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Active Engagement StrategiesThe intention of active engagement strategies is to ensure that 100% of students are working with little chance of being off-task, and hopefully, are intrinsically motivated.These activities are a list of the most hard-hitting engagement techniques I use in my class. They have mostly been borrowed from masterful teachers. StrategyLanguage SkillStepsMirror WordsCredit: Chris ListeningSpeakingSimplify one statement.Say: “Mirror words” or “Espejos” and hold up mirror hands.Students say “mirror words” and show mirror hands. (Practice making it CRISPY)Say sentence or phrases with action, in small chunks. “there is” with action.Students mimic. They say “there is” and do action.Continue with the rest of the sentence.Silent Mirrors(Mirror modification)ListeningSay: “Silent mirrors” and put your finger to your mouth in a ‘shush’ actions. Students put finger to their mouth and say “Hmph” Teacher says the word or phrase and does an action.Students mimic the action BUT DO NOT SAY ANYTHING.Magic Mirrors(Mirror modification)ListeningSay: “magic mirrors” and hold your hands like jazz hands.Students say “wooop”Teacher says the word or phrase BUT DOES NOT DO THE ACTION.Students invent actions to correspond to what the teacher is saying.Teach, Okay(Mirror extension)Credit: Chris ListeningSpeakingOnce students know the sentence that they mirrored, you Clap twice and say “Teach.”They clap twice and say “okay”As they say “okay” they turn to their partner.(CRISPY)Partner 1 always starts. They say it and do the action.Partner 2 is the student. They repeat and do the action. Students continue teaching until time is up. Vocab ActionsCredit: Jennifer SharpMetamora Township High SchoolListeningTeach 3-5 new structuresMatch an action with the wordLevántense (silent standing procedure) ActionsRound 1: I say, I do, They do, They DON'T sayRound 2: I say, I delay, They do, They don't sayRound 3: I say, I do wrong action, They do CORRECT action.Siéntense (silent sitting procedure)Choral Reading and Pop-up GrammarReadingDisplay the reading on the board.Point to self and read first short sentence or phrase in reading.Point to students. Students translate that short sentence into English. Ensure 100% compliance.Repeat with next sentence. When students are stuck, clarify, then repeat the choral phrase for that sentence.To go deeper, ask questions about the grammar:“What does the ‘o’ do in corro?”“What does the ‘le’ do?”“Why contenta and not contento?”Ping-Pong ReadingCredit:Blaine Ray ReadingStudents have passage/book in hand.Student A always starts.Student A reads one sentence in Spanish.Student B translates sentence to English.Student B reads next sentence in Spanish.Student A translates to English. A reads… etc*Ping-pong could easily be adapted to asking and answering conversation questions. AirplaneCredit:Blaine RayReadingSpeaking Desks are arranged in paired rows. Partner A always starts.For READING:- Use Ping-Pong reading instructionsFor SPEAKING: - Partner A asks a question. Partner B answers.- Then, Partner B asks, Partner A answers.1-2 minutes, then Partner B moves up one seat to their new partner. For READING: Partner A asks “Where did you leave off?” Students always start closer to the top of the reading because repetition builds mastery.Listen & DrawCredit: Mike Coxon fold paper into 6 boxes and label them 1-6. PENCILS DOWN. Students listen to Part 1 of the story.Ding the bell. Students draw what they heard in Box 1. You repeat Part 1 as they draw.PENCILS DOWN. Repeat. Inner/Outer CircleSpeakingHalf of the class forms a circle facing out.Other half finds a partner from that “inner circle” and forms the “outer circle”Inner circle asks a question, outer circle responds.Outer circle rotates clockwise. Outer circle asks a question, inner circle responds.Simultaneous Presentations(2 Stay, 2 Stray)Credit: Kagan via Martina Bex have a visual aid of what they are going to talk about. (Ex. Completed listen and draw paper, flow map, Embedded Storyboard)They sit in a group of 4, facing each other.Student (with the shortest name) starts first. They have 30 seconds to describe, in Spanish, one part of their picture. They must speak for 30 seconds.Bell dings, next person clockwise speaks for 30 seconds. Continue.Bell dings twice: Stop. Two students stay where they are, 2 students leave. REPEAT with new group. Running DictationCredit: Jason Fritze/Martina Bex 8 sentences from a story. Cut them into strips and tape them outside the classroom. Put students in groups of 4. All students have a job that rotates. (Runner, Writer, Artist, Editor/Cheerleader)Runner runs into the hall, memorizes a sentence, runs back in and tells it to writer. Writer writes it, artist draws a picture of it, editor checks the spelling. Jobs then rotate. Writer becomes runner, etc. Keep switching jobs until all 8 sentences have been written.Options to end the game:Timer: Winner is the team with the most sentences after 8 minutes.Sequence: Put the story in order. Corrections: Teacher walks around with a pen and corrects 3 errors at a time. Winner has completely correct sentences. Nutty Professor ReadingReadingListeningIdentify actions for specific vocabulary. Read a passage aloud.As students hear the word, they do the action associated with the word. Extension: Students read it on their own and do the actions or read to a partner and partner does the actions.Before beginning, tell students “If you aren’t doing the actions, we won’t think you’re cool.” ;) Pencil GrabCredit: Carmen Andrews-Sánchez create 2-3 true/false statements based on a story.Each student has a sticky note.Students pair up and put a pencil between them. If the statement is true, they try to be the first to grab the pencil. If they do, they give themselves a point on the sticky note.If the statement is false, they do not grab the pencil. If they do, they lose a point.Write-Draw-Pass ImprovedCredit: Martina Bex WritingSelect a reading or short passage of the reading.Students start by copying one sentence from the reading on the Write Draw Pass form in Box #1They pass their paper to the next person in the row.With the new paper, students read and illustrate that sentence in Box #2Fold the paper so only the drawing is showing and pass.Without peaking at the sentence in box #1, students write in box #3 the sentence they THINK goes with the picture.Fold it, so ONLY the sentence is showing, not the drawing. Pass it.Continue until the sheet is filled.Pass it back to the original owner. Laugh at the pictures and guesses.*Higher-level option: Instead of repeating the same sentence, students can write/draw the next event in the story. *Extension: collect all papers to use for a storyboard activity. a reading into 4-6 sections.Print copies of each section. Ex: Print 5 copies of paragraph 1, 5 copies of paragraph 2, etc.Label one deck of paragraphs 1-5 with a symbol.Label deck #2 (paragraphs 1-5) with another symbol.Repeat with as many decks you need.Each student gets one section/paragraph from the reading.Then, students meet with their symbol group and teach their unique section to the group. Dictation/DictadoIt’s kind of old school, but kids work the whole time and kind of like it!ListeningWritingStudents number page lines 1, 2, 1, 2, 1, 2Say a short sentence or part of a sentence three times including punctuation ej: Hay una muchacha puntoStudents write what they hear.Then, you write the correct sentence on the board.On line 2, students write corrections.Continue with the next sentence or short phrase. *Extension: Ping-Pong read the paragraph or illustrate it.Blind RetellSpeaking ReadingProject a reading on the board.Partner A sits with their BACK TO THE BOARD.Partner B sits so they can see the board.Partner A retells the story, maybe with a visual aide in hand.Partner B reads the story on the board and coaches Partner A when they get stuck. **Sneaky input!**After 60-90 seconds, switch! Timed Write with Growth TargetsThe reason this is so engaging is because students are intrinsically motivated to improve. They have had enough input that they feel successful writing and taking on new challenges. WritingStudents use the storyline they just listened to, read, and told and they free-write for 5 minutes or 10 minutes.Calculate words per minute and chart words per minute. AND/OR evaluate their own writing on Set a goal.Next free-write, ask if they met that goal.PRAISE THE GROWTH!Back atcha assessmentAfter telling or reading a story, students get into teams.Each team has 1 minute to write one sentence to retell part of the story. **Extra engagement: ALL students have to write the exact same sentence on their whiteboard (works like a charm to keep all kids learning)After the minute, the team holds up their board and reports their sentence.You award points based on: content (true to the story), accuracy, complexity, etc. One student tracks the points. Students may not repeat sentences that were already stated.Without displaying it on the board, you write each sentence to rebuild the whole story. Repeat for 4-6 rounds. Then reveal the whole story they have written. Retell RelayWriting/Reading Before the game:Get students into groups of four.Students count off 1-4.Students 1 and 4 are partners. Students 2 and 3 are partners.1 and 2 tell their partners everything they know about the story in 45 seconds. (English OK)Then switch, partners ?3 and 4 tell their partners everything they know about the story in 35 seconds.The basics of RETELL RELAY:Give them one piece of paper for the group.One student writes one sentence to recap the story from last class,then they pass the paper!Keep writing and passing until time is up. (3 minutes is about right.)When time is up, trade and grade with another group. The other group scores it.1 point for each English sentence3 points for each Spanish sentence(Or however you want to score it.)ScootThis can be used for any multiple-question work. Instead of giving a worksheet, cut it into individualized questions and place them on each desk. Place a task card at each student desk.? Students create a recording sheet or use a handout.? Students begin by answering the questions at their own desk.? When prompted by the word Scoot (or whatever you decide) students move to the desk that would be next in numerical order.? When you see that the task is completed - prompt the movement again and repeat until all cards are complete.?To increase engagement, music is essential! Play music while they are scooting. Give one, Get one(Kagan structure)Steps for the Strategy1. Give each student a copy of the “Give One, Get One” worksheet.2. Present the students with a concept or question with multiple possible answers.3. In their teams, students brainstorm possible answers without writing them down.4. When they agree that one of their brainstorms is a good one, they write it in the “Give One” column on their worksheets5. Repeat steps 3-4 until the “Give One” column is full. The team then stands.6. When all teams are standing, students raise their hands and find a new partner.7. After finding a new partner, each student gives one idea and gets one idea. They write the idea they “got” in the “Get One” column of their worksheet.8. The pairs separate, raise their hands, find a new partner and repeat steps 6-7.9. Students move to the outside of the room once their sheet is full, providing possible answers for students who haven’t filled their “Get One” column.10. Students return to their tables and share their ideas from the “Get One” column.Management Tips1. Present a question or topic, which will yield multiple answers (more than 20).2. Model proper behavior for moving around the room.3. Encourage proper thanks to partners after swapping ideas.Social Skills1. Offering help (for students who haven’t filled their “Get One” columns)2. Greeting someone3. Appropriate noise level.4. Appropriate parting comments.*Based on various materials available from Kagan Publishing.Caption This!WritingFind compelling pictures that go with the vocab you are using.Display the pictures.In groups, students have 40 seconds to write as many sentences as they can to describe the picture.Each perfect sentence is worth 3 pts.“Almost” perfect sentences are 2 pound sentences are worth 5 pts.*Ensure that a different student is writing each time. ................
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