https://padlet.com/janssensb/szb0opolplzzd0tm Post a screen shot or link to an authentic reading (text, story, comic, poster, etc.) resource you love to teach. Write three sentences: 1 describe the resource, 2 describe the activity/objective, 3 connect it to your readings for week 6. en-us 2021-02-08 15:53:53 UTC 2023-05-18 01:57:34 UTC hello@padlet.com maustt https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1195117673 The link is to a blog post titled "Infografia de una paella" and is found on El Comidista, which features an article about the infographics titled “Recetas Por Colores” (Recipes by Color); each infographic contains a recipe by color, as well as in a paragraph form for an authentic dish, such as paella. Students will start by identifying vocabulary we have studied and cognates throughout the recipes; they will then use Kami to arrange these words on the image in relation to the food it is connected to (for instance, if they see “picar la cebelleta” they would write this word next to “cebelleta” part of the image). I am relying on cognitive reading strategies for my activity (cognate identification, connection between text and image, even a short of “mind map” since they are arranging words around related ideas); I also want students to complete this in pairs for both the reading (allowing shadow reading in breakout rooms), and the activity, which incorporates the sociocultural concerns of reading in the L2. I also plan to use a DAT (digital annotation tool) for students to work collaboratively and, as the reading suggests on 194, focus on higher-order thinking.]]> 2021-02-12 01:23:20 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1195117673 aletourneau https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1195168591 With my level 3 class, I like to do a "Reading Friday" activity with the goal of encouraging students to find something of interest to them to read in the target language (in my case French) for a short sustained period of time. In pre-COVID and before distance learning, we started the year with 10 minutes each Friday of dedicated class time and would work our way up to more. As an activity, I asked students to keep a personal log of what they read, new vocabulary they encountered, and then a short list of either what they understood, learned, and/or were more curious about after reading. We would sometimes use these as the basis for extension interpersonal activities, discussing what others had read and making recommendations. I was very fortunate to get a grant that allowed me to purchase materials to build a small Francophone library with some children's books, magazine, and novels that students can choose form. I also encourage students to use the 1Jour1Actu website (linked) that has leveled articles by category/interest (e.g. sports, news, nature, culture, history, etc.). I really enjoy using the 1Jour1Actu website because it does a fantastic job of glossing what feels like just the right amount as described on page 185 of our text. The website is written for French children and has some visuals as well as built in definitions of key/difficult words if the user hovers over them with the mouse. Having this built right into the text supports the reader and works to ensure that the fluency is not overly disrupted as students look up lexical features like is discussed on page 187. The best part - many of the articles are free to read online :)]]> 2021-02-12 02:08:49 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1195168591 scruggsg https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199624976 I'm really new to finding and using authentic reading materials for my classes. I'm still experimenting with how to appropriately scaffold the materials, via glossing or via strategic reading. With that said, I don't have a resource that I love. But I'll include one that I've used before. 

I struggle to find resources that are appropriate for my learners. Sometimes I find articles that feel appropriate but are just so long, and it's hard for me to decide how to appropriately shorten it or simplify it in an appropriate way. I have had success with my advanced students with authentic resources as a way to push their reading levels and differentiate for them while staying on the same topic as my other students. 

For example, in our "Soy yo" Personal Identity Unit, I did a MovieTalk with my whole class to the Bomba Estéreo "Soy Yo" music video. My advanced students worked together to read a NY Times article on Saraí, the girl from the music video and the way this video has changed the lives of the Latinx community in Brooklyn (and around the greater US). After shadow reading and annotating the article as partners (a sociocultural approach - Taylor p 189), my students completed a reading assessment on selected paragraphs which asked them to employ cognitive strategies for reading the text, specifically top down strategies of reading for the main idea, and then a "recall" through drawing. 

After reading the text "Call and L2 Reading" I would like to use a digital annotation tool (DAT) and have them work together to guess the meaning of vocabulary words, highlight cognates, and type up a short summary of the document together (Taylor p. 190). 

Link to the full NY Times article: https://www.nytimes.com/es/2016/10/25/espanol/con-soy-yo-una-nina-de-11-anos-se-convierte-en-simbolo-de-orgullo-para-las-latinas.html

]]> 2021-02-13 18:05:37 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199624976 edeluca5 https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199862069 Every Friday I like to do Fun French News Friday with my students. For this activity I will focus on my level three students. Most Friday's I have the students browse for an article on the website of 1jour1actu. This website is designed for young French students around eight years old. This helps to make it an appropriate reading level for my students. They also include a lot of images and diagrams to help make the material more comprehensible. The students work with a partner as they read through an article of their choosing. We will then have a class discussion about the importance of the reading and it's implications. Students will be asked to share their own ideas, opinions, and thoughts about the reading and tie it into their own life if it is applicable. In addition to the class discussion we also have an online discussion via a discussion board post, Padlet, Wakelet, or Jamboard. This helps the online students feel connected.Then from this discussion students will reflect on what they read and how it connects to what is happening today in their digital journal. Their digital journal was created in Google Slides and each week the students reflect on the cultural reading from the week. This is the space I give them to vent, reflect, and state their options on things that are happening in the world. I never grade this for correctness, just how well they are able to convey meaning.

This website allows the students to hover over words to help the students understand their meaning. This relates to glossing which Taylor refers to on page 185. Since the level of these articles are design for French children it includes the right amount of glossing. About 90-93% of the articles are comprehensible to the students which does fit into the range of effective glossing as glossing should be no higher than 10%. However, after reading this chapter I would like to incorporate DAT (digital annotation tool) into this activity. I think by putting the students into a slightly larger group and give clearer instructions, perhaps a Google Doc Template, where the students would be working together to identify cognates, guess meanings, and look up words, and a place for predication would better benefit their learning progress.

As a second year teacher, I'm still learning and trying to incorporate more authentic materials that are relatable to my students.

Heres the link.]]> 2021-02-13 21:06:43 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199862069 giacovela https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199903549 I am trying to incorporate more authentic texts into my units and there are so many resources out there that it can be overwhelming at times.  But something that I have always struggled with is finding an authentic text that is engaging but also at the correct level for students so that they do not get overwhelmed or bogged down that they then give up.  For a lot of the students in my school, when something is too challenging they just won't do it.  But a resource that was shared with me by a colleague and that I really enjoy is Le Petit Quotidien.  It is a website that is a newspaper for French children ages 6-10, they also have another version called Mon Quotidien that is for French children ages 10-13.  It is great because the articles are short and to the point but also there is glossing for the more challenging words.  The website also includes lots of short videos about different news topics and they even have lots of fun infographics about all kinds of topics as well as little comic strips.  

Quite often when I use an article or infographic the activity that I will use with my students is an interpretive reading assignment.  More often than not because of the level my students are we will focus on key word comprehension as well as the main idea and making connections to their own lives as well as the topic that we are learning about at that point in time.  Sometimes the interpretive reading assignment will be done individually or with a partner.

This website includes glossing since it is geared for French children so the articles will have a few difficult words with their meanings but they are typically at the bottom of the article and not in the margins (p.185). Glossing in these articles definitely help my students with their L2 vocabulary learning and give them that individualized support that they may need (p.188).  Something that I would like to incorporate more into my reading of authentic texts is shadow reading which I feel would really benefit my students in their reading comprehension and it allows them to work with a partner which is something that they love to do.  I also would really like to incorporate is DATs, I think this could be a really interesting tool for reading authentic texts in my classes. 


]]> 2021-02-13 21:46:13 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1199903549 larsens21 https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1201184628 My curriculum has a workbook of authentic resources that I use for my class as they correspond to the current chapter/topic that is being studied. I have been using this for my class. While these fit the bill, they don't always seem that engaging for my students. As well, they are only available in a paper or PDF format. Thus, the online tools that are available with other resources are not accessible. 

1. Memes - I have begun gathering a host of memes in Spanish since lots of my students have expressed interest in them in previous years. If you are not familiar with memes, they are essentially singular, virtual comics that convey a deeper meaning. They are normally found via online searches. I have not found a website solely dedicated to Spanish memes though Pinterest is a goldmine. What I love about memes is that they combine the Spanish language with a deeper cultural principle, idea or behavior. While some can be extremely crass (I stay away from showing these to my class), others can highlight differences between cultures or even poke fun at the Spanish language learner. A possible drawback to memes is the limited amount of text as well as the cultural barriers that hinder a student from understanding the meaning. 

2. First, I will show a meme to our class and have them write observations on the image itself. If the meme (the visual image) is one they are familiar with, they can rely on their prior knowledge and write about what idea is being represented through the specific image. If not, they simply write observations about the image and make conclusions. Then, I have them specifically focus on the text. Since I have year 1 & 2 Spanish students, I encourage them to look for cognates or words that they already know the meaning of. They then write observations on the language they see. After this, I will have a few students "guess the meaning of the meme" and share their observations. 

3. I am not sure how I would incorporate DAT as these are visual images with very little text. I think that a tool like padlet or a google app where students can simultaneously add remarks, comments, and questions could be beneficial. While this wouldn't have the support of glossing, the collaborative work aspect could reduce the difficulties of unknown words.





]]> 2021-02-14 14:42:48 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1201184628 paynem41 https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1202335536 As a teacher of novice students, I struggle with incorporating authentic texts that match with the content I teach in only one semester of Spanish. I have never used La Ratita Presumida before in class, but I would like to try it. I think it would have to be something students did at the end of the school year.
1. La Ratita Presumida is a well-known folk tale in which the ratita rejects multiple suitors who are too noisy before accepting the hand of a cat. When the cat tries to eat her, she is saved by the ratito who she formerly rejected and the two live happily ever after. The story is available in an electronic version, but there is no language support in the version I found.
2. I would use this story as one of multiple in which students work in groups to learn the story and then retell and perform a simple version for their classmates.
3. One digital tool I could have students use would be a DAT to take notes about the characters as well as words that would be important for them to be able to present the story to their peers. For my novice learners to be able to access this text, I would have to use a lot of top-down processing strategies (181) such as building and accessing background knowledge. I would have students talk about different fables they know as well as watch a video version of the story in Spanish. I would also rely heavily on cognitive processing strategies (190). One that would be helpful in getting students to be able to retell would be the creation of a story map retelling in pictures.]]> 2021-02-15 04:47:01 UTC https://padlet.com/janssensb/szb0opolplzzd0tm/wish/1202335536