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FLES-focused Sites

All activities shown with the following symbol have been fully developed and are available for purchase in our e-book
Salón Hogar  
http://www.salonhogar.com/

A great website that has categories such as: Estudios Sociales, Inglés, Matemáticas, Ciencias and Español.  This site is great for vocabulary building, FLES and for cross-curricular projects. Please note that much of the text is more advanced.

Interpretive : Using the information found in "¿Sabías que?" under the "ciencias", "animales" categories, students will match animals to their description.

Interpersonal : Students will get cards with either a main category or a subtopic on them and they will have to form their complete group. They will then have to pick one of the subtopics to brainstorm a list of what they already know about the topic before using the website.

 

Presentational : Students choose their favorite subject and subtopic. They will read one page about this topic (for example, under social studies, they could have chosen "7 wonders"). When they are done reading, they need to write a short paragraph of five sentences in Spanish representing what they learned. They then will draw a picture to accompany the information and share this drawing and paragraph with the class.

Mama Lisa's World
http://www.mamalisa.com/
Children's songs from around the world as well as nursery rhymes.

Interpretive: Teacher could create bingo sheets with titles of common songs along with a picture. The teacher plays song clip and students mark off square with X if have it.

Interpersonal: Students receive the lyrics in Spanish and English but with keywords missing. Their partner must help them fill in the lyrics using pictures of the keywords. They then listen to the song to check their answers.


Presentational: After listening to a song in Spanish, students receive both the Spanish and English text. They then need to make a large illustration of a portion of the song to present to classmates as the song plays.

Picassohead
http://www.picassohead.com/
Students can make their own original Picasso-style picture.

Interpretive: Teacher describes a previously-made Picassohead face and based on that description students try to recreate it on their computer. The teacher could also print images, cut them apart and have students assemble the face or make a collage with the pieces.


Interpersonal: Students create a Picassohead face. They then need to give directions to another student to try to replicate their face. The faces are then compared.

Presentational: Students are given an emotion in Spanish and need to create a Picassohead face showing that emotion. They then need to present their face to the class and explain why it represents that emotion.

Mi mundo en palabras
http://cvc.cervantes.es/ensenanza/mimundo/default.htm
Interactive website for 7 - 9 year olds to learn Spanish vocabulary at the beginning of their study of Spanish. It is a branch of the Centro Virtual Cervantes.

Mi mundo en palabras: Fiesta de disfraces--El mundo de Carlos--Yo hago una tarta

Interpretive: The teacher creates yarn boards on heavy duty paper with a piece of yarn attached to each vocabulary word. Students match vocabulary seen in an episode by connecting the yarn through the hole on the other side that represents the correct match. The best variation is creating sets of boards with different pictures or order of words so that students can switch boards, repeat the activity, and practice again with a new change.



Interpersonal: the teacher creates an Action series based on one of the episodes. In this series, all verbs are the same tense and are action verbs. Students repeat first through pantomime and later by repeating the statements and pantomime. For example, using Yo hago una tarta . The series may be: Estamos aburridos => Hacemos una fiesta de disfraces => Preparo la tarta de chocolate => Llevo palomitas => Llevo helados => Preparo sándwiches => Vamos a la fiesta => ¡Sí!

Presentational: Students create a word picture that represents one of the words seen or learned in the video episode. For example, the draw the word globo in the shape of a balloon.

Mi mundo en palabras: En el parque--El mundo de Carlos--Yo tengo una cometa

Interpretive: Students must unscramble the names of the various toys and answer questions about those words and their favorite toy.

Interpersonal: Students will walk around the class, asking their classmates questions about whether or not they have certain toys and what color those toys are.


Presentational:
Students must bring in their own toy to class and say two sentences about it in Spanish.

Discovery Kids (en español)  
http://www.tudiscoverykids.com/  
Offers games & videos of well-loved childhood characters from both traditional characters and new Discovery Channel characters.

Based on the video “Mundi: El planeta Tierra”

Interpretive: Students are put into small groups. Each group is given some pictures representing the places that Mundi visits. The class would then play “Simon dice” using the words of the different places (i.e. “Simon dice toca el desierto!”). Students much touch the picture of the places that Simon tells them but not touch it if they don't hear “Simon dice” or if it isn't a place they have in front of them.


Interpersonal: Students form two circles, one inside the other. All students are given a picture of a place from the video. The person in the inner circle says “¿De dónde eres?” and the person in the outer circle needs to respond using their partner's picture “Soy del lago”. They will then switch roles and the person in the outer circle will ask “¿De dónde eres?” and the person in the inner circle will respond. If they have extra time they can then try to guess what type of animal that person might be.

Presentational: Students need to make a diorama of one type of habitat and label five things in Spanish. They could also add one animal that lives there.

Reading is Fundamental
http://www.rif.org/kids/leer/es/leerhome.htm
Songs, pairing activities, online coloring books, recommending books for reading, and much more are available here!

Interpretive: Students complete the game Compras a la carrera and fill their shopping cart with the food items needed on the shopping list.

Interpersonal: The teacher brings foods being studied to class in brown paper bags. Pairs of students receive a bag, reach in the bag, feel the food, and have to describe it. They write or draw their guesses down for each bag.

Presentational: Students make a mini book describing their favorite foods. Each page students are given a writing prompt such as My favorite fruit is ________ because ________. They must complete the writing frame and then draw a picture.


Storyplace Library
http://www.storyplace.org/sp/storyplace.asp
Site provides books, activities, and helpful lists.

Based on the story “La mascota perfecta”

Interpretive: Students listen to the story and need to match the picture of the animal with the adjectives that describe them.


Interpersonal: The same cards are distributed and students need to find the adjective that describes their animal or the animal that goes with their adjective. They then need to report out to the teacher and put the two words together “conejo miedoso”. The teacher could also write an original TPR story or Guion series where students are encouraged to act it out.

Presentational: Students need to draw or find a picture of their ideal pet and write both the Spanish word and an adjective that describes it. They could also create a book all about a pet modeled after the books created on: http://www.makingbooks.com/whoami.shtml

Childtopia
http://www.childtopia.com/index.php?module=home&func=coce&newlang=spa
This site has games, printable worksheets with puzzles, stories read within videos, craft ideas, a detective game where students pick up clues to solve a mystery and several other videos to help students practice Spanish skills.

Based on El bocadillo más bueno del mundo

Interpretive: With any of the stories, students make a visual collage using images to show specific vocabulary from the story.

Interpersonal: Students read two or three of the books and then go around and find someone who: a) likes the sandwich book b) knows what "Venga ya" means c) can name a typical food on a sandwich


Presentational:
Students create the world's best sandwich with construction paper, felt, and other materials and label each food on the sandwich. The sandwiches are then presented to the class.

Adivina
http://www.fundacionlengua.com/es/adivina/sec/181/
A wonderful video library that includes 300 videos of children describing everyday objects. The children typically provide 30-45 seconds of clues and then the target word is displayed at the end of the video. 

Interpretive Students are given a worksheet with rows that include descriptive words and pictures of the objects described in some of the Adivina videos. The teacher plays one of the videos describing an object on the page, but does not necessarily play them in order. The students listen for the descriptive words by circling them and try to guess the object described.

Interpersonal Students are grouped in teams of 3-4. Each team is given a score sheet with spaces for eight answers. The teacher plays one of the videos from Advinia twice. The team gets two minutes to negotiate the answer and write it in the space. The teacher circulates checking team answers awarding points to each correct answer. The instructor may or may not wish to include a word bank depending on the needs of the students.

Presentational Students create their own riddle book. Each page includes a clue about the object being described. At the end of the book, the object is revealed. For example: a) They are a fruit b) They are yellow c) Monkeys eat them d) They are sweet. The class can later exchange and read each other's book working on circumlocution and predicting.

Cuentos de la abuela
http://pacoelchato.com/cuentos#.UZexL7XEpvl
 
Teaching Materials from Paco el chato
http://pacoelchato.com/
 

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