El Mundo en Tus Manos: Best resource ever?

Ironically, as our semester winds down here at school, I finally remembered to blog. This is a short one, but important as we consider what activities to keep and toss for the upcoming semester. I am here to plug Martina Bex’s Mundo en Tus Manos (which I am shortening to MeTM for brevity’s sake), a short newspaper for Spanish language learners.

Okay, to preface, I am completely biased because I love what Martina’s done. But if you haven’t purchased a license yet, let me try to convince you.

It’s great input for the students. Okay, first and foremost, this is most important. Martina does a wonderful job of paring down news stories and putting them in simple terms that high level novices and above can understand with little or no scaffolding. I also like that she includes footnotes of new vocabulary terms, and often tries to repeat these new words from week to week or within the same issue to get those precious repetitions for acquisition.

It keeps me updated on current news of interest to hispanohablantes. I have taken a pretty heavy duty self-imposed news moratorium since shortly before the election. I just can’t handle the negativity and anger coming from… well, lots of places. By reading MeTM, I can stay updated on what’s going on without having to put my anger filter in place. I also can have just a quick overview – reading the articles takes me about 5 minutes. (And for those of us who are distractible, I can’t fall into a news clicking rabbit hole.)

MeTM allows us to practice close reading. When it comes to in-depth reading, with special attention given to text type, headlines, and topic sentences, I find it much easier to work with non-fiction sources. MeTM is the perfect level of difficulty to make close reading potentially necessary, but short enough that the task isn’t overwhelming.

Reading the news expands our students’ minds and allows for further discussion of the topics. Many young people are relatively ignorant of the world around them – not because they’re intentionally sheltered, but because of their life circumstances. They’re young and without many resources of their own. I teach in a rural area of Nebraska. Many of my students have barely left the state, much less the country. (And if they have, they go to resorts and the like, which is not an accurate representation of the culture.) In addition, my personality leads me to expand on the basic ideas presented in the text and allow students to express their views on the topic. I love that the news stories give us some basic understanding and background knowledge of a topic, and I can expand the lesson to fit my students.

It’s a really easy addition to your reading library. For only a couple of dollars per issue, MeTM is one of the best bargains to add to any reading library. Plus, you don’t even have to go to a store or pay shipping! You just have to walk down to the printer. It’s that easy!

Finally, and one of my favorites, it is perfect to use as a backup activity or brain break. Gone from work and need something for your sub? Leave your students an issue with a simple graphic organizer. (See an example here.) Finish your lesson way too early? Grab some issues and have students summarize what they read. Having a rough day and need to plan something that’s not work-intensive for you? There are tons of no or low-prep activities that you can come up with in a pinch to save your sanity. These are especially great lifesavers for newer teachers whose pacing is still in progress and don’t have many tools in their toolkit yet.

So to sum up, there are six great reasons to buy Martina’s Mundo en Tus Manos package for the spring, and I’m sure other teachers could come up with more. I can only hope that eventually some enterprising teacher does a similar thing for other world languages.

(In full disclosure, Martina did not at any point ask me to write this review. This is 100% my own love of her products.)

La persona especial

Okay, so, here it finally is: my persona especial post.

This year, instead of starting with stories right away, I decided to mix in my usual beginning-of-Spanish activities (Brown Bear, counting games, TPR, etc.) with La Persona Especial. I used Bryce’s handy guide to give me an idea of what I was going to do, but since I am well acquainted with PQA, it wasn’t that hard for me as a teacher. Really, it’s just PQA focused all on one student. Today, we had a bit of a weird schedule so I asked a student to be a volunteer for this. Not only did I have a student volunteer, it was one who hadn’t previously been an interview candidate, so that was great! In this clip, we speed through the introductory stuff because my students have it down pretty well. Rewatching it, I could’ve spent a little more time verbally verifying that the rest of the class was understanding what was going on, but I was “teaching to the eyes” and their eyes told me that yes, they got it. (You can see in the video when I appear to be staring into space. I’m actually checking in on the other students while my interviewee is thinking of his response.) They also were great about responding when I asked for a class response, even though they were sparse.)

My process generally follows that of Bryce’s. I do an interview with one student (I set a timer for 10 or 15 minutes, just to keep myself from wandering) while the rest of the class listens and watches. They do not take any notes; I write anything I need to on the board. After the interview, I will do some sort of recap activity. Students can tell a partner what they remember, I might make true/false statements, or whatever. Then they open their laptops and actually add to their notes. The first few interviews, I then had everyone share something and I typed it up in proper Spanish. We’re about halfway through now, so at this point, I just look at their screens while they’re working and correct any errors that impede comprehensibility. After three interviews, we took a quiz. (My classes are small, so I have sections of 10 and 9 respectively – you may want to have more in each quiz grouping.)  I picked some examples to show you all as a sample of their work. Sample #1 comes from a student that has no prior Spanish knowledge but I suspect will go all 4 years with me. Sample #2 is from an average student with average mistakes. Sample #3 is from another potential superstar student who has studied a bit of Spanish through Rosetta Stone. However, as you can see, her prior knowledge doesn’t really make her writing leaps and bounds better than the others. Each student is very comprehensible. These samples are after about 25 days of Spanish class. I normally let students keep their assessments, but tonight we have parent-teacher conferences and I kept these to show parents what their students are able to do in my class. It is super cool to show a parent that their child, after a little over a month, can read and write simple paragraphs.

personaespecial1

personalespecial2personalespecial3

So there it is! I am more than happy to answer any questions or offer any help that I can. I’m no expert by any means, but La Persona Especial is so easy, any of us can do it!

PS: Here is a link to a blank copy of my quiz/rubric. Feel free to make a copy of it, change it, whatever you need to do to fit your class and philosophy.

New year, minor updates

Today is my last work day before students come into the building tomorrow. Since I don’t have to share rooms, move rooms, or otherwise do anything over the summer, I can leave everything more or less how it is when I finish in May. I am a major creature of habit, but I did make a few minor changes this year and I just want to show everyone what my room looks like. It’s nothing fancy – I’m no pinterest fiend – but it’s functional.

Updated word walls!

Ever since I switched to comprehensible input, I’ve had some version of word walls up. This is the third time I’ve done them and I hope the kids are nice to these, because cutting out all those words took a lot of time! (My prior versions were handwritten and I don’t have particularly nice handwriting.) A problem we also had in the past was that students couldn’t read the words when the lights were off, so I’m hoping that the white bubbles around black letters will help them stand out while still allowing for color on my bulletin board areas. (I also felt really proud of myself when I realized that with the whiteboard between the two word walls, I could use the green and red to make a Mexican-flag-like display.)

Useful phrases!

helpful words

I put an image of this on twitter a while back, but I added the green poster last year. (See what I mean about the handwriting? I can’t write in a straight line to save my life.) These posters are super duper handy when pushing students into intermediate and helping them use connecting and organizational words in their speaking and writing. This year, I am considering adding a bunch of various nouns (with pictures) in that blank space above the posters as inspiration. Not in the sense that they’re inspirational pictures, but rather to help students if we’re trying to story-ask or write something and they can’t think of something interesting to happen in the story. Maybe animals or something that can function as both a character in the story or a prop – I haven’t gotten that far yet.

New books!

studentwishlistbooks

Most of these were either specific student requests from my end-of-year survey about the offerings of my class library or Spanish versions of popular books that I know my students like in English. I hope the students attempt some of the harder ones – I think that The Fault in Our Stars will be popular. I also got a handful of new novels from TPRS Publishing as well as expanding my collection of ones that were popular last year (Problemas en Paraíso and Rebeldes de Tejas, if you were wondering.) However, it seems that with every novel I buy, two more are released! But that’s a good problem to have, I think.

Other random stuff

In the past, I have usually placed my tables in groups of 4 to facilitate easier pair work and conversation. This year, I decided to put the tables into a horseshoe shape. #1, it will be easier for everyone to see the whiteboard/projector screen comfortably. #2, students can still easily work in pairs or small groups. #3, nobody will complain about so-and-so kicking them from across the way cause their legs are too long. #4, I think a horseshoe shape works better for discussion and storytelling. #5, I can easily get to every student without having to navigate the narrow in-between-groups spaces. My projector is still currently on a cart but hopefully it will be in the ceiling by the end of the month, which will make things even easier for me.

The other big additions this year are more curriculum based. I decided as of yesterday to add the show Gran Hotel to my Spanish 3 and AP classes on Fridays. We run a shortened schedule anyway, and it’s a nice way to end the week. I am probably going to use the guides provided by Mike Peto and Kara Jacobs to help me out.

Reading and blogging are staying around for Spanish 3 and AP. I am seriously considering expanding FVR to my Spanish 2s, though in a more limited way. (We already read 2 novels in the year.) For reading, however, I am adding Martina Bex’s Mundo en tus manos news stories to my Monday plans. Between a short reading or two and weekend chat, my Mondays are set! (Mundo en tus manos is also a fantastic addition to any FVR library. Last year’s students felt they were an easy, comfortable read at level 3.)

First days

We only have 24 minute periods tomorrow and 35 minute periods on Friday, so my plans are pretty simple. Due to the nature of my school, I know all of my returning students and I am pretty familiar with my incoming freshmen, so I get a VERY short honeymoon period. I think I am going to have ‘Relax’ by Sie7e playing as students come in. I love Sie7e because he’s got that chill summer vibe, and Relax is a very appropriate song for first-day Spanish students who are probably super nervous! I’ll say hi. Spanish 1 will do a simple me llamo/te llamas/se llama game and that’s all we’ll have time for. With the other levels, we will do a quick refresher on the syllabus and procedures, then maybe chill while listening to some favorite Spanish songs from last year. Day 2 is when I will hit that stuff with Spanish 1, and the other levels will do some conversational stuff about their vacation (or just listen to me ramble about mine which is also great). And that’s it. Nothing too fancy. Next Monday, we hit the ground running.

For funsies, I’ve included a copy of my EXTREMELY simple syllabus piktochart (again, not a lot to explain in a small school) and the image I use to explain the AP exam to my AP students. Feel free to use either of them in whole, in part, or inspirationally.

An experimental curriculum

In my school, I’m a department of one. I teach Spanish 1-3, then AP Spanish. We have only 3 native speakers of Spanish in my district, and they attend elementary school in our other building. So many of my students don’t know anything besides hola, amigo, and taco before walking into my room in 9th grade. I am very, very happy to be a high school teacher (elementary and middle school require a skill set that I’m not sure I have) but sometimes I wonder, if I designed a middle school 9 week exploratory Spanish class, what would it look like?

And you know, I would like to see if I could do it with minimal creation of activities on my part. I mean, there are so many awesome ideas and programs out there, and 9 weeks really isn’t a lot of time to cover material. I can help out other teachers by paying for their services, and save myself a ton of time in the process.

Here is my experiment: armed with only La Persona Especial, Señor Wooly, and a few cultural units from The Comprehensible Classroom… I bet I could get students proficient enough in the really big main verbs (es/está/tiene/quiere/va/puede/le gusta) in that time. But I don’t have a classroom to test out my theory. So if any of you suddenly find yourself with an exploratory Spanish class… feel free to use this idea and tell me how it goes!

Too many materials! (part 2- post overflow)

Continuing with last week’s post about too many materials, here is another set of ideas you can use to supplement your teaching.

Reader resources

There is loads of research that demonstrates that reading comprehensible input is the #1 way to foster language acquisition among language learners. If your students are literate in one language, you can use that literacy to cultivate learning in a different language. (It’s a little harder for elementary teachers who have pre-readers.)

  • Blaine Ray – The original set of readers, they have offerings for middle school through upper levels in a variety of languages. I think these tend to be a little drier and predictable, but offer specific cultural lessons in each book.
  • TPRS Publishing – TPRS Publishing is another novel powerhouse (and they have great customer service!) I personally prefer these novels, as they are more interesting to my students while keeping vocabulary in-bounds.
  • Mira Canion – Mira’s works are available from a few different places. Hers are mostly appropriate for lower levels.
  • Santillana Publishing – I haven’t actually used these readers yet, but I plan to add this publisher’s books to my library in the coming months. They are a little pricier, but come with a CD of the audio to save your voice.

Curriculum guidance

I have to preface this section by saying that I make my own curriculum guidelines/scope/sequence/can-do statements/whatever as a department of one. I have previewed these materials but not followed the entire curriculum to use in my classes. However, if you are a new teacher or someone who is making the switch to CI, these materials will be very helpful in making the transition.

  • Cuéntame (TPRS Publishing) – This series starts geared more towards elementary learners, but the beauty of stories is that they can be adapted to any level. (Also available in French.)
  • Look, I Can Talk!/Fluency through TPR Storytelling (Blaine Ray) – This series takes an eclectic approach to teaching. Rather than teaching in any particular order, this series works on high frequency vocabulary. A good start to learning to story-ask, circle, and embedded readings.
  • Somos (Martina Bex) – I haven’t used this, but Martina’s stand-alone products are amazing, so I can’t help but recommend it.

Teachers Pay Teachers

There is sometimes some controversy over teachers marketing their work for payment rather than sharing for free. However, I am a big believer that time is money, friend, and if someone has gone through the trouble of making something so that I don’t have to, I have no problem throwing a fellow teacher $5 here and there. These need no explanation – just check them out!

As luck would have it, at the time of posting, TPT is hosting a TEACHER APPRECIATION SALE!  (Yes, I just realized it was site-wide. I’m a little slow.) Use the code CELEBRATE on May 3rd and 4th to get 28% off everything! Protip: grab some pre-made lessons to keep your sanity during the end of the school year!

I hope all of these materials help you discover a new amazing resource to use in your classroom at the end of this year or during the next.

Close reading retell

In my last post, I talked about doing close readings with my Spanish 2s. I decided to combine the idea of a close reading and a retell all into one activity. The students read a story about a girl, Barbara, who was really clumsy and had a lot of accidents. (This was for the injury unit.) After reading the story and doing various comprehension activities, I asked the students to work in pairs. Borrowing a close reading technique, I asked them to pick out the 10 most important sentences of the story – no more, no less – and their story still had to make sense with those 10 sentences. In other words, I tricked them into summarizing (without calling it summarizing, which elicits moans and groans). Then, I asked them to illustrate each of their Spanish sentences from the story with a picture. This is how I was able to check for comprehension (again). This was an easy plan with no preparation required on my part, but I got some really great results. Here are just a few of the interesting – if a bit gruesome – retells I received.

photoretell1

A good example of what I asked students to do.

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This group amused me by pasting their ‘Barbara’ face into every one of their photos.

accidental IPA

I will be the first to tell you that I don’t really use IPAs (aka integrated performance assessments). I know, I know, they’re a great form of assessment but they require a level of strategy and pre-planning that is just not my strong suit. Except this year, I realized that I think one of my assessments is accidentally an IPA. It comes at the end of my Spanish 1 food unit, which has morphed over the years from a matching test with words and pictures to writing about favorite foods to now, preparing for a party and presenting it to the class. (If I had time, we’d also potentially pick our favorite party and then have it in class, but we had snow days this year so that didn’t work out.)

I originally got the idea to have a party plan assessment from Chris Pearce’s amazing teaching comic, Teachable Moments. (Side note: if you don’t regularly read Chris’s comic, you should.) One of the things that he did with his class is a Killing Mr. Griffin party project, and I thought it sounded super cool so I wanted to recreate a similar thing with my classes. I also wanted to be able to recycle my target vocabulary, and through some teaching wizardry, my party project accidental IPA was born.

The presentational mode

My students worked in groups to create a party theme with invitations, snacks, decorations, and activities. They were given 2 days in class to do this. On the 3rd day, they presented.

The presentational mode instructions and rubric

The interpretive mode

When the students were presenting, I didn’t want the rest of the class to be sitting around doing nothing. (In my experience, this means I have to ask every group to restate something at least once because I was busy telling the other members of the class to be quiet.) So I created an interpretive listening organizer with some very basic questions for them to fill out as the other groups presented. This kept them on task so I could focus on the presenters.

The interpretive graphic organizer (I have two pages since I have a different number of groups in each class)

The interpersonal mode

Finally, when the groups were presenting, I also warned them that they would be asked a question or two about their party. Since they’re novices, I stuck to pretty familiar topics that rehashed what they told me about their party – stuff like ‘So, was your group bringing chips or pizza? What kind of pizza?’ or ‘Wait, I forgot, is the party on Wednesday or Friday?’ Of course, I can push the limits by asking my more advanced students more difficult questions or follow-up questions, or lob an easy yes/no question at my strugglers.

I graded the overall project on two metrics: 5 points for their written product and for their interpretive paper. The major focus was on their speaking ability as assessed through the interpersonal and presentational mode, worth 15 points. Overall, the students did wonderfully and I think the project is finally how I like it.