iFLT 2016- Kristy Placido’s Hands-On Input

DAY 3- Kristy Placido’s session on Hand-On input

Comprehensible Input needs to be novel, unexpected, social, and thought-provoking.

  • Twitter/Blogs/Facebook = Profesional Development
  • Listening for the Lull- When you have kids talking to each other, they will do your task and then there is a LULL, a decrease in volume, where they switch to more off-task conversation and the volume goes up. Catch them at the lull.
  • The Clipboard Accountability- Walk around with a clipboard and kids think you are taking notes on their participation but really you are just walking around holding a clipboard. *Or you are taking notes on their participation
  • Role of Output- It is good for assessment, good for confidence builders. Output is not creating new language.
  • Why do students need to feel good in class? to feel safe and to have a chance to have successes, be shown their progress, to feel honored, positive place to be their developmental selves, physical comfort
  • It is only input if they are engaged.
  • Music is not always comprehensible input, but songs are compelling, and students connect emotionally to the language.
  • The more compelling something is the more you can use a source that is not completely comprehensible.

 

GAMES/ACTIVITIES to get your kids up and moving or to create novelty

  • Hula Hoop (credit to Carrie Toth) Venn Diagram– overlap two hula hoops, then sentence trips with facts about text/story, comprehensible input= reading facts about the text/story
  • Sentence strips– Sequencing song lyrics/story, *Label the sentence strips with a letter that will be a secret message. It makes for easy checking for teachers, and a little nugget of novelty for students.
  • Padre Antonio Song- Each student gets a small card with a line from a song. Students illustrate the lyrics on their card before listening to song. Students then put their cards in order as they listen.
  • Timeline- Create a timeline of a novel/story. Students have parts of the timeline and place on a large bulletin board paper from the big roll of paper.
  • Sorting & Matching- A pair/group receive a paper with text on one side and a blank space on the other. Students draw a picture to represent each text. Then they cut it all out separating and shuffling the text and pictures. Pairs/groups switch tables to match the other pairs/groups pieces and possibly put it in order.
  • Cloze activities- Story/song/text- Make a large font of your text with missing words. Make cards of the missing text. Students cut that out and place the cards in the large copy of text.
  • Gallery Walk- Students walk around to gather information for another activity- pre teaching culture- map with questions, small text/article for students to read and answer questions, photo and students add commentary.
  • Inside-Outside Circle/Cut the line- True/False questions, Fill in blank, Which came first?, short answers. Each students gets one question and they move around the circle or down the line to share and answer each other’s questions. *Have students switch cards when they are done so they see lots of different cards.
  • Four Corners- Make a sign for different opinions or feelings then students go stand next to their reaction to a question. *True/False/Falta información *I agree/I disagree *voting on the ending of the story
  • Numbered Heads Together- Using whiteboards/markers Groups of 3/4 students. Each member gets a number 1-4 and a white board and marker. Use questions about a text of information or story. Teacher reads the question. Students work together to get the right answer and write on their individual board. The teacher then calls out a number, and that team member raises their answer. Groups get points for correct answers. *You can give a silent time at the beginning for students to have think time independently to search a text or just think.
  • Paper Dolls- (credit to Cynthia Hitz– Students are in pairs and small groups. Students get paper dolls of characters and/or a location or map. As the teacher reads the chapter students manipulate the characters to different places or to interact with other characters.
  • Game of life- Make game pieces of the characters (front and back if you need a second version of the same character) to manipulate.

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