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Students have been learning about different cultures and in this lesson, they were learning about what the melting pot theory was. Students were then given two short paragraphs about melting pot in the United States. They were asked to underline how they understood the term. This was a precursor to their lesson on melting pot.

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During class, teacher played different scenarios using a CD. Students had to listen to what was happening in the recording. They were ususally hilarious scenarios that the characters were thrown into, so the class of 16-20 year olds found it super entertaining. They then jotted in their notes what occurred in the recordings. These recordings spanned 3-5 minutes so we played them twice, once so the students can listen and comprehend and another time to jot down what they have missed.

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Students learned how to write their addresses previously and so this activity focused on asking others for their addresses and then recording them down onto their paper. Students went around the room to ask their classmates their name, street number, city, state, and zip code. They listened for the answer and recorded in their graphic organizer.

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With my second grade class we did a listening activity for directions on a map. At first we did it together on the promethean board, then my students did it using their own mini maps and I told them the directions. The key words they were listening for were north, south, east and west.
I used the template provided by passport which is the social studies curriculum we use at my school.

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A listening activity I did with my students this year, when I was teaching first grade ICT, was having students listen to answer Wh questions. In the social studies unit, students were learning about different families and reflecting on their own families.  Students asked one another WHO is in your family? WHERE is your family from? WHAT language does your family speak?

They enjoyed talking about their own families and learning about their peers families.

https://docs.google.com/presentation/d/1QBAMs8jYoM1OFftVnKw9z5s-xmfgsIAewHga-lkaVRc/edit#slide=id.p

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The Secret Stories
I have not used this yet, but I did order it so I can do a follow up once I try. It is a pack of posters with different letter sounds and stories for why they sound the way they do, this is to help students understand the why behind different letter sounds/ letter sound pairings. I saw it on tik tok.

https://www.thesecretstories.com

https://vm.tiktok.com/ZMeRmNaYp/

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Reading Activity: 9-10th Grade Self-Contained ELA Class

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Reading Activity: 9-10th Grade Self-Contained ELA Class

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This activity was gearing students up for writing an argumentative essay. Students were to practice their annotating skills to make meaning of an article and then demonstrate their understanding. We started by reading the article aloud as a class. My co-teacher and I then demonstrated the many ways to annotate a text. The students were then given time in breakout rooms to work together to reread and annotate the article, based on the instructions given. Once they finished their annotations, they had to write a 2-3 sentence summary of the text.

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This activity followed a lesson on what it means to be an activist vs. a bystander. We wanted students to practice making inferences. Students were given 5 minutes to read the poem silently to themselves. Then, we read the poem aloud as a class, taking turns. After every few lines, we would pause and I would ask a question that would require students to make an inference, such as, "How did Magdalena feel when the narrator spoke Spanish to her? How do you know?" After reading through the entire poem in this manner, students were to make an inference as to whether the narrator was an activist or a bystander, and use the text to support their answer.

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This activity was part of a larger unit on personal narrative. We wanted students to practice using sequencing words. For this activity, we listened to the following story as a class two times. After listening the first time, I asked what the story was about. After listening the second time, I asked students what struggles Brandon had throughout his journey to the U.S. For their assignment, students were given events and they had to use sequencing words to put all the events in the order in which they happened in the story.

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Students were learning about the human body and the skeletal system. They were to listen to a passage about the skeletal system and then label the parts.

Directions: Label parts of the skeletal system using the words from the vocabulary box. Then write the function or job of the joints.

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Directions: Listen to the short story ,“Jessie Gets a Dog”. After listening to the story, complete the 5W & 1H graphic organizer using the details from the story .

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For this activity, I had my student create complete sentences using sentence strips that I created. Before the activity( in previous sessions) the student and I worked on the parts of a compete simple sentence, which include: subject + verb.  We learned about a subject and verb and what each is and reviewed various examples etc. In this activity the student used the color coded sentence strips to make 6 sentences in the correct simple sentence format.

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For this activity, students were separated into breakout rooms. This was more of a speaking activity but in order for students to successfully complete this task, students had to be listening to their partners responses. Students asked each other questions such as how have you assimilated in your life, what do you think is most important for people to understand about assimilation? Each student had a role for this activity and I will attach a screenshot of the chart below.
The directions were as follows: Assimilation activity:
Person 1: Ask person 2:
How have you assimilated in your life?
Person 2: Ask person 3 the same question.
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Person 3: Ask person 4:
What do you think is most important for people to understand about assimilation?
Person 4:Ask person 1 the same question.

If time allows, members can switch questions.

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For this activity, students were filling out a chart with examples of symbolism from their class text by Joaquin Castro. Students were asked to find examples of symbolism in the text by responding to what the symbol is, what the symbol represents, and why is the symbol important to the story? This activity was given for homework as students were reading from the text. When assigning readings for homework, I make sure that students are specifically relating their homework to the readings of that night rather than prior readings. This allows me to see which students are keeping up to date with the readings and which students are simply just writing about anything from the book in order to receive a grade.

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For this activity, students were given the choice to select from two different spoken word poetry videos. While watching the video, students were instructed to jot down their ideas onto a Padelet. It seemed as though most of the students waited until after watching the video to jot down their ideas, which was okay for students to do because they watched their video multiple times. They were asked to write down any words or phrases that came to mind as they were watching the performance. One of the videos was performed by Jonathan Lyke's and the other video was performed by Amina Iro and Hannah Halpern. I noticed that some students wrote in full sentences without being given sentence starters and other students simply wrote down their ideas. Students were not asked to write in complete sentences for this listening activity so it was great to still see students doing so!

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For this activity, students were working in groups to complete a text analysis with a focus on theme. Students were instructed to read a text and highlight the evidence that emphasized the theme that the group decided to focus on. Each student used a different color highlight to show their own evidence which also showed collaboration. This was done on Google Docs which allowed students to work together in reading the same text and leaving comments on the side of the text to discuss the theme.

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This is a Listening /Speaking and Reading
This is a book I created . The students are able to read along with you.  Students will discuss what a need is and what a want is by referring to the story and the characters in the story. The students will use the sentence frame A need is _________ because_____________. A want is ________ because______________.
Maria needs a __________ because_______________. Maria wants ________ because________.  Jose needs_________________ because____________________. Jose wants_________ because__________.

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Speaking and Listening activity
These are some other activities that I found that i have used in the past.

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Speaking and Listening Activity
These are different speaking and listening activities that i have used with my students

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Listening + Reading Activity: Statistics 

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Listening + Reading Activity: Statistics 

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This activity was designed to help students prepare for a persuasive essay about whether or not deforestation is an example of environmental injustice. In the first part, students watch (and listen to) a video about deforestation, filling in blanks for sentences that include statistics. In the second part, students read a passage about deforestation and highlight any statistics that they see. This was to help students develop a deeper understanding of deforestation, recognize the value of statistics in making a persuasive argument, and gather information that they would be able to refer back to when writing their own essays.

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Copy of 02.04.Reading.Deforestation - Notecatcher 

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I put this together for my 5th graders in October. It was designed to synthesize units we were working on in Reading and Writing. In Reading class, we were reaching the end of our novel study of a book called "Ghost Boys." In Writing class, we were covering adjectives in a unit about parts of speech. The guided and independent practice sections of this activity asked students to identify adjectives as used in various sentences from Ghost Boys as well as an informational text about the murder of Emmett Till, which played a significant role in the novel. I sought the content takeaway in the exit ticket by asking students to speculate about how an event from the novel might connect to Emmett Till's story.

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I used this activity with a mixed low/high advanced adult ESL class over the summer. We were reading "The Giver" together and approaching it from a variety of angles, one of which was the use of various past tense aspects. The past perfect tense is especially difficult for both ELLs and native speakers, and I felt that "The Giver" was an authentic context in which was illustrated WHY we have a past perfect tense -- how it helps us distinguish between recent past and further past. Students were asked to work in groups and complete the noticing activity together by reading the excerpts and bolding any past perfect tense verbs. The last part of the activity was the most demanding because it asked students to write an explanation of why the author had chosen to use the past perfect tense in those specific instances.

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In this activity, students are introduced to the word “sequence” and the important role it plays in both reading and writing. Using familiar routines such as my school routine, learners will gain practice sequencing events using the sequence words “first,” “next,” “then,” and “last.”
Direction: Students will work in partners to apply sequence words and logic to this picture story that they are asked to reorder before working individually to create their own story sequence.

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Listening Activity: Phonics Kindergarten 

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Listening Activity: Phonics Kindergarten 

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Every week, the students will learn a new letter and produce the sound that letter makes.
The focus of this lesson: Students will review the letter "f"  and produce the sound /f/; students will blend (put the sounds together) to read and write consonant-vowel-consonant words.
In this listening activity, students will:
1. Listen for all the sounds they hear in our spelling word (beginning, middle and ending sounds)
2. Write the letters they hear in the word
3. Check your spelling
4. Rewrite each word that you spell
Spelling Words:
1 fat
2 fig
3 fit
4 fog
5 fib

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For this activity, students were first given a reading in which they highlighted all the coordinating conjunctions they noticed. We then explored why this grammar feature was being used in the reading that was provided for the students. Once the students recognized coordinating conjunctions and why they are used in the reading, they were able to practice using them on their own.

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In this unit, my students were learning about jobs and careers.  For this specific lesson we were discussing salaries (being paid per hour verses being paid a salary).  The language we wanted students to understand was the use of adverbs (I eat 10 times per day OR I eat daily).  In order to do so, students received articles on NEWSELA based on their reading levels.  Students then had to highlight when adverbs were used as a noticing activity.  After students had to answer reading comprehension questions and write their own sentences using adverbs.

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A listening activity I once did involved listening for pros and cons of an argument.  In this unit, students were learning to write argumentative essays.  We discussed what pros and cons are prior to this lesson.  During the lesson, students watched the video (with captions) and had to write down pros on one colored sticky note and cons on the other color stick note.  Students then discussed what they had written with someone in the class.

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In my Kindergarten class, students are starting on their reading log entries. Our school has invested in many online reading programs such as Epic, Kids A-Z or iRead. These platforms allowed students to either listen to their level books or record themselves reading the books.
The purpose of this activity is to build comprehension and allow students to recall when they read.
Directions:
1. Students will practice reading for at least 20 minutes daily. Use either Epic, Kids A-Z or iRead.
2.You have the option to listen to the book or try your best reading the book on your own.
3. Add to Reading Log - Fill in 1 book a day for the daily Reading Log and submit completed log to Google Classroom.
**Below is the Reading Log/ Worksheet the students have to complete. **

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The Christmas I will Never Forget- Listening and Reading Activity

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The Christmas I will Never Forget- Listening and Reading Activity

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After watching," The Christmas I will Never Forget" video, the students will read a written version of the story. Students will then answer the five assigned WH-Questions. The learners will write their answers in full sentences.

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Malala Part 2/ Reading and Listening Activity

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Malala Part 2/ Reading and Listening Activity

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In this activity, students will read the Malala Movie -Transcript OR listen again to the Malala video. The students may use the Graphic-Organizer from yesterday’s lesson to help them gather their ideas. Then, they will complete the worksheet.

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In this activity, the students will practice listening as they watch the BrainPOP video, "Malala." The students will take notes/ Fill ( Malala- graphic organizer).  The students will write down what they learned about her family, her country, and her education. Moreover, the students will identify 1- 3 characteristics of Malala and write three sentences about her using descriptive adjectives.

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This is a social emotional learning activity. Students watched a video about acts of kindness by a 10 year old girl. After watching the video, the students were asked to write about 3 random acts of kindness that they could do for others in a shared google document.

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Grade: High School

Students will analyze in detail how an author’s claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. a section or chapter).  The class will learn about how to evaluate arguments in a news article that they have read by identifying claims and evidence that an author makes by using a graphic organizer. Newsela is a great website because it allows teachers to chunk news articles for ELLs and helps them analyze the news article in smaller parts. They also have articles in Spanish.

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This is a listening/writing activity in which students will use sequence words to summarize what they have seen in the read aloud.

Directions: You will listen to the story; Little Red Hen. As you listen to the story, think about what happened in the beginning, middle, and end of the story. Make sure you use sequence words (First…Next…Last…) to retell the story events.

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This is a listening/reading activity.

Directions: Listen to the following story: Creepy Carrots. As you listen to the story, describe how the character is feeling using precise adjectives.

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This school year students are not allowed to eat in the cafeterias. Students in an elementary school that I taught in have instructional lunch. They eat while watching learning videos from Epic Junior. The school is trying to maximize learning time. The students listen to learning videos related to the current theme that they are learning, and then they answer questions in a quiz about the videos as a whole group to see how much they know about the topics.

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Directions:

Our friend, Nutly wants to bring all these things on his big adventure, but the bag is too heavy so he must make choices between what he wants and needs. As you watch this video, listen carefully to the conversation that Nutly and the Professor have.

Think about some of the items that Nutly NEEDS for his big adventure.

Think about some often items that Nutly does not need but he WANTS.

If you were Nutly, what are two items that you NEED on your big adventure?

If you were Nutly, what is one item that you do not need but WANT?

(Place the sentence frames somewhere visible for students to view I need ______ because ...I want ______ because...)

This is the link to the video: https://www.youtube.com/watch?v=_WUluMGrWWY

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Students read a modified text which presented an argument on the benefits of taking selfies on self-esteem. Students used graphic organizers to separate the pros and cons of selfies. Later in the unit we had a classroom debate on the pros and cons of selfies and self-esteem based on  evidence from the text.

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Students watched a commercial based on the poem, ‘A Rose from Concrete’, by Tupac Shakur. Afterwards we discussed imagery, metaphors and symbolism we had previously discussed when reading the poem. This led to exploratory talk and classroom discussions using our new language from the unit.

LINK:

(https://www.youtube.com/watch?v=HabwTo6YgQI)

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This was an assignment for a 10th grade History class. Students were to listen to a video and respond to a ‘challenge’ question using our language objective from that lesson. The video was a clip from a documentary on the immigrant experience at Ellis Island.

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"Video Clip Activity" – Listening activity

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"Video Clip Activity" – Listening activity

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Students are paired, and each student will have a school Chromebook. Each pair will choose one YouTube clip that are listed on a Google Doc and will prepare a three-minute presentation to explain about what they heard on that short clip. The lists of videos are about Ted Talk, an interview or speech from influential people (sports player, celebrity, politician, company owner, and etc.)

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When my ELLs were learning about imperative, I created homework for “Treasure Hunt.” Group of students had to read directions on a paper and had to find treasures that were hidden at the school building. Each group had different directions with different treasures. Since this activity was given as homework, students had to use their time after school so that they do not disrupt other classes during the school hours. However, each group did not take more than 15 minutes to find treasures.

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An activity that I did in one of my student teaching classes is the students would film themselves on Flipgrid responding to a question their teacher posed and when they are finished they would also have to respond to a peer's video as well. Another listening activity the students have done in my student teaching class last semester is that they would listen to their books. I was in an ESL 1 class so many of the students were brand new to the country so they would listen to their books from getepic.com. An example of a reading/listening activity I have done in class is reading a story aloud to the class and they followed with the story.

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"Interview Activity" – Listening activity

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"Interview Activity" – Listening activity

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Two years ago, I asked my ELL students to interview one teacher at the school. If they want to interview a person out of the school, they also could do that. They had to choose three questions out of 5 questions and write as much as they heard from the interviewee. They have to write at least three paragraphs, and each paragraph should have at least 4 sentences.