TPRS Workshop in Calgary

Blaine Ray Workshops is holding its first ever workshop in Calgary, Alberta! I am super excited about this workshop finally coming to Canada and have even convinced a few friends and colleagues to attend. The workshop is taking place on July 6, 7 and 8 at the Comfort Suites Inn on McLeod trail.

From the Blaine Ray website:

TPRS Workshops consist of presenter demonstrations of the key skills and parts of TPRS. Since TPRS skills are best learned not just by watching but also by practicing, there will be opportunities to practice in groups.

The workshop will also address key topics such as homework, grading, timed writings, classroom management, lesson plans, and more.

All participants will receive a certificate of completion stating the number of hours completed (6 hours per day). Daily lunch is included.

Find out more details about the conference and register by clicking here.

El niño desorganizado

This is another script I used last year before teaching Brandon Brown quiere un perro. I was originally inspired by Martina Bex’s El niño desobediente when I wrote this script, but it ended up being quite different from her version. The students loved it though!

Spanish

  • lleva
  • regresa
  • eres
  • soy

Hay un niño. El niño es muy desorganizado. Su madre siempre está enojada porque es muy desorganizado.

Cada día, la madre del niño va al trabajo. El miércoles, la madre regresa a casa. Ve un calcetín sucio en el refrigerador. La madre está muy enojada cuando ve el calcetín. La madre le dice al niño, “Eres muy desorganizado. ¡Llévatelo a tu dormitorio!” El niño le responde, “No soy desorganizado, Mamá. Soy muy responsable. Lo siento.” Así que el niño recoge el calcetín y lo lleva a su dormitorio.

El jueves la madre regresa a casa de nuevo. Ve un pescado podrido enfrente de la televisión. La madre está muy enojada cuando ve el pescado podrido. La madre le dice al niño, “Eres muy desorganizado. ¡Llévatelo a tu dormitorio!” El niño le responde, “No soy desorganizado, Mamá. Soy muy responsable. Lo siento.” Así que el niño recoge el pescado podrido y lo lleva a su dormitorio.

El viernes, la madre regresa a casa de nuevo. Ve el espagueti en todas las paredes. La madre no está enojada cuando ve el espagueti en las paredes porque está exhausta y no quiere cocinar. La madre le dice al niño, “¡Llévatelo a la mesa!” Así que el niño recoge el espagueti y lo lleva a la mesa. La madre come el espagueti y le dice al niño, “Eres muy responsable y muy buen cocinero.” Los dos comen el espagueti para la cena y están contentos.

English

  • carries/takes
  • returns
  • you are
  • I am

There is a child. The child is very disorganized. His mother is always angry because he is very disorganized.

Every day, the child’s mother goes to work. On Wednesday, the mother returns home. She sees a dirty sock in the refrigerator. The mother is very angry when she sees the sock. The mother tells the child, “You’re very disorganized. Take it to your bedroom!” The child responds, “I’m not disorganized, Mom. I’m very responsible. I’m sorry.” So the child picks up the sock and takes it to his bedroom.

On Thursday, the mother returns home again. She sees a rotten fish in front of the television. The mother is very angry when he sees the rotten fish. The mother tells the child, “You’re very disorganized. Take it to your bedroom!” The child responds, “I’m not disorganized, Mom. I’m very responsible. I’m sorry.” So the child picks up the rotten fish and takes it to his bedroom.

On Friday, the mother returns home. She sees spaghetti all over the walls. The mother is not angry when she sees the spaghetti all over the walls because she is exhausted and does not want to cook. The mother tells the child, “Take it to the table!” So the child picks up the spaghetti and brings it to the table. The mother eats the spaghetti and says to him, “You are very responsible and a very good cook.” The two eat spaghetti for dinner and are very happy.

Grade 5 Plans for 2016-2017

This is my rough outline of what I am hoping to do with my grade 5 students next year. It is very ambitious considering how much time I have with them (1 hour x 4 days in an 8-day rotating schedule), but I am going to attempt it anyways! They start Spanish in grade 4 but come to me not knowing much more than the basics: colours, numbers, etc. I am going to try to start off with five pretty basic stories. These are all Martina Bex stories that I have adapted to fit the structures I need to teach. The first five stories and structures I teach will be as follows:

Then I will read Mira Canion’s new book, El capibara con botas with them. It’s a really easy read and I think they will love it.

After that, we will do a few more stories and end with Carol Gaab’s Brandon Brown quiere un perro. This is my favourite book for younger students and my grade 5 and 6 students that read it this year not only found it very compelling, but also very comprehensible! They did an amazing job with rewrites and retells throughout the novel study and I found they picked up a lot of extra vocabulary that repeated throughout the novel, even if we hadn’t necessarily used them in a story during the year. The second set of stories I teach (also Martina Bex scripts with two of my own) will be as follows:

Ya no quiero

After months of no blog posts, I have finally written another story script! We are still finishing up school here in Alberta (4 more days left!), but report cards are done so I have some time to start planning for next year. I wrote this story for my grade 5 students to teach them before we read Brandon Brown quiere un perro. You can see my more detailed plans for grade 5 next year here.

Spanish

  • tiene ___ años
  • estoy enfermo
  • ya no quiero ir

Hay una familia. En la familia, hay una madre, un padre, y dos hijos. El primer hijo de la familia se llama Joe. Joe tiene 11 años y es muy inteligente. Pero Joe tiene un problema. Hoy Joe tiene un examen en la clase de matemáticas y no quiere ir a la escuela. Joe entra en la cocina y le dice a su madre, “Mamá… estoy muy enfermo. Ya no quiero ir a la escuela.” Pero la madre de Joe le dice, “Joe, tienes 11 años. ¡Es muy importante ir a la escuela!” Entonces Joe va a la escuela, pero está muy triste.

La segunda hija de la familia se llama Beatriz. Beatriz tiene 9 años y es muy tímida. Pero Beatriz tiene un problema. Hoy Beatriz tiene una cita con la dentista y no quiere ir a la dentista. Beatriz entra en el dormitorio de su madre y le dice a su madre, “Mamá… estoy muy enferma. Ya no quiero ir a la escuela.” Pero la madre de Beatriz le dice, “Beatriz, tienes 9 años. ¡Es muy importante ir a la dentista!” Entonces Beatriz va a la dentista, pero está muy enojada.

La madre de la familia se llama Juanita. Juanita tiene 42 años y es muy alta. Pero Juanita tiene un problema. Hoy Juanita tiene un concierto de Lady Gaga con su esposo Federico, pero no quiere ir porque está muy enferma. Tiene la gripe y quiere vomitar. Juanita entra en el salón y le dice a su esposo, “Mi amor, estoy muy enferma. Ya no quiero ir al concierto de Lady Gaga.” Pero el esposo de Juanita le dice, “Juanita, tienes 42 años. Es muy importante ir a los conciertos. ¡Yo quiero ir al concierto de Lady Gaga y quiero ir contigo!” Entonces Juanita va al concierto, pero está muy enferma y vomita en los zapatos de su esposo. Entonces el esposo vomita en la cabeza de Lady Gaga.

English

  • is ___ years old
  • I’m sick
  • I don’t want to go anymore

There is a family. In the family, there is a mother, a father, and two children. The first child of the family is named Joe. Joe is 11 years old and is very intelligent. But Joe has a problem. Today Joe has a test in math class and he doesn’t want to go to school. Joe walks into the kitchen and says to his mother,”Mom … I’m very sick. I don’t want to go to school. “But Joe’s mother says, “Joe, you are 11 years old. It’s very important to go to school!” So Joe goes to school, but he is very sad.

The second daughter of the family is named Beatriz. Beatriz is 9 years old and is very shy. But Beatriz has a problem. Today Beatriz has an appointment with the dentist and she doesn’t want to go to the dentist. Beatriz enters her mother’s bedroom and says to her mother,”Mom … I’m very sick. I don’t want to go to school. “But Beatriz’s mother says, “Beatriz, you are 9 years old. It is very important to go to the dentist! “So Beatriz goes to the dentist, but she is very angry.

The mother of the family is named Juanita. Juanita is 42 years old and is very tall. But Juanita has a problem. Today Juanita has a Lady Gaga concert with her husband Federico, but she doesn’t want to go because she is very sick. She has the flu and she wants to vomit. Juanita enters the living room and tells her husband,”Honey, I’m very sick. I don’t want to go to the Lady Gaga concert.” But Juanita’s husband says, “Juanita, you are 42 years old. It’s very important to go to concerts. I want to go to the concert of Lady Gaga and I want to go with you!” So Juanita goes to the concert, but she is very sick and vomits on her husband’s shoes. Then her husband vomits on Lady Gaga’s head.

It’s Changed!

 

Recently I stumbled across a Spanish textbook for 3rd grade and I found some interesting ideas for story activities. In this activity, students get into a group and read a story. Then the teacher reads the story aloud. While reading, the teacher intentionally changes details in the story. You could change a character, the setting, an object, or a situation. The students have to pay attention to the story retell and call out “¡Está cambiado!” when the teacher says a detail that is different from the original version. Then they have to say what the change was and describe how the original version of the story differs. I think it would be fun to make this a competition and play it with individual or team whiteboards. I would give a point to the team or teams that call out “¡Está cambiado!” first. Then I would give a point to any team that can rewrite the part of the story that was changed so that it matches the original version of the story. They could even copy the original phrase directly out of the reading if you let them have it in front of them during the retell. This way they are getting additional input by having to re-read the original version over and over. I definitely plan on testing out this activity with my class and I will update you with you it goes when I do!

Source: Español, 3er grado, p. 113