Tips for Teachers Reviews for Upper Level Students
AVANT STAMP
Brett Avila, Spanish Teacher
Sydney Public Schools
brett.avila@raidermail.org
Last year was the first time I have had kids in Spanish II-IV. I knew what we had done in Spanish I. Spanish II is beginning with the AVANT STAMP IV test (Reading, Listening, Writing, Speaking). Their scores have given me a strong indication of where they are and seeing their writing samples and listening to them talk through their brainstorms for what they intend to write also give me a good indication of where they are.
I generally try to start with Terry Waltz’s Super 7 and Mike Peto’s Sweet 16, and go from there with a lot of PQA.
Do and Review Bingo
Deb Rohrich, Spanish I-IV
Wood River Public Schools
drohrich@wrrsd.org
Do and Review BINGO
Give each student a blank 5X5 grid of squares. Have them count the squares in Spanish (uno, dos, tres….veinticinco).
When they finish tell them to randomly number the squares 1-25. This will become his or her Bingo Card.
Post or give each student a list of review tasks numbered 1-25. These could be any concepts you taught in first year, such as, introductions, clothing vocabulary, etc..
Randomly select a student. Tell him/her to choose a number and do that task. After the task is completed, all students mark that # on their Bingo grid. Continue until someone gets a Bingo. When that student gets a Bingo, they must perform each of the 5 tasks before getting the prize.
“Hot Tamales” Review
Deb Rohrich, Spanish I-IV
Wood River Public Schools
drohrich@wrrsd.org
Offer students a handful or a scoop of Hot Tamales, Mike and Ikes, or other candy. (You need to limit this somehow by saying 1 handful or giving a scoop, so they don’t take hundreds. Tell them they cannot eat then until they complete the task.)
The task is to count the tamales in Spanish, with a partner. They think they are reviewing the numbers. When they finish, each person must report the # of tamales of his or her partner. I write the number down for accountability purposes.
I then let them enjoy their candy while I share some facts about myself in Spanish. I expect them to casually translate as I read them. I review the basics, introducing myself, describing, giving my age, birthday, likes, dislikes, family, members, pets, things I did over the summer, future plans, etc.
When I am done, I tell them they have to write one sentences about themselves for each hot tamale they took.
The next class period, they are assigned a name. As each student reads his/her sentences, we go around the room translating them. The person who was given that individual’s name must record 5-10 interesting ideas that he/she will summarize and share at the conclusion of all students’ presentations. In very large classrooms, you could put them in sharing groups to read their statements and only share the summaries with the entire class, using it as a way for one student to introduce his/her “subject” to the others.
To further extend this, I will have each student combine his/her own tamale sentences into longer, more complex statements. I then have each create a picture collage with a selfie and a 5-10 sentence paragraph about him/herself on the iPad (we are 1 to1 with iPad). I print them and put them on my wall.
*I do the picture collage project at every level, and adjust the amount they have to write or control the content that they include.
If you would like to contribute a tip, send an email to the following address: stephanie.call@nebraska.gov. Next month’s topic: How do you reach out to students who struggle with behavior issues?