Conversation Cups Assessment


I’ve really enjoyed doing simultaneous presentations with speaking practice in my Spanish 2 and Spanish 3 classes but something that I’ve done recently with Seesaw is also working out well. I’ve done Conversation Cups both as a formative assessment and a summative assessment of interpersonal communication.

For Conversation Cups, I create a list of discussion questions in Quizlet, cut them out and put them in a cup. Students sit in small groups and use the questions as discussion prompts. I usually have them record their group conversations in Seesaw so that I can provide feedback.

This week students did the Conversation Cups as a station activity (formative assessment) and then again two days later as a summative assessment. I like to level the groups by skill level so the conversation is balanced but sometimes it’s nice to see what happens when random students get together.

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Differentiated Communication Tasks


Among the internet’s greatest resources for language teachers interested in comprehensible input is Laura Sexton. Her blog PBL in the TL has given me a lot of inspiration. My recent implementation of PUEDOS stems from a blog she wrote

I started using PUEDOS at the beginning of my Spanish 2, 3 and 4 classes the past two weeks. Now I can sit back and reflect on their power and feel encouraged about the potential for increased communication happening student-to-student in the classroom. Students are given a sheet with 10 communication tasks; varying in complexity and skill. I appreciated the template for these proficiency tasks provided by AATSPSC keynote speaker Alanna Breen and used this to help me develop communication tasks related to the content and skills I was trying to develop within our units.

Puedos

I allot the first 5 to 8 minutes of class for 5 consecutive days for the completion of PUEDOS. The goal is to prove that you can do as many different communication tasks as possible (Puedo hacerlo). Each student must get a classmate to assess whether or not they can do the task. I asked the students to be critical and helpful and to really be sure that the student could complete the task confidently before signing off.

During PUEDO time, students interact with each other in the target language; listening, responding and helping each other successfully complete communication tasks. I would also float around the room, listening and occasionally assessing a student’s ability to complete a task as well.

After five days I collected the sheets to see how the students did. When I collected them, I would spot check and ask students to complete a task that they had indicated that they could do. This helped keep them accountable for the learning and also cautioned classmates to be honest in their assessments of each other. If they didn’t feel confident that Riley could do it when I asked him–don’t tell him that he can do it (No, lo siento no puedes).

I loved using this at the beginning of class because it just blasted the room with a sea of Spanish sounds and communication and helped set the tone for an enriching and engaging experience. Since each student could only sign off twice on a paper, it forced interaction between students that normally don’t interact. The repetitive nature of it was nice and it allowed for a lot of individualization. Certain students were stronger in some of the tasks than in others and benefited from hearing, or “testing”, another student. I also was able to witness great examples of collaborative learning and students helping each other out. One girl told a student that she didn’t think he could do it yet and then followed up with a great explanation of why and suggestions of how he could improve and practice.

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For Spanish 2 and 3, I did use these PUEDOS as a general summative assessment in interpersonal communication. I don’t know if I always will but I did for our first implementation. I love the fact that I can customize these tasks to address Unit specific objectives or extensions. Spanish 3 recently completed PUEDOS while working on the first half of “La Llorona de Mazatlan” by Katie Baker and some of the PUEDO tasks really helped comprehension and connection of the material.

I look forward to more engaging communication tasks like this and am so proud of my students and their ability to communicate with each other on a daily basis.

Read Laura Sexton’s Blog on Differentiated Social Warm-ups here.

Dot Game Review


Screen Shot 2016-12-12 at 11.19.28 AM.pngI love working in familiar games to review and practice vocabulary. One simple game my kids get excited about is the Dot Game.

In the Dot Game, you have a grid of dots. Partners take turns drawing lines, connecting the dots. If you draw the fourth line completing a box, you score a point and put your initials in the box. The objective is to make more boxes than your partner.

So how to turn this into an activity?

I create a grid of dots. I choose a word from our Unit to be in the center of the boxes that will potentially be formed.

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Students take turns drawing lines and making boxes. Once a student has made a box, their partner must use that word in a sentence. Sometimes I just do this out loud as oral practice and sometimes I have them write sentences using the word. It just depends on our focus.

It’s a nice way to review vocabulary while staying in the target language. Today I wanted my students to prepare for tomorrow’s writing assessment (I’ll be using a variation of Martina Bex’s BINGO writing activity). For the assessment, students need to write a paragraph about television and movies using the target vocabulary in their BINGO card (using words correctly to form at least one BINGO).

After we played the Dot Game today, I had students make a list of the words in their partner’s boxes. Then, they had to use those words to write a paragraph about television and movies—essentially the same standard that I am grading tomorrow. Today was all about practice. How can I use this list of words into a paragraph? What do these words mean? How do I use them?

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Students in this class circled the words they needed to use on their vocabulary sheets; in other classes I just told them to write their list on their paper.

Today this worked great for me as a Monday activity. It’s largely student centered so my job was to just facilitate the activities. I also love getting them to review vocabulary while staying in the target language and not thinking just about the straight translations of everything. Today they were focused on how to use the words to express thoughts rather than just trying to be a dictionary of terms. I feel like it gave them some good practice for tomorrow’s final writing assessment.

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Trapdoor Activity


Trapdoor is a bellringer or opening activity I do to engage the class in listening, speaking and comprehending the Spanish language. It takes a small amount of prep work but the payoff is great.

I created some warm-up activities for the first days of class in Spanish 2. It always takes me a little while to gauge where these new students are in their proficiency.  The warm-up activities I created go over the basics from Spanish 1.Screen Shot 2016-06-12 at 1.45.43 PM.png

Here’s how it works: I read a paragraph to the students, telling them that they need to pay attention and be able to repeat the paragraph back to me. They usually get a little scared by the notion that they have to repeat a paragraph. After I’m done reading, I project the Trapdoor Script to the class. The paragraph is missing words and in their place are three options.

I choose one student. That student begins to read the paragraph–filling in the blank with appropriate word. Once they are wrong, just “buzz” them or say “no” and choose another student. The next student has to go back to the beginning and read the paragraph.

Occasionally the first student is able to knock it out of the park. Sometimes we have to go through about 15 students before it’s read back to be perfectly from start to finish. I prefer when it needs to be repeated because the class gets to hear the language from their classmates and needs to listen to hear if their choices were correct.

 

Download the free Novice Trapdoor Activities here: https://www.teacherspayteachers.com/Product/Trapdoor-Novice-Activity-Spanish-2590256

 

Present to the Future


Today I needed one more activity to help my student practice conjugating in the future tense.  On paper, things seemed to be going OK but I wanted to see how good my students would be at conjugating on their feet.

I created a photo slide show of different present tense phrases using conjugations of the verb “ir”.  I told students that instead of saying something is “going to” happen, we will be expressing that it “will” happen in the future but conjugating the verb in the future tense.  Students were split into two teams.  One at a time, students stood up, set a conjugation goal and were shown the slides of the sentences.  They had about 5 seconds to give the correct future translation before the pictures flipped.  This activity is very similar to the activity I did with Direct Object Pronouns last year.

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At first things were rough but as we got going, students were catching on and doing quite well.  I was impressed by how many students adjusted to the irregular verbs and the reflexive verbs that were in the mix.  I even had to stop one student at 25 straight correct conjugations just for the sake of time and mercy for the other team.  I felt a lot better about how well my students knew the future tense and I think a lot of them felt better too.

Download the IR to the Future Presentation here.