Using the target language for instructions (visual)

I am a big fan of posting what I say to kids visually, not just providing oral input. Not only does this provide great support for kids who learn differently, but it also creates an ongoing reference source for that input. One of my favorites "posts" are instructions for activities we are doing in class. I've created simple instructions on the back of which I've placed magnets so I can easily change them out when transitioning from one class to another. Additionally, I break down the activity into it's steps and stick those next to each instruction so my kiddos can see the correlation between instruction and step in the activity. As I introduce the activity, I go over the steps one by one ensuring my students comprehend what it is I am asking them to do. What I love about this (apart from using the target language, of course!) is that as we are doing the activity, I can refer my students to the instructions when they ask me "So, what do I do next?" or "I'm done with this".

So, as an illustration, you can see in the above picture students need to first put their name on the activity (La oruga muy hambrienta) using a pencil (note I put the material- pencil, scissors, etc- up as well, reinforcing that vocab). Then, they must cut out the pictures, thirdly glue them to the appropriate pages, and lastly, color. I've provided an example of each step for additional visual support.
The more you use this system, the better students get at it. Keeping the instructions simple enables them to more easily access the vocab, and over time they begin to know what the expectations are for instructions in class and use them independently.
We've created a great printable so you can easily do this yourself! Get it in our shop!

Get our printable here!

Guia Infantil

This is a really neat website designed for families in Spanish-speaking country, encompassing cultural topics relating to children, recipes, advice for parents, etc. The link below is for the page for tongue twisters; from there it is easy to search for other themes such as poesía, chistes, cuentos y más.

http://www.guiainfantil.com/servicios/trabalenguas.htm

Arpilleras, Part 3

And so, the people and animals are made. Though the kids will eventually get to take them home, first I safety pin them to a large arpillera background I made several years ago. When it's full, it's really a sight!
This is the kind of project to call the local newspaper about...great PR for your program!

An easy piñata

I love bringing piñatas into class, but frankly, I just can't afford to buy piñatas for all of my classes- it isn't in my budget. So, I go the less expensive route- I make paper bag piñatas. Besides, in a twenty minute class, there is no way (unless there is a very lucky hit) that we can break a piñata in that time. Sometimes we barely get the paper bag broken before I have to return my kiddos to their gen ed classrooms.
Paper bag piñatas are easy to make:
-buy a gift bag at your local store (Walmart sells them for a dollar)
-decorate with streamers, pictures, stickers, whatever
-stuff with candy

Tip: Instead of just putting a bunch of candy in the bag, use snack bags to create one for each student. I put their names on the bags and make sure each bag has the same amount of candy. When the piñata is broken, there are no hogs and no kiddos with nothing. (Thanks to Stephanie, one of our 2nd grade teachers for this idea!)

Play a little fiesta music (Dále, dále, dále) and you are good to go! ¡Viva la piñata!

¡Feliz cumpleaños Pepita!

Yes, we celebrate Pepita's (our puppet friend) birthday! It's an authentic, real reason to use birthday greetings and vocabulary while at the same time having fun and using our imagination. One of the activities we do is make birthday cards for her. We brainstorm possibilities for greetings, messages, and leavetakings that can be used in the cards prior to starting on the cards themselves. The key for me is to get the students to use vocabulary they know (we do a lot of activities with greetings, leavetakings, etc as well as common expressions for writing letters and notecards). Here are some examples from my second grade classes:

This little girl added a speech bubble saying 'gracias' for the mouse who is receiving the gift. Love the good manners and creativity! (I do correct spelling but hadn't gotten to this one prior to taking the picture).
This is the inside of a card. The message is simple, basic, and yet effective and meaningful!

I use word banks for my second graders when they are doing writing activities. Each child gets a word bank to work with. As students become accustomed to using word banks they develop dictionary skills and the ability to access resources at their disposal, instead of constantly relying on me. As well, it ensures good spelling habits and reinforces literacy skills.

We are always trying to bring the real world into our foreign language classroom- writing cards and having celebrations are great ways to do so!

Rompecabezas

You know those classes where one or two kiddos finish early on a project or activity? "I'm done." can be the dreaded statement, especially for the traveling teacher who doesn't have a load of other items to turn to. One simple solution is to give the student or students a puzzle to do. But, I want to keep it light- I can't be carrying around puzzle boxes in my bag. So, I make my own puzzles using pages from calendars- here's how I do it:
-I choose a picture from one of the many Spanish-themed calendars I haved collected
-I glue the picture to stiff paper, making sure the paper creates a border so students can tell which are the edge pieces
-On the back, I divide the future puzzle into squares with a pencil and ruler. For younger students, you will need fewer and bigger pieces, and for older students you can make more, smaller pieces.
-In each square I write a letter (the same letter). When the puzzle is cut up I will know to which puzzle the pieces belong. If you have mutliple puzzles, the pieces can get mixed up and this helps to resort them.
-I laminate the puzzle.
-I cut the puzzle up along the lines I have drawn on the back.
-I put the pieces in a ziploc baggie labeled with the name of the puzzle and the letter I used on the back.
-The puzzle is ready to go!

When we are doing a project, I throw 5-6 puzzles into my bag- they are lightweight and easy to carry around- and hand one out when a kiddo says, "Señora, I'm done. What can I do now?"

¡Diviértete!

Jícama con limón

Here's a simple yet yummy treat to share with your kiddos- a common snack in México.

You need:
1 small-medium jícama (the bigger they are, the more fibrous they are)
Juice of one lime
cayenne pepper (optional- and boy, does it go a long way!)

Remove the skin of the jícama and slice in julienne strips
Add juice of the lime and mix.
Sprinkle with cayenne pepper (be stingy! :))

Serve in little cups. This is enough for one class, maybe two if they are small. I find that it's better if I hold the cayenne off and let each kid choose whether he/she wants it. It should really by piquin peppers but I can't get those around here. At any rate, most kids have never tasted a jícama so it's a great snack that has some novelty but won't turn off the vast majority of your students.

Enjoy!

Literacy support

Yesterday, during an activity with one of my Kindergarten classes, a student who had been asked to identify what animal I was holding up (a picture of a cat), thought for a moment then looked up at one of my bulletin boards where I had posted pictures of family vocabulary along with large labels for each word and said 'un gato'.
I am a strong advocate for presenting all vocabulary in written form along with the oral language. Even the youngest students will begin to build a visual memory of those words, and connections are built in the brain between the written and spoken language. This student already has literacy skills- she is already reading at an early emergent level. Regardless of whether a student has a set of literacy skills or not, however, the written word is an important piece of scaffolding and providing support for our students. In addition, students are encouraged to transfer the skills they have learned with the gen ed teacher to the Spanish classroom- another connection.

Fun with Geography and Flags

January is geography month- at least, for my first graders it is! We start by learning the names of the Spanish-speaking countries in South America and where they are on the map. I made a large map out of bulletin board paper, laminated it, and stuck velcro on it so I can do TPR activities with the map. For example, I printed out the flags for each country, put the other half of the velcro on the back, and have the kids put them on the correct countries.

First, I call a kiddo up and give him/her a flag and tell him to put it on ________. This continues until all of the flags have been attached to the map. This simple activity works on recognizing where the different countries are and helps the kids learn the names of the countries. Once the kids have a working knowledge of where the various countries are, we then work on recognizing which flag belongs with which country. This is a great opportunity to practice colors while you are working on geography. Instead of handing a flag to a kiddo, I would now say "Find Venezuela's flag and put it on the map." We then move to individual maps which the kiddos will eventually take home.
Flags are just one possibility- during my frog unit, we place various frog pictures I found on the internet on the countries where they live. You could do famous places (Machu Picchu, Angel Falls, etc), capitals, pictures of people in traditional dress, currency...the possibilities are limitless.

Que chulito!

I just found the most adorable site for kiddos in Spanish:

http://us.gusanito.com/esp/

Enjoy!

Play Money

Play money is a great way to practice a whole host of skills- counting, making change, buying and selling- as well as allowing you to add a cultural element to your activities. If you have a color printer you are all set to print out sets of play money.
For my first grade classes, I printed out small copies of Venezuela's Bolívar Fuerte from Google Images, cut them out and put each set in a small ziploc baggie. Each set contained 2 each of the 2, 5, 10, and 1 of the 20 bolívar denominations. I started with just these lower denominations because my first graders can count up to 30, so didn't want denominations that were too high for them to count to.
Our introduction was quite simple- "Show me 5 bolívares" , "Show me 10 bolívares", etc. Each kid had to hold up the correct amount. It becomes more difficult as you give an amount where they have to combine bills to make the correct amount ("Show me 7 bolívares"- 5 +2) Tip: make sure your students understand this concept- talk with the gen ed teachers if you are not sure. Different schools approach addition and money in math class at different times in the curriculum and in different grades. My first graders have experience with working with money, but maybe other schools don't start that skill until second grade. It makes sense to do these activities with students who understand these concepts- you can move a lot faster and in more depth.
Once my students have experience with the various bills, we set up a store with different fruits and vegetables that one could buy in Venezuela. This was a great opportunity to review old vocab and introduce a few new ones. I created prices for products and kids took turns being the vender- first I ask for fruits/ veggies, then the kiddos get a turn. You can take this in a lot of directions- from very simple to more complex depending on the level of your students. I keep the activity simple- 'Two apples, please', etc. Older students could do a lot more with the same type of activity.
Have fun!

Making Paper Marigolds

Every year my Second Graders make tissue paper marigolds as part of our theme on Days of the Dead. Here are the instructions to make your own with your students:

1) Cut green pipe cleaners in half, making enough so every student will have one. Attach a small piece of green paper into which you have punched a hole to one end, twisting stem around itself so it will stay on. This will serve as a nametag.


2) Take 4-5 pieces of tissue paper, approximately 4 or 5 inches square. I buy them pre-cut from Dick Blick Art Supplies (a catalog-google to find it) or you can buy larger sheets at a craft store and cut the paper down to size. Stack the sheets.

3) Fold the stack in half, creating a rectangle.

4) Fold in half again, taking care to hold onto folded corner in middle of above rectangle.5) Holding folded corner, cut opposite corner, making a curved cut.


6) To make petals, cut fringe along the curved cut- the more cuts you make, the more petals you will have.7) Unfold gently.8) Gently poke the pipe cleaner through the center of each sheet. Doing each sheet separately reduces the possibility of tearing. Bend the end over to keep the sheets from coming off the stem.


8) Scrunch each sheet upwards towards center of flower. Be gentle! I have seen many a flower come off the stem during this last step. Fluff and admire!

Punto a punto

I love to take regular old activities and use them in my class. So many things can be easily modified for the FL classroom. Dot to dots are a great example. Easy to find (look in the kids section at most bookstores, ask a fellow gen ed teacher, go online on google images and do a search) they come in a variety of levels, from the simple 1-10 to the more difficult, and on loads of themes, from animals to outer space to just about anything! Here are two ways I use them:
*The very simple- for practicing counting, I give my kinders a simple 1-10 or 1-20 dot to dot. As a group, we connect the dots- kids are not allowed to connect the next dot until we have all said the next number. Usually I will say "What's the next number?", they will respond, then I direct them to making the connecting line and so on to the end. Then I will ask what the picture is. Obviously I choose a dot to dot that makes something they know how to say in Spanish. They can then color the picture.
*A trickier technique- I choose a dot to dot but white-out the numbers. (Make sure you have an original to look at when doing this). I rewrite the numbers, but put them out of order. Then, prepare a set of number cards, putting them in the order in which they will appear to correctly finish the dot to dot. These will be used during the lesson for those kiddos who are having a brain block on a particular number. During the lesson, inform the class that they will need to listen to you very carefully to be able to connect the dots correctly. If they simply go in numerical order, they will mess it up. Then start by having them put their pencil on the first number and telling which number to connect it to. They draw the line, then you give the next connecting number and so on until the end. Since this requires your students to know the numbers out of order, I often hold up the number cards I prepared to help them along, especially with higher or more difficult ones. Remember, even if you are showing them the answer, they are still using their listening skills as they listen to you and they are not translating as they go if you show them the cards. At the end, ask what the picture is and let them color. In a twenty minute class, there is usually only a few minutes left for them to color so often they take it home to color there.

Have fun!

First Day of School

I play a cute greeting game with my kiddos during the first few classes of school called 'Pum!' (Pop!), based on a game from Responsive Classroom. It is played like this:
Kids sit in a circle.
Kids count off, one at a time- the first kid in the circle says 'uno', the next kid says 'dos', the next says 'tres'. The next says '¡Hola!', jumping up like a piece of popcorn popping. The rest of the class then greets the kid who jumped up, saying '¡Hola ______!'. This kiddo stays standing and the countoff continues, always having the kids who are sitting do the counting. Keep going around until there is only one kiddo left- this kid will need to count to 'tres' before popping up so the class can greet him/her.

This greeting game is quick and fun. It is great for you and the class to learn each other's names. Remember: you should model how to 'pop up' before you do this game. Otherwise, there will always be one or two who will be overly exuberant! :) You don't want anyone to accidently hurt another by being out of control.

Have fun!

Tips for the itinerant teacher, Part 3

I love to do hands on activities with my students which they can then take home and share with their parents. Whether it be making paper flowers, creating a drawing, or doing any other type of project, providing the necessary materials to your students can be a logistical challenge. Over the years I have found that relying on the classroom teacher's materials just doesn't work. So, I bring what I need with me. Here's how I get them around:
-I used to use the crayons and markers already in the classrooms for drawing and coloring activities, but so often found that there weren't enough crayons to go around or the markers were running out. Some of my activities require each and every student to have a particular color at the same time, and certain colors just seem to get eaten- brown, black, gray- and therefore aren't available. To solve this problem, I bought flat pencil bags at Walmart, enough for an entire class to use at the same time. Inside I have a set of crayons. I never have to worry about whether a color is available and my kiddos don't bicker over the crayon box. Note: I do regularly go through the crayon "pockets" to replace broken crayons or ones that got lost. Where do they go? :)
-If we are doing a project which requires scissors or glue, I stock the crayon pockets with these materials as well so every kid has the needed supplies.
-When doing a project which requires multiple parts (tissue paper, green pipe cleaner, name tag, for instance when making paper flowers), I create a set of the parts for each kid ahead of time and put each set in an envelope or plastic baggy. This makes it much easier and quicker to distribute materials.

Organization and prepping ahead of time are the keys for success. Teaching in other peoples' rooms can be a challenge, but being ready and organized makes it so much easier. Enjoy the remaining few days and weeks of summer!

Summer doesn't see me sit still!

Although school is out, and I am undoubtedly taking time to relax and enjoy the beautiful weather, thoughts of my classroom are never far away. I am constantly looking for manipulatives- I use them in boatloads of activities, from counting to sorting and classifying, games, etc. A great place to find them (yes, you guessed it!)- garage sales. I recently hit upon a treasure trove of plastic foods which I am sure will come in very handy. Last year I collected small stuffed animals, including an extremely cute anteater, which my students get to hold during class. Naturally, the animals talk and answer questions!
Baby clothes are good for teaching clothes vocab, plastic tea sets and dishes work well for teaching meals and place settings, and you can almost always find game pieces which you can repurpose to all kinds of activities. At any rate, get out there! Not only are they cheap but you are helping to reduce and reuse- always a good thing.

Olas y holas

At the beginning of each class, we do a greeting activity- this not only establishes a routine the kids can expect, but provides an opportunity for them to practice simple interpersonal vocabulary and skills. Here is a simple one which plays on the homonyms, ola and hola.

The entire group recites the following:
Olas que vienen,
Olas que van,
Hola __________,
¿cómo te va?

The name of a student is put in the blank- you can choose which child will be next in a wide variety of ways:
-the child currently being greeted rolls a ball to another child, who will get the next turn
-using popsicle sticks with all of the students' names on them, the teacher randomly chooses a popsicle stick and calls out the name
-children are greeted in the order in which they are sitting- this works best when they are sitting in a circle

The child who is being greeted then answers the question- ¡Bien! works perfectly even for the littlest of students.

Next student is selected and the greeting is repeated and so on until all students have been greeted.

*It is really cute to have the students make wave motions as the poem is recited.

Memorama

I just loved playing memory when I was a kid. Playing it in the foreign language class has loads of possibilities- from the simple -matching two of the same pictures- to the more challenging- matching a picture with a word, or matching two parts of a sentence. As children have more experience with the language, you could have them match pronouns with appropriate verb conjugations (yo + hablo) or matching gender (la + flor).

When I play with my kiddos, I give it a twist. Using a pocket chart, I have taped the numbers 1-20 on the chart, spacing them so the cards can go between the numbers. The playing cards (I make them using clip art from google image search or flashcards) go into the strips of the pocket chart. To play, one kid has to say a number out loud (in Spanish, of course) in order to have me turn the card over. A second kiddo says a second number, upon which I turn that card over. If they are a match, yippee! (or yupiiiii, as the case may be) If not, I flip them over and two new kids get a turn and so on. At the end of the game (usually I allot a specific amount of time to play), we count the number of pairs and say each pair outloud. This way of playing is a great way to get two for the price of one- practicing numbers while at the same time practicing target vocabulary on the memory cards themselves. ¡Disfrutelo!