This has to be one of the most engaging activities that I have used with my early elementary students. With the support of technology, I have animated their drawings, and this has consistently surprised them each time we reach this point. I followed the steps below:
Asked my students to make a drawing of one character using a pencil. I also instructed them to trace them using a black pen and then add color.
Digitalized their drawings by taking pictures or scanning them.
Created a presentation using Canva, with one slide displaying the drawing and the next slide showcasing the animations.
During class, projected the presentation and asked the illustrator or owner of the picture some questions about it (name, favorite color, favorite animal, and fruit) to create their personalities. Typed their answers.
While in Canva, searched for pictures to support the answers.
Clicked “Present” on Canva, and read aloud the information about the character.
This activity has been great for asking questions and having my students respond to them. Since I only focus on one character per class, it provides repetition in a fun way. This requires low preparation since I only digitalize and animate one character before each class, taking about three minutes. It’s worth the giggles and joy!
A short story can be used in more than one class! There are many activities you can engage in after telling or reading a short story. Here are ideas some that will help you maximize short stories:
Start by Introducing the Characters of the Story: If possible, print the characters and discuss details such as sizes, colors, ages, and so on. Create gestures for each character and use TPR to introduce them if the characters are animals.
Tell the Story: There are various ways to narrate a story. You can draw the story, use props, or read it aloud.
Retell the Story: Utilize pictures from the story to recount it, and pose questions about it. Depending on your students’ proficiency levels, you can ask yes-or-no questions like “¿Hay un cerdo? ¿Sí o no?”, make statements where students complete your sentences, such as “El muñeco de nieve está ______.” or ask open-ended questions like “¿Por qué está triste el muñeco de nieve?”
Play Games That Connect to The Story: Incorporate guessing games, memory games, and more! For instance, in the case of this story, students can find under which number there is a nose for “el muñeco de nieve.”
And Don’t Forget to Play Matamoscas: “Matamoscas,” or “flyswatter” in English, is an easy game to play. Divide the class into two teams and give each team a flyswatter. Display words or pictures related to the story on a board. Speak a word or describe a picture in Spanish, and players must quickly find and hit it with their flyswatter.
Act it Out: Print out props and take turns allowing your students to act out the story. This is a fun and engaging way to provide repetition. With elementary students, it works best if the teacher narrates the story.
Use Mini-Books: Have your students color the mini-books and share them with their families and/or caregivers, or simply keep the story to read it.
Storyboards: Storyboards are excellent for helping students understand the main ideas of the story. They not only reinforce vocabulary but also check comprehension.
What other activities would you add or use when incorporating short stories into your classes?
This was an end-of-school-year project that spanned about 8 classes, equivalent to three weeks in our schedule. The project was conducted as part of an all-school Celebration of Learning event, intended to be shared with families. The project’s goal was to provide third-grade students with the opportunity to apply their Spanish skills as novice learners. Through this project, we used the language they had been exposed to through various sources, such as stories, songs, structured routines, and other forms of input during the school year and previous years. Additionally, the project aimed to foster a sense of community by allowing students to read their books to their pre-k buddies.
The majority of my third-grade students demonstrate language proficiency at the novice mid and some high after being in the program for almost five years. They initially had Spanish once a week in the early years, and from first through 3rd grade, it increased to twice a week.This means that most of them can comprehend and use basic phrases and sentences to communicate in the context of our classroom. They do require guidance and support, including visuals in the room, memory aids, and assistance from me.
The Process of Becoming Authors
Reviewing High-Frequency Words and Phrases
Throughout the year, we covered various high-frequency words used in different contexts, such as stories, clip chats, classroom routines, and other activities. We brainstormed some of those words, phrases, and even questions for the students to use in their stories. Additionally, I provided my students a template with suggested phrases to assist them in writing their stories.
Writing The Story
As my third graders are considered novice learners on the ACTFL proficiency scale, they required assistance with certain words. During the story-writing process, students turned to each other for clarification, referred to the list of high-frequency words, and used the provided template. However, because language acquisition is a personal journey, some students needed more support from the teacher than others.
Editing Their Stories
After the students completed their initial drafts, we moved on to editing their work. The students reviewed their work, and then I helped edit it for accuracy.
Typing and Illustrating Their Stories
Once students were ready, I instructed them to use Canvato type up their stories and encouraged them to search for appropriate illustrations to accompany their work. Some students were already familiar with Canva from previous projects with other teachers. To finish the process, the students also worked on their author bios and included pictures of themselves
Recording Their Voices
Next, students recorded their voices reading their stories on Seesaw. We were able to generate QR codes on Seesaw and used them to create a virtual library.
Reflecting on Their Work
Students reflected on their work’s process and provided suggestions to improve this project for next year’s students.
When The Books Were Published…
The books were published, and third graders read them to their PreK buddies during community time.
These books are now part of our classroom library. I read them to kindergarten students, and my second and third-grade students love them since the authors are their friends!
This is an example of one of the fun stories created by my students!
This project was a little messy and required me to be 100% present to support my students, but I still enjoyed it. Thanks to my students’ feedback, I have ideas to make it even better this year, and maybe write a post again!
Whether you’re a new teacher or have been in the classroom for a while, there are simple yet powerful tips for decorating your classroom that can save you time and transform your classroom into a hub of creativity and teamwork.
Imagine stepping into your classroom on the first day of school. The walls are adorned with bright decorations, everything neatly organized, and inspiring quotes displayed everywhere. Many teachers aim for this kind of inviting setup to grab students’ attention from the start. But what if there’s a different way that not only saves you time and stress but also brings your students together and gives them a sense of belonging? This approach involves keeping things minimal and letting your students take the lead in decorating. Personally, I prefer using whites and earth colors, and I also recommend adding plants to create a more relaxing atmosphere.
Instead of spending hours making everything look perfect, provide the basics and let your students get creative. When students help decorate, they feel like they’re part of the classroom. They understand that the classroom isn’t just your space; it’s a shared area where their ideas count. Keep your classroom decoration simple and minimalist.
In the first few weeks of school, involve your students in decorating tasks. For example, they can color the calendar, create signs, and discuss and put up class agreements together. This teamwork not only saves you time but also fosters a sense of community right from the beginning. Additionally, consider that most of the visuals in your room should serve the purpose of supporting your students’ language acquisition process.
Also, set up a spot on the walls or bulletin boards to showcase your students’ work. As you do different projects throughout the year, displaying what they create boosts their confidence and makes them proud of what they achieve.
Besides the basics, think about adding a few things that represent your students’ different cultures. Talking about these items can start interesting conversations and help your students learn about each other. By going for a simpler look and letting your students join in decorating your classroom, you’ll have more time and energy to focus on your lessons and what you want to achieve during the year.
In the end, whether you decide to go all out with decorations or keep it simple is up to you. As you get ready for the new school year, remember the great potential of letting your students create a welcoming space where everyone’s contributions are valued.
Story asking is a teaching strategy that can be applied in the classroom with zero to low preparation. It involves the teacher asking a series of questions in the target language to help students collaboratively create a story.
To implement story asking, the teacher begins by introducing a theme or topic for the story, such as “Los animales” (Animals). This establishes a framework for the students’ storytelling. The teacher then proceeds to ask the students questions in the target language about the setting, characters, and plot of the story. These questions can vary depending on the students’ proficiency level and the desired language skills to be practiced. For example, the teacher might ask questions like “¿Qué animal es?” (What animal is it?), “¿De qué color es?” (What color is it?), or “¿Cuántos años tienes?” (How old is it?).
As the students provide their answers, the teacher can write them down on the board or a piece of paper to visualize the evolving story. This visual aid helps students see the progression and coherence of their collective narrative. The teacher can also ask follow-up questions to deepen the students’ ideas and encourage further development. For instance, if a student mentions a cat, the teacher might ask, “¿Cómo se llama el gato?” (What is the cat’s name?) or “¿Qué le gusta comer?” (What does it like to eat?).
Once the story has been co-created, the teacher can read it back to the class in Spanish, incorporating details provided by the students. Once the story is ready, the teacher can ask questions about the story to engage the students further and assess their comprehension. The results with elementary students are usually a few paragraphs.
Story asking not only promotes language acquisition but also fosters important skills such as collaboration and active listening. By working together to construct a story, students learn to value each other’s contributions, build on ideas in the target language.