Class dictionary

In literacy class or in other classes, for example in topics, children listen and learn lots of Word that maybe they didn’t forget, and is for that, that i ask you: why don’t we (children) make a class dictionary with all this words.

So what I propose to you is that children with the teacher help make their own or the class dictionary so that they will have a dictionary of each topic or specific vocabulary, or not a general dictionary.

So with this they will be able one to learn that vocabulary because they have to write it, put a significant and a draw, and the second thing is that if they forgot how to say one word they can look at it, because if they do that work of research it is more probable to remain it that if we say it.

Using flashcards with young learnes

This post it's taken from this page:

http://supersimplelearning.com/resource-center/teaching-tips/using-flashcards-with-young-learners/

Flashcard I think that are very used by teachers, and I don’t think that that’s bad, bud the thing is that there are new ways of using them, and with it we can get better results. And as I will take these recommendations and ideas for the future I think that maybe you will be also interested.

Is for that, which I think that it is a very important and interesting thing what I’m going to post it here:

When introducing vocabulary to young learners, it’s great to use real items that capture children’s attention. However, it’s not always possible or realistic for teachers to use real items in the classroom. Flashcards can be a great way to introduce new vocabulary so that learners have a very clear understanding of the word or concept.

When using flashcards or picture cards to introduce vocabulary in the classroom, try to create some suspense or mystery about the cards. Students are more receptive to learning when they are curious. Rather than just flipping through the cards and having students repeat the words, incorporate the cards into activities. This will help students be more invested and more likely to remember the words.

Reinforce the vocabulary words in other parts of your lesson, such as in a storytime book, a worksheet or a song. Have the students help you create meaningful gestures for the words that you can use while singing together.

Here are a few simple ideas for introducing and reviewing language using flashcards.

Eraser Races

Go through the picture cards that you are planning to introduce in class. Identify the cards you think students are most likely to be familiar with. Place two of these cards on the floor at the front of the classroom. Divide the class into two teams and have them line up. Give the two students at the front of the lines one eraser each. When the teacher calls out one of the cards, the two students race to put their erasers on the correct card. The first student to do so wins a point for his team. Repeat several times, and then add a third card. Play with three cards for several turns, and then add a fourth card, a fifth card, and then a sixth card and so on. When you begin with cards the students are a little familiar with, it allows you to slowly introduce some of the more challenging vocabulary. If you are introducing vocabulary that no students in the class know, give hints with your voice. For example, if you have a ghost card and a ballerina card, say “ghost” in a spooky voice, so the students will have an idea of which card it is.

Pass The Card

The students and the teacher sit in a circle. The teacher starts by passing a picture card to the student on his left, saying, “This is a horse.” The student takes the card and passes it to the next student, saying, “This is a horse.” The card is passed around the circle. When the card returns to the teacher, the teacher puts that card aside and introduces a new picture card in the same manner. When the students have learned a few picture cards, the teacher has several options: a) wait until a card has reached the halfway mark, then introduce a second card going in the same direction; b) introduce cards at the same time going in opposite directions; or c) send 3-4 cards around the circle in the same directions with little pause between each. Tip: four cards is probably the maximum number of cards to work with at one time.

Roll The Dice

Choose six picture cards you would like to introduce and place them on the whiteboard with magnets. Give each card a number from 1-6, writing the numbers above the cards with your whiteboard marker. Divide the class into two teams. Give one student, any student, a big dice to roll. The whole class watches to see what number comes up. The first student to say the name of the vocabulary card with the same number as the dice wins a point for her team. If nobody knows the vocabulary card, introduce it and have the students repeat it. They’ll try hard to remember so they can answer it correctly the next time. Play until one team reaches a set amount of points. If it becomes easy, begin replacing the cards on the board with new cards.

Guess The Picture

Take two sheets of paper the same size as the picture cards. Cut several small holes randomly spaced in one sheet. In the second sheet, cut larger holes in the same spots, so that the holes from both sheets of paper line up. Cover a flashcard with the large-holed sheet, and then place the small-holed sheet on top of that. When you look at the picture, you will only be able to see small parts where the holes are. Can you guess what the picture is? No? Slowly remove the large-holed sheet, revealing the picture bit-by-bit.

What’s Missing, Teacher?

Place three familiar cards face up in a row. Turn around and ask the students to turn one card over. You return and try to name the card. Turn the card face up again, and let the students add a card to the pile. Turn around again, and the students turn one card over. Return and name the card. Gradually add more cards to the mix. Tip: Have the students turn over only one card at a time. After a few rounds, change places. The students turn around and the teacher turns a card over.

Jumping Cards

Choose 8-10 picture cards and hang them in a row on the board. Have students stand. Everyone stamps their feet left, right, left, right, left, right in a comfortable beat. Start chanting the names of the cards. After two or three rounds, turn one card over. Repeat the chant, but when you reach the card that has been turned over, everybody jumps. Turn over another card and start the chant again. You will jump two times now. Continue turning over cards until all but one of the cards have been turned over. Increase the pace or the number of cards if the students want a bigger challenge!

Mystery Box

One of the simplest ways to engage students’ interest is to introduce new items with a Mystery Box. You can give hints about what’s inside and have students guess. Read more about how to make your own Mystery Box.

Refection of unit 2

This unit have had two parts, the first one we have had theory class where we learn all about stories, what type of stories there are, for what use tem…

But soon came the practical part where by teams we start planning our story, first we give like special jobs to each person of the group, where in my opinion what first seems to be great so that everyone does something and not is the job of only one person, later wasn’t as that nice, because not everyone does what they supposed to do, and sometimes while it is one group that always goes together saying to a partner that doesn’t do something sometimes it’s a bit violent. But, apart from this I think that in our case, our hard work has had a great result.

So moving on with unit 2 I would like to finish saying that working in class with the help of the teacher is not only nice, it is very useful because you can ask and learn at the same time you do your job. Also the fact that you can put in practice all that that you have learn and is not only one more theory thing that you have learn by heart or you forget. So this is an important thing that we have to be conscious when we are teaching

I’m going to end with this Chinese proverb:

‘’Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll learn (understand).

Goldilocks reflection

As I have been saying thing about these class activities, I will like to focus in the presentation of Goldilocks.

First of all, as you can see I was goldilocks, and I don’t only like the hole class we prepared (pre-teaching, actual teaching and post teaching) I also really enjoy it.

First of all I need to say that the story was changed from the real one so that we can focus to the principal objective that we were looking for (you can all about it at teach goldilocks in the page of activities children’s literature) and one of the great thing of our presentation is that with common objects and a lot of mime and children involve, we realize that you can tell such a great story, that not for many thing you take for telling your story will be better or what’s is more, doesn’t mean that children are going to learn more.

So once said this like a future teacher I would like to say that I think that stories are a great way of learning a lot of things, that sometimes we think that telling a story is to sit down read it and that’s all. But this is not true, when you teach a story and more over if you do it right children get inside the story and they really learn without practically any effort. So why don’t we get this advantage and use it in our class?

And if I talk as Goldilocks I would like to say that I wouldn’t change anything of our story telling, that is true that there are thousands of ways to teach it and tell it but I really thing that it was great.

And you can ask why she knows that? So I can say that I know this  because not only I have hear it from my class partners, I can see in their faces during the story where everyone has a smile and was enjoying it as if they were again childs, and the most important thing is that in our story has come a little girl of a primary class who although the story has ended she still with her ayes open and a big smile in her mouth, and that is for me as Goldi and as a future teacher one of the greatest thing that what happened, to see how your effort and you job makes children happy and they learn at the same time, and I thing that that’s what happened with our story.

Refection of the universities story telling (performances)

First I'm going to put this link so that you can see the diferents storytelling:

http://jesicasblogletslearntogether.blogspot.com.es/2014/12/preview-video-from-makewebvideocom.html

Know that all of the groups have exposed their story I would like to highlight some personal opinions.

First of all I would like to say that I have really enjoy all of them, and moreover i have learn things, someone’s of what I should do in a near future and others that I will do them in another way.

But one of the things that still in my head is the fact that yes all of them were really nice but almost all of the groups have made such a big work by decorating and making their setting, but the true is that first of all when we are in a school almost the ninety percent of the time you are on your own and also at the first courses you read lots of stories so maybe the fact of making lots decorates is not very realistic. Yes you can do it sometimes but i don’t think that is possible to do it for teach all the stories.

So what i think is that we as future teachers have to try is to learn how to attract children with little recourses, like for example who Michael Rosen does, where with a good pre-teaching and a fantastic storytelling and the most important the imagination of the children is as much as we need.

However, I thing that practicing now (before we become a teacher) is a really good opportunity, because now is the time to us for learn as much as we can, so it is better that we realize now what is the best and what not to teach, that later when we are in a class where children is true that as a teacher you are constantly learning and modifying our methods of teach, but as soon as we start as soon as we can be near of being a good teacher.

Reflection of unit 3

There are a type of activity where creativity people enjoy, because is an opportunity to say your ideas, because not always are well receive or well listened. This

In my opinion we live sometimes like in a gray world and there are people or children with great ideas but as if it’s different of what it just exist they keep it for them.

But the thing is that those different ideas are the solution of a lots of problem, which ones the penalization or getting angry are the ideas of ‘’gray people’’ are not the solution. So why don’t we do this in out classes, innovate, listen to your student, and moreover try to teach not in a gray way because it is show that doesn’t work, we only have to look to big number of schoolless in our country, most of it because of the boredom.

Also nowadays we have to be really conscious of the importance of the ICT because is the reality of the children’s that are in our class, we can say that almost every child born with the ICT under their arms instead than a bread, and is for that that teachers have to suitable themselves and their methodologies to the kids, because this is going to be the only way that children get engaged with some maters that they have them like the boring ones. And this is only possible if we add the imagination, because is not only using a tablet of a computer you as a teacher as a creative teacher have to see how to use them and adapted to the subjects and for that you have to be open minded, because if not the only innovation that you are doing is to change a book for an electronic machine and that’s not innovation.

Finally I would like to say according to the changes and the innovations, that with all this we as a teachers or future teachers don’t have to forget that is not everything or nothing, I explain, the thing is that for example with innovation children didn’t write with their pencils or touch a book, in education time is time for everything and we have to show everything to kids, because my fright of technologies in schools in my opinion is that if the light goes off they won’t be able to do anything  (metaphoric speaking), we don’t have to forget that writing by hand, learning or making social behavior, or reading a book is essential for everyone, or this is my opinion.

These next pictures are a bit drastic but if we don’t educate of how to use them or why or for what this situations could happen and maybe is not only at school if not also at home.

  

A taste of the moon

Put it in practice in 3-4 years old

(This is not a bilingual school and they get in the story and enjoy)

Pre-teaching

Everything started when they enter in their class after the playground and find that piece of sky is in their wall. So they wonder to know what it is, and the attention was maxim.

First we remember the names of some animals.

But is a surprise that is under clothing and for knowing what it is they have to be really in silence.

Actual teaching

I tell the story and finally we discover what was hidden and the importance of it.

I have to say that in the story children colaborete putting the animals and doing sounds and mime.

Who know the story this is the fish, but the funny thing is that in the story that I told it was a real fish that it become the our class pet.

Post-teaching

Then we remember the animals and what they think what it’s the taste of the moon and later they have to say their favourite animal of the story and what they think that the taste of the moon is.

But then we have to put the mane to our new pet and think about how to Care of it and what we will give them to eat (you can hear some ideas like ‘’you have to give him a piece of moon’’ or ‘’we have to go to the moon’’).

Goldilocks

Pre-teaching

The narrator ask the bears where they are, so there you introduce the part of the house, one they say in these house where they are Goldi comes, with the description of the narrator.

-          Introduce the part of the house it is important to put labels so that they start recognicing the words sound with the written word.

Actual teaching:

Goldi goes through the different parts of the house where with the help of the children she decides where for example she is going to sleep (part of the house) or in which bed. Also in this case they taste a lemon (bitter) a chip (salty) and sweet (sweet). So the communication children Goldi is essential.

Later she goes to sleep and the bears came (with their description song) in and they go throught all the parts of the house reminding children all the vocabulary they have learned with Goldi.

Three bear song: https://www.youtube.com/watch?v=DqiJe5HBgt8

Post-teaching

This starts when Goldi tries to go at the house but the door is locked, so the bears make her some questions, they are answered with help of the children, so now are the children when they have to put in practice the vocabulary they have learn.

Finally bears and Goldi became friends and to celebrate it all of them (including children) dance and sing gold is song and at the end children with the characters can go to the parts of the house.

Goldilocks and the Three Bears - Debbie and Friends: https://www.youtube.com/watch?v=UaulRHrJGeU

The very hungry caterpillar

1.2 Listen and respond (LISTENING)

Level: A1.1, A1.2

Age: 4-8

They have to find or give to the teacher, different things of the story, for example photographs of fruits.

1.3 True or false? (LISTENING)

Level: all

Age: 4-12

Once they have listen the story or watching the pictures of the story they will have to hay or make an action if it’s true or false.

For example they can be ‘’sleeping’’ and when they hear a part of the story that is true they wake up.

 

1.4 Mime what happens (LISTENING and SPEAKING)

Level: all

Age: 4-10

With the real sequence of the story they will have to make it up, and doing mime.

Later they will do the same but the teacher (narrator) does the mime and they say the action or the vocabulary that is interpreting

1.6 Visualization (LISTENING)

Level: all

Age: 8-12

They will hear the story, and they will imagine the scene, emphasizing the description of the specific vocabulary we want to work.

1.12 Describe and draw (LISTENING and SPEAKING)

Level: all

Age: 8-12

They have to describe the different images of the story.

Later one of them describes one picture and the others have to draw it.

Finally they compare.

1.16 Machines at home (LISTENING)

Level: all

Age: 10-12

They have to mark for example the different fruits that the caterpillar eat.

1.17 Listen grid (LISTENING)

Level: all

Age: 9.12

Here they have to order the thing the caterpillar eat, or the things that happens in the story, in the real order of it.

We work the days, weeks, the day, night, and vocabulary.

1.18 Follow the route (LISTENING and SPEAKING)

Level: A1.2, A2.1, A2.2

Age: 9.12

They will have to mark the route that the caterpillar do, and adding the different things he its.

Later they will have to compare or say the rote.




*The numbers are from some activities of the book that we work at the university ''500 activities for the primary classroom'' Carol Read

Simons says activities

1.1    Gym sequence (LISTENING)

Level: A1.1, A1.2

Age: 4-10

The same than in the song of Simons says

Also with this we can work the speaking as they say the orders.

1.2   Listen and respond (LISTENING)

Level: A1.1, A1.2

Age: 4-8

The same than in the song of Simons says

Also with this we can work the speaking as they say the orders.

1.3   True or false? (LISTENING)

Level: all

Age: 4-12

Depending of the sentence, if it’s true or false, or if it’s bad or well said, they will do the action or not.

Also they can pay like the traditional Simons says and with this we can work the speaking as they say the orders.

1.7 Sentence round (SPEAKING)

They will have to say their name and for example a part of the body, so next one has to repeat the name and the part of the body of his/her partner and add theirs.

1.14 Fashion show (LISTENING and SPEAKING)

One of them will say different things about what it’s wearing, and their partners only have to repeat the things he or she said properly.

E.g. - I’m wearing a blue jacket (they repeat)

-          Blue jacket (they don’t repeat)

1.21 Find a friend who… (LISTENING and SPEAING)

Level: all

Age: 10-12

Only when the person makes a correct formulation of the sentence the people that have the thing he said will stand up.

*The numbers are from some activities of the book that we work at the university ''500 activities for the primary classroom'' Carol Read

Folktales

In this post I'm going to saw you some folktales with their morals and some other interesting things that you can use for your class.

What kind of folktales are they?

what I'n going to saw you are fables, most specific the fables are short stories that teach a lesson or moral. Also the main characters are animal with human characteristics.

And finally the moral is not stated directly, they must reflex and interpret.

Some morals of some nice fables

 

The frog and the ox

 In this case we can see a real situation in our society, the people want to be the best and sometimes they do things that they can’t. So in this case the moral is: be yourself.

https://www.youtube.com/watch?v=8RDNrFwgILU

The lion and the mouse

 At this fable we can learn that all of us can be Friends, regardless of our size. No matter the size to help others.

https://www.youtube.com/watch?v=ouM4RDmY6ek

A stag at the pool

 We can see how sometimes the things we think that are our strengths are our weaknesses.

http://www.youtube.com/watch?v=_6yKououLQ8

The wind and the sun

No using all of our force or fury we are not going to get better results.

http://www.youtube.com/watch?v=TrFUYAJXWLU

The monkey and the dolphin

A lie goes to more lies and finally the other person realizes that he was lying. So later he wouldn’t trust him again.

http://www.youtube.com/watch?v=5fY6GcM_NTU

The oak and the reeds

We should be modest because we don’t know what is going to happen in the future.

Also having a good appearance doesn’t mean that we are better.

http://www.youtube.com/watch?v=1uboSMXOuiM

  Would you teach them? Why? What can children learn from them?

When we teach through a fable, is not only  a nice story, also it has a moral, that they can use it in their real lifes so, goes more over a simple learning.

They are also very useful to saw children some typical situations, or to reflex about some problem of their day a day, like for example the honesty or the importance of friendship.

So not only i would teach them, if nit that I recommend other teachers to do it.

Fable example of pre-teaching and post-teaching activities. 

(4-5 years old)

The lion and the mouse

Pre-teaching

First we will give pictures (flashcards) of the scenes of the fable, and they will have to try to order it and discern which the story is about, and tell the story they think (in groups).

Actual teaching

The teacher reads the story of the lion and the mouse and they work it all together (read, reflex, make a review of the fable, the setting, the characters…).

 

Post-teaching

First: we will measure them in a mouse mural (they reflect with the mouse of the fable, because they are small…)

Second: they will have to pass several proves that shows that they can do things that other people can’t (for example things that adults can’t do).

Probes:

-          Pass through small gaps.

-          ¿What can you do with some objects of the class? (for example a pencil, use your imagination)

-          Run as fast as you can

-          Copy some animals

-          Hide yourself

-          Give the strongest hug you can