LC1-+Proficiency+Activities

Aubrey Devine Learning Center #1- Proficiency through Reading and Storytelling

This activity is intended for practice with reading/oral/listening comprehension in a classroom that incorporates TPRS. The students have learned 22 formal words which they have already created a story with.

__Standards-based objective/proficiency goal:__ //1.2// - Students understand and interpret written and spoken language on a variety of topics. //1.3// - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. //3.1// - Students reinforce and further their knowledge of other disciplines through the world language. //4.1// - Comparing languages: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

__Materials needed:__ Flashcards with shapes Copies of worksheets for stations Manila folders Markers Highlighters Blue half sheet papers with directions


 * ***Centers** || **Time estimate (min)** || **Description** || **Group shape** ||
 * **1** || 12 || Drawing comics/pictures to represent a story. || Triangle ||
 * **2** || 12 || Free write activity with selected vocabulary. || Square ||
 * **3** || 12 || Reading/Oral/ Listening comprehension through acting. || Heart ||
 * **4** || 12 || Reading for overall comprehension. How to get the “gist” a story. || Star ||
 * **5** || 12 || Practice with vocabulary || Circle ||

__Learning center descriptions__ //Center 1//: Each student will receive 2 sheets of paper. Each sheet of paper has a story on it with directions. On sheet 1A, students will read the story as a group. Then, each student will draw one picture to represent the story in the box given. On sheet 1B, students will read the story and draw an 8-frame comic strip to represent the story (there are 8 sentences numbered that correspond to the 8 frames for the comic strip).

//Center 2//: Each student will receive one sheet of paper with the numbered vocabulary on the back as a reference. On the front they will write their own story using the 22 words we have formally learned so far. Extra points for using the non-formal words we’ve learned!

//Center 3//: Each student will receive one sheet of paper with a story and questions. Students will read the story together, sentence by sentence, while translating into English. Then, they will assign each group member a character (there is a mom, dad, son and dog, and 4-5 people in each group). The fifth person in the group will be the reader. The reader will read the story while the other group members act it out simultaneously. Then, students will answer the questions on the same sheet of paper.

//Center 4//: Each student will receive a sheet with a story on it. Students will work together to translate the story into English. When finished, they will use different colored highlighters to highlight “he/she” words and “you” words.

//Center 5//: Each student will receive a matching activity sheet. They will write what their vocabulary means in English and then complete an English-Spanish matching activity. When they’re finished, they will take turns practicing the gestures that go along with their vocabulary words.


 * //Note//: Groups will be configured randomly. I will put the 5 above shapes mentioned on note cards and shuffle them. When a student walks in I will hand them a note card. Students will find their other shapes and get into their first center.


 * //Managing groups:// Each center will have a blue half sheet of paper on it with the directions as well as a manila folder with the worksheets. I will explain the timing and rotation beforehand, but the students will know that the blue sheet has the directions for the center. When they sit down they should immediately read the directions. The students will get into their first center when I explain this. At this time, they will assign each group member a role for the day (leader, reader, timekeeper, comprehension checker). I will explain these roles and then they will begin. I will be circling the room the entire time as well as my timer to keep on schedule.