Unlock with PatreonThe Problem with CI
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Star of the Week – Step 1
Share:
Facebook
Twitter
Pinterest
LinkedIn
Ben Slavic
Get The Latest Updates
Subscribe to Our Mailing List
No spam, notifications only about new products, updates.
Related Posts
CI and the Research (cont.)
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
Research Question
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
We Have the Research
To view this content, you must be a member of Ben’s Patreon at $10 or more Unlock with PatreonAlready a qualifying Patreon member? Refresh to
10 thoughts on “Star of the Week – Step 1”
Thank you Sabrina, Jody, Ben for this great idea. 10 minutes was just enough with a Kindergartner today. We found out about his family members and pets, names and all. I used a felt board dangling on the student’s lap, upon which we velcro’ed random pictures to represent his family and house. It kept the kids focused and highly engaged. Rather than write the questions I asked them. I did not check for comprehension into English, and it forced me to circumlocute a lot more. It was immediately clear when kids did not understand, so I kept at it until they responded correctly. I will try 10 minutes/kid/lesson and let everyone get a chance to be the “star”. My ultra simplified version is nothing like Sabrina’s of course. It’s so versatile. Love it!
I will follow-up first thing tomorrow with review questions about today’s star. That will give us much needed practice on a variety of questions. Like a mini oral quiz.
Maybe with my level 4 kids who are reading parts of “Notre Dame de Paris”, each one could take on a character and give their response as the character. Quasimodo, why do you obey Frollo all the time? Esmeralda, what’s up with the fatal attraction to that louse, Phoebus? I have made a template with some level 1 questions – age,etc. just to fool around with a format. Email me if you want to see it.
Chill
Thanks you DPS folks and Bryce for this different idea!
Great idea Chill!
We need a like button!!
with love,
Laurie
Would you be willing to email me the level one template you made? tim.geerlings@gmail.com
THANKS!!
Sent, Tim. The questions are just some can-do type stuff I fooled around with. I can see that the line of questioning could go anywhere as long as, as Ben said, the language used is in bounds.
I was reading something by Bill VP. One of the activities that he seemed to be big on was the survey. Part of his thinking is that a survey is truly communicative. It is not to practice grammar, but rather, to find out information about each other. I admit that I was not very excited about it when I first read it, but Sabrina has brought it alive for me. I am currently trying a mixture of this and the sentence frames. That is, I am following the “star” format, but using the sentence frame questions that similar to those suggested by Robert for a return from vacation activity: Did you like the vacation? Did you stay home? If not, where did you go? What did you do? What did you eat?
This is with Spanish III. So after each Star, I have chosen someone to come up and give an oral recap of what we found out about each person.
I wanted to share a little twist on this activity:
1) Have 2 people as the “special people” at the same time. This resulted out of necessity in my adult class due to the limited class time I have to interview everyone. It was also taking an hour or more to finish 1 middle school student and at that rate I wouldn’t get to everyone this year. Having 2 people interviewed at the same time means compare and contrast questions and it means second and third person plurals, 2 forms I rarely use!
2) This activity is definitely more non-targeted – I let kids suggest 2-word English answers and occasionally explain follow-up questions with English, much of which I point and pause on a mini whiteboard. I have to have a strict “touch the door” rule for more than 2 words of English use.
3) This type of interview has more real-life relevance and transferability – these are questions the kids will be asked in real-life and this interview procedure is similar to the ACTFL OPI !
4) When I let my kids choose the activity of the day, I find my rowdy 8th grade boys request this activity. At times this activity can feel like pulling teeth and then a kid suggests a cute answer, we get a good laugh, and the energy returns to the classroom. I find that a lot of energy comes from the class spontaneously co-creating the answers FOR the Special Person, which brings into question whether or not I should be giving them time to fill out the questionnaires.