Pre Story Telling Activities – Ideas on how to introduce the target structures or vocabulary from the story
Reverse Bingo – Danielle Horne
Word Race Stories – Martina Bex
strip bingo – Martina Bex
Mime sentences/words – Carol Gaab: Student stands in front of board with their back to it. Point to a word/sentence and class has to mime/gesture the word/sentence while student has to translate.
word bop – tprs teacher
Two Truths & a Lie Martina Bex
Bingo – Senora Dentlinger (many Bingo variations)
Dictation – Keith Toda
Three Ring Circus – Keith Toda
Quick Draw from Lauren Watson – (Silent Pictionary)
- Students are in pairs, and each have a dry erase board with markers.
- Designate Partner A and Partner B.
- Each partner divides his/her dry erase board in quads with a marker. Number the quads 1-4
- For Round 1, Partner A faces the screen and Partner B turns their back to the screen. Project the PPT. I tell everyone the category for each round.
- Partner A looks at the list of words on the screen and draws a picture for each vocab. word. S/he draws picture 1 in quad 1, picture 2 in quad 2…etc.
- Partner B writes the vocabulary word which s/he thinks the picture represents in the appropriate quad.
- They can’t talk or gesture or write words/numbers – ONLY pictures.
- The round ends with the first pair who successfully finishes all 4.
- Switch roles between partners for the next round
The Eraser Game (similar to Bop!) The Active Learner
Story Telling Activities
Le Da Game – Leslie Davidson via Senora Mitchell
Choral Reading – Keith Toda
AnneMarie Chase (iFLT/NTPRS/CI Teaching) – Everyone has a whiteboard and marker. We establish the details, circle, etc for the first scene. Then, teacher repeats the story slowly and students only illustrate what the teacher says. After 3-4 sentences, all students pass their whiteboard to the student sitting next to them. Teacher repeats the first few sentences and students have to point to that detail on the board they just got, and if it’s missing, draw it in. Then teacher tells the next few lines of the story while students add those details to the board they got. Then everyone passes, teacher repeats the previous lines, students look for and add in those details and then teacher tells a bit more of the story, then they pass again. It’s hilarious because the pictures become a jumbled mess and awesome because they hear so many reps! In the picture, it’s the first scene of the story, illustrated by 3 different people before we ran out of time.
Post Story Telling Activities
stultus – (gila) – Keith Toda
read and draw – Keith Toda
parallel universe – Keith Toda
word chunk game Latin Best Practice
popcorn reading Latin Best Practice
Freeze Frame Martina Bex
Story Strips Activity Martina Bex
Runnning Dictation & a truly cool extension suggestion Martina Bex
Blind Retell Martina Bex
Long Distance Dictation SRA Dentlinger
Pick The Pic Martina Bex
Oral Cloze Retell – Eric Herman (posted on moretprs listserve)
On subsequent retells you can erase more and more words to give more advanced students a greater challenge and eventually erase the entire story and have superstars retell the entire story without any written support. Example:
There is a boy. His name is Bob. He likes pizza.
There is ___ boy. His name __ Bob. He likes _____.
There __ ___ boy. ___ name __ Bob. He ____ ____.
There __ ___ ___. ___ name __ Bob. __ ____ _____.
Sentence Flyswatter – Jason Fritze via Keith Toda
Freeze Frame (& several others) – Niki Tottingham
Nugas (nonsense) – Keith Toda
Blind Retell – Martina Bex
improv – Dianne Neubauer
Smack – Dianne Neubauer
Partner Marker Game – Cynthia Hitz
Dictation – TPRS Teacher
Bingo – TPRS Teacher
Find the sentence – TPRS Teacher
Whiteboard retells – Lance Printer
dictation – Ben Slavic
Numbered Heads Together – JSNoble
Picture Story Retells – Keith Toda
Read Aloud – (Keith Toda) Split students into pairs of two and provide each with a copy of the text. Have them take turns reading each paragraph out loud to each other. Here’s the kicker—make two copies of the text that slightly differ from one another. As students read out loud, their partner must listen and highlight the differences between what they’re reading on the paper and what their partner is saying out loud.
Kursi Panas (Señorita’s Baker’s Spanish Classroom) It goes like this: divide class into teams of 3-5 players. Give everyone the same reading. As a team they have to read and make sure everyone understands the reading. Then at the front of the room I have 1 chair for each team with a whiteboard. One member of each team comes up, (so there’s 6 or so representatives up front) and I’ll ask them a question in Spanish about the reading. They all write their answer on the board, and they show me when I count to three. Everyone who is correct is eligible for points- now the fun part: I have a deck of cards, and each person with a right answer gets to draw a card which represents their points (ace=1 point, every thing else is worth card’s value, and any face cards= 10 pts) then all the representatives return to their team with their card, another rep goes up front and we begin again with the next question. This game is great for a few reasons: I ask questions in order of the text, so kids are re-reading before their turn to try to predict my question, no one really knows how many points the other teams have, so no one gives up.”
Clever reading idea – Barbara Horváth (Facebook iFLT/NTPRS/CI Teaching) I gave everyone a copy of the story we’d been working on and asked them to use a corrector to white out 16 (there are 16 kids in the class) content words in the story. I also asked them to write the deleted words in random order at the bottom of the page. Kids then passes their stories to the kid sitting to the left and had to fill in ONE of the gaps in the story. I also asked them to read all the gaps filled in and see if they had the correct words in them. The papers got passed around until everybody got their own stories back (a good 25 minutes). The kids enjoyed the task a lot and had a fair amount of reading practice too. The activity was differentiated because each student got to choose the gaps they could handle, plus the fast processors didn’t need to use the list at the bottom of the page.
Thumbs up/ thumbs down (AnneMarie Chase – iFLT/NTPRS/CI Teaching) – Inspiration stuck during class today! I wanted to ask questions to review a story we read previously. I asked the question, then waited a few seconds, then gave the class a thumbs up or thumbs down. If I gave them a thumbs up, they had to answer truthfully (what really happened), if I gave them a thumbs down, they were to answer my question with a lie. It was fantastic and hilarious and something that made answering review questions feel brand new 🙂
mafia – michele – MJ’s Comprehensible Input
Siapa punya monyet dari Indonesia (or similar) Fun For Spanish Teachers
Blackout Poems Martina Bex