h4>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSUl8WfAG05OueW_FkFR4yrstje48_IOs6J7SFEHJbkks3N9LB_6NFFh0GtXMxoF0vcrBEDXFfLbK865w7eUa4ruVbFfpQ15V7ToM86SaWMPVJ5zyeeZedC-wyDE5_oR1LKGUqllYgznQ/s1600/BookReviewJulianaBrand.jpg.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1560" data-original-width="1590" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSUl8WfAG05OueW_FkFR4yrstje48_IOs6J7SFEHJbkks3N9LB_6NFFh0GtXMxoF0vcrBEDXFfLbK865w7eUa4ruVbFfpQ15V7ToM86SaWMPVJ5zyeeZedC-wyDE5_oR1LKGUqllYgznQ/s320/BookReviewJulianaBrand.jpg.png" width="320" /></a>
Reviews (via my students):</h4>
<b>Storyline:</b> 3.9/5 “It was a good story. I understood pretty much all of it. Because it was easy the story is kind of simple. But SUPER interesting. I Googled to see if some of it was true. I learned a lot about bats even though that wasn’t the point.”- 6th grade student, Novice-Mid ish<br />
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“I really like how Juliana is just herself, like nobody is going to stop her. She still did some dumb stuff which I can relate. You do you, Juliana. You do you.” -7th grade student, Novice-High ish<br />
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“My favorite class is science and I got to do that here. So awesome. The book was mostly easy to read. I really liked how it’s based on a true story, like movies.” -6th grade student, Novice-Mid ish<br />
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<b>Classroom Function (my opinion):</b></h4>
<b>FVR Potential:</b> This novel is an FVR favorite in my classroom. My students feel confident reading it which is much more important to me than having the best storyline on the planet. My fast finishers like to pick this up and then see what’s true and what’s not (albino bats? animal tunnels? Family groups among bats?).<br />
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My recommendation is to buy a minimum of 5. Students can support each other and discuss content. My original single reader was the source of some middle school drama.<br />
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<b>Whole Class Potential: </b>I love this story, I don’t think I could teach it whole class. I do think this novel has excellent potential for small group or café style readings.<br />
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I have a few reasons for being hesitant to teach this as a whole class novel. 1) My students call me (affectionately?) the Crazy Charades Lady when we read as a whole class. My arms aren’t in-shape enough to be a bat. 2) There are <i>beautiful</i> illustrations in every chapter. I find students rely heavily on the pictures instead of listening and following along for acquisition. 3) My knowledge of bat culture is limited to the kind that hang around Robins. 4) I really want to work on an interdisciplinary unit with our science teachers to increase background for this story, and the curriculum doesn’t line-up in a non-forced way.<br />
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I think this book would be great when teaching in café style, or literature circles. It would be a great for students too advanced for <i>Capibara</i> but not quite ready for <i>Tumba</i>. The visual cues from the amazing illustrations would provide scaffolds for advanced students needing to reach up or even for struggling students in a second year class.<br />
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<b>Summary:</b> Buy the book. It is worth it! <a href="https://www.amazon.com/Juliana-Spanish-Rosana-Navarro/dp/0473412454/ref=sr_1_2?ie=UTF8&qid=1533765610&sr=8-2&keywords=Juliana" target="_blank">Here is the Amazon link</a>.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-16417999510974380562018-07-31T08:14:00.000-05:002018-07-31T08:40:16.115-05:00CI IA 2018 Heritage Speaker Presentation<h3>
Comprehensible Input Iowa- the PD we all deserve</h3>
If you haven’t heard about CIIA (Comprehensible Input Iowa), look it up <a href="https://comprehensibleiowa.wordpress.com/" target="_blank">here</a>! <i>Te prometo</i> that you won’t be disappointed. I could go on forever about this conference (and I will later).<br />
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Truth is this is the teacher-grown, professional development we all deserve as world language teachers. You see and meet teachers from many languages, many teaching approaches in the CI <br />
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world, and everyone is there with the intent to SHARE what they do. There is a genuine feeling of community. The love and support is great. It makes you feel ready to get back in the classroom... in the second week of June.. three days after you just got done teaching... IT’S THAT GOOD.<br />
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I have been able to go to two of the three CIIA conferences and presented at both to build up as much good karma as I can; if I’m honest, I need a lot of good karma... I teach more than 400 students every two days.<br />
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2018: Heritage speakers in a CI Classroom</h3>
This year I presented on what I did with my “heritage speakers” in my CI classroom. I am refining the presentation to get a more in-depth toolkit result (I can try X in my classroom now). This presentation focuses on where the struggle really is for CI teacher with heritage students and a few things I’ve done (with varying degrees of success) to serve my students better. It also talks clearly about the difference between heritage and native speakers; each group having distinct needs from the other.<br />
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To have a really productive conversation with your admin, you need to have a clearly defined problem/solution going in to the conversation. Research shows that native and heritage students need a separate class from L2+ learners. For many of our schools, we don’t have the scheduling ability for a separate class (low numbers, departments of one, etc.).<br />
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The current solution seems to be to move kids to a more advanced level and hope it works. I did this at my small school and it <i>was kind of</i> helpful. There were still a lot of gaps for all students in that room. This presentation addresses ways to serve students instead of trying to fit them in somewhere.<br />
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I am lucky and have the student population numbers and a supportive admin to have heritage classes. I will write about how these classes work. I do need to be clear that not all Spanish-speaking students are in this class.<br />
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<a href="https://docs.google.com/presentation/d/1WXBTkMJMvlOzHbT7IowBE1NF41hf9XmQnQpYz2UwaUA" target="_blank">Here is the link to my presentation</a> from this session. I appreciate any feedback and push-back. We are all learners here. I failed and did not cite the research for each of my suggestions. Most of the research came from the Teachers of Spanish as a Heritage Language Symposium in 2018. It was great to listen to current approaches and research. Most of it is geared to college-level and there are undertones of CI happening in some of the communicative roots.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-65803521890447062102018-07-24T22:16:00.002-05:002018-07-24T22:16:39.372-05:00Colors and numbers through literatureThank you for entertaining my “feelings” post. I had so many teachers talk with me about transitions and it touches us all so deeply, I needed to share.<br />
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This post is much more school oriented. Primary goals being first few weeks of school, Spanish language teaching, and getting in the groove.<br />
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Holy crap, school starts and what to do!?</h3>
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No matter how much experience a teacher has, the beginning of the year is stressful. What to teach?! What initiatives are we doing?! How do I learn ALL the names?!</div>
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Here is my process, followed by what I am actually doing (or as much that is planned).</div>
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Step Zero: Panic into prep</h3>
This step is generic. See the BTS ads, hoard and hide all the school supplies I buy from the hubby,<br />
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scour Pinterest and other wonderful bloggers seeing if I change it up or not. I start sneaking into my classroom and bring my janitors and office ladies treats. (Always love these people. In Iowa, love=food).<br />
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This year I also tried something a bit different. Every year <i>wonderful</i> people ask me, “What do you need for your classroom?” I never had a good answer and then I ended up with hundreds of glue sticks and missing key items like markers and highlighters. This year I made a wish list on Amazon. When you change the settings to public, you can share the link. I have been slowly adding my “needs” to this list. Some are nice to have. Some are true needs. You can also set the “importance” level from low, medium, high, and highest. This helps me keep track of things I still want in my room. People can purchase items and they shipped to my house. The generosity has been inspiring.<br />
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Then the serious steps come into play.<br />
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Step One: Goal setting</h3>
I believe this is when elementary teachers pick a theme and Pinterest the heck out of it. This is where I set goals and try to tie them together with a theme. It helps my very Type A brain plan.<br />
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I set several types of goals. Normally I have a “language-use” goal for each of my “levels” or preps. I also tend to have a big idea these all fit into. If you have a goal, then it is easy to machete your own path to get there. When you are <i>really lucky</i>, you will find parts of your path already cleared by other language teachers, different curricular teachers in your building, and sometimes by students.<br />
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There is major caveat I want to highlight about goal setting: Great goals are responsive to the needs of your students; <b>the goals should modify</b> based on the needs of your classes, building focus, and your well-being and mental health. You can’t swing a machete if you’re too tired to pick it up.<br />
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My 2018-2019 School year goals</h4>
*This post is specific to my middle school but this is the process I followed in my high school days.*<br />
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I am teaching at an IB middle school in Des Moines Public Schools, grades 6, 7, and 8. I have a great administrator who is supportive of my CI path to acquisition. I am also lucky to have enough students that I have separate heritage classes (more on this later). I also recently finished my ELL endorsement. My class sizes are between 36-42. I also gain about 2 grey hairs a weeks.<br />
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I have not finalized my goals and will do a more formalized post later, but here is my generic path in my IB setting (I will also post about how my IB school is offering Spanish):<br />
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Big Goal (general direction): Learning through literature- everything will have a children’s story we read together in class. My high school kids LOVED being read to. This is NOT just a middle school thing. I actually find it harder to convince middle schoolers to realize I’m cool.<br />
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Phase 1 (novice-low): My students will be able to follow simple conversations, provide quick answers on familiar topics, and be eager to engage in Spanish language. Children’s stories- Eric Carle books- art, color, repetition to increase language acquisition<br />
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Phase 1 (novice-mid): My students will follow simple Spanish conversations, offer information on familiar topics, and ask questions in L1 to further the classroom study. Children’s stories- Eric Carle books- focusing on word order, adding details, and rhythmic reading<br />
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Phase 2 (novice- high): My students will initiate Spanish interactions, they will ask in L1 clarifying questions for deeper understanding, they will explore phrases and understand how language changes impact meaning. Children’s stories- Lil’ Libros series- simple words, major cultural components, detailed pictures for discussion.<br />
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Heritage (Spanish language acquisition): Students will develop a confidence of language skills while exploring various cultures.<br />
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Step Two: Planning the first days</h3>
There are lots of philosophies about “how to” do the first days of school. I 100% believe that fun, structure, routines, expectations, and community building CAN and should be done in the TL (Target Language) at least 50% on the first few days and increase daily. My classes should run nearly the same on day one as day twenty as day 100.<br />
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My students should <i>want</i> to stay in the TL because it is “more fun” than me doing English. English is for boring directions, redirecting behavior, and anything not fun. Spanish is a good-times language where the crazy white lady acts like a charades olympian.<br />
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I try not to smile, move around much, or make sound effects when I am speaking English. I laugh, smile, and use positive proximity while I speak Spanish. Students naturally catch-on that in <u>our</u> class we prefer Spanish so Profe doesn’t get mad and crabby.<br />
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I also think the first days <i>have to </i>tie in to your goals. Making it clear this is the goal we are working on and they are already SOOOOOOOOO amazing for doing so much on the first day. Wow, those classes are blowing your mind and your kids feel loved, capable, and confident. Who needs to review a syllabus on the first day if you are long-term goal setting on day one!? Amazing.<br />
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My 2018-2019 First days plan</h4>
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I am starting all levels of my classes with the same book. Every level has different expectations for interacting with the book, but they all have a common language. <b>Bonus</b> if I have very advanced or low students in a class, I have varied level of difficulty assignments to meet student where they are to foster confidence in the language!</div>
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This year I will be using Oso pardo por Eric Carle (Brown Bear, Brown Bear). My interactions will be focused on “traditional” colors, numbers, and questions at the beginning of the year. Students might know them already, they might not. Some may have experienced this book, some have not. Either way, this book offers high repetition, really drives home noun/adjective placement, and uses questions on every page.<br />
<br />I will use Martina Bex’s <a href="https://martinabex.com/2014/08/26/character-cards-for-first-day-seating/" target="_blank">randomized seating chart cards</a> as students enter. We will do a fairly archaic version of Simon Says, and then we will read. I will read the book to them using the ELMO to project the book on the board and their papers as a follow along (I put them on the desks prior to students entering).<br />
<br />Phase 1 (novice low) will work on identifying the animal vocabulary and the color vocabulary. They will have a PPT 6 slide printout of the book to help.<br />
<br />Phase 1 (novice mid) will work on answering the questions. They may do a rewrite changing the colors of the animals.<br />
<br />Phase 2 (novice high) will work on partner rereads or a mixer activity depending on the class mixture.<br />
<br />Heritage will work on rewriting the book with animals from their home/family countries. The door will be open to allow fictional characters as well because we ill be getting into a myths and legends unit.<br />
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I will post my last year’s STEM inspired team building activity. I did a crazy short story in Spanish and they had to Save Sam before class ended. I will likely also do something like this on day one and two based on the reading. The reading won’t take too long and if I really play it up, kids will buy-in. I’m not worried about it being too childish, they are children. </div>
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That was the big reveal?!</h3>
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Well, yeah. That’s all I have so far and that’s okay because it’s summer and all of this work I am doing is volunteer hours.<br />
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The big idea is that we all wonder “what to do” at the beginning of the year and many of us teach the essential numbers and colors at the beginning of the year. This is my nod to teaching colors and numbers and doing it within the context of literature (loosely defined).<br />
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I believe that if my students hear the colors, and see the colors, in context and in the right order, it will improve their writing and accuracy.<br />
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I believe that day one “sets the stage” for the desire to learn and acknowledging how wonderful they already are at language learning. If I believe my kids are awesome, they will be awesome (because they are).Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com3tag:blogger.com,1999:blog-6662374483278815654.post-92123914931017576012018-07-23T11:41:00.002-05:002018-08-01T12:24:47.900-05:00Not a come back, but... here’s my come back It’s a personal post about negative spaces and changes.<br />
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*Edited 7/23/18 at 3:15 pm.*<br />
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For the last year, my blog has been dormant. I was in a very negative headspace for a multitude of reasons and really felt I could not put out helpful, clear, or positive contributions. I even forewent the IWLA 2018 conference because I wasn’t ready. This post is intended to help anyone else considering major changes in life or is in a less-than-supportive professional environment. </div>
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Changes at school</h3>
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I was a #deptof1 at a small rural school in Iowa. It was a LOT of work starting curriculum from scratch with <i>no</i> resources. Fortunately, I am a second career teacher who LOVES macro planning (curriculum development). </div>
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I love(d) my kids and getting to see them every year. I was lucky to coach for 2/3 of my years there. My kids were the best in the school, no questions asked (yes, I taught 80% of the school at any given moment). My own two children were loved by my “big kids” and my husband was well-known in the school (bringing me coffee, coming to see my big kids’ games, trading our own children for their after school activities...). </div>
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While I was pretty much left to my own devices, there was a lack of community among the teachers there. Lots of cliques, generic <span style="background-color: white;">politeness</span>, but I felt a lack of depth of connection. I was never sure what was said and by whom. It was uncomfortable for me but there were many great individuals there that I really enjoyed. I also believed all the teachers were doing their best to teach their students (even if I didn’t agree with methods/content, which is not my job to do). Many teachers were willing to get a bit crazy and enjoy homecoming week, attempt inter-disciplinary units with me, and supported their students.</div>
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Our principal retired and our district hired a new one. I was excited for change (I get bored easily and like a challenge). I saw a division in staff, some seemed to try outshining other teachers by dampening others’ flames. It didn’t feel right in my soul. Students were feeling the impact (not just “new rules”). Students were telling teachers what other teachers were saying (degree of truth?). </div>
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While I was, again, left to my own devices and was allowed to do what I saw fit with my students, my soul felt gross. I wasn’t excited to try new things, I wasn’t excited to go to work. I was also battling some health issues that added to the general crabbiness.<br />
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*Edit* Uppon the great feedback and connections I’ve made since this post went up, I feel like I left out my clear responsiblity in this post. My previous school is full of great people. Many teachers I admire still work there; I do NOT want to make it seem like it’s toxic and horrible.<br />
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I was, and am, a participant in any workplace I work in. My actions or inactions participate in that environment. I was not in place personally or professionally to give my best in that setting. That is soley on me and no one else. IT IS NEVER ANYONE ELSE’S RESPONSIBLITY TO ENSURE MY ADULT CAREER IS HAPPY AND PEACEFUL.<br />
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I encourage people in any professional setting to look at your happiness. Are you excited to try something new? Is there one part of your day you get excited about? If you cannot answer those questions, I urge you to do self-reflection and think mindfully about you and your situation. You cannot control others, but you can control your choices. (Edit contiued in the summary section below.)</div>
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Changes at home</h3>
As previously mentioned, I was fighting personal health issues. Turns out my students weren’t exhausting, I had two autoimmune diseases... I still think they were/are exhausting. *Mom-look* to my students who know who they are.<br />
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We were also living in the country and it turns out I am allergic to everything outside. Life was rough in all first-world sense of the word.<br />
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My husband was waiting to hear about his possible job changes (and moving) when I got a phone call from a friend. A few weeks later I had a job offer to go back to DMPS and a hard decision to make.<br />
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Making the decision for a change</h3>
I had quite a few people reach out when they saw my job posted. Lots of support, what happened, and congratulations. I made the choice to go back to Des Moines Public Schools. It was also one of the hardest decisions I’ve had to make.<br />
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We teach because we believe in the power of education. We teach Spanish/Language/Content because we’re nerds. Teaching lets us live our nerdy dreams. We keep teaching because of the kids. I cried, a lot, thinking about leaving my kids. Then my mom and my grandma said the same thing in different phone calls: <b>You cannot do right by those kids if your heart is unhappy, no matter the reasons for the unhappiness</b>.<br />
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I was physically ill, allergic to the place I lived, and felt professionally stunted.<br />
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Making the change</h3>
I remained pretty quiet on my teacher social media. I just wasn’t “over” leaving my high school kids and I felt like I was drowning in the middle school deep-end. Wow, middle school is its own beast. People who teach middle school need BOGO drink tickets to the local bar and immediate sainthood.<br />
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That said, my new school is healing my heart. While the kids are overwhelming (sheer numbers), my coworkers love kids, they love what they do, and they are good people. I feel like people are their true selves and it works. We are team at the end of the day, not matter how much we disagree. I was almost hospitalized because I quit breathing the day before spring break and when my team found out 1) they <i>never</i> apologized for sending texts demanding payment for having to also take on my kids :) AND 2) they checked-in on me. They asked if I needed anything (at school or home), and they continued to check-in when we got back from break.<br />
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My soul and heart are being fostered in an environment that is right for me. I can serve my kids better because of this. I am happier for this. I STILL MISS MY OTHER KIDS; and that’s okay.<br />
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Summary for the reader</h3>
Take care of you. I know it’s not that simple; you’re talking about kids, maybe making coworkers or admin unhappy, changing curriculum, maybe moving. It’s a big deal.<br />
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You have to do what’s good for your soul, what’s good for your family. Teacher burnout is real, for innumerable reasons. Care for yourself.<br />
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*Edit continued* If you feel stuck, build your town tribe. It is extra hard as a department of 1, I promise. That said, find other teachers, NOT IN YOUR DISTRICT, and know them professionally and perosnally. Plan time for shop talk. Just knowing you’re not alone can carry you a whole school year! I am always ready for new friends and to learn new things from others. Find me on Facebook or email and I am happy to say hi.<br />
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Picture is of our team at Brody Middle School and used without their permissions. These two men were so essential in helping heal my professional, and personal, life. I will miss both of them this next year as they continue with their paths (professional chior director and returning to Spain to be with family).<br />
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P.S. I took my coworks and unhealthy amount of chococlate to apologize for being gone the day before break. Always take care of yourself AND your people.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-80468682173032780712016-10-08T07:29:00.001-05:002016-10-08T07:46:58.270-05:00IWLA 2016: Poster Session<br />
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Yesterday was a GREAT day at the all amazing IWLA conference. While I await anxiously for today's festivities to begin, I thought I would share my poster session since I have had a few emails asking me to do so.<br />
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<strong>2016: Reduce, Reuse, Recycle- Planning for multiple levels</strong><br />
<a href="https://drive.google.com/file/d/0B7CiQuih-JO2SVlkTHo0NzNORDA/view?usp=sharing" target="_blank">Here</a> is the link to my Google Drive with all my presentations. In here you will find the booklet handout (pictured above) and the short sample PowerPoint I showed.<br />
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For another recycling lessons example, <a href="http://surprisinglyspanish.blogspot.com/2016/08/bob-and-fred-died-while-in-my-citprs.html" target="_blank">here is my blog post</a> about how I killed Bob in class.<br />
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<strong>Why contribute?</strong><br />
Every year there are <em>so</em> many people with wonderful offerings at IWLA that I feel like all I do is suck-up everyone else's knowledge. I become inspired, I become exited to go back to school on Monday, and I keep their information in my head forever (hopefully). This is the point of a well-run conference, right? Well, I still feel bad so I try to offer something in return. It may not be earth-shattering, but it might help someone somewhere!<br />
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You have something to offer too (and I want to know about it). If you aren't in Iowa, find your local world language association and join. Present, even if it is something small, do it. Many conferences have poster sessions which are 10 minute talks (like what I did this year), or do a whole 50 minutes. Just keep the knowledge sharing karma going!<br />
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Speaking of that, here is the link to the <a href="http://www.iwla.net/page-1802852" target="_blank">IWLA website</a> where they create links of everyone who is willing to share their presentations! They have a great Pinterest page that stores links to frequent presenters' websites, presentations, and all sorts of goodies. <br />
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Stay tuned for a review of my take-aways from IWLA16. Look it up on Twitter, you will not be disappointed! #iwla16Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-18400222025321760522016-08-24T22:04:00.002-05:002016-10-08T07:33:36.504-05:00Story asking 101: getting student "buy in" from day 1<div class="separator" style="clear: both; text-align: center;">
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Before I knew that CI/TPRS was a thing, I tried to teach my class in a similar way. I saw through my own small children at home that direct correction hardly ever changed my son's usage of "runded", no matter how badly I wanted him to use "ran". My kids would stay with me for an entire Walmart or Target trip if we made-up stories about the things we saw in the store. They would talk to me if I added sound effects to their stories. *Bing*, "Maybe I should teach Spanish this way. It's a whole lot more fun and my son's speech is improving by leaps and bounds."<br />
<br />
That said, I had a HUGE amount of learning to do (and still do!) to really help my students. Trying to get random stories to flow in a way that promoted grammar intuition, that met my district's vocabulary standards was really hard. Thank you <a href="http://www.iwla.net/" target="_blank">IWLA</a> for having a conference to make my world complete.<br />
<br />
<h4>
Story Asking</h4>
In TPRS, we often "tell" stories, out loud, to our language students. We find tons of cognates, slowly introduce new vocabulary (that is clearly defined by writing on the whiteboard), and repeat ourselves until we are blue in the face. This can be very difficult to do on a whim and it can be difficult to "stay the course" and not let our enthusiasm take us astray.<br />
<br />
Instead of truly telling a story, we actually make statements (There was a girl). Then we ask our students to confirm, deny/change, or add to the story.There lots of great resources, including the Green Bible, that explains this in detail.<br />
<br />
<h4>
My Struggle</h4>
I knew this wasn't going to go as well as I wanted the first few times. I didn't know how to circle "correctly" and I wasn't sure I was going to remember to hit the key grammar points like I needed to.<br />
<br />
Spanish 1 was easy, describe a person, short interactions, problem, resolution. They had limited vocab so it was easier to manage.<br />
<br />
Then I bought the "Look, I can talk" series from Blaine Ray and realized that scripting wasn't really for me. I LOVED the student workbook for reading and organizing my focus for the day.<br />
<br />
<h4>
What I did about it</h4>
<h3>
I told my students what I was doing</h3>
I teach high school now, so my kids are old enough to have a good conversation. I told them about my textbook Spanish class in high school. They looked at me in horror. I told them:<br />
<br />
"So here is my idea. I think it would be fun to make-up stories in class. I will be the crazy charades lady, and you will participate... and be patient. We are all new at this and I think it is going to be a ton of fun, but I am learning too. So if you promise to give it your all, to listen to me repeat myself a bajillion times, I promise not to give you grammar worksheets. If you stay focused, roll with me when I need to regroup, I promise not to give you a textbook. Deal?" (They all agreed enthusiastically every time.)<br />
<br />
<h3>
I told my principal what I was doing</h3>
I told my principal that I was trying something new and would like a few days to practice it. He asked if I wanted him to stay out of my room. I almost said yes, I'm glad I didn't. I gave him a "this has research, this is best for my kids- promise, and I need you to come in and tally mark my questions, please". So he did. It was great. He saw me learning, he saw students learning, and the most important part: he saw a community of learners supporting in each other in a committed and focused manner.<br />
<br />
<h3>
I found a flow that worked for me</h3>
I do not follow the "script" 100% and I deviate a little from the "core principals" on occasion, but it works for me. I am happy, my students are happy, and it flows. I would rather be a bit off-center and still be on the path than on the path filled with pain, self-doubt, and crabbiness.<br />
<br />
Especially in my upper levels, I circle a lot less. They really want the story line to move along and see the character development. I still ask for them to change the story around, but not as repetitive. **I do some direct grammar instruction with my levels 3 and 4 (dual credit) so they develop not only an "intuition" but also a deeper knowledge of the "why".<br />
<br />
<h4>
How story asking looks now</h4>
It is my second full year into TPRS (with knowing it exists). I had my first day of classes today with my B day students. I have a large Spanish 2 class (for our school size) and was worried with going semi-deskless and full into flex seating that it would crash and burn. It was great.<br />
<br />
I did my required syllabus stuff and then said, "Let's do a story". They cheered and adjusted to look front and center. I front loaded the vocab, gave a note sheet (this class is odd in that they <i>want</i> to write everything down, it works for them and I'm glad they know themselves well enough to communicate that), and then paused to review expectations.<br />
<br />
Me: "Clase, what are my expectations of you during this story?"<br />
Collective group: "Focus, no English, answers- the weirder the better!"<br />
Me: "Prefecto mis estudiantes inteligentes. Una mas cosita. You need to tell me to slow down if you are sinking. Be clear about it (giving samples of hand signals) so I know you are confused and not simply gassy."<br />
Collective group: *Giggles* "Deal."<br />
Me: "Clase. I am trying a new story today so I have my paper out. You may need to remind me where we are at in the story at any moment. Clase, listos?"<br />
Collective group: "Si, estamos listos."<br />
<br />
It doesn't get better than a male-dominated class, filled with "too cool" football players, getting excited for story time. Not just excited, but active.<br />
<br />
<h4>
When it bombs</h4>
What happens when a story flops. You get nothing from the kids, you feel it not going well, you get a quiz back showing no growth, what then?<br />
<br />
I try to stop when the class disengages. There are three options that work: when the kids are tired, there is either 1) pause for continuation next class, 2) the story quickly ends, normally very tragically, or 3) I stop and ask the kids.<br />
<br />
Sometimes you just feel that today really isn't the day for story telling, for whatever reason. Listen to your gut and flat out ask why they aren't into it (kindly and inquisitive, never attacking). Sometimes you learn the home game ran real late and they are tired, and sometimes you learn you accidentally skipped ahead in your lessons and they are lost.<br />
<br />
Ask, reflect, plan better next time. Use a back-up activity or lesson plan to fill your time with valuable input.<br />
<h4>
Major Take-Away</h4>
Be authentic with your class. Communicate with them the way you want them to communicate with you. It builds community, an understanding of the learning process, highlights that they aren't the only learners in the room, and you will be amazed how empathetic and kind they can be! <br />
<h4>
</h4>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com1tag:blogger.com,1999:blog-6662374483278815654.post-88503997430802729652016-08-20T08:15:00.001-05:002016-09-05T16:19:46.134-05:00CI/TPRS Lessons and IdeasI will continuously update this page with new units that were very successful for me in all my Spanish classes. Here will be pictures, general highlights, and things I would change for next time. Most of the rubrics and assignment sheet will be posted on TpT since my school does not do Google Drive and I have no desire to try to figure it out right now (when life slows down I will... life <i>does</i> slow down, right?!).<br />
<br />
<h4>
Fast Finishers</h4>
The Pobre Ana Apples to Apples listed below is still a favorite for all my students at all levels.<br />
<br />
UNO, Phase 10, Skip Bo- I keep all these card games in my closet. I typed out key words and phrases in Spanish so they can play 100% in Spanish. I even started including "trash talk" on the cards (rapido nino, ya lo tengo, tomalo). **Storage Solution: I bought the pencil bags with a clear view window and three-hole punched "rings". I put the cards and the instructions in the bag to keep the boxed from being destroyed. I hang them up on the door of my closet on Command hooks so they don't get shoved to the back of the door. <br />
<h4>
Sub plans</h4>
<br />
<h4>
Non-level specific</h4>
<a href="https://www.teacherspayteachers.com/Product/Dia-de-los-muertos-ofrendas-2728285" target="_blank">Dia de los muertos</a>- Students create an ofrenda before Dia de los muertos. This link is to the project, two editable rubrics, and what I do in my class, with pictures. It does not include the Dia de los muertos lesson. I have used the TeachersDiscovery DVD, YouTube videos, and story asking in class to really help students understand (comparing Memorial Day, etc).<br />
<br />
<h4>
Spanish 1</h4>
<a href="https://www.teacherspayteachers.com/Product/Pobre-Ana-Apples-to-Apples-Game-2424401" target="_blank">Pobre Ana Apples to Apples</a>- Being a CI/TPRS teacher can seem a little challenging when you need the lower levels to... self propel for while. Whether it's because you lost your voice, you need to 1:1 conference with students about their progress, or you need to support some of your slower processors with small group focus; it is hard to not just handover a worksheet to keep others busy. My solution was to make a CI friendly game. It has key phrases, characters, and locations from the book and high frequency vocab. I also threw in some school teachers and local places the kids know about. The document is editable to add your own and change it to your local stuff. The best part is that I keep these in a zip-up pencil bag with a clear view window and my fast finishers LOVE playing this at all levels. (Print the cards with apples- more red than green- on cardstock and then run them the other way through the copier again to print words and phrases.)<br />
<h4>
Spanish 2</h4>
MadLibs en espanol- I bought some cheap MadLibs books on clearance and make them comprehensible and in Spanish. I sometimes change nouns to fit with my units and structures. I rotate them out every quarter. Kids love them and enjoy making comic strips to show their comprehension. <br />
<h4>
Spanish 3</h4>
<br />
<h4>
Spanish 4</h4>
<a href="https://www.teacherspayteachers.com/Product/Candidate-Tracker-student-handout-teacher-how-to-2024871" target="_blank">Presidential candidate tracker</a>- It's election season, in case no one told you. This long-term project is in English is designed to have your students engage with an election many of them can vote in. They pick a Spanish class-related topic (immigration is the easiest), and follow voting records, public released statements, and news stories to draw their conclusion on what they consider "the candidate to vote for". This is not in TL but it engages deeper thinking skills and real-life application in a way we can't do in the TL at this level. Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-2628437576730386862016-08-19T21:00:00.001-05:002018-08-08T20:59:47.797-05:00Bob and Fred died while in my CI/TPRS classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia5sbimVzrugMEV0MK9WLHIQsOydFfbO8Lq5O3C7EwqVnF7CJAbua1iLAIlXAPHJEfd5xfcgc47AsP7WbtUPhMKykZjGL89A64TqIiovS64n451TI9LcuktY5K90S9n0yJVeNqghvaSDE/s1600/bobandfred.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia5sbimVzrugMEV0MK9WLHIQsOydFfbO8Lq5O3C7EwqVnF7CJAbua1iLAIlXAPHJEfd5xfcgc47AsP7WbtUPhMKykZjGL89A64TqIiovS64n451TI9LcuktY5K90S9n0yJVeNqghvaSDE/s640/bobandfred.jpg" width="640" /></a></div>
If your CI/TPRS class is like mine, students seems to <i>always</i> want to name our characters/monsters "Bob" or "Fred". My Spanish 1's (first exposure to Spanish, period) just seem to get stuck. I don't want to discourage them from providing answers, but sometimes we need to mix it up. My solution: accept if for a month, then kill Bob and/or Fred. Slightly morbid but all in good fun... and to maintain my sanity. PS- it also plays beautifully into a lesson plan the kids won't forget.<br />
<br />
<h4>
Encouraging creativity without squashing participation</h4>
This is a key concept if you have "routine" characters that keep making appearances in your class stories. During the last couple of years, I have noticed that <b>Spanish 1 students try to stay within a very routine and predictable story telling pattern</b>. I believe this is due to their middle school English composition classes; not sure if this is it, but it makes sense to me. For the first month or two I let this continue without much pushing for several reasons:<br />
<ul>
<li>If I know what they are going to add to the story, and I want something a little different, I either 1) tell them something different or 2) ask a dichotomous question with "strange" answers</li>
<li>They are yelling out what is comfortable because it helps move the story along= evidence of comprehension and engagement</li>
<li>They are still young and in the mindset of a "right answer" instead of exploration and risk-taking behavior</li>
<li>They are new and have limited exposure to Spanish culture and norms, they really may be at a loss to throw out "abnormal" names (compared to classmate's names, etc.) </li>
</ul>
<u><i>Example</i></u> (in English)<br />
After asking about and circling day of the week and location:<br />
<br />
"Class, it is Tuesday in the cafeteria at High School Name Here. AND, there is a boy."<br />
class response: oooOOOoooh<br />
"Class, is the boy's name Oscar or Antonio Banderas?"<br />
class response: Antonio Banderas!<br />
"Yes! Of course! It is obvious that Antonio Banderas is in our cafeteria on Tuesdays."<br />
<br />
Then I circle what Antonio Banderas looks like (with a handy pre-printed picture of Antonio Banderas... because <b>everyone should have a picture of Antonio Banderas in their desks</b> and planners and cars, and family tree). Then we continue on with <i>why</i> he is there. Again, trying to direct the story and hit key structures:<br />
<br />
"Antonio is in the cafeteria at High School on Tuesday because he is hungry or because he has blue shoes?"<br />
class response: He has blue shoes!<br />
"Oh no, Class! Because he is hungry. Antonio is in the cafeteria on Tuesdays in High School because he is hungry." *Start circling "is hungry".<br />
<br />
<h4>
Bob and/or Fred show up unwanted... and stay too long</h4>
Sometimes when I plan the story to go as mentioned above, and I have a fast processor and/or a very linguistically gifted student, I will say "The boy is Antonio." Then, out of no where it happens: the unsolicited blurt of perfect Spanish from a student that is super-invested in the story.<br />
<br />
"Oh no, Profe! Es obvio. Se llama Bob!" (Oh no, teacher. It's obvious. His name is Bob.)<br />
<br />
How do you squash that!?!? I don't, I let it ride, I often <b>high-five the kid to reward the risk taking behavior</b> in order to show other students this is not <u>only</u> okay, but expected.<br />
<br />
Bob and Fred show up everywhere, if not a main character, it's a pet. If not a pet, a street name... and so on. Also, it isn't just one of your Spanish 1 classes... it's in all of them. Sigh.<br />
<br />
<h4>
It's time for Bob to leave and <i>never</i> return.</h4>
I lost it last year. I couldn't take it any more. Every. Single. Class. had Bob in their stories, in their drawings... it was a "thing". So, I plotted the death of Bob. Then successfully carried it out in public without anyone protesting. <b>Here is how I got away with murder</b> (and made students learn at the same time).<br />
<br />
<i><b>Hint for success</b></i>: Get a stuffed animal (ours was a pig last year) and use that stuffed animal to represent "Bob" <i>every time</i> he shows-up in story asking, story telling, movie talks, etc. Students should see that stuffed animal just laying around and make a comment like, "There's Bob" when they see it. "Bob" becomes real.<br />
<br />
<i><b>Materials Needed</b></i><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixS3ELvmmuHvom98ucSpbmyAABPpckbjQWliA3cVlWfDJIbfUkbywP1JsEe3PNNs92zanQJBMqAPTzTQNgNLOQmoV2TTOMdiiKmkqBa8t3y146xcP1ma_zhSIskceZrMBjfnK_dg8VfzE/s1600/IMG_6973.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixS3ELvmmuHvom98ucSpbmyAABPpckbjQWliA3cVlWfDJIbfUkbywP1JsEe3PNNs92zanQJBMqAPTzTQNgNLOQmoV2TTOMdiiKmkqBa8t3y146xcP1ma_zhSIskceZrMBjfnK_dg8VfzE/s400/IMG_6973.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I labeled left and right on the scene so kids weren't trying to figure out<br />
"his left or my left?" Also, yes, that is a fake knife in the back of Bob.</td></tr>
</tbody></table>
<ul>
<li>Dollar store magnifying glasses</li>
<li>Pre-organized note sheet to keep students focused (I will try to remember to post what my kids use... If October shows up and it's not up, someone tell me!)</li>
<li>Space in the classroom to "tape off"</li>
<li>Caution tape or you can use masking tape on the floor</li>
<li>A sheet or tarp</li>
<li>An assortment of classroom objects</li>
<li>Plastic knife</li>
<li>Red construction paper (as fake blood)</li>
<li>"Bob"<i><b> </b></i> </li>
</ul>
<br />
Most people have seen Pinterest-worthy classroom crime scene pictures. This is what my lesson was the week before Halloween. Not only did this help Spanish 1 get over using "Bob" in class, but <b>I recycled it between all 4 levels of students</b>.<br />
<br />
<u>Spanish 1</u> used the crime scene to work on 1) identifying vocabulary, 2) using "is" and prepositions to describe the scene, 3) descriptions of objects and the victim (Bob), and 4) investigative skills to look for clues, I give my students magnifying classes to really sell the set-up. They need to focus on reporting the facts. They work in detective pairs to fill out the "crime report" with as many facts and descriptors as possible.<br />
<br />
<u>Spanish 2</u> used the crime scene and Spanish 1 notes to evaluate the scene. Then they focused on working on 1) logically sequencing events and 2) describing the who the victim was, my advanced kids will write Bob's obituary and then plan a funeral service.<br />
<br />
<u>Spanish 3</u> used all of the above information to draw a reasonable conclusion on their top three suspects. They are using interviewing skills, synthesis skills, logic and reasoning. This is more of a student-generated story at this point. I am really looking at their habitual grammar errors to know what to focus on moving forward.<br />
<br />
<u>Spanish 4</u> draws the conclusion of who the murder was and they review all materials. Then they write how they would have committed the murder to get away with it based on the scene. A little dark but it is great to see their usage of the conditional, subjunctive, and the past progressive during this activity.<br />
<br />
<h4>
Services for Bob</h4>
Normally the students leave it alone and move on, without Bob. Sometimes they reflect back and see exactly was I was doing and refer to the first quarter of the school as the WB (With Bob) time and then second quarter as PB (Post Bob) time.<br />
<br />
Occasionally one student tries to resurrect Bob and I remind them that Bob is dead.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
Two or three years ago the students insisted we have a memorial service and burial for Bob. Bob's casket was a shoe box, we buried him in my cupboard, and all the students shared their favorite thing about Bob or something they liked about him. (using "gustar" and "favorit@" at this point).<br />
<br />
<h4>
Take aways</h4>
Help students get out of a rut and teach them to think outside the box. Some kids don't even know they are in a box. Show them the path, bury the past, and lead them to a great adventure of exploring language and new things. Help students be risk-takers.<br />
<br />
<br />
<br />
Sam<br />
<br />Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-52864207356594083602016-08-18T08:27:00.001-05:002016-08-18T08:27:07.309-05:00Reaching All Students: accommodations in the world Ianguage classroom<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIDcPhYwSQI87A3vforAmWyHmiTutCJmq9Y3gqjAS462CskZoB3u2hAWrKMeRFOJruXIj8YcxgnbtA29gOrMhe20gSsNooml8oKRJCC2O6PKxABLSMnUyoNRwbBs8GxBnPfJQ81CmF-JU/s1600/Accommodations.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIDcPhYwSQI87A3vforAmWyHmiTutCJmq9Y3gqjAS462CskZoB3u2hAWrKMeRFOJruXIj8YcxgnbtA29gOrMhe20gSsNooml8oKRJCC2O6PKxABLSMnUyoNRwbBs8GxBnPfJQ81CmF-JU/s320/Accommodations.jpg" width="320" /></a></div>
All
teachers know that we like a good alphabet soup: IEP, 504's, ELL, ESL,
TAG... and the list goes on. While each student has their own learning
needs, some students require additional help and receive help navigating
school and preparing for adulthood. These students can receive help for
anything from fine motor skills, to dyslexia, to brain injury.
Additionally, students may only be eligible to receive these services in
a math goal, or only a reading accommodation. While many core subject
teachers receive help from a Special Education department, it seems that
word language teachers either lack these students in the classroom or
do not receive the same support as core subjects.<br />
<br />
<h4>
My experiences</h4>
Having worked in a variety of district sizes, this is what I experienced:<br />
<br />
<h3>
Large district 1</h3>
In this district I taught <b>high school</b>
with block scheduling teaching Spanish 1. I had large classes in an
urban setting. My most notable class was a class of 29, I had 4 students
that were <i>very</i> <b>gifted</b> and left the last 20 minutes of
every class to attend the local high school for only gifted students
(they attend for the classes they need to and then are bused back to
their regular high schools, they can take 1 or all 8 classes there based
on performance, teacher recommendations, and testing scores). Depending
on lectures and guest speakers, they would also come in late by half an
hour. These students always made-up missed work and were never a
problem, just early finishers (read my post about fast finishers here).
This school did a nice job of not placing advanced <b>native speakers</b>
in the lower levels unless needed for spelling, reading, grammar help.
In this same class I also had two students with ankle tracking devices
and 17 <b>special education</b> students with IEPs.<br />
<br />
I
had no Para Educators in my room, I didn't know any of them were
identified as having IEP's until I noticed patterns in their work and
behavior (3 weeks!!), and went over lunch to track down the head Special
Education teacher and force him to tell me their accommodations. He
then realized I had 17 students in one class and asked me why I was
wasting his lunch if I could just ask the Para... I told him I didn't
have on in my room and his response was "Yeah, I guess none of our Paras
speak Spanish anyway."<br />
<br />
<br />
<h3>
Large district 2</h3>
I worked in a <b>middle school</b>
in an affluent neighborhood (a stark contract from the last district). I
taught Spanish Exploratory and Spanish 1. My classes were around 25
kids. At this age, I had a few <b>TAG </b>(talented and gifted) students stand out in each class but for the most part I did not have any <b>Special Education</b>
students in my classes since they would have many more opportunities to
take a world language at high school for four years, these students
were often in reading skills or math skills classes instead of WL
classes (I actually agreed with this). However, I did have several
students in the same class that received <b>Special Education</b> services with 1:1 Para Educators as the students were either <b>nonverbal</b> or had other <b>severely limiting needs</b>.
I loved these kiddos, and I made accommodations for them so they felt
included and valued (one girl even started to say "hola" to me in the
halls and would give me a high five; best high five's ever).<br />
<br />
<h3>
Medium district 1</h3>
I was with levels 2-4 and in all my classes about 50%, or more, of my students were <b>native speakers</b>.
Most all could not write in Spanish, some could read, so we gave them a
super informal placement test to determine where their needs were so
the were either placed in Spanish 2 or 3 (4 was for college credit and
they <i>have to</i> have a high school credit course completed before taking the college credit).<br />
<br />
<h3>
Medium district 2 and current small district</h3>
Students with accommodations are placed on whether or not it fits in their schedule or encouraged not to take a WL.<br />
<br />
<h4>
Making accommodations in a TPRS/CI class</h4>
<h3>
Spanish 1</h3>
I
truly believe that Spanish 1 is a special class that is pretty much an
equal opportunity employer. Because the language is so basic, the
playing field is equalized to some extent for student with specific IEP
goals (math, language, etc).<br />
<br />
If you teach in a <u>traditional classroom</u> with a textbook and workbook, I would suggest you keep any eye on student with both language and <b>math goals</b>.
Many texts treat grammar as "formulas" and where students can apply
these as a basic level and "plug and chug" with familiar vocabulary.
This formulaic approach to language is very easy for some students to
excel (they also tend to excel at math from my experience) and can let
other struggle.<br />
<br />
In the TPRS classroom and the traditional classroom, it is hard to go a day without reading. Most students with <b>language goals</b>
struggle with reading comprehension and/or writing. Especially thinking
about quizzes, some students struggle reading questions in English,
making it difficult to answer without knowing what the question is
asking for. Now asking comprehension questions in Spanish, where the
word order is different and key helping questions words don't exist; "Do
you have a hat?" "Tienes un gorro?". Spanish 1 students, especially in
TPRS classroom, learn sentence by sentence which is helpful but can
still be overwhelming.<br />
<br />
<u>I suggest</u> asking for a
para educator (special ed helper) if you have more than 3 students with
IEPs and a large class. It is easier to work with them and support them
in a smaller class. Either way, ask their special education teacher for
accommodations that help the students in their English and math courses.
Apply them in the same way or alter them to fit your class. <i>At one school I had 17 kids with IEPs and the school wouldn't give me a para educator because they don't speak Spanish: it is not their job to teach, it is their job to support the student.</i><br />
<br />
<b>Native speakers</b>
in a Spanish 1 class, in a class with a majority of non-speakers, can
make it feel like they are not going to benefit from class, and
depending on their personalities it can become a classroom distraction.
First, give a short written placement test (see mine here). You can see
their reading comprehension and their spelling. Then I would recommend
moving them to Spanish 2 or 3 depending on their literacy level. Spanish
1 is basically vocab building, if they have the vocab they can start
right away on grammar and reading help in level 2 and fine-tune existing
skills in Spanish 3.<br />
<br />
If your school says no, I talk
to my Spanish-speakers before or after school or during lunch. I ask
them what they want to gain from this class besides the easy A. Sometime
my speakers wanted grouped together and they did lots of novel/story
reading and writing. I did much more traditional grammar work with them.
I had one girl who wanted to be a teacher so she became my teacher aid
and loved helping with acting, clarifying vocabulary, etc.<br />
<br />
<h4>
Spanish 2-4</h4>
If
you were fortunate enough to have your students at the lower levels,
you likely know their needs by the time they get to upper level classes.
If not, ask the previous teacher what work and be cognizant that their
scores may be reflecting a learning need, rather than their proficiency.
The same suggestions I listed above apply at this level. BE EXTRA
CAREFUL that you are meeting needs of all your learners.<br />
<br />
My number one suggestion for upper-level teaching for students with accommodations in high school: <i>Ask the student what they need after establishing a relationship</i>
with him/her, and continually follow-up. Many students at this level
can self-reflect and tell you what does and doesn't work. Also be
careful not to "cave into" giving them easier work that doesn't apply to
their learning goals; that is cheating.<br />
<br />
<h4>
Students with severe delays/needs</h4>
I
really only had this happen at my middle school exploratory or Spanish 1
classes. These students had their own 1:1 para educators (who were
phenomenal) and there was obviously no way they could "learn Spanish".
However, they brought joy to the classroom and had supportive peers,
luckily for me. It broke my heart when it became obvious that there was
no expectation for them to participate or enjoy class.<br />
<br />
My
number one suggestion is to ask their main teacher what skills the
students are working on in the classroom and try to help out. Here is
what I did:<br />
<br />
My student with Downs Syndrome could write
her name and could speak. Her goal at the end of the semester was to be
able to use "hola" and "adios" correctly plus maybe recognize a few
other vocab words. I took our vocab words and wrote them on the lined
paper for preschoolers. The word were written with dashes so she could
trace them. There were also clipart pictures to the side to color. She <i>loved</i>
them. She was also working on counting money in her classroom so we
worked on "Cuanto cuesta" and money names. At the end of the semester
she mastered: hola, adios, bueno, uno, tres, cuatro, and could match a
few colors. Her para educator cried when I left and thanked me.<br />
<br />
My
nonverbal student also had some physical limitations but loved music.
So we started class every day with the same song so she could dance and
the other kids sang along. They were working on fine motor skills in her
classroom so I printed connected the dots pictures of "Mexican things"
and let her para educator hep point out the next dots. I also did
current vocabulary color images she could try to color in. She was able
to match her head movements to "si" and "no" by the end of semester.<br />
<br />
My
students that could kind of read and write could also speak. We focused
on introductions (he was working on manners and social skills in his
room) and manner basics. He could memorize anything but not apply it
appropriately. I focused on sequencing a conversation like a typical
introduction conversation would go and he memorized that. He was able to
us "por favor" and "gracias" appropriately by the end of the semester.<br />
<br />
<h4>
Key take aways</h4>
Ask,
ask, ask, ask, ask for help. These student have someone assigned to
help monitor progress and to help teachers make meaningful
accommodations. Don't worry about bothering someone, worry about
severing your students to the best of your ability!Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-45770694933608432272016-08-12T11:02:00.000-05:002016-08-12T11:15:16.277-05:00The First Days Back in Spanish Class<div class="separator" style="clear: both; text-align: center;">
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The conversations are rolling about how to start the year in a CI/TPRS classroom. While I may not be perfect, this routine has worked fantastically for the last three years. I am the department of one in a high school so I know 3/4 of my students every year as they come back; I do believe this can work in middle school as well. For the elementary teachers, I offer no advice and believe you are a special breed of angel sent to work with young children. May the force be with you.<br />
<br />
My simple answer to how to start the year is: teach your subject from day 1. <br />
<br />
Here is how I plan it.<br />
<h4>
Steps to planning</h4>
<ol>
<li>If your school says you <i>have to</i> introduce certain things, do that.</li>
<li>Find out, 100%, what is your school's policy about dropping/adding/switching classes. </li>
<li>Teach rules and expectations in English: These should never be unclear in any way or leave room for "I didn't understand that".</li>
</ol>
<h4>
The have-to's</h4>
I am a person who lives on the edge of "I will do what's best for my students" and "I still want to keep my job". Luckily, for the most part, I have had supportive administrators that allow me to flirt with that line and keep me in-check.<br />
<br />
If your school requires you to preview a syllabus, do it. <br />
If you have to rehearse and highlight emergency procedures, do it.<br />
<br />
While you may think, "Oh, I'll do that next week. My plan is so much better," you are lying to yourself. Your plans are<i> always</i> better than the routine reminders, but you will forget to overview it and it is important.<br />
<br />
<u>Example</u>: At my old school we had 8 period days with 48 minute classes. I taught
Spanish 1 and exploratory. Students had the first 4 days to switch
classes. We were also <u>not</u> allowed to give homework or
"significant" in-class work to accommodate late schedule changes. Day 1-
Required syllabus and class materials review. Introduction activity.
Day 2- Required emergency procedure review (tornado, lock-down, fire,
etc). Teacher naming students activity. Day 3- Required handbook policy
review as selected by principal. Webquest on Spanish speaking countries.
Day 4- Required (at our choice) team-building exercises. <br />
<br />
<h4>
School policy on class changes</h4>
This is a big one. This <i>should</i> determine your first week's plan. You need to offer insight to the course expectations to your students <i>and</i> give them a genuine taste of class. If all you get through before the end of the changing classes window is a syllabus and one fun activity you will have students in your classes that may not be ready or as committed as they need to be.<br />
<br />
<h3>
<u>My Light-bulb Example</u> </h3>
<br />
From my required days listed above, this was great for community building, but at mid-term I had a student come up to me in tears because class was too hard and she wasn't expecting to have to use and listen to "that much Spanish" (this was a very loaded situation). After that private conversation and midterms, I polled the class; over 90% were happy with where their grades, but <i>over half said they didn't realize how much work it was going to be since the first days were "super fun and easy"</i>.<br />
<br />
<h3>
<u>What I do now... and will in 7 days</u> </h3>
Currently I teach high school in a <a href="http://surprisinglyspanish.blogspot.com/2016/06/teaching-with-tprtprs-in-block.html" target="_blank">block schedule</a> and students have three days to change classes. Because of the order they are seen, it is possible that I don't see a student until day 3 or 4 (this has happened a handful of times).<br />
<br />
<br />
My <b>number 1 suggestion: teach from day 1</b> like it is a normal class. My Spanish 1 students walk-in and I only speak in Spanish for the first half of class; they've never had Spanish exploratory. I have them line up ("haz una linea" and I point and motion like a crazy woman). They get it every time. I also have a <b>seating chart</b> done before they walk in the door, I can make changes as needed. I model introductions by playing two people and then write it on the board phonetically (Oh-la, may yam-oh Profe). When the students catch-on, they say it quickly and and show them their seats. Once they all sit down, I go into English and high-five all of them for being awesome Spanish speakers. **I am aware this is not 100% CI/TPRS friendly, but it easily sets expectations of behavior among themselves, between myself and the students, and that they will survive.<br />
<br />
My English portion is handing out a welcome letter that introduces the class expectations that both the parent/guardian and the student sign and turn-into me. I <u>don't </u>review it with them. They can read it on their own time.<br />
<br />
Then back into Spanish we go. I play the super catchy <a href="https://youtu.be/IRXeDfxcjjc" target="_blank">"buenos dias" song from YouTube</a> and have them join in. The second class we start the exact same way and then we play a pair-dance-switch game; they LOVE it every year and sing it to me in the halls... which gets the upperclassmen singing it too. Spanish 1 goes directly into cognates and then into a "manners game" were they get a small candy by saying "por favor" and "gracias" to each other for 3 minutes straight and exchange the candies hidden in their fists. <br />
<br />
For Spanish 2, 3, and 4, they also have to do introductions and we start right away into "real learning". Spanish 2 typically goes into story telling, then asking, then a mini "mi verano" book project, and a novel by the start of week 3 (which is class 6 for us). Spanish 3 and 4 start with review projects plus a novel (<a href="http://surprisinglyspanish.blogspot.com/2016/07/welcome-back-spanish-3-4.html" target="_blank">see my post here</a> with a freebie).<br />
<br />
<br />
<h4>
Rules and Syllabus </h4>
I assume they <i>know</i> at this point how to behave in a classroom and
they will choose to do so, because I expect it from the moment they
walk in the door. I also do not have any "required" information to
review with each class (we do that with our 15 minute homeroom time in
the AM).<br />
<br />
<u>Week one</u>: I teach my expectations as they are needed, in English. <br />
<u><br /></u><br />
<u>Week two:</u> I go over my serious rules (this is a judge-free zone, give it a try, ask for help or tell me to slow down) and syllabus with students in English.<br />
<br />
I normally hand out a quick "calendar" of the quarter or semester with quiz dates and grading period deadlines. They can add things in as we get there.<br />
<br />
<h4>
Behavior expectations<u> </u></h4>
I truly believe that if you start class with rules you become a dictator rather than an educator; especially at the high school level. We need to trust students that they know how to act and just <i>expect them to do it</i>.<br />
<br />
My other major piece of advice is: <b>do not let students get away with any form of poor behavior the 1st quarter</b> when you have new students. Be tough but loving. Being firm makes them know you are keeping them accountable for being young adults. My upperclassmen will walk into one of my classes and even give younger kids the stink-eye if they are sharpening a pencil while someone else is talking or if they break into English. I never taught these rules, but they just pick-up it is part of <i>respect</i>.<br />
<br />
<b>Model the behavior and <u>consistently</u> expect it</b>. Foremost, do it with love. If you don't at least tell yourself you like all your kids, it's going to be a long year with no report or respect. <i>Always give love and respect before they've "earned it"</i>. They are humans, they deserve it. <br />
<br />
Also, do behavior correction in English. If you need to, send the kid to the hall to remove him/her from the audience (here is a link to my <a href="https://www.teacherspayteachers.com/Product/Student-Behavior-Accoubility-High-School-2709545" target="_blank">behavior accountability form</a>), I have them complete the form, and then I check-in when I'm ready, quick chat, and we walk back in with a clean slate. <b> </b><br />
<br />
<b>Avoid sending kids to the office </b>(unless it is physical/verbal violence). Sending kids to the office doesn't build a report with them, and it says "you are beyond my ability and/or care". You do care, you can't "deal with" unwarranted behavior in that moment because you are teaching, not because that student isn't important. In the last 6 years I have sent 3 kids to the office (once cussed out another student, one flipped a desk into my body while I was pregnant- she was high-, and the third walked-in while I was a sub and kicked another student in the gut). Sending them to the hall and the student knowing they will be contacting their parents with me the next time they have an issue seems to deter all of it.<br />
<br />
<br />
I hope this is helpful and you have the best year yet, or at least one coffee and donuts can comfort.<br />
<br />
-SamProfe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-49176410103803987232016-08-10T21:16:00.002-05:002016-08-10T21:40:59.330-05:00But I Have a Textbook...<div class="separator" style="clear: both; text-align: center;">
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With CI and TPRS hitting the world language teaching community like a freight train, I have noticed the rise of textbook haters. I am here to stand firm as someone who doesn't have textbooks to defend those with textbooks. I hear your cries and you are not alone! Nor are you as limited as you may think.<br />
<br />
<h4>
Textbooks serve a purpose</h4>
For large districts, especially those with transient populations, it is impossible to expect a student to learn a language if every school has multiple teachers teaching at different rates and different topics. Requiring all 35 Spanish 1 teachers to use one curriculum is the best way to serve students. Having identified thematic units with consistent vocabulary and similar grammar pacing, you help those students who are already at a disadvantage from moving so much keep up with their classmates.<br />
<br />
I taught in several districts like this. I once had 30 students enrolled in class and only 28 desks; I never had a problem with not having enough desks because of the rotation of students. It was <i>so</i> much easier to accommodate a new student from the high school 9 miles away because I knew what the student would have been exposed to.<br />
<br />
<h3>
Textbooks also have limitations</h3>
Many teachers take their textbooks as <i>everything</i> they <i>have to</i> cover. I know there are district wide assessments, standardized test, etc. Those cannot cover every little thing in the books.<br />
<br />
Textbooks are also written to expire so you keep buying them. Major and significant cultural events take place that transform cultural norms (the embargo ending with Cuba). The language changes before the new edition comes out. (When I started at my current tiny district the technology section had "floppy disks" in the vocab list.)<br />
<br />
When teachers feel bound by a textbook, teachers stop teaching and they start shoving. We shove 45 new vocab words at them per unit, we shove three distinct grammar concepts at them, and we shove outdated cultural references at our students. They can't take all of that, and we know it. Then we shove "how to cram" "study skills" at them and tell them to focus really hard two nights before the quiz. Then we pray it sticks.<br />
<br />
Look at all the Facebook teacher-y groups you belong to and read the threads about "the worst vocab section you were required to teach" or "this was on a standard test and I didn't know the answer". They are great for a laugh at the end of a long day. <br />
<br />
<h4>
Textbooks are tools, not a life plan</h4>
<br />
I would genuinely state that <i>any </i>teacher, no matter the subject, that teaches a textbook front to back isn't doing their job... and is slightly insane. Our math teachers teach units out of order because it works better that way. Our science teachers use YouTube videos to highlight new applications of what is happening with the very concept they are studying. Our English teachers are using modern parallels to draw connections to "classic" literature. <br />
<br />
<h4>
Mixing CI/TPRS with your textbook </h4>
<h3>
Take baby steps</h3>
If you or your district isn't 100% on board with CI/TPRS then don't go 100% into it. Slowly start finding supplemental materials and work them in. There is a lot you can do to start going that direction.<br />
<br />
Some baby step suggestions:<br />
<ul>
<li>Timed write as your bellringer (you can use a picture or set of vocab words from the unit to get them to practice that specific stuff) </li>
<li>Story telling or asking instead of "read the selection, answer the questions"</li>
<li>Key cultural points in the book, find YouTube videos of what they are talking about, use it as a MovieTalk</li>
<li>Cloze listening activities for key grammar structures or vocabulary are great ways to get in listening practice</li>
<li>Teach in 90% TL for 90% of your classes</li>
</ul>
<h3>
Identify the resource </h3>
When I was in the large districts, I was the only one with a book in my classroom. All the other books were stacked inside of file cabinets. I used my teacher guide as a pacing reference, cultural key points, and vocabulary builder. I should also note that my students kept up with the Jones' no problem, and I was their third teacher three months into the school year. <br />
<br />
My teacher edition of <i>Realidades</i> had a TPRS story book for me to use; it wasn't bad! It even had mini stories for in class read-alouds.<br />
<br />
Once your scope and sequence is identified, the hard part is done! <br />
<br />
<h3>
Identify key grammar points</h3>
I know the CI/TPRS is not grammar focused, but your district and textbook are. I suggest starting here. Max out at 3; this means you may actually teach two mini units instead of one big unit. Think: if your students are solid on the first part, adding the second part is easier and they should do better on the district exam.<br />
<br />
Knowing you need to incorporate 1)me gusta, 2) te gusta, 3) le gusta is easy when doing PQA or asking a story in general. That will take 2 classes tops before you're ready to add more.<br />
<br />
<h3>
Identify vocabulary</h3>
This is the easy part, the list is at the end of the chapter! Genuinely look through the list and get rid of things that are antiquated or seriously not helpful (no one uses "floppy disk" or "armed chair"). I made lists on Quizlet and divided them up by "likeliness to be used in a story together". That way students could study the words in a grouping that touched them emotionally, physically, and differently than rote memorization.<br />
<br />
<h3>
Use the exercises in the book</h3>
If you have a district test it <i>should</i> be written like the textbook (makes sense, right?). Give these as your formative assessments, or check-in points.<br />
<br />
If you get really good, you could ask a story around questions that already exist and use that as your comprehension quiz. It worked one time for me and it was great (there was a reading about a girl going to school, but I asked a story and they could still answer the book questions).<br />
<br />
I also found it fairly easy to find YouTube videos that the questions would also work for. Many times I turned the sound off and had student watch the silent video and then answer questions, that way you are truly assessing their reading. Also think MovieTalk. It's great!<br />
<br />
<h4>
Never feel bad for teaching from a textbook</h4>
I cannot stress this enough. Most of us non-native speakers learned our language from a long series of textbooks then studying abroad. This is not something to be ashamed of.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-1811507747714236232016-08-09T20:09:00.001-05:002016-08-09T20:19:48.779-05:00Helping Parents Help Students in a World Language Class<div class="separator" style="clear: both; text-align: center;">
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And so it begins. Welcome to the <i>almost</i> 2016-2017 school year. I have been in my classroom more than I want to admit this summer so I have been keeping up with my emails. I already have two from concerned parents about how they can help their students succeed this next school year. As teachers we could get into a long debate about the role of parents in high school students' education paths; over-bearing vs absent, enabler vs absent, too critical vs absent... see a theme? At times I remind myself that I would rather have a parent talking to me rather than not knowing if they exist.<br />
<br />
As world language teachers, we also know we have a special breed of parent absentee-ism until grades are due. I have received a wide range of responses from parents (from "teach me" to "how can you expect them to learn a language you grew-up speaking"- which is untrue), so here is what I have done in the past and what I am currently doing to empower parents.<br />
<br />
<h4>
Policy: talking to parents</h4>
My advice: Make a policy about talking to parents and <i>never, ever,</i> break it.<br />
<br />
My policy is not written any where except a sticky note in my desk drawer; five years later and I still look at it from time to time. My policy is: <u>Email</u>- I never respond to an angry email before 24 hours. I always cc my principal in the response and forewarn if needed. I respond to random, check-in emails as soon as I can. <u>Phone</u>- I only respond to voicemail because of our schedule at school I let all exterior phone calls go to voicemail and return later. I can also be prepared to answer questions and anticipate voice tone. <u>Grades</u>- I discuss grades with students first. I will tell parents what they can see on the online grade book and walk them through it, but I only talk to students about "corrective plans". If the student hasn't come in to see me, I let the parent know and then call the student in during homeroom time.<br />
<br />
<h4>
Routine Communication</h4>
I send out email blasts every 2-3 weeks for my lower level students. I copy students in if they need to . <a href="https://www.teacherspayteachers.com/Product/Parent-email-template-and-explanation-2599298" target="_blank">Here</a> is a copy and editable format for my parent emails. My upper levels seems to be the week before a big grade is due, if that. They are high school juniors and seniors at this point.<br />
<br />
I keep basics on <a href="http://www.wcv.k12.ia.us/vnews/display.v/TP/5790fbed2bd7b" target="_blank">my school webpage</a>. It is sorted by level and I have a "Parents: How to help" section. This has hints and links to resources.<br />
<br />
<br />
<h4>
Give them resources</h4>
NEVER LEAVE A STUDENT/PARENT POWERLESS. Even if there really isn't much a student can do <i>right now</i> to raise the grade <i>immediately</i>, offer some type of help. Use a Quizlet teacher account (my kids LOVE it), assign or give YoutTube videos leveled for language learners, tell the student to play DuoLingo for fun, and to find some music in the TL they like and share it with you (this can also work as "recoop" points if you allow it). <br />
<h4>
Get out of jail "free" card</h4>
"If you have any more questions or ever wonder what class is like, please come and experience Spanish class."<br />
<br />
Always leave that door open, <u>and mean it</u>. I have had irate parents that never "attack" again after that statement, I have had supportive parents say they will stop in, and I had one parent come in for fun. The one parent that came in visited a class that wasn't her student's class and loved it; then told all their friends. The best way to build relationships is to work at it, just like you do with students.<br />
<h4>
Responding to common comments: conferences</h4>
This is a quick look at how I respond to parents, especially at conferences. I try to keep it short and sweet and don't deviate from my written policies (and my mental ones). Most parents are great supporters, some are advocating for their child and are not fun to "deal with". Just remember, we don't know any more about what is causing a reaction than they know what our day to day classroom looks like. <br />
<h3>
I took (a different language) in high school</h3>
This is a great problem to have! Parents are aware that students need to study, that learning another language is hard, and most of them came from rooms where the teacher never spoke in English. <b>Don't forget:</b> ask them what their experiences were like. Build on this by relating what they remember and explain how your classroom works (briefly).<br />
<br />
<u>Example</u><br />
Parent: "I took German in high school and that teacher never spoke in English. I was so overwhelmed by all the worksheets and not understanding that I quit after a year."<br />
<br />
Teacher (you): "That is great you tried! It can be overwhelming when teachers move on and you have no clue what is happening. The way I teach, I try very hard not to move on until we are all on-board. That's why I need Johnny to let me know, <i>somehow</i>, if he isn't understanding. If he keeps talking with me, he should have a successful year!"<br />
<br />
<h3>
I took (this language) and don't remember anything</h3>
This is harder to address on a personal level. My suggestion is to look forward and stay focused on the current student. The easy way "out" is to respond with a playful "Hopefully Susie will have a different experience!"<br />
<br />
<u>Example</u><br />
Parent: "I took Spanish in high school for four years and remember random things. I won't be much help."<br />
<br />
<br />
Teacher: "I bet you will remember more if Kyle starts retelling you the stories from class. Since we don't have textbooks, a great way for Kyle to practice at home is to retell you some of the fun things that happened and then you can try to translate them. He can help if you get stuck."<br />
<br />
<br />
<h3>
You don't have a book, how can s/he study at home?</h3>
This is a valid question, especially if you don't have a textbook and their student's grade is lower than expected. I designed my class so there is a component they can prepare for outside of class. This gives both the student and the parent feeling like they can control the grade somehow. My "control" or easy points are their vocabulary quizzes (They take 25 words at a time from the top 100 words list with the ability to retake as needed until the next list. They know what list to study for and I have seen an improvement in reading speed with accuracy during novels).<br />
<br />
I also believe that as CI/TPRS teacher I <i>do</i> need to provide work to recover grades (if that is your policy) that doesn't require <i>me</i> retelling a whole story or a ton of work on my part. I am already stretched thin, this may change as I become happier with my curricula and reuse it from year to year and as my tech in my room actually starts to work.<br />
<br />
<u>Example</u><br />
Parent: "Lacy's grade is much lower than what is acceptable at home. I never see homework here and she doesn't know how to bring her grade up. What does she need to turn in?" <i>There are landmine sentences in this.</i><br />
<br />
Teacher: "Because of the way I teach, they have very little homework. I don't want any student to form a bad habit by practicing something incorrectly and make it harder in the long run. I am looking at her grades and she is missing a couple in-class assignments that she needs to check her binder for. She also needs to come talk to me so we can work something out and I can learn exactly where she is struggling."<u> </u>Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-58714164430772713622016-08-03T11:35:00.002-05:002016-08-03T12:03:47.225-05:00Grade Like You Mean It 2: Organizing the grade book<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLUx7eqqUIO6XKM-FrBwQeiJbRSIIE7dS8Av5AW57IEoJbC0nyGvyM2HmUTOXFiw3QGTzCfMaAGfTJ2vfHI2fZRlIFEKXI3EaGO4TaMI-dJAqx7-Tk2yAd-12eUue1JeypuuRS7gIqlII/s1600/gradebook.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLUx7eqqUIO6XKM-FrBwQeiJbRSIIE7dS8Av5AW57IEoJbC0nyGvyM2HmUTOXFiw3QGTzCfMaAGfTJ2vfHI2fZRlIFEKXI3EaGO4TaMI-dJAqx7-Tk2yAd-12eUue1JeypuuRS7gIqlII/s200/gradebook.jpg" width="200" /></a></div>
Thanks to many great conversations through Facebook feeds and personal messages, I have had time to reflect and think about the organization process of transitioning my grading style. I had it worked out in my head, but nothing formally written down; a crucial step in goal setting. So this is my post about what this change means for me as a classroom Spanish teacher.<br />
<br />
<br />
<h3>
Setting-up my grade book</h3>
<h4>
Paper copy</h4>
My paper copy of my grade book won't change much. Yes, I still keep a paper copy because my trust in our online grade book has yet to be established (I did randomly lose an entire quarter of grades for two classes last year, win 1 for the paper back-up). My paper copy makes it easy for me to look at a student's behavior patterns (magically sick every time a project is due, never retakes a vocabulary quiz, etc.). I can also see if there are a lot of pink highlights in one assignment, I need to stop, reteach, and reassess. It is also easy to pick-up and go to IEP or intervention team meetings. This is also where my love for color coordination comes in. (I will post a picture of my book from last year)<br />
<br />
I use high lighters and written symbols to track things like absences (A in corner, highlighted in blue), missing assignments (highlighted in yellow, also circled if due to an absence), failed assignments (highlighted in pink; if they retake I write the new score in pen over the old score and highlight), behavior concerns (bx in corner in pen), and days I contacted parents (p in corner). Sounds like a lot, but it just works for me.<br />
<br />
<h4>
Online grade book</h4>
With the online grade book, we have very limited features and it vaguely resembles Windows cerca 1990's. We can't add commentary to an assignment (e.g. "0 points due to cheating/absence/not-submitted) and there is no highlighting or otherwise linking assignments together. The teacher side is also less organized looking than parent/student side.<br />
<br />
<b>Categories</b> <br />
May teachers set up their grading categories by type of assignment: quizzes, projects, homework, participation, etc. Other options are by unit which is very helpful if you use a textbook: Unit 1, Gustar Unit, Realidades 2.6, etc. The standards-based school I was at used skill sets: Culture, Reading, Writing, Listening, and Speaking.<br />
<br />
<u>Proficiency-based</u>: I am using the proficiency guidelines set-up by IWLA (discussed in previous post <a href="http://surprisinglyspanish.blogspot.com/2016/08/grading-implementing-proficiency-based.html" target="_blank">here</a>). Therefore my grade book will use the three modes of communication as my grading categories: Interpersonal Communication, Interpretive Communication, and Persentational Communication.<br />
<br />
<b>Weights</b><br />
The math department uses weights with their categories to calculate final course grades: 60% Tests and Quizzes, 40% Homework. When I was at the standards-based school, all five of our categories were weighted equally at 20% each (reasoning that all skills are equally important to language learning). <b>Pros:</b> This can keep "fluff" points from skewing final grades (e.g. homework, participation). Students <i>have to</i> preform well on their summative assessments if it is a project or test. <b>Cons:</b> The weights may not reflect what happens in the learning process. I taught 6 sections of Spanish 1 at the high school level when all five of our categories were worth 20% each. The problem I ran into, that the Spanish 4 teacher did not have, was that may Spanish 1 students weren't speaking as much so they had less grades entered into that category (we could only enter summative assessments for grades). The first quarter of the year, three grades made-up their entire Speaking category while the other categories had 10 assignments each. That meant that three assignment grades made up 20% of their final quarter grade. Not fair.<br />
<b> </b><br />
<b>Points</b><br />
For the last few years I have used total points for my grading system, no weights to any category. I still used categories to keep my grade book organized, but none were "valued" more than the others. <b>Pros:</b> Their grade reflects their overall work and mastery of the language in a very raw form. This also makes it easier for me to keep a consistent grade book between all four levels of Spanish. <b>Cons</b>: Grades can become easily diluted by "fluff" grades. If you give 5 points a week for participation and 5 points for every homework assignment; you can be giving out anywhere from 10-20 points a week in "effort" points. By the end of a quarter, that's 90-180 points. That is now worth more than the four 25 point vocabulary quizzes you gave and possibly worth more than your unit test.<br />
<br />
<br />
<b> </b><br />
<b> </b><u>Proficiency-based</u>: I am going to continue to use points. I am very careful about what I take the time to grade versus look-over and use for my feedback. I want their grades to clearly reflect their mastery of Spanish, not how many papers they can hand-in on time.<br />
<br />
They have 100 points worth of vocabulary quizzes per quarter. They typically have a mid-term and quarter test at 100 points each. Homework and participation points never total more than 40 points per quarter. Their comprehension quizzes from class stories etc. are about 10 points each and I don't use the grade for every quiz in the grade book. They normally have one smaller project about 50-100 points each quarter and a bigger project about 100-150 points at the semester.<br />
<br />
I give homework points based on completion, and homework and
participation points are very few, maybe up to 5 points at a time. (I
also have a different idea about what homework looks like in my TPRS/CI
classroom.) These points are never daily, maybe weekly. This gives
enough "padding" to their grades to allow for a bad test day. *My Spanish 3 and 4 classes don't have homework or participation points.<br />
<br />
<h4>
Assembled grade book</h4>
I anticipate all three categories to be close to even by the end of each quarter. Spanish 2-4 should be just about 33% each. I think Spanish 1 will have a Presentational Communication category closer to 25-30% of their final quarter grades to allow for their comfort levels and their development in the language. Also remember that Presentational Communication looks very different at Spanish 1 versus Spanish 4 per the "I can statements".<br />
<br />
My grading categories are in bold. The scores underneath each category are exactly what I type in the "assignment description" box in our online system. The points are in parenthesis and go in the "points possible" box in our online system. If you are standards-based using a 1-4 or 1-5 etc. scale, this is where your scores go.<br />
<br />
I hope to include a picture soon (whenever the online system is up and running), but here is essentially what my grade book will look like after the introductory unit in Spanish 1.<br />
<br />
<span data-ft="{"tn":"K"}"><span class="UFICommentBody _1n4g"><b>Interpersonal</b>: (totaling 29 points)<br /> HW- greeting dialogue arrangement (2pts)<br /> P- polite exchange game (2pts)<br /> Q- Greeting questions (10pts)<br /> Pjt- Hanging out with the new kid (15pts)<br /><br /><b>Interpretive</b>: (totaling 24 points)<br /> HW- comprehension questions reading story Miguel (2pts)<br /> P- Active involvement class story Dracula (2pts)<br /> Q- listening comprehension quiz Sara (5pts)<br /> Pjt- Hanging out with the new kid (15pts)<br /><br /><b>Presentational</b>: (totaling 22 points)<br /> P- skit practice howtnk (2pts)<br /> Q- grocery store checkout line responses (10pts)<br /> Pjt- Hanging out with the new kid (10pts)<br /><br />You
can see for this unit- the final project was 40 points, quizzes were 25
points, and homework/participation are 10 points. As the year goes on,
they receive less possible participation points, in the beginning it
helps them be accountable for being involved in class. </span></span><br />
<br />
<span data-ft="{"tn":"K"}"><span class="UFICommentBody _1n4g">The "Hanging out
with the new kid" is a skit that each small group prepares using basic
introductions and simple phrases. They record these and I grade them
privately; following up with each group about their grade. It was only
one assignment but it hits on all three categories based on the
assignment requirements. <br /><br />I also labeled the stories by character name so I can find which story it is for absentee students</span></span>Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com1tag:blogger.com,1999:blog-6662374483278815654.post-1962414814870387522016-08-01T19:44:00.004-05:002016-08-01T20:03:16.761-05:00Grade Like You Mean It: Implementing Proficiency Based Grading<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzbMf8uSgZ3wx01NKiYmZbQ3755kyVJ7yPAGGNhcenoHAxZE7lxGmSKDEUUtfZJLlZCtYxmmQiTZtzXYiDYbdbruiMO9QlSJT141zZJz8eWi-7F9xR0KGX4Iuf_-3NPnRsGxyLb8iag3Y/s1600/gradebook-clipart.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzbMf8uSgZ3wx01NKiYmZbQ3755kyVJ7yPAGGNhcenoHAxZE7lxGmSKDEUUtfZJLlZCtYxmmQiTZtzXYiDYbdbruiMO9QlSJT141zZJz8eWi-7F9xR0KGX4Iuf_-3NPnRsGxyLb8iag3Y/s200/gradebook-clipart.jpg" width="200" /></a>I am pretty lucky in my small school district; I have no set grading categories or requirements outside of the standard 10% grading scale (90-100% is an A). I have been in larger districts with set grading policies, even down to the structure of the grade book. I have worked with standards based grading (which I like... more later on that), weighted grading and grading by points. This post will document why I am changing my grade book and what it will look like as a TPRS/CI teacher.<br />
<br />
<h3>
Identifying and Defining "Proficiency"</h3>
For new teachers, <a href="https://www.actfl.org/" target="_blank">ACTFL</a> is the "governing body" of world language teaching. ACTFL does not actually govern, but supports us like the government is supposed to. They provide an array of resources, and the most applicable part to our job as classroom teachers; standards.<br />
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Here in Iowa, we have no standards on a state level for world languages. All school districts are required to offer four consecutive years of one world language for high school credit. Great for job security, but lacking in the support and funding that other subjects receive (there is good and bad to all of it). However, we have a great local language association (<a href="http://www.iwla.net/" target="_blank">IWLA</a>) that is working to promote not only unity among world language teachers, but also on <a href="http://www.iwla.net/Iowa-World-Language-Competencies" target="_blank">language standards</a> and the seal of biliteracy.<br />
<br />
The standards adopted by the IWLA are based on the ACTFL standards but paired down and easier to apply in the classroom without being over whelmed (in my opinion). These are teacher-friendly <i>and</i> student-friendly with handy "I can" statements.<br />
<br />
<h3>
Purpose Behind Change</h3>
I am on the standards-based grading train; grades should communicate mastery of skill and competency.<br />
<br />
Previously, my grade book was point-based. It naturally weighted quizzes and tests higher. However, if I had a few lazy kids that missed multiple 5 point assignments but mastered the skills on the test, sometimes they had a D and couldn't continue on to the next semester of Spanish. I also looked at the grade book from the student view and it was all a list; no clear focus on what the struggle points were. That limited student self-reflection on their progress in class.<br />
<br />
At a previous district, they weighted the 5 C's (ACTFL) equally at 20% of the final grade. That didn't work well in lower levels because they may only have a few oral exercises and that could seriously impact their grade; even if they were really mastering reading and listening as many TPRS classrooms look like in the first year.<br />
<br />
I want my students to see their grades, and know it represents their progress in Spanish language. I want them to know where their strengths are and what they can work on.<br />
<br />
<h3>
My New Grade Book</h3>
This year I will break my grade book up into three sections based on the IWLA standards: Interpersonal Communication, Interpretive Communication, and Presentational Communication.<br />
<br />
I am going to still operate in a points system that varies based on the level. <b>Caution:</b> When using a points-based system, you have to be careful to not "dilute" their grades with fluff and practice. If their grade is mostly made up of mini formative assessments (homework, in-class assignments, participation), then their grades can't communicate master of content, only how must "doing" they did. Yes, turning things in on time, following directions, and being engaged are life skills, but at 13 should failure to do homework really sink their grades if they are consistently hitting high marks on summative assessments? That is a personal question you have to balance for yourself or do what the district tells you to.<br />
<br />
<h3>
Student/Parent View</h3>
I learned this last year that the student/parent view of the online grade book doesn't look too different from the teacher side. I will be dividing my grades by the three categories above. Within each category, I will label the grade by type (homework, participation, quiz, project, or test) and then give points earned.<br />
<br />
<h3>
Assigning Points </h3>
My <u>homework</u> used to be 5 points, all or nothing. This year it will be 2 points; done and one time 2, done and late 1, not submitted 0. This will not significantly impact their grades, but will show them and their parents if they are completing all the available learning opportunities; which sometimes clarifies why they are not progressing in class. I should clarify that "homework" is typically in-class work they may need to finish outside of class if they did not finish. We have block scheduling and a "seminar" study period, so I am okay with students needing to continue or put finishing touches on work outside of class. I very rarely ever assign content to be completed outside of class; 1) they cheat, 2) I don't want them to form bad habits if doing something incorrectly, and 3) they cheat. I do give choice work at a rate of 2 per quarter and 25 points each. This helps cushion their grade a bit and demonstrates clear connections between class and the real world.<br />
<br />
<u>Participation</u> really only shows up when they start to disengage. Usually 1 or 5 points. They receive credit for staying in Spanish during centers, or really going for it during Muevete Miercoles, or answering enthusiastically during coral responses.<br />
<br />
<u>Quizzes</u> are around 25 points in my class. They take the 100 Most Commonly Used Spanish words 25 words at a time. They can study for this outside of class and I have seen that it has helped when reading novels; they fill in the "little" words quickly. Reading quizzes are about 10 points each and frequent in the beginning so I can catch kids that are falling behind quickly (and adjust my pace).<br />
<br />
<u>Tests</u> are typically around worth 100 points and normally have 105 points possible. I expect them to make mistakes at this point so it gives them wiggle room without fear of "retribution". I don't know why, but their scores go up compared to classes without the extra 5 points but still the same test.<br />
<br />
<u>Projects</u> are long-term and normally between 150-200 points. This includes check point scores. I give a 10% deduction from credit earned, per day, for late projects. <br />
<br />
<h3>
Clear Communication is in the Label</h3>
Clearly labeling the type of assignment and what the assignment is will help you with absentees and over vigilant parents. Labeling "Quiz: class story 1" is not helpful. Labeling "Quiz: In-class Victoria gustar" is very helpful. You know the student missed the story the class developed about Victoria that focused on the "gustar" structures. You know what Johnny needs to work on to build that skill or make-up the 10 point comprehension quiz.<br />
<br />
I also put large assignments in ahead of time, no point value until later. This lets parents and students know that they need to be working. "Novella Title: Final Project in 2 weeks" is a great space label.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-25230605520155466232016-07-26T08:37:00.003-05:002016-08-03T12:00:12.196-05:00Pobre Ana (as my textbook) <i>*Disclosure: I have put links to other sites in here. I am <u>not</u> paid or other wise encouraged to select these resources over any others or to promote them. This is genuinely how I choose to teach my classroom with my selected materials.*</i><br />
<h3>
</h3>
<h3>
</h3>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0-XseKf5x8hgj3Otw77KYL2ARxPXq5dTAM21awvj5gP2XNqrZEw2d0InQdoiXmP3ZyOqx0TsoUgmUWSNU1WJ3Zbp53z9NZJjK8I5RpaXHo-ZuDrNtPlwZCLazAwaP5m-b3usIIXNaGyk/s1600/PobreAna.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0-XseKf5x8hgj3Otw77KYL2ARxPXq5dTAM21awvj5gP2XNqrZEw2d0InQdoiXmP3ZyOqx0TsoUgmUWSNU1WJ3Zbp53z9NZJjK8I5RpaXHo-ZuDrNtPlwZCLazAwaP5m-b3usIIXNaGyk/s200/PobreAna.jpg" width="176" /></a>A dear friend of mine has been teaching for a while and she likes the idea of using a novel but likes the structure and variety of exercises her textbook offers. So we talked and I explained that I treat my novels (especially in Spanish 1 and the first novel of the year in 2, 3, and 4) as textbooks. I was talking to her and she thought this was very helpful for her and decided to pass it on. Then she called with questions, 6 times. I promised to write this, in hopes to help others see into my crazy brain and help in any way to encourage people to transition to TPRS methods (that I am self-admittedly not an expert at).<br />
<br />
I am a classroom set of my novels (I own most of mine and the school bought some...). Ideally I would like each student have a book. You can buy many leveled readers from many sites (<a href="https://www.amazon.com/s/ref=nb_sb_noss_1?url=search-alias%3Daps&field-keywords=pobre+ana&rh=i%3Aaps%2Ck%3Apobre+ana" target="_blank">Amazon</a>, Teacher's Discovery, <a href="http://tprsbooks.com/" target="_blank">TPRSBooks</a>). Here I will focus on just Pobre Ana, I think it is the easiest to start with since there are an abundance of resources.<br />
<h3>
Pobre Ana... or Students?</h3>
There is a lot of hate surrounding the repetitiveness of this novel: "read the word <i>problema</i> 900 times". 1) That's an exaggeration, 2) I have yet to have one high school student complain about the book. I teach high school. My students are pumped when I remind them that they just read a <i>novel</i> in Spanish AND rocked it. I have parents telling me their students voluntarily tell them they can read in Spanish 2 months into school.<br />
<br />
Yes, it is repetitive and semi obnoxious for us teachers, that's because we know what we're doing in the language. I don't know about you, but my Spanish 1 kids don't know the language (no exploratory classes and no Heritage Speakers in level 1). <br />
<br />
We read this book early in the year, normally starting before Halloween, and we read faster as we go through the novel. If your kids are bored with the book, change your approach, speed-up, and offer variety. Have just a handful that are bored, let them finish the reading ahead of the class in a small group in the back and give them an extention activity where they are starting to produce (output)*. *At this level, this early, this should not be for a grade, only positive and purposeful.<br />
<br />
<h3>
A Novel as a Textbook?</h3>
Many teachers talk about using a novel as part of the "rotation" (PQA, Story Asking, Story Telling, etc.). Reading the novel is reading separately to check for comprehension. I use chapters as themes or units.<br />
<br />
There is a teacher packet you can buy to accompany the Pobre Ana novel, created by the book writers. I purchased it I found this to be too much like a textbook workbook for my liking. It is a great resource for those recently transitioning teaching styles. I found it as a great reference for what I need to focus on during the novel. Sometimes it is difficult to remember how basic the language it (think back to your Level 1 class in middle/high school... remember much?). I used key points, comprehension ideas, and grammar highlights to lead my instructions and supplement during reading. Essentially I used this as the teacher guide. I also use some of the comprehension questions as reading "quizzes".<br />
<br />
I created my own student packet, it is shorter (less paper "waste" according to the district), I print it in sections as we go through the novel, and it includes their projects, note pages, and directions. If you want to look at it, I will load it on my TPT next to the Pobre Ana <a href="https://www.teacherspayteachers.com/Product/Pobre-Ana-Apples-to-Apples-Game-2424401" target="_blank">Manzanas a Manzanas</a> game.<br />
<br />
<h3>
Steps to Forming Units</h3>
I will update with my specifics about Pobre Ana when I get to school. Here is an example of how I did this.<br />
<br />
I read the book for story line first and then several more times to identify new and crucial vocabulary or grammar structures. Then I thought about the essence of each chapter (I knew my Philosophy degree would come in handy some day!); what is the activity or plan? Then, how does this line-up into a unit?<br />
<br />
That sounds like a lot of work, but it goes by pretty quickly. My honest suggestion, and what I still do, is to buy the teacher guide with the novel. If there isn't one from the publisher, check TPT. It may not be perfect for you, but it helps you navigate the novel the first time and figure out what your style and the students' needs are.<br />
<br />
You can have a rolling unit where you break-up the chapter and use it in pieces to teach grammar etc. I recommend always doing a faster once over at the end.<br />
<br />
You can also front-load the chapter, pre teach major vocab and structures and do a pre-read project.<br />
<br />
You can also read the chapter and work on skills upon completion. I suggest for units that didn't need much vocab building (like chapter 1).<br />
<br />
<br />
<h3>
Pobre Ana Units</h3>
*I promise to update completely tomorrow when I am at school*<br />
<br />
The unit where Ana discusses her likes with her new friend: gustar w/ infinitives and things (specifically looking at using correctly, expanding to te and le).<br />
<br />
When Ana tours the town: I do a whole front-load unit on directions, drawing maps, learning town vocabulary. Students do a scavenger hunt, lead a blindfolded partner through obstacles, and build their own town on paper.<br />
<br />
When Ana first arrives, we talk about transportation and pause at the end to talk about food and using manners. We do a "gracias" "me gustaria" "por favor" exchange with secret candy.<br />
<br />
<br />
<br />
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If this was helpful, I will continue to post more of novels I have completed and how I do this at the upper levels as well.Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-55395466157488095492016-07-25T18:49:00.002-05:002016-08-03T12:01:05.021-05:00Welcome Back Spanish 3 & 4<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNDrp-H2l3RC48OkH2FaJwrnz9Ev0XE99hutyw0EBSNI_S3pzeGRyle_XLpeM5LcEBfAGZ_0mOGe5jNp3l1RS1ZH00Gmq_oE_5fCL_KgdbhyVRgFtoJGsehdN-Cr6_NRSb3OVfKVyv1pI/s1600/welcome+back+3+%2526+4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="259" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNDrp-H2l3RC48OkH2FaJwrnz9Ev0XE99hutyw0EBSNI_S3pzeGRyle_XLpeM5LcEBfAGZ_0mOGe5jNp3l1RS1ZH00Gmq_oE_5fCL_KgdbhyVRgFtoJGsehdN-Cr6_NRSb3OVfKVyv1pI/s640/welcome+back+3+%2526+4.jpg" width="640" /></a></div>
<br />
<br />
School is back in session. It's pretty easy to start levels 1 & 2 with greeting and basic warm-ups; but what to do with those advanced kids?! Here I will share my go-to "project" for Spanish 3 & 4. Not only this, but I will also share how I use this to build a super-easy end of semester project.<br />
<br />
<h3>
Challenge and Expect from Day 1</h3>
Setting the tone (90%+ TL) in-class the first few days is crucial to avoid push-back later on (at least for me, this is very true).<br />
<br />
I give my Spanish 3 and 4 classes very little "warm-up" time. By day two I am requiring output in some form. I also have them working intentionally from day one on a medium-large group project (depending on my kids).<br />
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<h3>
Diversify</h3>
As my previous post discusses, I teach in a block schedule which is challenging during the first week with my lower levels. My upper levels love it. We work from day 1 in the TL in varying formats so class feels more like centers from kindergarten than a full language/grammar-focused class.<br />
<br />
The first day, we do introductions (in a very small school, where they know everyone). I can watch their relief of, "Oh, I can do this. Okay." This is graded (very low point value, maybe 5 points) so everyone earns 100%. This is <i>so</i> inspiring for them, and it doesn't really effect their grades in the long term.<br />
<br />
Then I read them a story in the TL. They sit around me, I sit in a chair, and we look like an over-sized kindergarten class; they LOVE it. Then they make a deviation of the story with a partner. This structured out-put and they feel good about it.<br />
<br />
Then we do a 5 minute recap of a "random" grammar point (eg. identifying errors in me gusta(n), adjective placement and agreement).<br />
<br />
Then comes the assignment. Then they work.<br />
<br />
<h3>
Re-cap assignment</h3>
I have both Spanish 3 and 4 create a news station to report the school's going-on's. They review summer camps and baseball, talk about the new student council members, the weather, and what homecoming will look like. <a href="https://www.teacherspayteachers.com/Product/Beginning-of-the-year-review-project-Spanish-4-2014745" target="_blank">Here</a> is a link to this rubric and guide I give the students.<br />
<br />
Once the project is assigned, they typically work for the last 20-25 minutes of each class for three weeks (7 classes). Then they have one full day to work on editing and creating their newscast.<br />
<br />
<h3>
Recycle with a Purpose</h3>
I recycle these newscasts. As students create various video projects (Spanish 1-4), I save them in order and create a TV channel. I play this the last class period before end of semester tests. This leaves me with time to catch kids with missing assessments and to 1:1 conference with each kid about his/her progress. Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0tag:blogger.com,1999:blog-6662374483278815654.post-15076789961176210972016-06-24T21:45:00.004-05:002016-08-03T12:01:39.608-05:00Teaching with TPR/TPRS in the Block<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
Many of the existing materials for TPR/TPRS are written for
classrooms that see their students 5 days a week (i.e. vocab preview,
story-telling, story-asking, embedded readings, writing day and novels). This
can be more difficult to apply in the block, not to mention exhausting. Here is the overview of how I survive in the block. </div>
<br />
<br />
<h3 class="MsoNormal">
My block set-up</h3>
<div class="MsoNormal">
My current school is set-up on an A B day block schedule
where each class is an hour and twenty-five minutes. Each level of Spanish is
one year (requiring passing at semester to continue).</div>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7EOvG3LMDfSoxGdx6yBbxIX0igpizqbe5DpKhMw8uQkEFDryekXqcqkjlkBWd3iZxTMlExjnZJvrAmGbnNd2inuX8zf3zQkgCQaViHCs3tcra_GnowVko3IjtPneRo4lzBw5w2bOyUc/s1600/blocks-stack-300.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD7EOvG3LMDfSoxGdx6yBbxIX0igpizqbe5DpKhMw8uQkEFDryekXqcqkjlkBWd3iZxTMlExjnZJvrAmGbnNd2inuX8zf3zQkgCQaViHCs3tcra_GnowVko3IjtPneRo4lzBw5w2bOyUc/s1600/blocks-stack-300.jpg" /></a></div>
I have taught in a 4x4 block, each class is an hour and a
half (4 classes per day) and I saw them every day. A full year of language was
done in one semester.</div>
<div class="MsoNormal">
<br /></div>
<h4 class="MsoNormal">
CI: Comprehensible Input</h4>
<div class="MsoNormal">
This is pedagogy. Students acquire language through
meaningful input that they can understand. By keeping things within a clear
frame of reference, students truly internalize meaning instead of rote
memorization and rapid deterioration of vocabulary.</div>
<div class="MsoNormal">
<br /></div>
<h4 class="MsoNormal">
TPRS: Teaching Proficiency through Reading and Storytelling</h4>
<div class="MsoNormal">
This is methodology. This uses the idea of CI by labeling
vocabulary “in-bounds” and using lots of repetitions to increase exposure and
create true acquisition. This is done through readings, telling stories,
reading novels, asking stories, and personalizing content to make it engaging
for students. </div>
<div class="MsoNormal">
<br /></div>
<br />
<h3>
</h3>
<br />
<h3 class="MsoNormal">
Challenges</h3>
<h3>
</h3>
Using TPRS in a block can be exhausting. To keep students
engaged for a whole block is innately a challenge. When you then take into
account that TPRS pretty much requires you to be <i style="mso-bidi-font-style: normal;">on point</i> and turn into the crazy charades lady… I’ve never been
called that (lie).<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is also hard to keep up a 5 cycle rotation when that
takes two weeks, minimum, in your planning time (assuming no breaks or PD days,
yay).</div>
<div class="MsoNormal">
<br /></div>
<h3 class="MsoNormal">
My Tips</h3>
<div class="MsoNormal">
I try to <b style="mso-bidi-font-weight: normal;">never let
one focus in class last more than 25 minutes</b>. Then we brain break, move
seats, play a round of BANCO! (see post on time fillers here), something that
shakes it up and gets their blood moving. *Exception: if we are MovieTalk-ing,
story asking or telling and they are engaged and into it, we keep the momentum
going. I had a handful of classes where the story asking lasted for the whole
period and the bell rang at the very climatic ending. My quiet kid yelled<span style="mso-spacerun: yes;"> </span>“Qué lástima” in protest. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Read and write every
day</b> in some capacity; even if it is student work being peer-reviewed or
read. This helps you transition and prepare for the next lesson or activity. Have
them write a review of what just happened. Sometimes you need a break to get
water to wet your whistle, or you need to find that class set of copies you
made this morning and then set down over there, maybe?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Monthly self-talk</b>
is important, especially for the 1<sup>st</sup> and 4<sup>th</sup> years. Have
students write themselves a note and file it away. Pass the notes back out at
the end of the year. They can clearly reflect on their own progress. It is fun
watching them become language snobs.</div>
<div class="MsoNormal">
Don’t forget to <b style="mso-bidi-font-weight: normal;">make
lesson plans</b>. I know many teachers say things like “this seriously but down
my planning time and paperwork”, “one day predicts the next”. I found that in
the block, this is true to an extent. If I don’t have a plan, it is easy to
feel “done” and let the last 20 minutes of class not be as impactful as they
could be. Write those plans in a very short summary on the board to keep you on
track. <a href="https://www.teacherspayteachers.com/Product/2016-2017-Planning-Book-Editable-2525441" target="_blank">Here</a> is a link to the free sample pages for my lesson planner I created to help me (there is a fully assembled version that runs August-June).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Set a timer</b> or
give a student the job of the clock watcher. They will help you remember to
transition to the next thing (going from story-telling to writing to reading to
oral summaries with a partner). If we need 5 or 10 minutes more, I just hold up
one hand or two to my clock watcher and they know it is like hitting snooze.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Have <b>back-up plans</b> ready at all times. We all have <i>that</i> class that seems like a karmatic result of a wrong-doing from a past life. They drain you. Or, maybe you have a sick kid at home and you were so tired you left your coffee next to your lunch on the kitchen counter. If you practice certain activities or skills with your students, sometimes you can get them to self-direct a little better. Also having plans like this keep you from dipping into your sub-plans. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Have <b style="mso-bidi-font-weight: normal;">themed days</b>.
These days are not related to a sequence of instructions, but rather to the “incentive
break” of the day. If kids have you on Tuesday and Thursday of that week they
can look forward to cloze listening or sometime of music and then game time.</div>
<div class="MsoNormal">
<br /></div>
<h2 class="MsoNormal">
Here are my theme days for my classroom. I love a good alliteration,
it that is wrong, I don’t want to be right. </h2>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<b>locura en lunes</b>-We tend to play large-group games like BANCO!, board races, Simon Dice, Navegando, Spanish Partner Programming, Pasa el Bolo, and various others. Here is my post about whole class games that work for me.<b> </b></div>
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<b>música martes</b>- We do cloze listening activities (I keep a
running doc folder with popular songs and lyrics pre-saved. This way I can
blank-out vocabulary that related to our current stories, key words, or the
frequent flyers and then print them as needed). I also let my upper levels,
generally better relationship and I know if I can trust them, explore new music
and report back (they draw a genre or country they have to look for).</div>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg3z8IkBaPn-U4f7Y4OZr2eESOWRUGnO5Q7JwMETHA3hKLq9JbYv2dD2o5cL-o0F_bwVXRzMyjova5SexUF8nMFgtLSz5sUcpJgEeq6UTxnprE6OY3LtukIemnNR9mYH_1GubIbSjAvI8/s1600/scheduling-clipart.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgg3z8IkBaPn-U4f7Y4OZr2eESOWRUGnO5Q7JwMETHA3hKLq9JbYv2dD2o5cL-o0F_bwVXRzMyjova5SexUF8nMFgtLSz5sUcpJgEeq6UTxnprE6OY3LtukIemnNR9mYH_1GubIbSjAvI8/s200/scheduling-clipart.jpg" width="200" /></a><b>muévete miércoles</b>- I have always tried to find various
dances to use as brain breaks but never thought to organize it. THEN, I went to
the <i style="mso-bidi-font-style: normal;">fantastic</i> IWLA conference in 2014
where Allison Weinhold presented about<a href="http://misclaseslocas.blogspot.com/2015/08/baile-viernes-middle-school.html?q=baile" target="_blank"> baile viernes</a>. I decided to jump in her
conga line and organize mine midweek (it fits nicely with our early out days
etc). If you are hesitant or worry about “wasting class time”, poohy. My kiddos
haven’t noticed my dirty little secret: we start class with the dance, Zumba,
or workout series (in Spanish) and then I never leave the TL and/or focus on
difficult concepts (stressing grammar, addressing explicit grammar in English,
pushing old vocabulary words, and requiring responses). They love it.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>juego jueves</b>- Depending on what the day looks like, they get
15-20 minutes to play games, in Spanish, with each other. Uno is super popular,
my homemade Manzanas a Manzanas, conversation Jenga, Guess Who (I used one
games and replaced the pictures with photos of other teachers), and Scrabble.
They stay in Spanish; I expect it so they do it. If they veer off track, the
time ends and we go back to normal class.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>video viernes</b>- Movie Talks are popular more frequently on
these days. I also try to make their project work days fall on here. We have
done music video analysis (pointing out landmarks, comparing the English
version to the Spanish version, other cultural key points).</div>
<div class="MsoNormal">
<br /></div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com2tag:blogger.com,1999:blog-6662374483278815654.post-42393832061365702762016-06-21T20:38:00.001-05:002016-08-03T11:59:26.467-05:00My CI Classroom- what it looks like<!--[if gte mso 9]><xml>
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I have started several posts about the <i style="mso-bidi-font-style: normal;">amazing</i> #CIIA16 conference and haven’t been able to do it justice.
So here is my start.</div>
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I was listening to, and had, several conversations about what
various CI classrooms looked like; the physical space. Some teachers travel,
many had their own rooms, most “have to” contend with rooms filled with desks
and seem disappointed. Here I am going to address what I have been through and
what I am doing now (with pictures!).</div>
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<h3 class="MsoNormal">
Big Classes</h3>
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When I taught in several large districts, large classes were
the norm (I once had 32 students enrolled in one class and 28 desks, turns out
to be less of a problem considering the truancy rate). In these classes I
always started and ended class with desks in a line (typically a grid) just to
keep the peace. My behaviorally challenging classes that <u>needed</u>
separated from each other never knew their seating was different from the other classes (I originally had a hard time believing high schoolers <i style="mso-bidi-font-style: normal;">needed </i>to be separated, turns out it was
true).</div>
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Once a report was established I changed my lines to face
each other and that was successful (desks stacked 3 deep on each side, in lines that ran perpendicular to the board). I moved desks almost every class period to accommodate
my plans and the class’s needs. Still, every student has his/her own desk. This
provided them with a defined space to call their own and offered me a sense of
organization in small rooms with no windows and wall to wall desks. <i style="mso-bidi-font-style: normal;"> </i></div>
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<i style="mso-bidi-font-style: normal;">Trick</i>: I had students transition desk
arrangements when they started to get restless, changed activities, or they
were getting sleepy. This let them think we were “wasting” class time by moving
desks and it give me the ability to regain focus of a large class while getting
their blood moving.</div>
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In these classes my CI strategies were often “turn to a
partner”, in “barrios” or teams, acting in their seats, and lots of drawing/story
boards. The activities that worked best with large classes were ladder stories,
blind draw, madlibs, and stations. Sometimes I would do actual story telling, reading a children's book that was big and well-illustrated. It amazes me to this day how mesmerized they are by this, even if they don't understand the story very well. They look like giant kindergartners sitting in a semi-circle, half on the floor and half in desks (also keep in mind that several of your students may have never had this experience growing up, offer it now).</div>
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Required 1:1 Desks</h3>
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I have worked for administrators that make me keep all the
desks in my room regardless of class size.<span style="mso-spacerun: yes;">
</span>While this may seem to clutter the room, take up valuable acting space,
and be monotonous for students, you still have options.</div>
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I have stacked desks against a wall to open up floor space,
formed collaborative tables (with desks of the same height, somethings I can’t
handle), brought in my screwdrivers to lower desk legs to create floor tables
and raised them to make standing desks. <i style="mso-bidi-font-style: normal;">Trick:</i>
Get your students into a routine of “putting the room in order” before they
leave and do what you need with the furniture during each class.</div>
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<h3 class="MsoNormal">
Before You Make Drastic Changes</h3>
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Remember that desks serve a great purpose; testing. This can
apply to any paper tests you give but also state and district required tests.
You need to keep enough desks to accommodate whatever your school’s testing
looks like.</div>
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Ask your students. I did. Out of 162 students, 15 said they
like having the desks and chairs. I also had a varied response of students who
would prefer to stand, sit on floor pillows, and have room to sprawl and take
notes. (I asked: When you study and are productive, what are you doing, where are you sitting, and how are you learning? PS- being comfy and falling asleep is NOT learning.)</div>
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Introverted, shy/new, and students with sensory processing
disorders or behavior plans may <u>need</u> a desk and chair to succeed in your
class. By offering a few to all your classes, you won’t isolate students or
single them out.</div>
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<h3 class="MsoNormal">
My Classroom Flex Seating</h3>
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This is new this year. I was given an opportunity to make
changes while our building is transitioning leadership. This sounds sneaky but
is not intended to be; I am really just comfortable about knowing myself and
the needs of my students and am ready to change the classroom environment. </div>
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<b>If I
can give advice to brand new teachers</b>: keep desks your first year. This will
help you with classroom management and establishing relationships and expectations
with your new crop of students. I have worked in a variety of schools and none
of them have the desks and chairs have been bolted to the floor. Move the furniture and
make room as needed for reenactments, reading-time spaces, and project work.</div>
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This year I intended to open my classroom up for more
creative spaces and things that are easy to move to accommodate games, acting
space, projects, conversations, etc. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0EiBGHbhslL4ROjuK1DYXbz8YnKpmNgihMmnnGRQoKGKjLL5-XnEx-bIguMfzBrlrWedPhNQco1y3V7fWtqmFncJ2DepOgJkCmSTgAwV4Xa1l-uCMVWpnzNBawMhbgcKlXyDwWT1v-TI/s1600/IMG_6439.JPG" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0EiBGHbhslL4ROjuK1DYXbz8YnKpmNgihMmnnGRQoKGKjLL5-XnEx-bIguMfzBrlrWedPhNQco1y3V7fWtqmFncJ2DepOgJkCmSTgAwV4Xa1l-uCMVWpnzNBawMhbgcKlXyDwWT1v-TI/s320/IMG_6439.JPG" width="240" /></a> </div>
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You can see (the mess my own children make during the summer AND) my super cool Spanish doormat from Target
that fits perfectly under my door (because they have everything). This is my
<b>physical representation of the transition</b> to “Spanish World”. </div>
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Out of habit I
have <b>my desk</b> in direct line of view from my classroom door; I can see the door
and be the super protector... or something. If I had my way, I would shrink my
desk by half and have a traveling mini desk on wheels… added to: future projects. </div>
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<br />
My
“almost <b>SmartBoard</b>”, as I call it, is hung on the wall to the right. It pretty
much serves as a projection screen. This wall is also all a “cork” wall where I
can pin things: meet the <b>Word Wall</b> for when school is in session. (When in
school I write the Spanish first and then English, verbs are in red, nouns in
blue, and adj/adv in green).<span style="mso-spacerun: yes;"> </span><br />
</div>
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I have a <b>collaborative
table </b>of desks and chairs behind a pair of <b>single desk/chair combos</b>. I think 5
is the max number of high schoolers that can sit together and be productive. The
single desks/chairs are closer to the board so I can also use them as behavior
monitoring seats. The set of desk/chair combos behind my desk are in process of a
makeover; they will soon have <b>testing huts</b> to help make-up quizzers/testers or students that just need to focus and block others out. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO80LIQNqwG9nmarEksIh8YJBwFv72etxfc4d1Pqm7RohqSjYIPVCEFLDg3fLP9WCXLYmCHGnX-QqljhfGeGXCXAQG-rFx368ImQ5FC4jdgG4ElQRenomBo5lSkV2feWpygRerzlthV30/s1600/IMG_6440.JPG" imageanchor="1"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO80LIQNqwG9nmarEksIh8YJBwFv72etxfc4d1Pqm7RohqSjYIPVCEFLDg3fLP9WCXLYmCHGnX-QqljhfGeGXCXAQG-rFx368ImQ5FC4jdgG4ElQRenomBo5lSkV2feWpygRerzlthV30/s320/IMG_6440.JPG" width="320" /></a></div>
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In the middle of my room is a triangle of chairs (five in
total; two in front and three behind) without desks. I will have clipboards for
them. Behind the <b>desk-less chairs </b>are another set of 3 individual desk/chair
combos that can easily slide together to form a group of 3. Behind these three
is a large open space. There will soon be a <b>standing whiteboard table 5’x6’</b> (I
am building it currently and hope to have it done in the next week). </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdEQdcUIKnJA1JOXkTI2-tugkWoWQaAXRxbdwEaWxSpeXihRZ9RA5_r1Kwx-QySKQcrlDJFqx9x_ZuAnky8eVIQNEVn82o_qDNpr0My3-OJCfVunHEphIxnjzlBbo-2LI-yRQ0hNcZsU/s1600/IMG_6441.JPG" imageanchor="1"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNdEQdcUIKnJA1JOXkTI2-tugkWoWQaAXRxbdwEaWxSpeXihRZ9RA5_r1Kwx-QySKQcrlDJFqx9x_ZuAnky8eVIQNEVn82o_qDNpr0My3-OJCfVunHEphIxnjzlBbo-2LI-yRQ0hNcZsU/s320/IMG_6441.JPG" width="320" /></a> </div>
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I have my corner of<b> classroom computers</b> (that I can see
the screens while out-and-about in the room) and storage for class sets of headphones,
blankets, floor pillows, etc. Next to my triangle of chairs are a set of desks
that I modified. I used my handy tool kit and lowered the legs as short as they
go. They are now perfect <b>floor-height tables</b> for sitting on a floor pillow and still using
the space to write or collaborate. Behind this, along the wall, will be my “Oprah”
space with two semi-<b>comfy chairs and end tables</b>. <i style="mso-bidi-font-style: normal;">Tip: </i>Avoid fluffy seating and rugs. These harbor germs, crumbs,
bugs (bed bugs), and are difficult to clean. I try to always have hard-surface
seating or wipe-able options (pleather). </div>
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All of my seating options face forward to see the open front
space and large whiteboard (which houses yesterday, today, and tomorrow’s dates
and weather; I also have all my question words above the board, mini whiteboards
with important dates for each level, and my real-life Pinterest board). Keeping
desks oriented in one direction seems to appease administrators and gives your
room a “center” to help find itself after those story asking days that get a
little more out of hand than you planned… because that’s never happened (or
every time). </div>
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I also have a set of school shelving in the front where I keep
dollar store baskets of supplies labeled in Spanish (glue, scissors, fat
markers, thin markers, colored pencils…). I tried to do the shower caddies for
each group last year and it (I?) failed miserably. Students just know the
routine to get supplies quickly and not drive me nuts.</div>
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<h3>
</h3>
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<h3 class="MsoNormal">
CI/TPRS in My Classroom</h3>
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The spaces I provided this year offer students and myself
options. They can take notes as wanted, work on storyboards, quick quizzes, and
rearrange the room as necessary. This also provides me with distinct spaces to
create more CI by LABELING EVERYTHING: explicit vocabulary with a visual
reference. This also leaves me with wall space to make it student-centered and
helpful with reminders and key phrases.</div>
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Also, the different spaces can also tell me more about my
students: do they typically sit alone and are now with a group? Does that
student normally stand and is now barely awake at his seat? If I think about
these questions and recognize patterns it can help my identify students at risk
(is he now working the night-shift to pay bills and is tired? Is she now dating
a boy in-class and need to be aware of proximity?). This will also help me
engage my students into roles in the classroom they are ready for. (I know if I’m
super tired, you better not call on me to act or take notes during the story
telling.) </div>
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Summary</h3>
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I feel that these spaces are welcoming and appealing to
students (time will tell). Given the number of physical seats, I have 22
available in my room with 14 student desks. Having students sit on the floor
and standing there are a possible 30 student spaces to physically write.
Luckily, I seldom have over 23 kids (this will change this year since this is
my 3<sup>rd</sup> year at this school and my retention went way up). I also
have a stack of chairs in my teacher closet; I do have a total of 27 chairs if
needed. </div>
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Once I have the thumbs-up I will hang things back up and re-post pictures.</div>
Profe Finnesethhttp://www.blogger.com/profile/11157276077271307762noreply@blogger.com0