I am currently using Martina Bex’s SOMOS curriculum in my classroom (which I love!). This year, during Unit 4: La Universidad I chose not to storyask, because I felt my students had already acquired 2 of the 3 structures. Instead, I chose to do a few supplemental activities to get in the necessary reps of the target structures, and spiral the others. One activity that I did is called Sentence Diagrams. I learned about this activity years ago when I attended a workshop with Barbara Snyder. She was presenting a workshop centered around interactive, learner-centered activities.
Sentence Diagrams is designed to get students talking with one another. It also helps to create the repetitions of vocabulary needed for acquisition. The caveat is that the conversation is canned, and not spontaneous. However, I like to use this activity sparingly in my classroom because it does provide a nice break for me. I can take a 10 minute break from providing constant CI to the students, and get them to listen to each other. There is some prep involved, as you must create the sentences diagrams. Basically, it consists of three columns of text and/or images. The example I used for this unit is here. Here’s how it works. First, each student needs their own paper. They fold the paper down the middle so that there are now two identical sides. On one side, students draw lines connecting each column. In the Universidad example, students connect a name to a class image to a profession image. There is no correct way to connect columns; students can and should connect columns that do not “make sense.” For example Student A draws a line connecting Paco to Spanish class to veterinarian. (This may or may not be considered a logical connection.) Now, students pair up. Student A will “read” the sentences they “wrote” to Student B. Student B will listen and on the side of their paper where they have not drawn lines, they will draw the lines their partner reads to them. Student A reads all of their sentences while Student B draws lines. So, in the example above, Student A would read/say: “Paco toma la clase de español porque quiere ser un veterinario.” When Student A has read all their sentences, Students A & B can compare. Their lines should be identically drawn. Repeat with Student B. They now “read” their sentences and Student A “draws” the sentences. As a follow up, together, students can find the most logical or illogical sentence. Students can actually write out a few sentences. To increase proficiency level, students can add “because” to their sentences. Students could draw their sentences and complete a gallery walk, etc. The sentence diagram activity can be used in varying contexts also. Here are few that I have used throughout the years:
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I have been trying to incorporate more reading into my classroom lately, but have been looking for something other than a simple partner read or volleyball read. And as Carol Gaab states, “The brain craves novelty.” With that, I have re-discovered an activity that I once used often, but have not used for quite some time: Match ‘Em. In order to give credit where credit is due, I was introduced to the idea long ago at a BER conference. Barbara Snyder was presenting on communicative activities for the classroom, and this was one that she shared with us. Essentially, Match ‘Em is a pre or post reading activity that practices skimming and scanning skills, while sneaking in those extra reps for acquisition.
What is it, exactly? Quite simply, Match ‘Em is a list of sentences. Begin by creating a list of true statements, and a list of false statements. The statements could be based around a recent story you have asked in class, a chapter you are reading in a novel, or a few statements about a recent PQA session. Take the list of true statements and make 2 copies, one for Student A and one for Student B. Take the list of false statements and divide it in half. Add one half to the list of true statements for Student A; add the other half to the list of true statements for Student B. Scramble both lists so that the true and false statements are intermixed. The statements should also be in different orders that one another. Students pair up. Student A chooses a statement to read to Student B. Student B skims and scans his list of statements to find the identical statement. If Student B locates the identical statement, it is true and both students mark the statement as such. If Student B can not locate that sentence, it is false, and Student A will mark the statement as such. Now, Student B chooses a statement to read to Student A. Student A skims and scans his list to find the identical statement, etc. Once partners have completed the activity, there are a number of options to do as a follow-up activities. Follow-Up #1: Sequential Order After finding all the true statements (based on a novel chapter or class story), have students put them in sequential or chronological order. Follow-Up #2: Draw It Students illustrate one of the true statements. Use their illustrations to create a formative listening assignment the next day! Follow-Up #3: Front-load Information Use the true statements to front-load some information that your students will need for an upcoming class story or novel chapter. For example, if your class will be reading Fiesta Fatal by Mira Canion, you could create true statements about the settings of the story or true statements about quinceaneras. This could lead into a discussion that could help build background knowledge which aids in reading comprehension. Can I see an example? Yes!! I have provided an example of the steps and a completed activity here. The statements are based on Sr. Wooly’s story: No Quiero Levantarme, which is one of my favorite Sr. Wooly videos. Enjoy reading!! |
Jessie Oelke
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