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Be sure to check out Quizlet Live! I use it for reading practice (Spanish to Spanish), but Spanish to English and/or images can also be used!
https://quizlet.com/help/2444125/how-to-use-quizlet-live

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Movie Talk

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Speed Dice (for any verb)  Darlene Lankenau, NACS

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Speed Dice (for any verb)  Darlene Lankenau, NACS

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It's a great website to create games you can easily use in class. You can add pictures, videos etc. and use them for testing vocabulary, for instance. And the students have fun because they are allowed to get out their smartphones, IPad etc.

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Children are put into teams . Explain the rules. They will see a question and must silently THINK, then, when the teachers gives the cue they may TALK to their group and make sure everyone knows the answer. Then go back. At this time the teacher pulls a name and that student has the opportunity to answer the question . If he or she answers correctly, the whole team gets a point. First graders enjoy this game because they get to work together and even the weaker students have an opportunity to be successful.

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I assign skits to "go shopping" for school supplies. They have 15 minutes to plan/prepare/memorize vocabulary. Then when they get up to present, I lay out items and they can only work with what I gave them. It adds spontaneity to a canned skit and helps them prepare to work in a "real world" experience.

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I use this activity after reading the book "Brown Bear, Brown Bear" in Spanish with my Pre-K/K class, but it can be adapted for use with any book for the vocabulary that you want to teach. I print off and laminate pictures of the animals from the book and choose about 4 to start with. Then, I hang them up somehwere visible in the room. After reading the book, I will ask students (in Spanish), where is the red bird? Then I will go point to it and show them. I will repeat this for each animal I chose. Then I will ask again where the animals are and the kids have to go find them and point to them. They love this and it's good because they get to move around too!

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Students fill out with slides/support on even Day 1 of school. Throughout the year, grab from the stack--read the ideas below in 3rd person and have them guess! Great for building community and 1st, 2nd, 3rd person (and even comparisons) with circling/PQA.

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CI game! "Ensalada de Fruta" with Me gusta vs Me gustan

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CI game! "Ensalada de Fruta" with Me gusta vs Me gustan

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Besides Storyasking, MovieTalk, embedded readings, etc. MY personal favorite are the little games that spice up the day! Here's one that I originally found in a CI Facebook group and it has different names but I like to use "Ensalada de Fruta" because the kids get all mixed up! Steps:
1. Sit seats in giant circle in classroom (I have no desks, so you may need to move desks too).
2. On the board, project any of the slides from this https://docs.google.com/presentation/d/1WnNBjIFvpE_UT-YzD_KyJU3Cmgn3xgFVgaVGa-Txt9M/edit?usp=sharing
3. A student standing in the middle may say "Me gusta el hockey"
4. All students who agree with the statement, stand up, run to a new seat (and they don't want to be stuck in the middle) while singing in the same way as from our beloved Señor Wooly song, "Qué Asco"..."¡A mí (me gusta) también!"
5. If a student says NO me gusta el hockey, ,students who agree stand up, stomp and shout "¡A mí tampoco!"
The objective is to not be left without a seat and stuck in the middle BUT often, kids want to volunteer their own ideas to say they like and want to be in the middle :)
Note: This was a GREAT, quick and meaningful/personalized way for them to learn the differences between me gusta and me gustaN effortlessly! (and they were expressing opinions too which hits another standard!) There's so much great follow up for this too!

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<iframe webkitAllowFullScreen mozallowfullscreen allowFullScreen width="800" height="550" src="https://www.tes.com/lessons/G0x6aOKAPeikUg/movietalk-alma-ve-mira-toca-abre-cierra-camina-corre?feature=embed" frameborder="0" ></iframe>

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I use this grid to practice numbers, the vowels, and vocabulary. I call out a coordinate and the students find it and tell me the name of the item.

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ABCya.com is a great website for preschool and Kindergarten language learners. The site is in English but I just turn the sound off. There are several different games that focus on colors, numbers or both.

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Summative project including: family, adjectives, likes, infinitives, possessive pronouns, age, introductions and possession.

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This is a game shared with us by our friends from Uruguay. Students are given a letter and the first team who completes a word in all categories shouts "Tutti Frutti". The winners answers are read aloud. If no other team has that answer they get 10 points, if others have it only 5. If they do not have valid answers their team loses 10 points. We only play 4 rounds and the team with the most points at the end wins.

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I use this grid to review numbers, vowels, and vocabulary. It also helps students learn to use coordinates. I read 27,O and they tell me what it is.

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For younger grade levels and early levels of language, a great method of engaging the "interpretive mode" for listening is having a catalog race for clothing items. Have parents/kids help you collect a set of clothing catalogs and pass 1 out to every student. In the TL give them an item to search for & watch! They'll speed through the pages and hold up the one they find. Feel free to do this with food and/or add colors for an additional challenge!

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After I teach basic introductions, I have students choose 5 adults in our building to introduce themselves to in the target language. (They must meet people they don't know.) The adults must sign the student's sheet for verification purposes. This gives students a chance to meet some new adults in the building as well as using their French. It also "plugs" your language. I send out an email to adults in the building in advance so they aren't surprised.

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Students are in partners, one facing the board and the other facing the back of the room. Project an image which encourages the students to use vocabulary you want to reinforce. The student facing the image describes the image in French while the partner draws it using colored pencils.