Sing me a Story. Read me a Story

presented by Alicia Merrifield. Smart Workshops and Books.

Enhance language learning with fun and interactive activities integrating music, movement and literature. Explore creative ways your students can learn Spanish using storytelling, art activities, puppets, props, and even cooking activities. Take advantage of a child’s natural joy for playing with language using nursery rhymes, poems, stories, songs, and more. Focus: Spanish. Audience: Elementary.

Book: K-5 Smart Languages and cultures

ISBN: 1414011067

Alicia Alvarez

• Buy the Big Books in English, then paste the words on top from your target language
• Illustrate story on posterpaper, then make your own big books
• Overhead Projector Books
• LCD projector book
• Sentence Strip Books
• Reading Parties
• bring in a food or beverage item related to story
• Stuffed animal reading Time
• August: Do numbers: Los cinco patitos. Make a little booklet. Sing a song about patitos
• Students take home to show what they have learned in Spanish Class
• The Cardinal Directions and The Animals, Continents and The Oceans
• Calendar and Weather: Que tiempo hace, que tiempo hace? to the tune of “La Cucaracha”
• September: Spanish Speaking Countries
• October: Day of the Dead: What is your Skeleton wearing? Poster
• November: Food. The very hungry caterpillar. Make a rhyme so they can tell the story when they go home.
• December : Body : Five Senses . little elf, what do you see?feel?taste?smell?
• Duendecito, Que es lo que ves; luces de arbolito
• Que oyes: campanitas
• Que tocas: Barba de Papa Noel
• Que hueles: Galletitas de Navidad
• Que comes:
• Reyes magos- estrella de navidiad
• regalsos de navidad(with bow)chocolate (Hershey) Dulcecitos de Navidad
• The Adjective Bear: Toca, toca , esto es mi osito. Tiene la nariz dura, tiene las patas asperas, tiene el estomago peludo. Use two cutouts of bear and glue the felt, silk, etc. on the bottom one, then flip the top part, back and forth for the kids to touch
• January: The Vowels cup. Las Vocales en Espanol song. Two styrofoam cups one inside of the other one. The inside you write the vowels outside cup the letters, so they then can read them together :MA-ME-MI-MO-MU
• Chica Chica Bum Bum
• 100th day in school Scavenger Hunt Booklet
• February: My family Lemonade Box Song
• Quilt of Many Scraps Project
• La casa adormecida

Make a rhyme or a short song to each story, to give students opportunity to retell the story at home! Mom and Dad, I want to show you what I learned in Spanish today. Parents sign it and return. Goes into their portfolio. Advocate your program.
“Si le das una galletita a un raton” Paper Cup Circle Story.

Condense a story into a few simple words.

Game. Start with one student, if they do not know the answer, they stand up. They can try to sit down again by answering faster than another student to a question. Then they get to sit down again and the other student who was too slow has to stand up.

Rhyme and Song of the month

The Scholastic Phonetic Booklets. Blacklines to take home. Mini Books

Sit in a circle, they cut and staple and then read together. By the time they are in fourth grade they read well.

Podcasting at Schools

I listened to a fabulous episode of the Conference Connection Podcast today entitled
“Podcasting and iPods in the ESL classroom“.

Don’t let the name fool you, you do not have to be an ESL teacher in order to benefit from their experiences and ideas.

The use of podcasting allows teachers and students to create authentic audio and video material, while the mobility of the iPod allows for anytime, anywhere learning. LaDonna Conner and her colleagues from Carrollton-Farmers Branch ISD describe the second year of their iPod project with ESL students.

During the first half of the podcast, you hear more about the logistics of selecting, inventorying and managing the iPods. They are reminding us that teacher training has to be in place before the iPods ever get into the hand of the students.

Beyond Four Walls: Education and learning can take place in other places. It …

• …can go home
• …can go into the car
• …can go out of th classroom

iPods allow:

• read silently for comprehension
• allow practice and communicate orally
• respond verbally
• appropriate language models
• pronunciation improvement

The entire family seems to benefit, when students take the iPods home. They listen to what is going on in the classroom.

Pilot Program with 3 teachers

• 100 iPod Photos
• Griffin iTalks
• Audacity to create the audio file
• iTunes
• MS FrontPage

Their district bought the iPods ($33,000). iPods is the tool of THIS generation.

Video enhanced podcast:

1. Start with MS PowerPoint (Export PP as .jpeg)
2. Bring into Photostory 3
3. Add voice
4. Use free converter program: Jodix
5. Use MS Frontpage to post
6. iTunes as the aggregator

Hardware:

Bought 450 Video iPods :

• 30 GB ~$269.00
• Engraved
• Belkin Tune Talk: Recorder

They have not had problems with the iPods. Out of all of them they only lost two. Students take care of them and take pride. Expectations of teachers, that students needed to bring their iPods EVERY day to school with them. When someone did not bring them with, immediately they called home to find out where it was.

Video iPods are given out from grades 3-12, while lower grade students receive the Shuffle. Lanyards were created as well as a lunchbox to keep it safe as a carrying case and hold the headphones and Tune Talk as well. They do not get the cable with them.

They purchased Logitech headsets:

• with microphone
• noise canceling
• USB connector $18-25

All iPods, TuneTalks, etc. are bar coded. The Bags also has school name and barcode.

The most important piece of hardware purchased was the MAC OS10 Podcasting Server (creates the XML files too). 14TB of Space. The district is Windows based.

Why did the district go with the iPod instead of other MP3 players? Creative MEdia, Sony, etc.

Apple provides Educational Support. They do not just support the hardware, but also are involved in the educational part. Offer Staff Development.

PLANNING

• How are teachers going to use it?
• Three days of Teacher training
• Offer teachers Collaboration days.
• Get a chance to create the podcast
• Ask teachers not to reinvent the wheel. Everybody create..everybody share.

SUPPORT

• Tech support on staff
• teachers who are risk takers can help
• Willing to take a walk on the bleeding edge
• Buy in from the curriculum

Teachers and students sign an agreement. Reasonable and ordinary care. There are consequences for loss and abuse. Fee and community service as consequences.

What things are you allowed to put on the iPod, when to use it. Can’t use it in the hallway. It has to be in class with an appropriate use.

Finding Nemo (…and friends)

02-03-07_1113.jpgOriginally uploaded by langwitches.

presented by Wendy Cunningham, Searcy High School, AK

Fining Nemo, fishing for the Standards.

The session presenters demonstrate several different lessons, including TPRS, which use Nemo and other cartoon characters in the foreign language classroom to meet the National Foreign Language Standards and State Frameworks. Emphasis is on listening and speaking activities.

Fishy Characters

Using cartoon characters

Gives students opportunity to talk about different topics

Question techniques based on TPRS

• Yes or no answer
• either/or question
• Names
• Finally open ended

[Example of a TPRS lesson about school supplies] Tie in with Nemo. Nemo is in the backpack. Plant a few items in student’s backpacks,

[Examples of Spanish speaking countries lesson]

Transparency with clip art of cartoon placed in Spanish speaking countries:

Nemo esta en Mexico. Kermit esta en Mexico?No esta en Mexico. Quien esta en Panama? Spongebob esta en Honduras. Quien esta en Puerto Rico.

Start out with the name of the cartoon characters, then introduce the countries, then ask the questions. Mix characters up.

[This can be done with PowerPoint as well]

Example lesson :

• Rooms of the house
• countries
• places around town
• school
• body parts
• Descriptions and adjectives
• family
• clothing
• activities
• animals
• school vocabulary
• reflexive verbs

http://groups/yahoo.com/group/AFLTA/files/