Las dos Fridas

Para el tema Identidades Personales y Públicas en mi clase de AP Lengua Española, utlizo una obra de Frida Kahlo que se llama “Las dos Fridas.”

kahlo5

Los sitios siguientes dan interpretaciones de “Las dos Fridas”:

http://www.artequin.cl/portfolio/frida-kahlo/

http://www.fridakahlofans.com/c0290.htm

http://www.pbs.org/weta/fridakahlo/worksofart/index_esp.html

http://iarudep.blogspot.com/2012/05/las-dos-fridas_30.html

Estas son las preguntas que les hago a mis estudiantes sobre los dos videos:

1.Según los videos, ¿qué motivó a Frida a pintar esta obra?

2.¿Qué dos lados de la identidad de Frida presentan las dos figuras?

3.¿Qué tiene Frida en la mano a la derecha?

Capítulo 6 de Pasajes: Literatura de McGraw-Hill comienza con una actividad para interpretar la obra.

Para explorar más la vida de Frida Kahlo, los enlaces siguientes contienen biografías y obras de Frida Kahlo, incluyendo materiales didácticos:

http://lab.chass.utoronto.ca/rescentre/spanish/Frida_Una_Mujer_Con_Pasion.html

http://lab.chass.utoronto.ca/rescentre/spanish/MP3/Violeta-Frida_Una_Mujer_Con_Passion.mp3

http://www.rtve.es/alacarta/videos/uned/uned-frida-kahlo-09-03-12/1344722/

Para el audio y el video anteriores, tengo estas preguntas: Frida Kahlo Bio listening comp

http://marcoele.com/descargas/2/ferrer-navajas_frida.kahlo.pdf

http://formespa.rediris.es/audios/pdfs/frida.pdf

http://www.sipuebla.com/frida-kahlo.htm

http://www.mecd.gob.es/dctm/ministerio/educacion/actividad-internacional/consejerias/reino-unido/tecla/2005/junio/17-06-05a.pdf?documentId=0901e72b80b7ebe8

http://www.mecd.gob.es/dctm/ministerio/educacion/actividad-internacional/consejerias/reino-unido/tecla/2005/junio/17-06-05b.pdf?documentId=0901e72b80b7ebe9

http://www.mecd.gob.es/dctm/ministerio/educacion/actividad-internacional/consejerias/reino-unido/tecla/2005/junio/17-06-05c.pdf?documentId=0901e72b80b7ebea

Uso esta biografía de un sitio de Internet que ya no está disponible:

Frida Kahlo Bio and questions

Posted in AP Spanish Language and Culture, Culture, Lesson Planning | Tagged , , | 1 Comment

La comunicación interpersonal

Un componente del examen de AP lengua española es la comunicación interpersonal escrita. En el pasado era una carta formal o informal, y en el examen actual es un correo electrónico formal. Así que es la responsibilidad del maestro enseñarles a los estudiantes a escribir correspondencia.

carta

Mientras una lección en que el maestro les enseña a los estudiantes el formato correcto de una carta o e-mail de forma directa es la manera más común, creo que el usar literatura para presentar el tema de la correspondencia escrita me interesa más a mí. Reconozco que estas obras no les enseñarán a los estudiantes todo lo que necesitan saber para escribir el e-mail formal, pero me atrae la idea de explorar el tema de la correspondencia escrita a través de las obras literarias.

Un relato breve que se trata de una carta es “La carta” por José Luis González. Una maestra en FLTEACH me lo sugirió. Tiene varios errores ortográficos a propósito, y les pedí a mis estudiantes que corrigieran los que encontraron. El cuento es un ejemplo del formato de una carta familiar, y además se trata del tema de la ajenación y asimilación por motivos económicos.

Esta versión del cuento tiene una breve biografía del escritor: http://www.juridicas.unam.mx/publica/librev/rev/derhum/cont/62/pr/pr30.pdf

También hay preguntas de comprensión: http://profvictormhenriquez.blogspot.com/2011/11/estudio-sobre-el-cuento-la-carta-de.html

Otra carta que me gusta es en realidad una tira cómica creada por Quino que se llama “Adiós, gusano.” La usé como actividad para comenzar la clase: http://unaclaseconclase.blogspot.com/2010/11/adios-gusano.html

Un cuento que se usa con frecuencia en clases de español como lengua extranjera es “Una carta a Dios” por Gregorio López y Fuentes.

Aquí tenemos la versión del cuento comúnmente usada en clases de español: http://www.eslconnect.com/apspanish/cartaadios.html

El libro de texto “Álbum” tiene la versión auditiva de todos sus cuentos en Internet: http://college.cengage.com/languages/spanish/burgy/album/3e/students/audio/

Y aquí les comparto la versión original, también con audio: http://albalearning.com/audiolibros/lopez/carta.html

Hay varios recursos en Internet para el cuento creados por maestros:

http://www.quia.com/files/quia/users/raught/Una-carta-a-Dios–preguntas

http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/2480/Dialectical%20Journal%20-%20Carta%20a%20Dios-1.doc

http://leyendoenspa102.wikifoundry.com/page/Una+carta+a+Dios

https://elmundodebirch.wikispaces.com/file/view/span+4+chap+8+Una+carta+a+Dios.pdf

Para dar un aspecto más moderno a la comunicación escrita a través de los mensajes textos, o sea la falta de comunicación, hay un cortometraje muy bueno:

http://www.youtube.com/watch?v=Zf-YtUuYCDE

Un cuento para estudiantes avanzados que no les enseñarán a escribir una carta, pero tiene ese tema es “Cartas de mamá” por Julio Cortázar. Es un cuento largo. http://www.literatura.us/cortazar/cartas.html “Cartas de mamá” también se encuentra en el libro de texto Temas para AP lengua española

“Cartas de amor traicionado” por Isabel Allende es otro cuento largo con el tema de las cartas. Se encuentra en el libro de texto “Galería de arte y vida” por Glencoe Publishing.

http://srgenova.weebly.com/uploads/8/6/4/8/8648767/cartas_de_amor_traicionado_-_copy.pdf

https://senoradavidzon.wikispaces.com/file/view/Apuntes+de+Cartas+de+un+amor+traicionero+de+Isabel+Allende.doc

http://www.quia.com/files/quia/users/mglucas/Cartas-de-amor-traicionado-de-Isabel-Allende-Preguntas-segunda-parte.rtf

https://senoradavidzon.wikispaces.com/Esp+4-+El+Amor

http://fhspanish.wordpress.com/about/ap-readings/cartas-de-amor-traicionado/

http://quizlet.com/6049393/cartas-de-amor-traicionado-de-isabel-allende-flash-cards/

http://quizlet.com/21542978/cartas-de-amor-traicionado-cierta-o-falsa-flash-cards/

Posted in AP Spanish Language and Culture, Spanish Heritage Language, Spanish Literature | Tagged , , , | Leave a comment

AP Spanish Language and Culture Exam Results 2014

My students’ AP Spanish Language exam scores were very good this year, even better than last year’s. However, I am not celebrating because of a document and subsequent conversation on the AP Spanish Language and Culture Community indicated that 85% of students who took the newly revised AP Spanish Language exam received a passing score (3 or above). Last year, with the old exam, the pass rate was 55%.  Click HERE for access to the document. (You must be a member of or join the AP Spanish Language and Culture Community in order to access it.)

In further conversation regarding the document, a rationale from College Board was given for the jump in pass rate with the new exam.  In essence, 3 reasons were given for the change.

1. The new exam better reflects what students are doing in class.

2. The new scoring system that allows more passing scores better reflects how universities place students in Spanish courses.

3. For students who have studied the language 4+ years, few should receive a 1 or 2 after so many years of study.

I personally think that the 85% pass rate is rather high, but that is partly because I teach heritage Spanish speakers, and I would like them to have more of a challenge on the exam. We are going to offer AP Spanish Literature in 2014-15, so that will help with the rigor. Approximately 60% of the total students taking the AP Spanish Language exam have outside experience with Spanish, which I think is a high number.  I wish we could do with AP what IB does with language, which is to offer a standard level test and a higher level test. I know that is pie in the sky, but I think it would be nice.

Ultimately, however, I understand and begrudgingly accept the increased pass rate with the new exam. What greatly concerns me, however, is that I believe a good many AP Spanish teachers may be unaware of why the pass rate jumped. It would not be appropriate for teachers to compare last year’s pass rate with this year’s in an attempt to evaluate their AP programs. It would be like comparing apples and oranges. I want teachers to celebrate the higher scores for the right reasons and not to make inaccurate assumptions.

If you would like to read the message from College Board that was posted on the AP Spanish Language and Culture Community, click HERE.

 

 

 

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AP Presentational Speaking: Cultural Comparisons

This year I taught AP Spanish Language and Culture to the new exam format, and I found the presentational speaking task to be the most challenging for me as a teacher. My students are Latino, so they have their own target culture experiences to drawn on as well as the cultural information that I present in class. On the flip side, since the school where I teach is 95% Latino and we live in a predominantly Hispanic part of Denver, I found that the students may not have a deep knowledge of American culture outside of our community. So, in addition to cultures of the Spanish-speaking world, I felt compelled to provide information about “American” culture, if you will. I think this is true, however, for all language teachers to some extent, for there are AP contexts about which adolescents may not have background knowledge, such as art or architecture in the United States. Without that background knowledge, they are unable to make the cultural comparisons with supporting details and relevant examples that are required for the presentational speaking task.

Another issue I find with the cultural comparison is that there are 6-7 contexts for each theme. I feel I can only reasonably teach about 3 contexts per theme. The AP Spanish Language Course and Exam Description states that not all contexts have to be covered, but I can’t shake the nagging feeling that a context that we do not discuss will be the one on the exam. I could assign the other contexts as outside research projects, but I feel like I am leaving their level of knowledge up to chance. To avoid this issue, I have decided to teach half the contexts in the class before the AP Language course, which I call “pre-AP” and the other half in the actual AP course. This is where vertical alignment of language courses with the AP exam is useful.

Even with limiting myself to 3 contexts per theme, I feel that we only have time to do a superficial coverage of culture at best, which leads to stereotypes that come out in their oral presentations.

At the end of the first unit, I gave my students the presentational speaking prompt found in the practice exam. Before recording, we read the directions and the rubric, and listened to the student samples included with the practice exam. Then the students recorded using the same equipment they would use during the actual exam. I was pretty disappointed with the results. The students did not incorporate anything that we had studied during the unit, instead relying on their own prior knowledge. This is not bad per se, but obviously my cultural lessons were not sticking with them. A good number did not make the comparison, instead talking about each culture separately, or just talking about one culture.

For the second and third units, I again gave the students a presentational speaking task at the end of the unit. This time I tried giving the students a Venn diagram to fill out during the 4 minutes they had for brainstorming, then they recorded. The main problem this time was that my students were able to talk about their personal experiences from the Hispanic community, but they had little or no knowledge outside of that for comparison.  Some of them even made up information about non-Hispanic culture in the United States. Would it be wrong to allow students to compare and contrast their experiences as a Mexican-American in the United States and a different Spanish-speaking culture such as Spain or Argentina, for example?

For units 4, 5 and  6 I tried using Venn diagrams at the end of a lesson or series of lessons on a particular context so that they could write down what they remembered and see how it could turn into a speaking task. Here is my template.

Comparación Cultural Venn Exit Slip

I also tried to incorporate information about our city and the U.S.  As we talked about environmental issues, for example, we read about the ozone warnings that Denver experiences each summer. Though the students’ oral presentations improved, I still did not see the students incorporating much of the class material, or at times doing so inaccurately. They used vague generalizations rather than concrete examples, which was frustrating to me because I felt that I had infused the lessons with specific things that they could use in their presentations.

So after a year of working hard to saturate the course with culture and teach the students exactly what they needed to do to complete the task successfully, the question that they had to answer on the exam was not related to anything specific that we had discussed in class. The students relied completely on their own knowledge and experience to answer the prompt.

As I think about next year, I plan to do more modeling by filling out the Venn diagrams myself so that they can compare their completed Venns with mine and see what I thought was important. Perhaps I should use more of a T-chart and have the students fill them out during the course of the class period as they hear or read something that they think is of relevance. I also think that I should provide the students with a presentational speaking prompt at the beginning of each new context that we discuss, and everything we do will relate to answering that question.  They will not necessarily record a presentational speaking task for each prompt, but at least they are reflecting on and processing that cultural information. Furthermore, since there is not yet a bank of student samples for the new presentational speaking format, I need record my own so that the students can hear what I was looking for in their presentations for comparison with their own recordings.

My principal suggested that I have the students take more ownership of the learning by doing research, so I will try to incorporate that as well, but my impression from observing my students as they research is that students + computers to find information = inefficient use of class time. If anyone has suggestions for making research gathering more effective, I am eager to hear your input. Around 90% of our students qualify for free or reduced lunch, so expecting them to go home and do research is not a very realistic expectation since their access to resources may be limited.

One last thing that I can share is a template I developed for the presentational speaking assessment that the students performed each unit, in case it could be useful. I look forward to hearing how others have tackled the cultural comparison in their AP language classes.

presentational speaking TEMPLATE

 

 

 

 

 

 

Posted in AP Spanish Language and Culture, Assessment, Culture, Oral communication | Leave a comment

Los cuentos de Horacio Quiroga

Siempre había querido trabajar con fábulas en mis clases de español, específicamente unos cuentos por Horacio Quiroga. Por fin lo hice con “La tortuga gigante.” Además leímos “El almohadón de plumas.”

Empezamos con una biografía de Horacio Quiroga. Su vida explica el lado oscuro de muchas de sus obras. Aquí les comparto la información biográfica que usé con mis estudiantes.

Quiroga cuentos

Un elemento visual que incluí para acompañar las lecciones fue el arte del artista uruguayo José Gamarra. Creo que sus obras de la selva son un buen complemento.

EL ALMOHADÓN DE PLUMAS

La próxima vez que enseño el cuento, quiero incorporar uno de estos videos:

En esta versión hay subtitulos en inglés.

Este video es un poco raro. El hombre mata al parásito al final en una escena sangrienta.

Este video captura bien la relación entre el hombre y la mujer, pero no muestra bien lo que pasa al final.

Me gusta usar ilustraciones de los cuentos para ayudar a los estudiantes a entender el cuento o usar las ilustraciones como guía para recontar el cuento.

almohadon ilustraciones

Al enseñar el cuento “El almohadón de plumas” me di cuenta que es un poco difícil de entender para los estudiantes. Mis estudiantes hablan español como lengua natal o lengua de herencia, y hasta ellos lucharon para comprender el cuento. En el futuro haré más para apoyar a los estudiantes con el lenguaje del cuento.

El Sr. Peto tiene una lección muy buena para el cuento en su blog:

http://mrpeto.wordpress.com/2013/10/08/el-almohadon-de-plumas-horacio-quiroga/

Si buscan preguntas de comprensión para el cuento, los sitios siguientes las tienen:

Una versión auditiva del cuento está disponible en http://www.ivoox.com/almohadon-plumas-horacio-quiroga-audios-mp3_rf_1456980_1.html

LA TORTUGA GIGANTE

Pueden encontrar “La tortuga gigante” y otros cuentos de Quiroga en versión auditiva en http://www.audiocuentos.com.uy

Aqui tenemos el cuento, vocabulario del cuento y preguntas de comprensión:

Lori Langer de Ramírez tiene una versión del cuento acompañada de ejercicios en su libro Cuéntame Folklore y Fábulas.

Yo elegí “La tortuga gigante” pero las otras fábulas de “Cuentos de la selva” son buenas también. http://www.uruguayeduca.edu.uy/Portal.Base/Web/verContenido.aspx?ID=203219

Creo que vale mencionar también una entrada en mi blog donde comparto recursos para actividades de lectura y de vocabulario.

http://senorab1972.wordpress.com/2014/04/05/reading-and-vocabulary/

 

Posted in Lesson Planning, Spanish Literature | Tagged , , | Leave a comment

“Mi Nombre” de Casa en Mango Street

At the beginning of Spanish IV this year my students read an excerpt of La casa en Mango Street, a chapter titled “Mi nombre” as part of a chapter about identity.  We read the chapter then had small-group discussions based on questions from ice breaker #7 at http://www.collaborizeclassroom.com//Resources/icebreakers.html.  The site describes that activity for an online class, but we did the activity aloud.  Students researched their first and last names outside of class, then presented the information in class in small groups.  I think it would also make a nice activity for a class blog.

Here is the text accompanied by comprehension questions:

http://mail.colonial.net/~claflamme/FOV1-00053AB8/FOV1-00053AD8/FOV1-00053B0E/Mi%20nombre%20Cisneros.pdf?Plugin=Box

I downloaded the audio book from www.audible.com so that the students could read and listen at the same time.

The main character mentions that her grandmother was born under the Chinese sign of the horse, so we read about that sign. Students also read their own Chinese sign. They discussed with partners and as a class how accurate their sign was in regard to their personality and interests.  I used the descriptions of the Chinese signs that I have in my google drive at https://drive.google.com/folderview?id=0B8remLFpqcmxejNzNGxhdUNFT0U&usp=sharing

Here is the Powerpoint of the lesson that I taught. que hay en un nombre

In the Powerpoint I mention an interview with Sandra Cisneros.  Entrevista a Sandra Cisneros

Here is my reading packet with questions Mi nombre questions

 

Posted in Lesson Planning, Spanish Literature | Tagged , , | 1 Comment

Language teaching blogs

I like to follow blogs by other language teachers to stay current on what is happening in language classrooms. Here are some that I find particularly interesting.

Creative language class http://creativelanguageclass.com/

The comprehensible classroom http://martinabex.com/

Kristy Placido http://kplacido.com/

The language coach http://www.amylenord.net/blog

Somewhere to share http://somewheretoshare.com/

Resources and ideas for language teachers http://neiljones.org/

Bryan Kandel http://bryankandeltprs.com/

Tuesday’s tips for staying in the target language http://senorhoward.com/blog/

Musicuentos http://musicuentos.com/blog/

Señora Spanglish rides again http://sraspanglish.blogspot.com/

El mundo de Birch http://elmundodebirch.wordpress.com/

My generation of polyglots http://mrpeto.wordpress.com/

Cultura y civilización http://cultyciv.blogspot.com/

TPRS teacher http://tprsteacher.com/

Señorita Barragan http://senoritabarragan.com/

Optimizing immersion http://albanylanguagelearning.com/training/blog-optimizing-immersion 

Hispadictos http://lewebpedagogique.com/hispadictos/

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Advice to a first-year AP Spanish Language Teacher

I just completed my second year of teaching AP Spanish Language, and I would like to share my reflections on what I have learned these past two years. I had 18 years prior Spanish teaching experience before starting AP, but I had a lot to learn about the course and exam itself. This blog post was inspired by the startling number of comments I have read and heard from Spanish teachers who were told by administrators that they were going to teach AP, but never given any guidance on how to implement the course.

1. Familiarize yourself with what the AP website has to offer.

2. Check out the exam administration materials in advance. You cannot proctor your own test, but read the proctors’ manual thoroughly so that you can prepare your students for what will happen that day, particularly with the recording section. There are several sets of instructions for recording depending on the type of equipment you are using, so be sure to tell your proctors which parts pertain to them and which parts they can skip. You, your students, and the proctors also need to know what to do in case of an administration incident, such as recording problems. I did not know last year that the proctor could immediately re-test a student if there was an equipment issue during the recording portion, so that student ended up doing the entire free-response sections again on the AP make-up test day.

3. Obtain as many AP test preparation resources as you can. I like being able to pick and choose what materials I want to use for my lessons rather than sticking to one textbook. I realize that “textbook” has almost become a dirty word in teaching languages, but with exercises already created in the format of the exam, I do not see a point in re-inventing the wheel. Besides, that textbook reading or audio with comprehension questions is just one component of a well-constructed lesson. I can build a lesson around the textbook resource that is not textbook-driven.

4. Check out Pinterest. A number of teachers are creating boards and pinning resources for each of the 6 themes.

5. Have a list of websites for good listening and reading comprehension materials.

6. Since graphs and tables are now on the AP Spanish exam, seek out websites with useful data and incorporate them regularly in your classes.

7. The AP exam is essentially one big integrated performance assessment. Practice the 3 modes of communication regularly in class.

    • interpretive (reading, listening)
    • interpersonal (e-mail correspondence, conversation)
    • presentational (persuasive essay, oral presentation)

8. In July, check the Online Reports System to see your students’ scores. You will need the username and password you use for the course audit page to access the information. You can also generate reports to see how your students as a group scored on each section in comparison with all other students who took the exam.

9. Become an AP reader and experience firsthand how the free-response sections are scored. According to the website, AP is in need of Spanish Language and Culture exam readers, in particular.

10. Attend an AP Summer Institute. Your principal or AP coordinator should inform you and get you signed up for this, but not all administrators do. Please advocate for yourself and request to attend if they do not take the initiative.

 

 

 

Posted in AP Spanish Language and Culture, Curriculum | Tagged , | 1 Comment

La noche de boca arriba

Esta semana mis estudiantes de AP Lengua Española leyeron el cuento “La noche de boca arriba” para el tema “Belleza y Estética.” La_noche_boca_arriba_by_GDC3000 Antes de leer, les enseñe a mis estudiantes el tráiler de una película que cuestiona el concepto de la realidad.  Hay varias películas con ese tema, pero elegí “The Truman Show.” Vimos el tráiler en inglés porque no estaba satisfecha con el audio del tráiler doblado en español.

Dividí el cuento en 7 partes que coinciden con las diferentes escenas del cuento y agregué preguntas de comprensión.

la noche de boca arriba 7 parts

Leímos el cuento a través de tres días en clase. Cada día les enseñé imágenes que provenían de los sitios siguientes. Los estudiantes tuvieron que explicar lo que leímos el día anterior, usando las imágenes como guía.

http://www.revistaimprescindibles.com/wp-content/uploads/2012/05/boca1.jpg http://4.bp.blogspot.com/-

LbPs0VUepHo/T5Dh_xUTT7I/AAAAAAAAAF8/E_OglaZgREM/s1600/Bocaarriba+II.jpg

http://www.enter3d.de/esteban/vita/bilder/galerie/storyboards/boca3.jpg

Aquí está un ejemplo: noche boca arriba repaso 1 Después de leer y contestar preguntas de comprensión, miramos un video que no tiene narración, solo música e imágenes.

Un aspecto difícil de este cuento es el vocabulario. Hay que usar actividades de vocabulario o listas de vocabulario para apoyar a los estudiantes. Las antologías Abriendo Puertas: Tomo 1 Momentos cumbres de las literaturas hispánicas tienen buenos textos glosados para las palabras más difíciles.

Algo más que hicimos antes de leer el cuento fue leer el microcuento “El eclipse” por Augusto Monterroso. Planteó en la mente de los estudiantes el rito del sacrificio humano antes de leer “La noche de boca arriba.”

Posted in Lesson Planning, reading activities, Spanish Literature | 1 Comment

Reading and Vocabulary

I teach AP Spanish to heritage and native Spanish speakers, and the biggest struggles for them are vocabulary and reading. I have gathered resources for practicing vocabulary and pre/during/post reading activities that are appropriate for all levels of language learners.  Here are the links:

Vocabulary practice

http://people.bu.edu/jpettigr/Artilces_and_Presentations/Teaching+Vocabulary.pdf

https://literacy.uncc.edu/sites/literacy.uncc.edu/files/media/docs/Let%E2%80%99s%20Talk%20About%20Vocabulary%20Strategies%20presentation.pptx

https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

http://p4cdn4static.sharpschool.com/UserFiles/Servers/Server_37435/File/deer%20creek%20district/federal%20program/Vocabulary%20Games.pdf

http://ebi.missouri.edu/wp-content/uploads/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf

http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/FrayerModelTemplate_spanish.pdf

I have an example using the poem “Balada de los dos abuelos” that I made at wordle.net.

balada dos abuelos wordlebalada dos abuelos wordle

With this wordle, I could do the following activities, to name a few.

1. Before reading the poem, students guess what it is about by looking at the words, and the frequency of certain words (the bigger they are, the more often they are used.)

2. Students write their own original sentences by picking 2 words at a time.

3. Student choose words that they do not know for the class to learn before reading the poem.

4. Students do the “dump and clump” sorting activity with the words, as mentioned in the “Let’s talk about vocabulary” PPT listed above.

Reading activities

http://literacy4life.wikispaces.com/file/detail/beforeduringandafterreadingstrategies-091103094702-phpapp01.doc

http://www.readingrockets.org/article/82

http://www.nsrfharmony.org/protocol/a_z.html

http://www.myread.org/guide_three.htm and http://www.otago.ac.nz/genetics/otago038345.pdf

http://pages.uoregon.edu/rldavis/readingtasks/techniques.html

http://www.eduplace.com/graphicorganizer/spanish/

http://www.teachnet.com/lesson/langarts/reading/bookrepts1.html

As an example, here are a couple of reading comprehension activities to review part of the story “Las medias rojas.”  The second activity is called “report cards” from the document at the literacy4life wiki listed above.

medias rojas

 

 

Posted in Best Practices, Lesson Planning, reading activities | Tagged , , , | 5 Comments