It has been challenging to find interactive activities for my students to do in their iPads besides using apps. I started collecting some to share with my kids as Choice Boards and tested them on my iPad. I hope they can be useful for you, too. I can’t wait until all iPads can run Flash Player somehow.
I have been looking for ideas to build community with my pre-school non-readers around their names using Seesaw. Thanks to the wonderful contributions of the Seesaw community to the activities library, I decided I will adapt these two so that my students and especially I learn how to pronounce everyone’s names properly:
I imagine the homeroom teachers might be doing something similar in their classes and I need to find out before doubling the work for our kids and their parents. This is plan “A” so far. Once I learn to pronounce all my students’ names, I want my kids to find their names while getting used to the Seesaw tools and their possibilities. I will see my students face-to-face for two weeks and then they will work independently for two more. I imagine my students would feel proud of me when they hear me saying their names properly or at least feel willing to help me pronounce them better 🙂
These are not my students’ names but just a template for you to adapt your children’s names if you decide to try the activity. I learned from Kris Szajner how to add the recordings in this video. You can only add up to 20 recordings per activity and would need to use Chrome to adapt the activity.
This activity not only involves clicking on the speaker icons or tapping on the markers but also tapping on the video. It also includes tracing names. I used one of Seesaw handwriting backgrounds and the feather font style which might not be what your kids are used to in their classes but which I found practical since they were all in Seesaw. I ran into this website https://www.handwritingpractice.net that offers “Handwriting practice worksheets custom made by you in – PRINT – D’NEALIAN or CURSIVE”. I was not sure I could use a screenshot for my students’ names because I could not find a way to contact the owners and ask them. It really looks like a great resource to print and send worksheets home.
My goal with this activity is for my students to get familiar with the question “¿Cómo te llamas?, review the chant and a game we will play to learn our names, find their names while listening to their classmates’ and then trace their own. I am not requiring my students to answer “Me llamo” unless they want to give it a try.
I hope you find these activities and ideas practical and can ease your workload somehow. All the best for you and your community this new school year!
Thanks to the wonderful posts about how to use Google Forms in different ways by La Maestra Loca and CI Liftoff, I was inspired to give them a try and use them to deliver input out of the stories I asked my former fifth graders about their classmates’ cards.
I call this collection : De Problemas y Soluciones Inesperadas. I will be using these forms as a kind of independent reading that I plan for my new fifth graders to access them either in our face-to-face or virtual classes.
Each form contains a story, its glossary, reading comprehension questions, a Jam to illustrate the story, and a link to Vocaroo to respond to the story.
The stories are classified into the following categories which organically developed as we talked about each student. I will be feeding the categories as I finish working on each story. Click on the title of the story to make a copy.Please let me know how you find them and what you would like me to add/change. I hope you can use them with your students, too.
1. En la clase
3. Súper Poderes
Edpuzzle has been a tool I have used often since I discovered it a few years ago in one of the Facebook groups I belong to. My students love it and I love how my students get input and interact with it seamlessly. Edpuzzle has worked well as a way to expose my students to other Spanish-speakers, to input that I can incorporate to the video through the questions I ask, and to the many possibilities Youtube or other videos offer.
I have been using the free version and have been leaving some that I am planning to reuse in the future: ones that I modified, and ones that I created myself (old Edpuzzles here). During remote learning, I created a few more and I decided to incorporate a different format in some that I hope you would like to use in your classes.
My version of “Piedra, Papel o Tijeras”
My fourth graders learn about schools, their own, the ones in Spanish-speaking countries, and this one that fit perfectly for them to discuss not only vocabulary in context but bullying.
Marie Curie or my student who will become our next Nobel laureate
We learned about Marie Curie because she was a person one of my students admired deeply and we had to talk about her when we talked about her interests. I love how Edpuzzle allowed me to focus on specific sections to create questions that guided my students into comprehending the information independently and successfully.
Inspiration, soccer, and reading
My students loved learning about Marco Antonio while they watched him play soccer and read what his story was about. There was just a little audio they had to listen to but it was mostly captions they associated to the photos they were seeing. Letting students work at their own pace pausing or rewinding the video proved to be a challenge they enjoyed taking. They felt a great sense of accomplishment that I could notice when they interacted in class about the video.
Food for thought
We teach a language and the possibilities are endless in terms of all we can learn and what we can do. I loved learning how to make Paneer, the favorite dish of one of my students, and he was so surprised he learned the recipe from a native Spanish speaker before he learned it from one of his relatives who were usually the ones who made it for him. Thanks to the pauses and the small sections, my students were able to focus on identifying the key details they needed to answer my questions.
And what if the input is in English?
Well, I believe there are many ways to learn something and especially to learn a language. This trailer is in English but my input is in Spanish. My students needed to focus on scenes or audio to figure out the answers to my questions. They answered the questions in Spanish and discussed them in Spanish, as well. Edpuzzle allowed me to keep the parts of the video that I considered to be the most important ones and discard the rest. What is not to love about Edpuzzle?
If you can see yourself using my creations in your classes, please consider leaving me a comment or following me. I would love to hear/read what you think : )
During our emergency remote teaching trimester, I saw my fifth grade classes once a week and they worked independently on our second class. We used PearDeck to interact in our synchronous lessons about our “Personas Especiales” and the independent activity (asynchronous task) was related to our live discussions and an extension that involved a video students had to respond to.
Here are some videos and activities I assigned that referred to a feature our “Personas Especiales” shared so that my fifth graders could see the vocabulary we were learning in context.
Quiero un perrito
Since one of my students really wanted to have a pet but her family was not really sure about it, I found the perfect video on Youtube.
Activity: Watch the video and aim to write more than 15 cognates you can find. Make sure to set the captions to Spanish. Write the words in Spanish and English.
My students know how to play the recorder and we learned one of our special persons was into playing the flute professionally. Since we had watched the movie Coco before, I thought having them learn to play the melody with a Spanish speaking teacher would be a fun and meaningful way to get some important input. They amazed me with the videos they recorded playing the melody.
A mí me gusta el baloncesto
For that special person that loved basketball, I found this very informative and fun video.
Activity: Watch the video and write the names of the items needed to play basketball, the dimensions of the basketball court, and what makes a basketball team. Make sure you set up the captions to Spanish. Write the items in Spanish and English.
Somos unos grandes artistas
For those of my students who loved art, I wanted them to enjoy admiring paintings of a famous Spanish artist or drawing while they got their comprehensible input through the visuals and the task they needed to solve.
Activity: Take a screenshot of three of your favorite paintings and collect more than five cognates by reading the title of the masterpieces. Write the words in Spanish and English.
This particular student already knew how to draw an anime face and could have her own Youtube channel teaching how to do this but she had not heard another artist explaining the process in Spanish.
Activity: Watch the video and follow the directions to draw the face. Label the parts of the face in Spanish.
My students were also into some activities that fell into the STEM category.
Although these are very simple calculations, the idea was for my students felt comfortable with the content and could figure out what the instructions were by reading them and seeing how the calculation progressed.
Activity: Watch the video, stop it to read the instructions, and try to figure out what the answers are before they are displayed on the screen. Translate the instructions into English.
Not that my students do not know how to make slime but seeing other kids their age making it and speaking in Spanish was really meaningful and fun.
Activity: Watch the video and write the ingredients for the four ways to make “moco de gorila” in Spanish and English in a piece of paper. Tell me what your favorite way to make slime was.
This student’s favorite animal was the Phoenix and I found a video that related more to STEM and art than to mythology so I thought to add it into this category.
Activity: Watch the video and follow the steps to make “un ave fénix”. Take a picture of your creation and share it with us.
I also included a coloring page in case my students were not happy with their creation. They were better than me.
I hope you find these ideas and activities useful to implement in your classes. My next post will be about the Edpuzzles I created with the same purpose in mind: reach my students through the things they liked so that they felt they were just having fun without realizing they were also learning Spanish.
Stay tune for my next post about my Edpuzzles and one about the stories I created for my students’ Cards. I will also be updating my videos and my stories pages.
This is my plan to end our school year remotely adapting my unit to Seesaw and to what my second graders can do at home using this tool. I have done this activity in the classroom and usually started by showing my students this video of the song “Reducir, Reutilizar y Reciclar” by Los Colorados and produced by Jungla Cartoons. I created the conversations based on the video and adapted them for my second graders.
Over two years, I have collected some videos for the conversations with former students but I cannot share them with you because of our school’s policy. I usually present the first part of the song and one video with a conversation, right after. Then, I have a student demonstrate the conversation with me and then I pair students up so that everybody gets to practice. Over Zoom, I followed the same process with the first conversation and tell students that they will be using Seesaw to practice and illustrate each conversation but will have the chance to pick one to act out and videotape for their independent work. That creates more excitement on their part and curiosity as to what the conversations can be like.
I am using one lesson to address one of the Rs so that my students can work independently on the Seesaw activity. I display the activity and the conversation on my screen and assign time for students to practice in pairs. The Spotlight option of Zoom makes it easier to focus on the students playing the roles. The Seesaw activities for Reducir and Reutilizar are set up in a similar way. The activity for Reciclar is a project that I demonstrate over our Live class, and then students do on their own. My focus is on the identification of recyclable materials and their creativity.
Click on the picture to access the first Seesaw activity:
My complete TPT product is available here
I would love to hear from your experience using this product. Please remember to subscribe to my blog for notifications on my new posts and products.
This is my plan to end our school year remotely taking advantage of having my students at home so that they can go over their clothes to play and learn at the same time.
My plan (Make it yours) I have done this activity in the classroom as part of planning our trips to Spanish-speaking countries and choosing what we would wear. Since we are at home, I thought my students would like to show off their Home Style.
These are just some ideas of what I want to do with my new TPT product that comes in Seesaw, PearDeck, and Google Slide versions.
- Introduce the activity: Use the PearDeck Presentation to teach the lesson. I love the interactivity it promotes among my students. Have your students join the presentation and show the title on the first slide . Then, explain that they will participate in a Fashion Show called “En Casa con Estilo” – “At Home with Style”. They will learn how to describe the outfit they would like to wear making sure they select five or more items from the vocabulary you will present. We do not have much time for accessories but I would encourage my students to share other items at the end of the class if time permits.
- Clothing Scavenger Hunt: This is how our students will learn the vocabulary. Divide your class into two or three groups. Tell your students you will tell them to bring one of the items you will display on your screen. Once they bring the item, they need to type the item and its color into the interactive slide. They are organized in a way students can find the patterns that make all words “match”. Not all the students need to type the same or look for the items, they can divide and conquer: one student can bring the item while another student types. Read their answers as you point to the items and the colors in your screen.
- Matching: Students need to type in the drawing slide the number for each one of the items we presented. This could be an opportunity for teams to interact over Zoom chat or breakout rooms. I apologize I do not have much experience using another platform.
- Stop!: Students are to use the drawing slide to type the proper form of the colors to match the items on the top. The first one to finish has to shout out “¡PAREN!” and you need to block responses at that time. Then, display the responses and make sure nobody starts working on the next row. Students can go back to check on the previous slides to complete this part but it would take their team more time to finish. This can encourage more attention to the patterns.
- Independent work: Assign your students to complete the Deck independently. I set up the activity on Seesaw which is the platform my students are more familiar with and I would assign them to work on it, instead. If you use Google Classroom, you can share the Google Slide Presentation. The last section is for your students to choose an outfit to wear, wear it, and get a picture taken. They need to upload and label the picture. Then, they need to record themselves reading the description. That would be preparation for our next lesson which would be our Fashion Show rehearsal.
- Rehearsal: Ask your students for ideas on the set up. We need to think of what music we will be using, who is controlling the sound, what order they would model, when to read/describe their outfits. I am planning to use the Spotlight option of Zoom.
7. Fashion Show: If you dare, ask your students to invite their parents to
watch the fashion show or post the video in their platform for them to watch it later.
I would love to hear from your experience using this product. Please remember to subscribe to my blog for notifications on my new posts and products.
These are some of the Comprehensible Input activities my fifth grade curriculum is centered around, and which I had to adapt to remote teaching. This is my third week meeting my classes Live once a week and I spent two weeks preparing videos and activities for my students to work independently. In those two weeks, I prepared stories and news for my kids to work on while we could meet again and share what we knew and learned about the students who were still waiting to be “la Persona Especial”.
My fifth grade classes are a little larger this year and I was/am facing the risk of not having enough time to treat everybody as especially as the first students we talked, interviewed, and wrote stories about. I know I cannot recreate the same experience under these circumstances and I was doubting I could do it in the classroom, anyway. Our class stories took different turns and other school activities replaced my class time, and you know the rest.
When our Lower School Head asked me how often I wanted to see my classes, I knew that I needed to split them into half so that we could interact better. I used to see my fifth grade classes twice a week for forty minutes and I kept the same time but have been seeing half of one class on one day and the rest the next day. The day I don’t see them, they are assigned independent work. The opportunity to just see them has been fantastic since our interactions have been more dynamic but it has also been a little tiring for me. If we are going back to remote teaching in the fall, I would need to reconsider this arrangement.
To be honest, my first Live lessons were a cry to bring our past class routine to life. It seemed to work but time was running and we have a month to go and also many stories to create. Then, I met Pear Deck and I love how convenient it was to collect the information I needed in a faster yet effective way.
In this Deck I am sharing, the first slide if for the Cards my students designed with their interests. Their classmates and themselves are given two minutes to write as much as they can using the card as a reference or anything they know about our “Special Person”. In the classroom, I would just talk about one person at the time, and interview our Persona Especial about what their classmates described.
Since I have many students to be our Special Person, I created a slide for each one of them and assigned experts to write about one “Persona Especial” at the time. I had four Special Persons and each student got to be an expert, even the Special Persons were experts about another Special Person. When the two minutes were up, I shared their responses projecting them in my screen. I read them through and interviewed each Special Person about the information we collected.
The next slides are statements about our “Personas Especiales” and my students got to drag an icon to express their view. That looked a little messy when I projected in my screen and I could not figure out what dots belonged to each person. However, the statements were really useful to introduce input and just verify if our guesses were correct or not by interviewing each Persona Especial at the time. Having the statements ready on my screen were important visual support and encouraged everyone’s participation.
Right after the statements come the story slides. For this part, I referred to one Special Person at the time asking where, with whom, and what problem they might have in their stories. I asked the experts for their opinion before I asked the rest of the class for other ideas. Our Special Person got to decide what idea they liked the best.
We did not have time to move to the solution. I assigned it as homework. We moved right to the last slide which is Write and Discuss with my twist – I learned about this strategy from the book The Natural Approach to the Year by Tina Hargaden and Ben Slavic. Students shared what they learned about our Special Persons by typing their answers to my oral questions. In my classroom, I typed what my students told me they had learned about our Special Person. In my remote platform, I found it useful to ask my class questions related to what we talked about and had them answer. With that information, I put together all their ideas and upload each description as separate Seesaw activities. Experts need to record themselves reading their Special Person’s description. I am trying to collect videos in Spanish related to the activities our Special Person likes for some extra input and for some I am using Edpuzzle.
Our next class will be about finishing up our stories and typing a solution to the problems and all the steps are in the same Deck. I hope you can find it useful and would love to hear your experience with it if you give it a try. This is my first attempt to reach many students in this platform and I might need to make more tweaks. What would you keep/change/add? Please subscribe to my blog to receive notifications about my new posts and send me an email if you have any questions.
Our Jr.K teachers asked me if I wanted to connect to their upcoming Shark unit or if I wanted to review shapes, and I found the perfect source of inspiration to combine both. Check out this cool and cute video!
This is how this new Seesaw activity came to life:
Hope you can use it and if you do, please let me know how you like it!
Subscribe to my blog to receive instant notifications about my new posts and materials.
Today was my second day running a Scavenger Hunt with my fourth graders using Zoom, Seesaw, and Pear Deck and it was really FUN!!!
We had been talking and comparing schedules to schools in the Spanish-speaking countries and before going on our Spring Break we had scheduled to have a Scavenger Hunt around our school. Since things did not work out because many students traveled or were sick, I had to make it happen in a new format under our remote learning platform.
In our regular Scavenger Hunt, students were grouped into teams, assigned a chaperone, and given one iPad and a handout with the clues. They had to solve all the clues taking pictures and uploading them into Seesaw within 30 minutes. There was a lot of running and teamwork involved and the chaperones could not keep up with their teams sometimes. Not even our P.E. teacher volunteer. Before leaving my classroom, I would give groups an iPad with the timer set up for thirty minutes to solve ten clues.
For our virtual Scavenger Hunt, I doubled the clues, keep the same time, and invited chaperones to accompany each group in their breakout rooms. The handout with clues was replaced by a Deck with fifteen questions, and 5 photos to upload in Seesaw. When my students joined me, I explained how they were grouped, who their chaperone was going to be, and how to access the Deck. Yesterday, I told my class to type joinpd.com in their browser, and then the code. Today, I posted the link and the password in a Seesaw message under their Student Journal and it seemed to work better.
Assigning students into their breakout rooms was very easy and having the chance to move across rooms and answer questions was very convenient. I loved how I could broadcast a message in Zoom announcing how much time they had left, and checking how far they were on their decks in the Pear Deck dashboard.
It was truly an amazing experience for me and my students and their chaperones seemed to like it, too.
I contributed this deck to the Pear Deck community and hope you can use it and have fun with your classes!
Subscribe to my blog to receive notifications of my new posts, decks, Seesaw activities, and more.