This is a typical writing and reading (Emerging Literacy) activity that I do with novice students (with the goal being to read and write at a novice mid sentence level*). In this particular version, my 3rd graders had learned lots of words for animals and we had recently begun learning the words for places in nature where they can be found.
The class could list about 20 animals (individual words-novice low*), and they are beginning to recognize how they are written. We started this class by listing the words on the board (animals and places in nature), then I gave them the verb “est” (is) and some prepositions to go along with the places (as phrases; “sur l’herbe” -on the grass). Students then put the structure together verbally in pairs to makes sentences (novice mid). We then moved on to writing the sentences and drawing a picture to show the meaning (novice mid*). Once done, I went around to each student and had then read the sentences, then I covered the sentences and had them describe the pictures orally.
*ACTFL Proficiency Scale
This is a great way to have students practice verb forms and tenses . The powerpoint is projected on a white board so that you can write in the the subjects, the verbs, and the tenses (present, future, Preterit, Imperfect, commands, etc.) or they can be easily typed right onto the powerpoint slides as in the example below. On each click the die “rolls” and three dice appear. The students say or write the verb form represented by the number combination. I usually have students write their answers on small dry-erase boards. This is a great template for use with any verbs or tenses.
You’ll be surprised by how quickly and confidently your students are writing when you use this activity with them. This is a great way to build confidence in writing, while reviewing and practicing verb forms and meaning. Before engaging in the activities, there are slides to review subject pronouns and verb forms.
Before each activity, students number their paper or mini white board 1-8. A picture of a subject and an infinitive are revealed on the left side of the screen and possible sentence endings are listed on the right side of the screen. Students write the correct verb form and an appropriate ending from the list. There is typically only one possible ending, but in some cases there may be more than one possibility. Students have 1:30 (one minute and thirty seconds) to write all 8 sentences. When the time is up the words are covered over. Students check their work in the next slide. The next slide repeats the exercise, but the verbs and subject pronouns are paired differently. Students have one minute this time through since they are familiar with the sentence endings.
Download powerpoints here:
This is a fun and engaging way for students to practice verb forms or any type of vocabulary. I call this shipwreck (Naufrage, Naufragio, Hǎinàn-海难, Schiffbruch, Naufragium). The board has 1oo squares, you can use fewer or more depending on the level of your students.
In the example below there are subjects and infinitives in each box. Students play against an opponent and choose a box. He then says or writes the correct verb form. The example below has the student put the verb in the past tense in French. If the opponent agrees that it is correct, the player gets to color in the square with his color, then it is the opponent’s turn. If the opponent does not agree with the response the teacher is summoned to verify. If the answer is not correct the player loses that turn. When a player gets three boxes in a row of his color he gets a point, which is recorded on the bottom. Each play has a different color and employs a blocking strategy to try to prevent the opponent from getting three boxes in a row. This works well with vocabulary (students either translate or use the word in a sentence) or adjective/adverb forms as well.
You can make these activities in a WORD Document or you can download these activities that are ready to use:
This handy reference for students has verb forms on both sides. I photocopy it on card stock (two-sides) and cut it into strips so that students can put it in their books, usually in the lesson we are currently studying. My students really like having this easily accessible reference so that they don’t always have to go looking through their book for verb forms when speaking and writing. The example below is for beginning/intermediate students, but more advanced students would benefit from more advanced verb forms and conjugations.
This handy reference can be made in a WORD document by making columns or text boxes. You can also download them completed in French and Spanish here:
Class Starters (often called Do Nows, Warm Ups or Quick Questions) are a great way to set the tone for the work to be done in class. It is also a great opportunity to have students review vocabulary and grammar regularly so that the concepts stay active. These activities are also an effective tool for class management, particularly when students know that they are receiving a grade. typically give a grade out of 5 points for each day.
Below are some ideas for class starters in a world language class as well the document that students use to record their answers.
- Reorganize jumbled-up letters in a word
- Write words in singular or plural
- Write correct form of an adjective
- Write correct verb forms (in various tenses)
- Organize words to make a sentenc
Here is a more extensive list of Do Now Activities.
Click here for my blog post about short activities that can be used as Do Nows or activities for Fast Finishers.
This is a great interactive writing or speaking activity for students. Students throw a die three times and write a sentence based on the number sequence (or they can throw three dice at once and line them up). Each number corresponds to picture of a subject pronoun, verb and verb tense. Students write the sentence or say it out loud. This is a great way to get students writing without translating. Subjects and verbs can also be easily written on the board and numbered 1-6 along with various verb tenses as well. This is a grid that I use with students.
The musical quality of poetry, the careful selection of the words of poetry, and the ability of poetry to give make us think and reflect make it an ideal vehicle for writing tasks in a foreign language class. Here are some ideas for incorporating poetry based on the work of Jan Labonty and Lori Borth (in their article el elefante y la hormiga: Writing Poetry in Foreign Language Classes, NECTFL Review 58 Spring/Summer 2006).
Writing patterned poetry reinforces description and grammatical structures. It nurtures vocabulary development and is an activity that places the emphasis on a finished product of which to be proud rather than writing something acceptable.
I used to be … but now poems
Students can use the following pattern:
I used to be ______________________________________
But now I’m _____________________________________
Yo era ________________ pero ahora soy ________________.
________________ era yo pero ahora ________________ soy.
The sentence was repeated and the word order mixed to add some interest and variety.These sentences were added to the end of name using their English name or a Spanish name,if Spanish names were used in class. They chose an adjective that described them for each letter of their name and then used adjectives with opposite meanings for the final sentences. Use of interesting adjectives and attention to adjective agreement were stressed.
Sample of student work:
Yo era tímida pero ahora soy extrovertida.
Callada era yo pero ahora habladora soy.
These cumulative poems contain specific parts of speech that begin with the same letter.They are appropriate for all levels and are ideal for illustrating and displaying in the classroom. They are also fun to share orally and are good “tongue twisters” to practice pronunciation.They rarely translate well.
Line 1:the letter
Line 2:a noun
Line 3:add an adjective
Line 4:add a verb or verb form
Line 5:add an adverb
Samples of student work:
Reduzco Ranas Rápidos
Reduzco Ranas Rápidos Raramente
A terquain is a descriptive, three-line poem.This is appropriate for all levels and can be used as a directed work with the instructor providing the first line or offering a general topic to be addressed.It encourages the use of vivid words to create an image or reaction. It can be as simple or complex as the skill level of the writer allows.
Line 1:one word,the subject
Line 2:one or two words about the subject
Line 3:one word,a feeling about the subject
Samples of student work:
Posted in Writing
Tagged Poetry, Writing
If you are looking for follow-up activities to engage students in a text that they have read in the target language, consider setting up reading stations (sometimes called centers) in the classroom. These centers typically center on a particular interest of the student and you can have each student complete one or two of the activities depending on time and interest. When students have a choice they tend to invest more time and focus more attention. Here are some ideas for setting up reading stations in your world language classroom:
Wordle is a resource for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery.
These word clouds can be used as a pre-reading activity in a a second language. Students can look for the most prominent words and begin to decipher what the text will be about. Student writing can also be put into a word cloud and you can have other students visually look at the text. There are many interesting uses for this free tool.
Here is an example using a Neruda poem:
SABRÁS QUE NO TE AMO
Sabrás que no te amo y que te amo
puesto que de dos modos es la vida,
la palabra es un ala del silencio
el fuego tiene una mitad de frío.
Yo te amo para comenzar a marte,recomenzar el infinito
y para no dejar de amarte nunca:
por eso no te amo todavía.
Te amo y no te amo como si tuviera
en mis manos las llaves de la dicha
y un incierto destino desdichado.
Mi amore tiene dos vidas para amarte.
Pore eso te amo cuando no te amo
y por eso te amo cuando te amo.
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