I have been affirmed over the course of this year that it is UNBELIEVABLY hard to get my students to speak in Spanish. Even when I do get them talking, they speak poorly on purpose to be funny (i.e. the classic pronouncing of the H in HABLO. We get it, class clown, you think you're hilarious.)
So, in an effort to get the kids comfortable with the language, stick with my required curriculum, yet still incorporate some kind of aim towards proficiency, I decided to require my students to complete a writing assignment every six weeks.
EVERY SIX WEEKS?! Yes, I am insane. It's okay, I accept it. (It's really not that bad).
We've done the 1st two writing assignments, and I absolutely LOVE doing it because it shows the students that they KNOW and have LEARNED more than they think, and they are able to prove it. However, the unfortunate downside of this awesomeness going on in my classroom is that they are speaking way less than I would like. They are preparing frequently for these writing tests by making sentences, completing bell work, and worksheets, all involving pen to paper and not person-to-person interaction.
Although we have done conversation activities like this one,
So, in an effort to get the kids comfortable with the language, stick with my required curriculum, yet still incorporate some kind of aim towards proficiency, I decided to require my students to complete a writing assignment every six weeks.
EVERY SIX WEEKS?! Yes, I am insane. It's okay, I accept it. (It's really not that bad).
We've done the 1st two writing assignments, and I absolutely LOVE doing it because it shows the students that they KNOW and have LEARNED more than they think, and they are able to prove it. However, the unfortunate downside of this awesomeness going on in my classroom is that they are speaking way less than I would like. They are preparing frequently for these writing tests by making sentences, completing bell work, and worksheets, all involving pen to paper and not person-to-person interaction.
Although we have done conversation activities like this one,
Butit's still not really creating the fear-free atmosphere to SPEAK in the target language that I would like to create.
So, because I am trying to be the type of teacher who watches, evaluates, and changes based on what she sees, I am going to incorporate different types of End-of-Six-Weeks Assignments, such as skits, conversations performed in front of the class, videos, etc. I want to see my students' creativity run wild, and I want them to feel comfortable and at ease with Spanish, which both can be accomplished through the everyday task of SPEAKING in SPANISH! But in order to prepare them for this kind of assessment, I need more interpersonal interaction for them on a daily basis.
My answer? Conversation Cards.
I know I've talked before on this blog about the imperfect/preterite conversation cards that I utilized in my Spanish 3 classroom. I also have basic Spanish 1 conversation cards that have more basic-level Spanish questions that Spanish 1 students should know. I will have you know that I am in the midst of creating these cards FOR EVERY NEW VERB that we use.
So, because I am trying to be the type of teacher who watches, evaluates, and changes based on what she sees, I am going to incorporate different types of End-of-Six-Weeks Assignments, such as skits, conversations performed in front of the class, videos, etc. I want to see my students' creativity run wild, and I want them to feel comfortable and at ease with Spanish, which both can be accomplished through the everyday task of SPEAKING in SPANISH! But in order to prepare them for this kind of assessment, I need more interpersonal interaction for them on a daily basis.
My answer? Conversation Cards.
I know I've talked before on this blog about the imperfect/preterite conversation cards that I utilized in my Spanish 3 classroom. I also have basic Spanish 1 conversation cards that have more basic-level Spanish questions that Spanish 1 students should know. I will have you know that I am in the midst of creating these cards FOR EVERY NEW VERB that we use.
These cards are heavenly in my classroom. We started last Thursday; I had each of the students divide into pairs. For the first day, I allowed them to look at both the questions and the answers while conversing (for 5 minutes) so that they could feel a little more comfortable with the speaking. If anything, this gets the students talking (even if they hate the stupid cards and me) and it gets them seeing and speaking new or unfamiliar words.
This is what will push them to be better so that completing an End-of-Six-Weeks Speaking project will be a breeze for them.
Hmmm......maybe.....;)
I'll update you guys on their progress!
This is what will push them to be better so that completing an End-of-Six-Weeks Speaking project will be a breeze for them.
Hmmm......maybe.....;)
I'll update you guys on their progress!