Sub for a Week

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6 thoughts on “Sub for a Week”

  1. Sabrina Sebban-Janczak

    Chris,

    Are these kids you just got for a second semester or you’ve had them for a while?

    If they are brand new most of these suggestions won’t work, but if they ve had you for a while you may try any of these:

    1) Music is always good and easy. She can teach them a couple of songs .

    2) Kindergarden friday: can she read them some easy children stories in spanish and ask questions? Here is a great site for easy children s books and she should pick stories they already know so its easier to comprehend:
    http://fr.childrenslibrary.org/

    3) Textivate with some of the stories you ve already read

    4) Dictées

    5) Do a writing activity from a story they ve done already. Here is link:
    https://benslavic.com/blog/2012/12/09/sabrinas-writing-idea-swi/

    6)watch a clip or easy video and have them wite all the words they can recognize

    7) Draw a story you ve told in class / make a cartoon.

    8) In preparation for a futute story you may do , have them fill out the details in English see link:
    https://benslavic.com/blog/2012/12/09/drp/

    Sorry that is all I can think of , I’m in the middle of final exam writing and it s killing my brain……

    1. Sabrina Sebban-Janczak

      Wow, I feel for you Chris.

      Then may be music and kindergarden reading. Well at least your sub is a former Spanish Teacher, so she can speak the language. Have her do some name games so they get to know each other and build community before you get them back.
      What a weird situation. Is this your trip to Spain?
      If not, what kind of field trip is this taking you out of the classroom so long?

    2. Do you ever use Señor Wooly? This might be good for a brand new class. He has lots of resources now, so you could choose one song, focus on a couple structures while you are there in person and then leave lots of stuff for the sub that you can download from the site: lyric sheets, activity packets, vocab, etc. You can find these materials on the individual pages for each song.

      And/or, since your sub is a Spanish teacher, can you do some CWB (cards) for the two days you are there, and then write up some “reading” for these or maybe just some scripting of questions that then the sub could riff from? Then the sub could use the “material” generated by the class. Would she / he be willing to do some TPR? I think between the CWB material and TPR and maybe some read-aloud of a familiar story (3 bears, etc.) Plus some Señor Wooly, you might have enough CI that a sub could handle??? Thinking off the cuff here.

  2. Wow, that’s a tough one. From Sabrina’s suggestions, the following might work for you:
    1) Teach a song (“De colores”?)
    2) Kindergarten day – except instead of reading the book she simply talks to them about the pictures. (“Esto es un perro. El perro es rojo. El perro se llama Clifford.” Of course, words and phrases would need to be pre-written on the board for Pause and Point. The teach could also ask questions: “Es esto un perro?” “Se llama Clifford o Garfield?”) Your ability to plan this would depend on the ability of the substitute to follow through.
    3) Video for one day (or more)
    4) Preparation for a future story

    To this I would add
    5) TPR – if the substitute is familiar with it and knows how to do it
    6) Class time to fill out a student questionnaire – just in case you don’t have it, it’s on pages 21-22 of Ben’s Storytelling Handouts
    https://benslavic.com/workshop-handouts.pdf
    7)”How much Spanish do you already know?” – simply list words they already know in Spanish (e.g. taco, burrito); class can share what they wrote and its translation (if there is one), and the teacher can talk (in English) about why we borrowed the word or how students learned the word; you’re covering culture and comparisons, though not in any ideal way

    None of these except the video are intended to be full-period activities, but TPR and the song can be repeated on consecutive days. The questionnaire might also be used on more than one day.

  3. Along the lines of Robert’s idea to identify what language they already know, when I have had to be gone for a couple of days early in a semester, I have assigned a cognate poster. Students work with a partner to find a cognate for each letter of the alphabet, displaying them on a poster with some kind of cultural design (the shape of a Spanish-speaking country, a sombrero, a Mexican flag, etc.) Of course this requires the use of a dictionary, so you could just have them come up with a certain number of words they know. I would never do this when I can teach with CI, but it has been successful with subs.

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