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Using Children’s Literature In The World Language Classroom

Using Children’s Literature In The World Language Classroom. Marlene Knobbe Guardian Angels Elementary 408 E. Walnut West Point, NE 68788 mknobbe@gacatholicschool.org. Be not afraid of growing slowly, be afraid only

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Using Children’s Literature In The World Language Classroom

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  1. Using Children’s Literature In The World Language Classroom Marlene Knobbe Guardian Angels Elementary 408 E. Walnut West Point, NE 68788 mknobbe@gacatholicschool.org

  2. Be not afraid of growing slowly, be afraid only of standing still. Chinese proverb

  3. TPRS verbs colors animals Oso Pardo

  4. Oso Pardo (Bill Martin Jr. / Eric Carle) Listening, sequencing and story booklet activities • The teacher instructs the students to color the animals according to the story Oso Pardo. • Ex. “Coloreen el caballo de azul.” • After coloring, the students cut out the different story characters, mix them up and then • sequence the story based on the retelling by the teacher. • For the final step, the students glue the animal drawings into their story booklet. Visuals available at: http://www.dltk-teach.com/books/brownbear/index.htm

  5. Oso Pardo – Booklet Bill Martin Jr. / Eric Carle

  6. Oso Pardo – Communicative Activity • Students . . . • color the animals on both sides of the paper the same color. • cut apart the two sections. • keep the left side of the paper and give the right side to the teacher. • (The teacher redistributes the right side) • 4. converse with classmates to find who has the other side of their paper. • Ex. “¿Tienes el oso verde?” Once the student finds someone with the same color of “oso,” they should inquire about the other animals to make sure they all match.

  7. Oso Pardo – Communicative Activity 2. Students keep the left side. 3. Teacher randomly redistributes the right side. 1. Students color the animals and then cut the paper here.

  8. Oso Pardo Nebraska Elementary Linguafolio – Portfolio Assessment Rubric from: http://www.nde.state.ne.us/forlg/elementary/brownbear.pdf

  9. Feelings Exchange Activity • Greet your partner and then tell your partner 3 things about • yourself, portraying the emotion indicated on your feelings • card.(Example on following slides.) • You may NOT tell your partner the feeling listed on the card. Carry your feeling card, handout and a pencil with you but do NOT show the feeling card to your partner. • Use only body language, facial expressions, and tone of voice to • convey how you are feeling. • After the greeting and brief conversation, take turns guessing how the partner is feeling. Once you have guessed the correct feeling or have attempted to guess the feeling at least twice, write the name of your partner next to the appropriate feeling, switch feeling cards and find a new partner. Continue until time is called.

  10. Emociones/Sentimientos Triste Disgustado/a Muy triste Muy enojado/a Emocionado/a Enojado/a Sorprendido/a Confundido/a Malhumorado/a Culpable Frustrado/a Distraído/a Avergonzado/a Orgulloso/a Contento/a Tímido/a Celoso/a Nervioso/a Impaciente Cansado/a Asustado/a Apreciado/a Aburrido/a Contento/a Irritado/a Feelings Exchange Activity

  11. Enojado/a Emocionado/a

  12. Grade 2 “Emotional Foods” Booklet

  13. Scott Foresman Reading Series

  14. www.carmenlomasgarza.com

  15. Cascarones • Students prepare the egg shells at home by • making a small hole at the top of the egg with a needle. • enlarging the hole until it is about the size of a dime • emptying the raw egg, rinsing it well and setting it out to dry • At school, the students • fill the eggs with small bits of colored paper or confetti • cover the hole with a small piece of masking tape • dye the eggs • break the eggs

  16. lunes miércoles jueves martes

  17. Books In Spanish

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