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Building Proficiency at Novice Mid:
Moving Beyond the Word Level and Creating a Speaking Culture
With Carol Hartmann, Jessica Bradley and Dr. Helena Curtain
The person who teaches
the most students.
The person who teaches
fewer students.
Partner A Partner B
By the end of this session, I can:
● Expand my students’ ● proficiency at the novice level
● Understand the differences between a Novice Level Speaker and an Intermediate Level Speaker
● Energize my activities to create meaningful speaking experiences
Partner A
Partner B
Partner A
https://drive.google.com/open?id=0B9Gj7oSwtttXbHd2OUxremVxRkU
What can Novice Mid Speakers Do? NCSSFLACTFLCan- DoStatements
○ https://www.actfl.org/sites/default/files/CanDos/Novice%20Can-Do_Statements.pdf
Let’s Get Talking:
1. Sliders!
SlidersStudents practice using the target phrases by moving clothespins to the correct picture. The beauty here is that students connect 2 phrases, thus moving them towards an intermediate level discourse.
● Introduce with whole group, with either the students asking the teacher the questions or vice versa
● The students’ goal is to take turns asking and answering questions. ○ One person will answer. The asker will move the slider
to what their partner says. ○ They will confirm that it is correct with their
partner after they’ve moved their sliders. ● Can use paper clips as well instead of clothespins
Let’s Get Talking:
2. Survey/Graph!
Students as Reporters
You can give scenarios that enable students to take on the role of a reporter:
For example:
● You are a reporter for the school newspaper and you want to know what activities students can do to be healthy. Ask your classmates and fellow students of Highland View about what activities they can do to be healthy.
● Remember, try to ask and answer questions completely, using complete sentences!
JB CH CHJB
BT
BTTZ TZ
TMTM
Let’s Get Talking:
3. Play Guess Who!
Goal: I am able to identify the mystery person by asking questions about physicial descriptons
Guess Who - Great for physical descriptions! ● To play guess who, students try to figure out their
partner’s mystery person by asking elimination questions about physical appearance. The goal is to guess first the other person’s mystery person.
● Rules: ○ Only yes/no questions are allowed. ○ You cannot guess which person it is until there is one
person left. ○ Students cross off people on their own board based on
what their partner says. For example, Ss ask: ■ Is the person tall?■ Yes, the person is tall.
● The students crosses off all people that are not tall.
■ Does the person have a mustache? ■ No, the person does not have a mustache.
○ Students take turns asking questions. ○ The first person to guess correctly, wins!
Game board for Differentiation
Let’s Get Talking:
4. Info Gap Activities
Info Gap Activities - Scenarios are Wonderful!!!● Hola estudiantes -
● Your friend invited you to come over to his house to play, but didn’t give you his complete address. He just told you the street name. You arrive to his street at the time he asked you to come over, right when it’s starting to get dark outside. Call your friend on the phone and ask them questions about what is in their house so that you can figure out which house to go
so that you can play and not be alone outside!
● Set up a big envelope with the pictures of the 4 houses laminated and printed.
● Pass out a privacy folder to each group. ● One student asks questions to figure out which house
belongs to their friend. ● One student answers questions so that their friend can
come over. ● Ask at least 4 clarifying questions, just in case! ● Verify the house number!● Lift of privacy folder to confirm!
Less text support/ moving game pieces
Let’s Get Talking:
5. Play Memory
Let’s Get Talking:
6. Handshake Game
Handshake Game
● The class should get into a huge circle. ● Teacher approaches a student and says: Hola! (Shakes hand) and asks
¿Cómo te llamas? (Teacher models if needed for student as a reminder how to answer.) Student answers. ¿Cómo estás? Student answer. (continues to shake hands during entire conversation.)
● Teacher then switches spot with student by pulling the student gently into the circle, the teacher takes their spot in the circle.
● Then, the student can ask anyone in the circle they choose. ● Following students should only ask those who don’t have a partner.● You can make a beat if needed to speed things up.● *Modification: Can have competing circles to get groups to ask and answer
a little quicker.
Let’s Get Talking:
7. Conversation Bingo
● 1 set of cards per 2 students● Teacher calls a card (leer)● Kids ask target question(s) before moving on to next BINGO word
Let’s Get Talking:
8. Mystery Student Q&A Game
Mystery Student Q&A Game● (A variety of) questions are visible on the board. ● Teacher asks for a volunteer, volunteer comes up to the front
and takes a seat in a chair, which is facing the whiteboard. ● Ask the student to close his/her eyes. ● Teacher then starts chanting, “la persona, misteriosa, la
persona, misteriosa, la persona, misteriosa, es un secreto sh sh, es un secreto, sh sh.” While doing so, he/she goes through the rows and taps the hand of a student willing to be the mystery student.
● Mystery student goes to the back of the classroom and sits in chair.
● Volunteer asks mystery student a question. ● Mystery student answers, but with a strange voice, attempting
to alter their identity and make it difficult for volunteer to guess who it is.
● Volunteer makes a guess. If correct, select different volunteer and start over. If incorrect, volunteer asks another question (and another and another) until they are able to identify the mystery student from their class.
Let’s Get Talking:
9. Play Battleship
For example:
Goal: Try to guess what meal your partner has planned by asking what he has on his plate. Must determine foods from each food group.
Play Battleship
● To play battleship, students have their own board and a board that tracks their partner’s board.
● Students first mark their choices on their board - typically 5 items.
● Students then ask questions to try to identify the choices of their partners. They circle them when they find them. (Hit) They cross them off when their partner answers no. (Miss)
● The first student to locate all 5 choices of their partner, wins!
● Students should still continue to play until both partners’ choices are identified.
Let’s Get Talking:
10. Play Basketball
¡Jugamos al baloncesto!
Learning Targets: I can ask my partner about a wide variety of activities, with whom he/she does them, where he/she does them, and how frequently he/she does them. I can answer whether or not I do an activity, where, with whom and how frequently I do the activity.
1. Students are paired in groups of 2 by pulling of name sticks
2. Students need a whiteboard, marker and vocab card set of pictures (without vocab questions and answers on back).
3. Students pick a card and ask if their partner does the activity, where, with whom and how frequently they do the activity.
4. Students earn 1 point each time they ask a question with an ‘-s’ or ‘you’ ending. They receive 1 point for answering with ‘-o’ or ‘I’ ending. One student asks the 4 questions, one student answers, then they switch. 2 vocab words and 4 questions per round. If they don’t answer with an ‘-o’ or “I” ending or ask with an ‘-s’ or “you” ending, no point is earned.
Examples: A. ¿Lees? Do you read? -Sí, leo. / No, no leo. (NO answers move onto the next word/question).B. ¿Con quién lees? With whom do you read? -Leo con Señora Smith. C. ¿Dónde lees? Where do you read? -Leo en mi clase y en mi casa.D. ¿Con qué frecuencia lees? How often do you read? -Leo todos los días.
5. The student who answered, asks questions about a vocabulary word… A. ¿Trepas al arbol? Do you climb trees? B. ¿Dónde trepas al árbol? Where do you climb trees? C. ¿Con quién trepas al árbol? With whom do you climb trees? D. ¿Con qué frecuencia trepas al árbol? How often do you climb trees?
7. They get 4 points when they ask the question with an ‘-s’ or “you” ending. When the 1st person finishes asking the questions, students switch roles and the person who was asking now answers the questions and vice versa.
8. Next, they get to shoot as many baskets from the points they earned during speaking. This will equate to 8 or 9 baskets for bonus points. ***A technical is called when students speak English in line to throw their basketballs. They lose their turn. Move on to Round 2.
Let’s Get Talking:
11. Play Matching Maps
Matching Maps● Depending on your target questions and functional chunks,
for locations or landscapes, you can use maps with pull off locations or game pieces to ask and answer questions about where you are going, what you are doing there or where you are, what you see, what you hear, and how it makes you feel.
● Students work with a partner and use a privacy folder to separate students’ maps.
● One student asks the his/her partner the target questions and the partner answers. BOTH STUDENTS MOVE PIECES ON THEIR MAPS.
● After students converse, students check to see if their maps match. They ask ¿Es correcto? And verify Sí/ Es correcto/ no es correcto, and point to what’s off.
● Play again, but switch roles.
Interpretive Assessment/Interpersonal Game:What do you want to be when you grow up? Why?
Let’s Get Talking:
12. Comecocos
Let’s Get Talking:
13. Wow! Look at that Picture!
http://www.spanishplayground.net/category/learning-spanish-with-pictures/
(una vaca o un perro)
Provide sentence starters to help students verbalize their thoughts:
Let’s Get Talking:
14. Mystery Card
Criteria for Evaluating a Thematic Center1. Is it truly a thematic center versus a stand-alone topic?2. Does the theme require sufficient, appropriate, and useful
opportunities that build proficiency?3. Is the context “deep” and “rich”?
● Is it intrinsically interesting?○ It matters to the learners. ○ It affectively engages the learner
● Is it cognitively engaging?● Is it culturally connected?
4. Is there an appropriate balance among language, content and culture?
5. Is it age appropriate?6. Does it fit within the context of your school, its curriculum and
the time that is available?
Speaking Activity
Things to consider when creating speaking activities:
activity
Let’s Get Talking:
15. 4 corners
Four Corners: Whole Class● 4 corners is an activity where you place 1/4 or 1/5 of the vocabulary inside of 4
or 5 folders around the room. ● You also divide the clase en 2 grupos. You then give them team names but ask
if anyone has a different idea of the team name. Write that name up. ● Start the activity by saying, "Necesito 2 voluntarios" I then pull two sticks,
then call those students' names. Those 2 then circle the classroom while the students chant to the tune of Twinkle Twinkly Little Star: ¿Qué ropa llevas tú, llevas tú, llevas tú? ¿Qué ropa llevas tú? ¿Qué ropa llevas? (I pass out tickets to students to encourage chanting.) This helps them to ask the question later.
● Then, the 2 students look in the folder and pick out a word to act out together. The other students say "P,P,P,P pausa. Allí está. 5, 4, 3, 2, 1 Ch ch. Actua. Actua. Actua.
● Then the students act out the word they chose in the front of the class. I call on a student to say it out loud.
● If they say 1 word, like pantalones = 2 points. If they say the whole sentence, Yo llevo pantalones, = 5 points. They go up and tally their points on the board under their team name.
● Then we say, excelente, necesito 2 más voluntarios and we just keep going and playing. I try to pull all sticks or call on all students each day.
Four Corners: Small groups ● Play the same way, just in groups of 3-4-5. ● I do play for points with this bunch (but be careful - they can get too
competitive). To combat this, the small groups total points are agains the other small groups total points. So, the group with the most points, spoke the most Spanish and “wins”! No rewards is needed to be given out.
● Students take turns acting by going around the circle. ● Teacher decides who goes first. (I tell them the first person called to the
group acts out the words first.) ● They get the entire vocab sheet for this game to start. It can be taken
away after a session of practice!
OldCan-Do’s
2017Revised Can-Do’s
Now, at the end of this session, I can:
● Expand my students’ proficiency at the novice level
● Understand the differences between a Novice Level Speaker and an Intermediate Level Speaker
● Energize my activities to create meaningful speaking experiencesPartner A
Partner B
Partner B
YES!
YES!
YES!
All of these materials are linked to our curriculum folder: ● www.wi-nell.org
○ Click on Resources■ Click on Elementary Curriculum Example
● Click on the bottom button: Google Drive Elementary WL Curriculum Folder
■ In the GoogleDrive Folder below, you will be able to access an entire curriculum folder, which is always under construction!
■ You will see grade level folders with 3 units inside of each folder. Inside of each folder, there are Unit Plan Inventories, which explain the entire unit, from beginning to end, including assessments. In each folder, there are also materials, assessments, etcetera. Please dig deep and take a look! Please email [email protected] if anything is missing!