tag:blogger.com,1999:blog-85709574790761985742024-02-25T22:12:41.476+01:00Miss Lucy's Teaching FunESL - Teaching English as second language through fun communicative activities and children's literature. For students aged 4 to 12. Make the most of your class time! Children's books reviews and more!
Clases de Inglés divertidas para niños en Madrid - juegos, libros, canciones y más ¡para pasarlo genial en inglés!
Lecto-escritura con Jolly Phonics y apoyo escolar en todas las asignaturas de EPLucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.comBlogger194125tag:blogger.com,1999:blog-8570957479076198574.post-62894135150989474372023-09-17T20:15:00.002+02:002023-09-17T20:15:26.750+02:00FROM THE TRANSDISCIPLINARY THEME TO THE CENTRAL IDEA AND ITS LINES OF INQUIRY<p><span style="font-family: PT Sans;"><br />In our previous posts
we talked about <a href="https://misslucysteachingfun.blogspot.com/2023/08/transdisciplinary-learning-in-pyp.html" target="_blank">transdisciplinarity</a>, the importance of <a href="https://misslucysteachingfun.blogspot.com/2023/09/transdisciplinary-themes-new-way-of.html" target="_blank">transdisciplinary themes</a> and how they are
conceived within the PYP programme. For this reason today I’d like to show an extract of a real UOI (aka
Unit of Inquiry) I had to design for one of my master’s degree’s subject:
Methodology of International Education.</span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt;"><span style="font-family: PT Sans;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Once I had chosen my </span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">Transdisciplinary
theme, <span style="color: #a64d79;">How we organize ourselves</span> </span></b><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">-an inquire into the interconnectedness of
human-made systems and their impact on the environment-, and the age group,</span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;"> Grade 6, </span></b><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">I had to come out with a </span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">Central idea.</span></b></span></p><p class="MsoNormal" style="margin-bottom: 6.0pt;"><span style="font-family: PT Sans;"><b><br /></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;"><o:p></o:p></span></b></span></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjqDIUlW-Al9G8eeX3gjToB6jAbsqfIQev-INfOr8qAikfvWCxO1Z9VlL2qcrlPNeiabnRalJ9C5VdGte__DD1LW6prQCp5mmWgAgYKNSVo15KPv9UPxnZBOqByCqY7GShat5QZ5f4eZDU9RwdWzuLPN0nZez_knWFA7Fn8mtk0W9HP5xoBPWBbDuXqF3I" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="295" data-original-width="441" height="214" src="https://blogger.googleusercontent.com/img/a/AVvXsEjqDIUlW-Al9G8eeX3gjToB6jAbsqfIQev-INfOr8qAikfvWCxO1Z9VlL2qcrlPNeiabnRalJ9C5VdGte__DD1LW6prQCp5mmWgAgYKNSVo15KPv9UPxnZBOqByCqY7GShat5QZ5f4eZDU9RwdWzuLPN0nZez_knWFA7Fn8mtk0W9HP5xoBPWBbDuXqF3I" width="320" /></a></div></div><p></p><p class="MsoNormal" style="margin-bottom: 6.0pt;"><span lang="EN-US" style="font-family: "PT Sans";">Such thing is pivotal
to developing the planning of the whole unit because it offers a framework to both
teachers, for introducing concepts that cross national, cultural and subject
borders, and students, by giving them the opportunity to participate to the
inquiry bringing in their prior knowledge, practical experiences and diverse
personal and cultural prospectives (the so called </span><b style="font-family: "PT Sans";"><span lang="EN-US">Agency</span></b><span lang="EN-US" style="font-family: "PT Sans";">).</span></p>
<div style="margin-bottom: 6pt; text-align: left;"><span style="font-family: PT Sans;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">The Central idea
I elaborated was linked to </span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;">social studies</span></b><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Arial;"> and stated: </span><a name="_Hlk34334629"><i><span lang="EN-US" style="line-height: 107%;">L</span></i></a><span style="mso-bookmark: _Hlk34334629;"><i><span lang="EN-US" style="line-height: 107%;">iving things have adapted to their unique environments
as well as they have shaped and adjusted them to their survival needs</span></i></span><span style="mso-bookmark: _Hlk34334629;"><span lang="EN-US" style="line-height: 107%;">.</span></span></span></div>
<p class="MsoNormal" style="margin-bottom: 6.0pt;"><span lang="EN-US" style="font-family: "PT Sans";">From there,
teachers must come out with a summative assessment and 2 or 3 </span><b style="font-family: "PT Sans";"><span lang="EN-US">lines of inquiry</span></b><span lang="EN-US" style="font-family: "PT Sans";">:</span></p>
<p class="MsoNormal"><span style="font-family: PT Sans;"><i><span lang="EN-US" style="line-height: 107%;">1)</span></i><i><span lang="EN-US" style="line-height: 107%;"> How we live. Human habitats around the world.(FORM)<o:p></o:p></span></i></span></p>
<p class="MsoNormal"><i><span lang="EN-US" style="line-height: 107%;"><span style="font-family: PT Sans;">2) How the environment
influences human choices on living solutions.(CAUSATION)<o:p></o:p></span></span></i></p>
<p class="MsoNormal"><i><span lang="EN-US" style="line-height: 107%;"><span style="font-family: PT Sans;">3) The impact of these
living solutions over the environment. (RESPONSIBILITY)<o:p></o:p></span></span></i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: PT Sans;"><span lang="EN-US"><br /></span></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: PT Sans;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEghxW_2tLW27W_LiA993tQHqQxX6xjAFp7b97MjkNkHgr3bO6kFu2wwjvYWWVOr7MvT-z93On6wirZZzsoGwY62DnyjZsxXmMQHpICs-j0ivAMmObUBQcHuTe1MESdr6i0TftQ9DhLyvKBuHTY6t8SwNO6oVXxeQ9MscxsRe6udTp0XJkkswX5-dUDGORA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="198" data-original-width="253" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEghxW_2tLW27W_LiA993tQHqQxX6xjAFp7b97MjkNkHgr3bO6kFu2wwjvYWWVOr7MvT-z93On6wirZZzsoGwY62DnyjZsxXmMQHpICs-j0ivAMmObUBQcHuTe1MESdr6i0TftQ9DhLyvKBuHTY6t8SwNO6oVXxeQ9MscxsRe6udTp0XJkkswX5-dUDGORA" width="307" /></a></span></div><span style="font-family: PT Sans;"><br />Now, I decided to focus on human
beings, but as you might have understood, since the central idea embraces quite
a broad perspective on anything, depending on your needs, I would have the possibility to focus
the unit on different topics such as habitats and ecosystems, evolution, or even
technology. In accordance with the focus, then the 3 lines of inquiry must change
in order <span lang="EN-US">to adapt contents, learning objectives and assessment criteria</span></span><span lang="EN-US"><span style="font-family: PT Sans;"> to the prescribed curriculum your school has to teach, while the UOI
will evolve taking into account the ongoing process of monitoring and
documenting students’ participation and inputs.</span><span style="font-family: Arial, sans-serif; font-size: 9.5pt;"><o:p></o:p></span></span><p></p>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-10393634806091966962023-09-07T19:05:00.001+02:002023-09-07T19:18:29.701+02:00Transdisciplinary themes: a new way of teaching and learning<p><span style="font-family: verdana;">As we’ve
already saw in the <a href="https://misslucysteachingfun.blogspot.com/2023/08/transdisciplinary-learning-in-pyp.html" target="_blank">previous post</a>, the IB framework establishes 6 big themes
whose main characteristic is to be mouldable to any age and cultural background.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: verdana;"><span lang="EN-GB" style="background: white; color: #222222;"></span></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgkNmzt4loA17iq1fvw_vFrOV4TysSdjWURfmC4Kq3Yi4YygAppVC3bsqXr2rwrGaEdchQrP0WnsiSRH27_gyIk8Uu05zQiOX_3IeN5_ggt9c_jN5sWb1UTJDaJlqO0BKkzn1fr9ze_oqaidOG9cnundn4s2Csug_J7KM1IErCDEoFZZNAs4iQG-QNmKM0" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="506" data-original-width="899" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEgkNmzt4loA17iq1fvw_vFrOV4TysSdjWURfmC4Kq3Yi4YygAppVC3bsqXr2rwrGaEdchQrP0WnsiSRH27_gyIk8Uu05zQiOX_3IeN5_ggt9c_jN5sWb1UTJDaJlqO0BKkzn1fr9ze_oqaidOG9cnundn4s2Csug_J7KM1IErCDEoFZZNAs4iQG-QNmKM0=w640-h360" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">from SCRIBD</td></tr></tbody></table><span style="font-family: verdana;"><span lang="EN-GB" style="background: white; color: #222222;"><br /><br /></span></span><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: verdana;"><span lang="EN-GB" style="background: white; color: #222222;">The Transdisciplinary Themes of the PYP
Curriculum are at the core of its educational philosophy. These themes go
beyond subject-specific knowledge and play a pivotal role in shaping the
holistic development of students. Here are some key characteristics that define
these themes:</span><span lang="EN-GB"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span lang="EN-GB" style="color: #222222;"><o:p><span style="font-family: verdana;"> </span></o:p></span><span style="font-family: verdana;"><span style="color: #222222;">1. </span><b><span style="color: #800180;">Encapsulation of Shared Commonalities</span></b><span style="color: #222222;">: these themes serve as
universal touchpoints that resonate with people across different cultures and
backgrounds. They emphasize our shared human experiences, fostering empathy and
understanding among students.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span lang="EN-GB" style="color: #222222;"><o:p><span style="font-family: verdana;"> </span></o:p></span><span style="color: #222222; font-family: verdana;">2. </span><b style="font-family: verdana;"><span style="color: #800180;">Indication of Complexity and Connectedness</span></b><span style="color: #222222; font-family: verdana;">: the themes highlight the
intricate interplay of various aspects of the human condition on a global
scale. They underscore that real-world issues are often multifaceted and interconnected,
encouraging students to think critically and make meaningful connections.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span lang="EN-GB" style="color: #222222;"><o:p><span style="font-family: verdana;"> </span></o:p></span><span style="color: #222222; font-family: verdana;">3. </span><span style="color: #800180; font-family: verdana;"><b>Engagement in Real-World Dialogues</b></span><span style="color: #222222; font-family: verdana;">: by delving into these themes,
students are prompted to explore and discuss genuine global issues. This
engagement transcends theoretical learning, motivating students to become
active participants in addressing real challenges faced by the world.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span lang="EN-GB" style="color: #222222;"><o:p><span style="font-family: verdana;"> </span></o:p></span><span style="color: #222222; font-family: verdana;">4. </span><b style="font-family: verdana;"><span style="color: #800180;">Authentic Embeddedness of Subject Areas</span></b><span style="color: #222222; font-family: verdana;">: the Transdisciplinary
Themes break down the traditional silos of subject-based learning. They enable
a seamless integration of different disciplines, promoting a more holistic and
comprehensive understanding of concepts.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span lang="EN-GB"><span style="font-family: verdana;"><span style="color: #222222;">5. </span><span style="color: #800180;"><b>Contribution to the Uniqueness of the PYP</b></span><span style="color: #222222;">: these themes are a
distinguishing feature of the International Baccalaureate Primary Years
Programme (PYP). They differentiate the PYP from conventional educational
approaches, emphasizing a broader, more inclusive, and globally relevant
perspective on learning.<o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="color: #222222; font-family: verdana;">Incorporating these characteristics into the curriculum not only enriches
the educational experience but also prepares students to become well-rounded,
socially conscious individuals capable of addressing the complexities of the
modern world.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="font-family: verdana;"><br /></span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0cm;"><span style="font-family: verdana;"><b><a href="https://mihijohablaingles.com/2023/09/07/temas-transdisciplinares-una-nueva-forma-de-ensenar-y-aprender/" target="_blank">Quiero leerlo en español</a></b></span></p>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-77040621157687701892023-08-29T18:39:00.005+02:002023-09-07T18:46:03.436+02:00Transdisciplinary learning in the PYP classroom<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;">Many of
you, both parents and teachers involved in the IB world, have probably heard
about the phrase TRANSDISCIPLINARY LEARNING, especially if your children or
students are enrolled in grade 2 to 6 of the PYP (Primary Years Programme).<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;"></span></span></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj57UZciuUQXaLAFBm1-gq55TsCBt-DHtckXZjdzmvq-Gd3i3Gh6uURultDB5J5b5vIT3VjY_hTTt6QwLLzwAyZkv0USAVR5JPv9ssZDwVhVn7HF675juEy1FjKrSdpqyg-ywDlTShm_fZDwvyNe3SXHigzFGrwrmHllK1H8nGME-DTSNCiCPrkQAE29nM/s400/Transdisciplinarity.png" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="270" data-original-width="400" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj57UZciuUQXaLAFBm1-gq55TsCBt-DHtckXZjdzmvq-Gd3i3Gh6uURultDB5J5b5vIT3VjY_hTTt6QwLLzwAyZkv0USAVR5JPv9ssZDwVhVn7HF675juEy1FjKrSdpqyg-ywDlTShm_fZDwvyNe3SXHigzFGrwrmHllK1H8nGME-DTSNCiCPrkQAE29nM/w400-h270/Transdisciplinarity.png" width="400" /></a></td></tr></tbody></table><span lang="EN-GB"><span style="font-family: PT Sans;">According
to Nicolescu’s definition of this aspect of learning, the first key feature we
must keep in mind is that <b><span style="color: #de24a6;">transdisciplinarity go beyond subjects.</span></b>
Usually, a problem, an issue or a theme needs subjects as instruments, tools or
resources to explore it in depth in order to connect the knowledge to the
understanding of the world around us.<o:p></o:p></span></span><p></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;">You have
probably noticed how fun it is for PYP students to attend their lessons, how
eager they are to learn and actively participate. Well, that’s because their
curiosity, questions and voice are constantly taken into account and given a
lot of space. A practice which is possible thanks to the absence of boundaries
that subjects tend to set.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;">Besides,
students are constantly integrating and connecting prior and new knowledge with
experience, something that broadens their understanding of the world in a
meaningful way.<o:p></o:p></span></span></p>
<p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;">In order to
do so, the Primary Years Programme presents 6 transdisciplinary themes (we are
going to see them more in depth in the next post) that provide a starting point
for students’ exploration:<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">1)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 1) </span></span><!--[endif]--><span lang="EN-GB">Who we are<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">2)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 2) </span></span><!--[endif]--><span lang="EN-GB">Where we are in place and time<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">3)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 3) </span></span><!--[endif]--><span lang="EN-GB">How we express ourselves<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">4)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 4) </span></span><!--[endif]--><span lang="EN-GB">How the world works<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">5)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 5) </span></span><!--[endif]--><span lang="EN-GB">How we organize ourselves<o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><!--[if !supportLists]--><span style="font-family: PT Sans;"><span lang="EN-GB">6)<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;"> 6) </span></span><!--[endif]--><span lang="EN-GB">Sharing the planet<o:p></o:p></span></span></p>
<p><span style="font-family: PT Sans;">Now, this
doesn’t mean, that curricular requirements can be ignored or avoided because we
don’t focus our teaching on subjects. On the contrary, what happens is that homeroom
teachers and specialists work together to a cooperative planner where they make
sure that different topics of different subjects are covered in a
transdisciplinary way and constantly aiming at the main transdisciplinary
theme.</span> </p><p><span style="font-family: PT Sans;">In fact, t<span style="background-color: white; color: #222222;">he PYP curriculum
establishes </span><span style="background-color: #ffa400;">six distinct subject knowledge areas</span><span style="background-color: white; color: #222222;">: </span><span style="background-color: white; color: #800180;">language, mathematics,
science, social studies, arts, and physical, social, and personal education</span><span style="background-color: white; color: #222222;">.
These foundational knowledge domains serve as the building blocks for students'
education. Importantly, they provide the necessary tools and perspectives for
students to delve into the exploration of the Transdisciplinary Themes.
Together, they create a comprehensive and interconnected framework for holistic
learning.</span></span></p><p class="MsoNormal"><span lang="EN-GB"><o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: PT Sans;"><b>Picture's credit: </b>Darian-Smith,
Eve & McCarty, Philip. (2016). Beyond Interdisciplinarity: Developing a
Global Transdisciplinary Framework *. Transcience Journal. 7.</span></p><p class="MsoNormal"><span lang="EN-GB"><span style="font-family: PT Sans;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: PT Sans;"><i>Read this post in Spanish --> </i></span><span style="font-family: "PT Sans";"><a href=" https://mihijohablaingles.com/?p=128612" target="_blank">El aprendizaje transdisciplinar en el aula del PEP</a></span></p><p class="MsoNormal"><span style="font-family: PT Sans;"><i> </i></span></p>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-793105458236242652022-04-25T20:10:00.001+02:002022-04-25T20:10:09.141+02:00Cognitive skills for lifelong learning<div style="text-align: left;"><span style="font-size: medium;"><span style="font-family: trebuchet;">In the p<a href="https://misslucysteachingfun.blogspot.com/2022/04/cooperative-learning.html" target="_blank">revious post about cooperative work</a> we mentioned high order thinking skills, also known as HOTS in the education sector, which are often cited in contrast to LOWS, or low order thinking skills. In fact, as we can see in the image, both types of cognitive skills appear in what is known as Bloom's Taxonomy.</span></span></div><div style="text-align: left;"><span style="font-size: medium;"><span style="font-family: trebuchet;"><br /></span><span style="font-family: trebuchet;">The six levels are:</span></span></div><div style="text-align: left;"><span style="font-size: medium;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3ihaqk3SegWMXWwIOLhh24krTeGprsePg6CzekW8P4NO5i61rp5Xc7cNOQKbVs4cdrdW8XbCf7Sz1SJqJxQZhVw6jcPi7I8z1SngRYqxuP7cfsrdlYn6J3EmaXLY4yTgHkfLFEpfjz3eripEonnEgtTwXSBBCX12QodxqLafaw1bkWOQ4qEuDKAyM/s500/bloom_s_taxonomy.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="315" data-original-width="500" height="405" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3ihaqk3SegWMXWwIOLhh24krTeGprsePg6CzekW8P4NO5i61rp5Xc7cNOQKbVs4cdrdW8XbCf7Sz1SJqJxQZhVw6jcPi7I8z1SngRYqxuP7cfsrdlYn6J3EmaXLY4yTgHkfLFEpfjz3eripEonnEgtTwXSBBCX12QodxqLafaw1bkWOQ4qEuDKAyM/w640-h405/bloom_s_taxonomy.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 14px; text-align: left;">Source:</span><br style="background-color: white; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 14px; text-align: left;" /><em style="background-color: white; border: 0px; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 14px; margin: 0px; outline: 0px; padding: 0px; text-align: left; vertical-align: baseline;"><a href="https://mayoazamacona.wordpress.com/2014/11/02/blooms-taxonomy/" rel="nofollow" style="border: 0px; color: #1c9bdc; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">https://mayoazamacona.wordpress.com/2014/11/02/blooms-taxonomy/</a></em></td></tr></tbody></table><br /><span style="font-family: trebuchet;"><br /></span></span></div><div style="text-align: left;"><span style="font-size: medium;"><span style="font-family: trebuchet;"><div><span style="color: #e06666;"><b>Knowledge</b></span>: ability to recall and recognise facts, information and skills.</div><div><span style="color: #e06666;"><b>Comprehension</b></span>: ability to understand, describe and compare facts, information and skills.</div><div><b><span style="color: #e06666;">Application</span></b>: ability to use acquired information, knowledge and facts.</div><div><span style="color: #e06666;"><b>Analysis</b></span>: ability to examine new information.</div><div><b><span style="color: #e06666;">Evaluation</span></b>: ability to assess information and ideas.</div><div><b><span style="color: #e06666;">Creation</span></b>: ability to generate and design new ideas and concepts.</div><div><br /></div><div>Why is it important to keep this pyramid in mind when planning any learning experience? Because it represents the key passages that our students would have to experience in order to develop meaningful and, therefore, lifelong learning. To each section of the pyramid correspond some exemplifying verbs that help us in the task of planning and organising the different tasks and activities.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbxta3A69gXLH79VP_xA-q1AQ38AsEZiCo1s3X3MPJLYP9tYP1jb0fF7rcBHcifCoyEAtLIJYBb2eenntDbbZZxTkWw3YKFO0h-Nt6kPDwm8S7YeDC8zpDM6f_HYs_KN0Fvo2VaKgmhYRfj9GfYl2SMpylDe6pDlzVRWaf_jaWAi7WlUwy4DzcVL5z/s756/BloomsVerbs.webp" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="567" data-original-width="756" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbxta3A69gXLH79VP_xA-q1AQ38AsEZiCo1s3X3MPJLYP9tYP1jb0fF7rcBHcifCoyEAtLIJYBb2eenntDbbZZxTkWw3YKFO0h-Nt6kPDwm8S7YeDC8zpDM6f_HYs_KN0Fvo2VaKgmhYRfj9GfYl2SMpylDe6pDlzVRWaf_jaWAi7WlUwy4DzcVL5z/w640-h480/BloomsVerbs.webp" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 14px; text-align: left;">Source: </span><a href="https://www.teachthought.com/learning/what-is-blooms-taxonomy/" rel="nofollow" style="background-color: white; border: 0px; color: #1c9bdc; font-family: Georgia, "Bitstream Charter", serif; font-size: 14px; margin: 0px; outline: 0px; padding: 0px; text-align: left; vertical-align: baseline;">https://www.teachthought.com/learning/what-is-blooms-taxonomy/</a><br /></td></tr></tbody></table><br /><div><div>In the PYP, when planning cooperatively, we keep this taxonomy in mind in order to accompany our students towards their autonomous learning, step by step, as Vygotsky's scaffolding theory postulates and, for example, if I want to introduce the topic of "historical sources" to my third grade students I would do it using some of these activities in this same order:</div><div><br /></div><div>Examples of activities at the REMEMBERING level: assessing prior knowledge, learning by heart the definition of 'historical source', remembering the different types of sources and some very important ones for historians, etc.</div><div><br /></div><div><div>Examples of activities at the UNDERSTANDING level: organising different historical sources by typology, making an outline of the characteristics of each type, etc.</div><div><br /></div><div>Examples of activities at the APPLYING level: bring to class different types of historical sources that can show us how our ancestors, as parents, grandparents, etc., lived. Interviewing parents, grandparents and older people within the educational community about specific topics.</div><div><br /></div><div>Examples of activities at the ANALYZING level: write a description of the parts of one of the sources found, tell how, where and why it was used, whether it was easily reproducible, its cost, and the differences with its current version. Find out if other classmates have brought similar objects and check for differences and commonalities. Design a mind map about the sources and their characteristics.</div><div><br /></div><div>Examples of activities at EVALUATING level: formulate a judgement about which sources are the most relevant or interpret the meaning of a source in relation to its environment, etc.</div><div><br /></div><div>Examples of activities at CREATING level: creating a presentation on the historical sources analysed, creating a timeline to illustrate how certain objects have evolved over time, setting up a museum, etc.</div><div><br /></div><div><div>As you can imagine, this whole process - which goes hand in hand with the different types of assessment, customisation of learning, etc. - could be applied to any topic of any subject we would like to work on with our students; moreover, the older and more cognitively developed they are, the more complex and exhaustive the planned activities can be. Finally, you will also have noticed how the need to use and develop these skills is closely related to the development of the competences prescribed by the curriculum; indeed, if we define a competence as the complex set of knowledge, skills, attitudes, values, emotions and motivations that each individual puts into action in a specific context to cope with the peculiar demands of each situation, our minds automatically go to the top level of the pyramid.</div><div><br /></div><div>Therefore, knowing and knowing how to apply Bloom's taxonomy becomes a necessary ability for all teachers and not only for those of us who work in IB schools.</div></div></div><div><br /></div><div>Quiero leer <a href="https://mihijohablaingles.com/2022/04/23/habilidades-cognitivas-para-el-aprendizaje-permanente/" target="_blank">este post en español</a></div></div></span></span></div>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-14133719921448516242022-04-18T15:19:00.003+02:002022-04-18T15:22:01.599+02:00Cooperative learning<p><span style="font-family: trebuchet;"><span style="font-size: medium;">Cooperative work has been shown to be a powerful means for learning and developing "high order thinking skills", the thinking skills that lead to meaningful learning. But how can we implement this work methodology in the classroom, without increasing our workload even more?</span></span></p><p><span style="font-family: trebuchet; font-size: medium;">Here I am to tell you all about it!</span></p><p><span style="font-family: trebuchet; font-size: medium;">Thanks to Vygotsky, we know that the most meaningful learning occurs when there is an interaction, whose main medium is the language, between the learner and an individual who has a certain knowledge about a certain subject; the latter can be the teacher, but also a fellow "expert".</span></p><p><span style="font-family: trebuchet; font-size: medium;">For this reason, in recent years, driven by a competence-based curriculum, teachers have opted for the use of didactic methodologies that favour cooperative learning.</span></p><p></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNSf9ImSy85_w3XveujhIYxiGmvGSfDkIlUGbZxfEZHBSr3toRBjkdQsL9gsZ-ik2t_4zdXBnSOfCSB1ZzEx2pqtbi8erHUWZ-jcYO2DW_xNz-k5EUlbnsddWjuisq2jDbbgA6mzR8UiC9KgGmt8CC0ScAW5Q25YltbWeiwRy3rf2BDXnLRAinGW5_/s591/Kagan_structures.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="437" data-original-width="591" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNSf9ImSy85_w3XveujhIYxiGmvGSfDkIlUGbZxfEZHBSr3toRBjkdQsL9gsZ-ik2t_4zdXBnSOfCSB1ZzEx2pqtbi8erHUWZ-jcYO2DW_xNz-k5EUlbnsddWjuisq2jDbbgA6mzR8UiC9KgGmt8CC0ScAW5Q25YltbWeiwRy3rf2BDXnLRAinGW5_/w400-h296/Kagan_structures.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: arial; font-size: x-small;">Some Kagan's stuctures</span></td></tr></tbody></table><p></p><p><span style="font-family: trebuchet;"><br /></span></p><p><span style="font-family: trebuchet; font-size: medium;">The main characteristics of this type of dynamics are:</span></p><p><span style="font-family: trebuchet; font-size: medium;">- <b>Heterogeneous groups</b> made up of pupils who can contribute with different knowledge and levels of competence, in order to create a final product (not necessarily physical) that is better than what would be generated as a result of an individual work.</span></p><p><span style="font-family: trebuchet; font-size: medium;">- <b>Positive interaction</b> generated by appropriate communication (social and civic competence, communication in mother tongue, or foreign language if in English).</span></p><p><span style="font-family: trebuchet; font-size: medium;">- <b>Individual responsibility</b> demonstrated through a presentation to the class (sense of initiative and entrepreneurship, mother tongue competence, or foreign competence if they are doing it in English, digital competence if they are using the computer to research and present).</span></p><p><span style="font-family: trebuchet; font-size: medium;">-<b> Equal participation</b> through a proportional distribution of the work among the team members.</span></p><p><span style="font-family: trebuchet; font-size: medium;">- <b>Simultaneous interaction</b> of group members, who engage in dialogue to make shared decisions.</span></p><p><span style="font-family: trebuchet; font-size: medium;">- <b>Face-to-face interaction</b>.</span></p><p><span style="font-family: trebuchet;"><span style="font-size: medium;">As can be seen, there are many competences that can be developed through this work methodology, but... How can it be implemented in the classroom?</span></span></p><p></p><div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6YN3JsQTHowKfV5Sn7II-5nMUJ7SHEcn8W94YKhEQmbTXH6DI3AZAWx8jiwqcrhJN9Jw5VDwPpSn4RZOSHrHb9HC-f3PM9mGle4lqboHqWr85FPC0JGz6K83kReZ_8s_4GYCgU4HfKQMYYwfnE4U2DuSdvSlQwjMu6Dmu1gQIHG84Lh0nDDyXbkwc/s349/om_sa1_structuregraph.jpg" style="clear: left; margin-bottom: 1em;"><img border="0" data-original-height="235" data-original-width="349" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6YN3JsQTHowKfV5Sn7II-5nMUJ7SHEcn8W94YKhEQmbTXH6DI3AZAWx8jiwqcrhJN9Jw5VDwPpSn4RZOSHrHb9HC-f3PM9mGle4lqboHqWr85FPC0JGz6K83kReZ_8s_4GYCgU4HfKQMYYwfnE4U2DuSdvSlQwjMu6Dmu1gQIHG84Lh0nDDyXbkwc/s320/om_sa1_structuregraph.jpg" width="320" /></a></div><p></p><span style="font-family: arial; font-size: x-small;">The 5 basic structures and the skills </span><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: center;"><tbody><tr><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption"><span style="font-family: arial; font-size: x-small;">that learners develop when they use them</span></td></tr></tbody></table><p><br /></p><p><span style="font-size: medium;">Take note of this name: <a href="https://www.kaganonline.com/about_us.php" target="_blank">Dr Spencer Kagan</a>. This PhD in psychology was a pioneer in the cooperative learning movement. He has dedicated his life's work to helping educators create more cooperative and interactive lessons that produce smarter, more caring and cooperative learners by designing more than 200 structures that can be incorporated into any lesson without changing a single comma of the work we have already planned. I personally use a few of them, according to my didactic needs and I can corroborate that in addition to facilitating reflection, dialogue and active learning, they are very powerful tools when it comes to motivating and engaging children in whatever subject we decide to deal with in class. As Mr Kagan tells us, there are <a href="https://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning" target="_blank">5 structures</a> that are most commonly used in the classroom and that we should definitely learn to handle before moving on <a href="https://www.kaganonline.com/catalog/hot_list.php" target="_blank">to the others</a>:</span></p><p><span style="font-size: medium;">- <b><span style="color: #c80e4c;">Rally Robin/table</span></b>: students take turns in pairs to respond orally/written to a question or problem posed by the teacher.</span></p><p><span style="font-size: medium;">- <b><span style="color: #c80e4c;">Timed, pair, share</span></b>: in pairs, a pupil shares with a partner their knowledge or ideas on a topic announced by the teacher for a pre-set time, while the partner listens. The pairs then switch roles. Finally, each pair shares their ideas with the rest of the class (optional).</span></p><p><span style="font-size: medium;">- <span style="color: #c80e4c;"><b>Round Robin/table</b></span>: students take turns in their teams to respond orally/written to a question or problem posed by the teacher.</span></p><p><span style="font-size: medium;">- <b><span style="color: #c80e4c;">Rally coach</span></b>: partners take turns solving successive problems: one solves a problem while the other observes, listens, checks, coaches if necessary and praises.</span></p><p><span style="font-size: medium;">- <b><span style="color: #c80e4c;">Stand up, hand up, pair up</span></b>: students stand up, raise their hand and quickly find a partner to share or discuss a task, given by the teacher, using Rally Robin or Timed, pair, share structures.</span></p><p><span style="font-size: medium;">My students use them very often and I can assure you that I always get 100% participation and willingness to share with others, which increases attention and helps meaningful learning processes. </span></p><p><span style="font-size: medium;">Have no doubt!</span></p><p><span style="font-size: medium;">--> Quiero leer <a href="https://mihijohablaingles.com/2022/04/18/aprendizaje-cooperativo/" target="_blank">este post en castellano</a></span></p>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-89315451392960935262021-07-12T15:04:00.120+02:002021-07-26T18:04:49.896+02:00Summer homework? Graded readers, brain teasers, crosswords, and more <p><span style="font-family: verdana;">Hi there! </span></p><p><span style="font-family: verdana;">I'd like to share with you in a quick post the summer 'homework' I suggested for my students this year. Besides the classic <a href="https://misslucysteachingfun.blogspot.com/2019/02/graded-readers-adapted-stories-for-any.html" target="_blank">graded readers</a> to practice reading comprehension, I thought that some puzzle/quizz/riddle book might be, not only entertaining, but also a good way for connecting the different areas of knowledge (English, Natural and Social Sciences, Maths, etc.) in order to enhance significative learning and the 4 language skills (reading, writing, listening, speaking).</span></p><p><span style="font-family: verdana;">So... here's some of the books I selected for primary school students starting from</span><span style="font-family: verdana;"> National Geographic, which has some good ones:</span></p><p><span style="font-family: verdana;"><a href="<a target="_blank" href="https://www.amazon.com/gp/product/0008267731/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0008267731&linkCode=as2&tag=mislucsteafun-20&linkId=ef81ecaa2e0c050abff8b31b6e59a83a"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0008267731&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" ></a>" rel="" target="_blank"></a></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://amzn.to/3i6mbmp" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="499" data-original-width="391" height="240" src="https://lh3.googleusercontent.com/-6wvW3sHAa00/YOw-pEq11kI/AAAAAAAANS4/8_G4CrJUCXIy133qhcwYZcdL9RkF17fUQCNcBGAsYHQ/image.png" width="188" /> </a><a href="https://amzn.to/3BSkGkO" style="clear: left; display: inline; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="293" data-original-width="200" height="240" src="https://lh3.googleusercontent.com/-XlEChVAE2gc/YOw-1yHptVI/AAAAAAAANS8/WPNEirRxfsAhIt0xGHdx68U3eP-Oxy4PACNcBGAsYHQ/image.png" width="164" /></a></span></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;"><a href="<a target="_blank" href="https://www.amazon.com/gp/product/1426321104/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1426321104&linkCode=as2&tag=mislucsteafun-20&linkId=2e705b9caa8936e5b97030f57a707ad5"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=1426321104&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" ></a>" target="_blank"></a></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://amzn.to/3kYpyPm" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="281" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-garxGDdlT_A/YOw_D1jeOlI/AAAAAAAANTE/Ev5MD9Rm5UwRD9LrshDNZhrDbQyRz7oigCNcBGAsYHQ/image.png" width="188" /></a></span></div><p> <a href="https://amzn.to/2TBVtd3" style="clear: left; display: inline; font-family: verdana; margin-bottom: 1em; margin-right: 1em; text-align: center;" target="_blank"><img alt="" data-original-height="281" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-jBr853vSlKg/YOw_Rl_N1TI/AAAAAAAANTM/JStrXAUPVXYQ3VgqJdTq4ntc_0568xb5wCNcBGAsYHQ/image.png" width="188" /></a></p><span style="font-family: verdana;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://amzn.to/3iHq9BW" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="281" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-CHx7xISY3CI/YOxAEvUBu-I/AAAAAAAANTY/QUQDlHu4rk0s_mEpufo1mNCDMD4r_f_5QCNcBGAsYHQ/image.png" width="188" /></a></div></span><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;">Then, I thought about brain teasers, which are useful for learning how to think outside the box. They usually come with the age of the children they are designed for. However, since they are for native speakers, I would pick a level below your child's age if yours is not. Also I would choose the paperback version which usually comes with pictures and illustrations.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://amzn.to/3kYdygO" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="346" data-original-width="231" height="240" src="https://lh3.googleusercontent.com/-VvZy9txN9Lc/YP7Neu_RktI/AAAAAAAANXo/_CwdGxO8droajpFMmINhkDYyfLIhAogaACNcBGAsYHQ/image.png" width="160" /></a></div><br /> <a href="https://amzn.to/3x0tHEN" style="margin-left: 1em; margin-right: 1em; text-align: center;" target="_blank"><img alt="" data-original-height="275" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-q38434mEhYE/YP7Ny301T-I/AAAAAAAANXw/T-qrV-wqcl0aiUYgg9mL71Xj59ogM98qwCNcBGAsYHQ/image.png" width="192" /></a> <div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://amzn.to/2UI3L3K" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><br /></a><a href="https://amzn.to/2UI3L3K" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="293" data-original-width="196" height="240" src="https://lh3.googleusercontent.com/-sKsFh8v1gwE/YP7OIZ5b7YI/AAAAAAAANX4/kCzpCmqBTIYEmFCyvyGPzzDDjNpAyDCjwCNcBGAsYHQ/image.png" width="161" /> </a><a href="https://amzn.to/3iO2JLx" style="clear: left; display: inline; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="499" data-original-width="333" height="240" src="https://lh3.googleusercontent.com/-x_ktUVgf4_k/YP7OdsH-JFI/AAAAAAAANYA/dEVZKmhRSfIMKu-56tTSU7QoR3EAFGzwACNcBGAsYHQ/image.png" width="160" /></a></div><p></p><p><br /><br /><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://amzn.to/3i4YZ9l" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="499" data-original-width="326" height="240" src="https://lh3.googleusercontent.com/-kI9zlAOVcAA/YP7OybGJyKI/AAAAAAAANYI/V2ro7gRjDFEQD59siA7f74OPsPrwy_eaQCNcBGAsYHQ/image.png" width="157" /></a></div><span style="font-family: verdana;"><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div>From Usborne, as suggested by my friend Marine, who is an independent book seller you can get in touch with from her </span><a href="https://www.facebook.com/Kidibook-2148134755272843" style="font-family: verdana;" target="_blank">FB Page Kidibook</a><span style="font-family: verdana;">:</span><p></p><p><a href="https://amzn.to/3BLDmTk" style="margin-left: 1em; margin-right: 1em; text-align: center;" target="_blank"><img alt="" data-original-height="346" data-original-width="228" height="240" src="https://lh3.googleusercontent.com/-u_l7LYce-m4/YP7PNLZht9I/AAAAAAAANYQ/OrsN3xsAP04i204KGi56xtVHJhzRf098gCNcBGAsYHQ/image.png" width="158" /></a> <a href="https://amzn.to/3ztxEDw" style="margin-left: 1em; margin-right: 1em; text-align: center;" target="_blank"><img alt="" data-original-height="287" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-caSrqGcocbM/YP7Pkk4hdzI/AAAAAAAANYY/Z0ZVxDK3wTAtE6kNrBqOIOtttdSIi8x-ACNcBGAsYHQ/image.png" width="184" /></a><br /><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://amzn.to/2VaeiEv" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"></a><a href="https://amzn.to/3i4TVBF" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="279" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-v8yrojGHMTQ/YP7QO2U0EkI/AAAAAAAANYo/fXamuhRhvNglcnPtpEs6PahHo6mDxOOEgCNcBGAsYHQ/image.png" width="189" /> <img alt="" data-original-height="293" data-original-width="220" height="240" src="https://lh3.googleusercontent.com/-nQ5vkqsAgYw/YP7P-Tx7rQI/AAAAAAAANYg/J2j5jGWNKPcJR_LRFoNT1WSpiXFUrVSsACNcBGAsYHQ/image.png" width="180" /></a></div><br /><br /><br /><p></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><span style="font-family: arial;"><br /></span></p><p><span style="font-family: arial;">HAVE FUN!</span></p><p><br /></p>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-1325545480919268842021-07-04T11:22:00.005+02:002021-07-04T11:51:04.992+02:00Time flies when... you are busy<span style="font-family: trebuchet;"><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-azNmM429QPw/YOF8usg2ouI/AAAAAAAANQk/V7JiKtn2cqENJP-7MCLv1L02mwioebdEQCNcBGAsYHQ/s1274/MiHijoHablaIngl%25C3%25A9s_CoverScreen.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1274" data-original-width="854" height="320" src="https://1.bp.blogspot.com/-azNmM429QPw/YOF8usg2ouI/AAAAAAAANQk/V7JiKtn2cqENJP-7MCLv1L02mwioebdEQCNcBGAsYHQ/s320/MiHijoHablaIngl%25C3%25A9s_CoverScreen.jpg" /></a></div><br />Hello y'all! 😁</span><div><span style="font-family: trebuchet;"><br /></span></div><div><span style="font-family: trebuchet;">I'm alive and well, as Katniss would say (from the Hunger Games, of course). Last year, COVID entered our 'normal' lifes and revolutionized them, showing no mercy. In March 2020 I was teaching <a href="https://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">phonics</a> to my preschoolers, helping kids being more fluent, writing posts about it, enjoying the center of Madrid day and night, literally. At the same time, I was studying this Master degree about bilingualism and international curiculum that was being pretty intense but absolutely woth it. Life was busy, but pleasant, until COVID bursted in and all my routine and future plans changed. </span></div><div><span style="font-family: trebuchet;"><br /></span></div><div><span style="font-family: trebuchet;">The studies could 'easily' go on because of the online mode, but my extracurricular classes had to be abruptly interrupted. Moreover, September didn't look bright and, because of this uncertainty, I had to opt for teaching English as a school teacher in order to assure myself and my elder dog (she is 15!!!) a decent lifestyle. After sending CVs to all the International schools in the area, I finally got a call which turned into a job as a homeroom teacher in the immersion line of a private school in Boadilla, where I had the opportunity to teach English almost as a first language. It was pretty cool! </span></div><div><span style="font-family: trebuchet;"><br /></span></div><div><span style="font-family: trebuchet;">However, waking up at 6 in the morning every day since the 31st of August until last Thursday, dealing with all the pandemic school issues in addition to the current school duties, and arriving home at 6:15 pm every afternoon has been exhausting and that's why you haven't heard from me for so long. Besides, I had to finish my Master degree and take care of my own life during the pandemic, which also has been a bit stressful. </span></div><div><span style="font-family: trebuchet;"><br /></span></div><div><span style="font-family: trebuchet;">Anyway, here we are! Thanks to the vaccination campaign we all feel a bit safer even though this feeling of uncertainty never leaves us really and I wanted to make the most of this summer break for saying hello again, and for letting you know that the many things I've learnt about bilingualism are now published in the '<a href="https://mihijohablaingles.com/los-libros/" target="_blank">Mi hijo habla inglés'</a> book. Yes! I used the Easter break to update it. So, even if I haven' had the time for applying the 'Second edition' label to the cover of the book, I can assure you that there's new interesting content that is worth reading both in the digital and the paper version of it.</span></div><div><span style="font-family: trebuchet;"><br /></span></div><div><span style="font-family: trebuchet;">I wish you a safe and relaxing summer!</span></div><div><span style="font-family: trebuchet;">Bye for now </span></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-67902680796507756822020-06-28T13:02:00.000+02:002020-06-28T13:52:48.120+02:00Best Activity Book for the Summer<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Summer means holiday and a
lot of free time that we know perfectly how to enjoy and make the most of,
but...what about our kids? </span></span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><br /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><br /></td></tr>
</tbody></table>
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Many parents and teachers
think that this time of the year should be employed by our little ones for
reviewing, reinforcing, or at least maintaining a minimum level of fluency and
knowledge of everything they've been studying during the school year.
Furthermore, this 2020 has seen half of the school population at home dealing
with online classes for the lockdown, and, perhaps many of you have this
feeling that not enough effort has been put into studying and learning. It is
then possible that your first reaction is to look for, apparently, simple
grammar tasks and download them from the internet just to realize that our sons
and daughters, especially those attending the first grades of primary school,
are incapable of doing any of that. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">And the first feeling is...
Panic. You think that your kids don't know any English and you don’t know how
to help them or at least it looks like that what you’re trying is not working
at all (?!?!?!?).</span></span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-dFfcAMeZ3ho/Xvh6v55MwGI/AAAAAAAAKqU/tVeEZ4wQEpgtuA0DJ1NaMsaPjuEhERhaQCNcBGAsYHQ/s1600/highFive%2B%25282%2529.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="599" data-original-width="967" height="396" src="https://1.bp.blogspot.com/-dFfcAMeZ3ho/Xvh6v55MwGI/AAAAAAAAKqU/tVeEZ4wQEpgtuA0DJ1NaMsaPjuEhERhaQCNcBGAsYHQ/s640/highFive%2B%25282%2529.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">High Five 3! - MacMillan - Sample pages.</td></tr>
</tbody></table>
<br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Well,<span style="color: #a64d79;"> <span style="color: orange;"><b>first of all</b></span></span>, the<u>
grammar approach to learning languages</u>, especially <u>at young ages</u>, is an <u>old method
no longer in use.</u> </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="color: orange;"><b>Secondly</b></span>, open any of the the Stuedent’s books that your
children are using at school and observe it. What can you see? Pictures, songs,
sometimes links to online resources, speaking exercises to refresh what they
already know from previous years, and then… more pictures, dialogues, a bit of new
grammar in context and more speaking exercises. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="color: orange;"><b>Finally,</b></span> take a look at the Activity book: you’ll notice that it is full of written tasks and projects
where children can practice their writing skills, always, always, always after having
previously used and developed their listening, speaking and reading skills with
the Student’s book. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Why so much preparation for
writing? Because we know that any brain, for learning anything, needs to relate
the new knowledge to the previous one and, all those listening, speaking and
reading activities are needed in order to add the new information to the learner’s
mental schemes in a significant and persistent way. Moreover, <u>translation is
not an aspect they work at school either</u>, (as I mention<a href="https://mihijohablaingles.com/los-libros/" target="_blank"> in my book</a>) so even if the exercise looks amazingly
simple to you, they might not be able to make connections between their first
language and English yet. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">At this point, you have
already understood that your children do know English, it’s just the way they
learn it that is different from what you were taught when you were their age,
so, to them your grammar exercise doesn’t make any sense because it hasn’t any
context from which a primary school child can deduct and create connections.</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Does this mean that you must
change into a schoolteacher? Well, not really. Just try to look for the right
material or activity books so that your child can work out the meaning of what
they’re doing by themselves, using all the resources that are already planned
together with the activity.</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">I hope this post was useful, and of course if you have any question, sen me an email at misslucysteachingfun@gmail.com</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Also, more information about how children learn English, but any second language really, is available in my book <a href="https://mihijohablaingles.com/los-libros/" target="_blank">Mi hijo habla inglés</a>, on Amazon and other ebook platforms. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">>> Quiero leer <a href="https://mihijohablaingles.com/2020/06/28/el-mejor-libro-de-actividades-en-ingles-para-el-verano/" target="_blank">este post en español </a></span></span></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-9556760188267120252020-06-06T13:29:00.002+02:002020-06-06T13:32:32.531+02:00Pygmalion in the classroom - My experience<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<div style="margin-bottom: .0001pt; margin: 0cm;">
<a href="https://1.bp.blogspot.com/-C5dUuei0p3o/Xtt7Djgj1VI/AAAAAAAAKeA/pRdiNqJPo8oK1VM9eOcUZuKtGBYMqOU7ACNcBGAsYHQ/s1600/ebook%2BCover.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1081" height="400" src="https://1.bp.blogspot.com/-C5dUuei0p3o/Xtt7Djgj1VI/AAAAAAAAKeA/pRdiNqJPo8oK1VM9eOcUZuKtGBYMqOU7ACNcBGAsYHQ/s400/ebook%2BCover.jpg" width="270" /></a><span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">Hello dear teachers and parents!</span><span lang="EN-GB" style="color: black; font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; margin-bottom: .0001pt; margin: 0cm; orphans: 2; text-decoration-color: initial; text-decoration-style: initial; widows: 2; word-spacing: 0px;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">How's everything going?!?! It seems like
life never stops to surprise us these days. </span><span lang="EN-GB" style="color: black; font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; margin-bottom: .0001pt; margin: 0cm; orphans: 2; text-decoration-color: initial; text-decoration-style: initial; widows: 2; word-spacing: 0px;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">I haven't been posting over the last 3
months because classes here in Madrid have been interrupted and my primary
source of inspiration has run dry.</span><span lang="EN-GB" style="color: black; font-size: 13.5pt;"><o:p></o:p></span></div>
<div style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; margin-bottom: .0001pt; margin: 0cm; orphans: 2; text-decoration-color: initial; text-decoration-style: initial; widows: 2; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; margin-bottom: .0001pt; margin: 0cm; orphans: 2; text-decoration-color: initial; text-decoration-style: initial; widows: 2; word-spacing: 0px;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">However, do not think I've spent these
last 100 days rubbing my belly! Of course not! Instead, I had lots to do and lots
to learn, because I'm enrolled in a master’s degree about bilingualism and
international curriculum that is keeping me very busy. One has to work hard if
she wants to be an expert for real.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">Right now, we are in a sort of a break between the first and the second
term, so I tried to get distracted publishing a new e-book about my experience
as a practitioner in a primary school here in Madrid. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">Perhaps, you might think ‘ok, another bunch of unrealistic ideas that
you can think of only if ae a student with a lot of free time’, but, let me say
that it’s not my case. First of all because I was working while studying, which
means no free time at all, and secondly because the story is about some techniques
which can be used worldwide in order to increase your students outcomes without
changing a comma of your lesson plans. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">What happened is that high expectations, projected thanks to these
techniques, made their job properly with my unmotivated and disruptive students,
and in so doing increased their marks. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">Would you like to know more? Here you go!<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">You can find my book <a href="https://www.amazon.com/Pygmalion-classroom-EXPERIENCE-Lucy-Moretti-ebook/dp/B089QT8TT9/ref=sr_1_3?crid=343K0ROI6SFZ8&dchild=1&keywords=pygmalion+in+the+classroom&qid=1591442118&sprefix=pygmalio%2Caps%2C265&sr=8-3" target="_blank">on Amazon</a> (every country) and, soon, on the other eBook platfoms. </span><span style="font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">Stay tuned!</span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;">By the way, there is also a Spanish version of the book, on Amazon, iTunes, etc. which is called </span><a href="https://www.amazon.com/Pigmali%C3%B3n-aula-experiencia-real-Spanish-ebook/dp/B082RHQZV7/ref=sr_1_2?dchild=1&keywords=lucy+moretti&qid=1591442520&sr=8-2" style="font-family: "Trebuchet MS", sans-serif; font-size: 13.5pt;" target="_blank">Pigmalión en el aula. Una experiencia real.</a> <span style="font-family: "trebuchet ms" , sans-serif;">You can read about it <a href="https://mihijohablaingles.com/los-libros/" target="_blank">here</a>.</span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="font-family: "trebuchet ms" , sans-serif; font-size: 18px;">I'm looking forward to reading your comments and suggestions!</span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="font-family: "trebuchet ms" , sans-serif; font-size: 18px;"><br /></span></div>
<div style="margin: 0cm 0cm 0.0001pt; text-align: left;">
<span style="font-family: "trebuchet ms" , sans-serif; font-size: 18px;">Stay safe!</span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span lang="EN-GB" style="color: black; font-family: "trebuchet ms" , sans-serif; font-size: 13.5pt;"><br /></span></div>
<br /></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-88508400877458740322020-03-09T21:57:00.002+01:002020-04-05T11:54:14.078+02:00Prewriting with flashcards and...a fly swatter<div dir="ltr" style="text-align: left;" trbidi="on">
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Mention"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Smart Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hashtag"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Unresolved Mention"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Hello everybody! Long time no see. This is going to be
a quick post about a nice activity I came up with the day I bought a fly swatter.
As you can see from the picture it's a special one ;)<br />
<br />
</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-PDAiwnzDHD4/Xmaru2fkX6I/AAAAAAAAJ8c/GA8-SbWamLMn8RrZXJWcguqht8fTxbR8QCNcBGAsYHQ/s1600/IMG_20200110_140302.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-PDAiwnzDHD4/Xmaru2fkX6I/AAAAAAAAJ8c/GA8-SbWamLMn8RrZXJWcguqht8fTxbR8QCNcBGAsYHQ/s400/IMG_20200110_140302.jpg" width="400" /></a></div>
<span style="font-family: "trebuchet ms" , sans-serif;">First thing first, when we came back from the Christmas holiday I used it to
help children recall single sounds with the help of phonics cards. What I
noticed is that it is better to select a few cards each time, because for some
of our young learners it might feel overwhelming to have to choose among too
many options.</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">The other activity I've come up with, after studying some of the most common consonant
digraphs, <span style="color: orange;"><b>ch</b></span>, <span style="color: orange;"><b>sh</b></span>, and <b><span style="color: orange;">th</span></b>, is about writing words which contain these sounds, as
you can see. In the first phase I chose words containing short vowel sounds,
and in the second one I used vowel digraphs. This way we reviewed and worked a
bit more our phonetic awareness. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">This second activity is inspired by the Montessori method for teaching reading
and writing, but I had to adapt the way of proposing it since I’m working with
second language acquisition:</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">First, on a big surface, in my case made up of 3 double desks, I displayed 3
rows of cards: row number 1 contained simple consonant sounds, row number 2
contained the short vowel sounds and the third row contained consonant
digraphs. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Then, while everyone was busy colouring a sound worksheet, I called 2
children and told them to sit next to me at the big table.</span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Once sitting, I told them a whole short word containing 3 of the sounds
displayed on the table, one from each row. Then, I retold the same word,
cutting it into its different sounds and passed the swatter to the kid sat next
to me. One sound each, they had to 'write' the word selecting the correct cards
with the spanker. Once the 3 chosen cards were selected and placed in the right
order in front of them, we read the word out loud again. <br />
</span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"><a href="https://1.bp.blogspot.com/-QR_TaGVamu0/XmasnnqMR_I/AAAAAAAAJ8k/VHlte3EomqwkAMxCdCKF-ybRik3WBJQEACEwYBhgL/s1600/IMG_20200218_163802.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-QR_TaGVamu0/XmasnnqMR_I/AAAAAAAAJ8k/VHlte3EomqwkAMxCdCKF-ybRik3WBJQEACEwYBhgL/s400/IMG_20200218_163802.jpg" width="400" /></a>
Designed this way, this activity will allow every child to concentrate and
listen better to what you're saying, making it easier for them to be right,
which has a good influence on their self-esteem and self-image. Furthermore,
you will be able to spot and correct any difficulty in hearing the different
sounds properly. For instance, <u>they might confuse the sound sh with the sound
s, the sound th with d, or even the sound ch with t.</u> </span></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">In a second moment I substituted the short vowel sounds with vowel digraphs such as ai, ee, ou, oo. </span></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">
</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">More about phonics games and activities<a href="https://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank"> here</a></span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">-->quiero leer <a href="http://mihijohablaingles.com/2020/04/05/preescritura-con-las-cartas/" target="_blank">este post en español </a></span></span></div>
</div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com3tag:blogger.com,1999:blog-8570957479076198574.post-41662629427548592632020-01-09T20:24:00.000+01:002020-01-09T20:27:00.034+01:00More exercises to encourage auditory discrimination <div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">Some time ago, I wrote about the <a href="https://mihijohablaingles.com/2018/07/02/discriminacion-auditiva-i-e/" target="_blank">auditory discrimination of 2 vowel sounds</a> that are difficult to distinguish by Spanish speakers: the <span style="color: orange;"><b>e</b></span> and the <span style="color: orange;"><b>i</b></span>. Several months and several phonics later, I am going to propose more discrimination exercises that can be worked on with your students to get them used to recognizing them. <br /><br />Among the vowel phonemes we can focus on the discrimination between <span style="color: orange;"><b>a</b></span> and <b><span style="color: orange;">u</span></b>, and in a second moment we will add the <b><span style="color: orange;">o</span></b>. It is important to choose short words of 3 or 4 letters with only one vowel sound so that our students do not get confused. That means words such as cat, cut, cot, or pat, put and pot.</span></span><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><a href="https://1.bp.blogspot.com/-51p9GfJ2Rv0/Xhd9FYIVCOI/AAAAAAAAJlk/ewpAtMsbxqoUuxelE-8kgAmQOOioSKq6QCNcBGAsYHQ/s1600/IMG_20191217_114611.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://1.bp.blogspot.com/-51p9GfJ2Rv0/Xhd9FYIVCOI/AAAAAAAAJlk/ewpAtMsbxqoUuxelE-8kgAmQOOioSKq6QCNcBGAsYHQ/s400/IMG_20191217_114611.jpg" width="400" /></a></span></div>
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">Other vowel sounds that we worked on this year were the <span style="color: orange;"><b>i</b></span> and the digraph <b><span style="color: orange;">ee</span></b>, so that the children can see that the first one is a '<i>short i'</i> and the second one is a <i>'long i'</i>. If you accompany the words with the movement of both hands, moving them closer or further away depending on which sound the words have, you will help students to notice the difference even more. Some examples are: sheep (hands away) and ship (hands closer) or beet and bit, feet and fit, etc.<br /><br />Finally, these last days we saw the digraph </span></span><span style="color: orange;"><b><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">o</span></span></b></span><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"><span style="color: orange;"><b>o</b></span> that can also be pronounced by lengthening or shortening the sound as in moon /ˈmuːn/ or in hook /ˈhʊk/. Again we use our hands to highlight which is the <i>'long u'</i> and which is the '<i>short u</i>', when we pronounce the words, to help the little ones to better grasp the difference. Other words with /uː/ (the 'long u') are broom, spoon, food, while some words with /ʊ/ (the 'short u') are cook, foot, book, etc.</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">Among the consonantal sounds, we have obviously worked on the <span style="color: purple;"><b>b</b></span> and <b><span style="color: purple;">v</span></b>, which are two phonemes that overlap in the Spanish language, creating problems when it comes to writing, in both languages. Finally, the latest phonemes we saw were <span style="color: purple;"><b>w</b></span> and <b><span style="color: purple;">g</span></b> which are also problematic, but, in this case, when it comes to pronouncing them: many children when they read the word wood aloud, would pronounce it good. You should insist on the positioning of their lips and, if nothing works, you can always give them the example of Huelva or huevo, so that they can grab it immediately. </span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">But... How do we work them out? Easy, peasy. At the moment, since my pupils are third graders who don't have to write anything yet, I just concentrate on the auditory and visual features. I usually use cute paper cups to which I apply a white label. On the label I write the sounds in large letters, both upper and lower case, and I also draw one or two pictures of words that start or contain the same sound. As you can see in the picture, I use pompoms of different types: these are all glittery for it was Christmas time, but, of course, I have pompoms for workdays, too :o)</span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">I use <b>two different exercises</b>: the first one consists of sitting 2 children (or 3 depending on the number of cups) in front of all the others (at a distance of 2 o 3 meters). These 2 or 3 hold the cups well visible so that their classmates, who must also be sitting, can place </span></span><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"><span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">their pompoms, in the correct cup </span></span>once a pompom has been distributed to each one, when they hear the word. </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">In the second activity I do not use pompoms, instead, I divide the class into two groups and sit them facing each other at a certain distance. I alternate words that contain the sound I want to work that session with others that do not have it, and the children, when they hear the right phoneme, have to swap places with the one in front of them. This is just an adaptation of the game 'Change places if...' and I have only been able to use it with the 5-year-olds, because it seems that the 4-year-olds are not willing to give up their seats under any circumstances 😀</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;">--> <a href="https://mihijohablaingles.com/2019/12/22/mas-ejercicios-de-discriminacion-auditiva/" target="_blank">Read this post in Spanish </a></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"></span></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-size: small;"><br /></span></span></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-50705666955852382292019-11-02T21:02:00.000+01:002019-11-02T21:06:15.212+01:00Let's play with phonemes!<div dir="ltr" style="text-align: left;" trbidi="on">
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Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Mention"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Smart Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hashtag"/>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">Hello, everybody!</span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">It's been a long time since my last post, because I've been a little busy
designing some entertaining activities to review all the phonemes we saw last
year, among other things because new children were enrolled in the
classes.<span style="mso-spacerun: yes;"> </span>I also wanted to take advantage
of the fact that the children were one year older to introduce simple crafts in
which they could practice a little more their fine motor skills and manual
oculus coordination... so much mental work and so little free time!</span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">Today I wanted to show you the 3 board games - soon there will be 4 - with
which I work the phonemes, together with the official material of the Jolly
Phonics method such as the Activity Books and <a href="https://misslucysteachingfun.blogspot.com/2018/11/fine-and-gross-motor-skills-with-jolly.html" target="_blank">more material that comes to mymind</a> as I go along in accordance with the needs and inclinations of the
different groups.</span></span></div>
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-FH4cAzMDFI8/Xb3eYhanAzI/AAAAAAAAJQY/jARm2kI4PxIIRR3qGPgN9_3BOCxbgnYfACNcBGAsYHQ/s1600/IMG_20191102_135020.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" data-original-height="866" data-original-width="1600" height="345" src="https://1.bp.blogspot.com/-FH4cAzMDFI8/Xb3eYhanAzI/AAAAAAAAJQY/jARm2kI4PxIIRR3qGPgN9_3BOCxbgnYfACNcBGAsYHQ/s640/IMG_20191102_135020.jpg" title="Pass the word" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">Pass the Word</span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">The first game is called <a href="https://amzn.to/2WAb9dM" target="_blank">Pass the Word #ad</a> and consists of pieces that fit
together like a puzzle, some of which contain a picture with their respective
word and others contain letters of the alphabet. The game is about taking a
piece with the image and looking for the letters that make up the word, as you
can see in the photos. With this game, in addition to the visual recognition of
the letters, you can check whether children already can 'write' the words in
the right direction, ie from left to right or in the right order. In any case,
it helps children to develop these skills through a manipulative game which
entertains them a lot.</span></span></div>
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-B-xxC1rFRc8/Xb3ebn-Q_LI/AAAAAAAAJQk/8mIOceqpdfg6Ywjtv9_JL9ADrm5PjZMngCEwYBhgL/s1600/IMG_20191102_140006.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1044" data-original-width="1600" height="208" src="https://1.bp.blogspot.com/-B-xxC1rFRc8/Xb3ebn-Q_LI/AAAAAAAAJQk/8mIOceqpdfg6Ywjtv9_JL9ADrm5PjZMngCEwYBhgL/s320/IMG_20191102_140006.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">Alphabet Lotto</span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">The second game is called <a href="https://amzn.to/2JHfCpM" target="_blank">Alphabet Lotto #ad</a> and is essentially a phoneme
lottery consisting of 5 double-sided boards, with drawings or with letters, 30
cards with drawings and 30 with letters. Thanks to this design it is possible
to play in 4 different ways: by matching those cards that carry drawings with
the boards that carry drawings, by matching cards that carry letters with the
boards that carry drawings, by matching cards that carry drawings with the
boards that carry letters or by matching cards that carry letters with the
boards that carry letters. Here we help our pupils to practice both auditory
and visual recognition of phonemes and, in addition, they learn vocabulary,
improving their mnemonic skills.</span></span></div>
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-WXwskIpBhnE/Xb3eQrM1j3I/AAAAAAAAJQk/yo6nJAnkmqIX56KHozTWreWGXa7cAqx0wCEwYBhgL/s1600/IMG_20191102_140823.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="" border="0" data-original-height="1131" data-original-width="1600" height="282" src="https://1.bp.blogspot.com/-WXwskIpBhnE/Xb3eQrM1j3I/AAAAAAAAJQk/yo6nJAnkmqIX56KHozTWreWGXa7cAqx0wCEwYBhgL/s400/IMG_20191102_140823.jpg" title="Match and Spell" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">Match and Spell</span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">The latest member of the family is called <a href="https://amzn.to/2WCi2Lz" target="_blank">Match and Spell #ad </a>It contains 12
double-sided boards with three-letter words, 8 double-sided boards with
four-letter words and several cards with letters to 'write' the words that
appear on the boards. It presents 2 levels of play: in the first, the children,
once they have chosen the board they want to complete, look for the letters one
by one and pronounce them until they read aloud the whole word.<span style="mso-spacerun: yes;"> </span>The second level of the game consists of
choosing a board with the side that does not show the letters face up, only the
image and the blank spaces, and taking the letters as they are pronounced. Here
we also work on the visual recognition of phonemes, phonemic awareness when they
use the boards without the letters and begin to develop the first reading
skills. I especially like this game because it is very similar to some
Montessori reading and writing preschool activities, which is one more
guarantee of its usefulness...</span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">The fourth game I'm going to buy soon is another <a href="https://amzn.to/2C8C8nf" target="_blank">Match and Spell, but NextSteps, #ad</a> in which the boards and the cards come with words containing the
'digraphs' we're reviewing these days, such as sh-ee-p, b-a-l-oo-n, t-r-ai-n,
qu-ee-n, and so on.</span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">Have fun!</span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;">--> Quiero leer <a href="http://mihijohablaingles.com/2019/11/02/juegos-de-mesa-para-afianzar-los-fonemas" target="_blank">este post en español </a></span></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><span lang="EN-GB" style="font-size: 12pt;"><a href="https://www.amazon.com/gp/product/B0006HBER0/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B0006HBER0&linkCode=as2&tag=mislucsteafun-20&linkId=f3285fcb659ae70cff730240d1ea6a53" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B0006HBER0&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B0006HBER0" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/B004JU0EUI/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B004JU0EUI&linkCode=as2&tag=mislucsteafun-20&linkId=1d5a2252808e5e40a2b497b7ec19b563" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B004JU0EUI&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B004JU0EUI" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/B00STBQDO4/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B00STBQDO4&linkCode=as2&tag=mislucsteafun-20&linkId=9e66c60c0707c806f216159750c5a0a4" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B00STBQDO4&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B00STBQDO4" style="border: none !important; margin: 0px !important;" width="1" /> <a href="https://www.amazon.com/gp/product/B00IYPB7E6/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B00IYPB7E6&linkCode=as2&tag=mislucsteafun-20&linkId=81b444f239c167de3b3ecf43208524e9" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B00IYPB7E6&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL160_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B00IYPB7E6" style="border: none !important; margin: 0px !important;" width="1" /></span></span></div>
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-29829827822141331812019-06-30T14:24:00.003+02:002019-06-30T14:25:11.931+02:00Have a great summer!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://1.bp.blogspot.com/-EEbCScZnd4w/XRipRx3EmoI/AAAAAAAAIwc/01zFY-fRxZQyeFS8vlOYGErl7LA5mYUgwCLcBGAs/s1600/Summer.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="384" data-original-width="933" height="263" src="https://1.bp.blogspot.com/-EEbCScZnd4w/XRipRx3EmoI/AAAAAAAAIwc/01zFY-fRxZQyeFS8vlOYGErl7LA5mYUgwCLcBGAs/s640/Summer.jpg" width="640" /></a></div>
<h2 style="text-align: left;">
<span style="color: purple;"><span style="font-family: "trebuchet ms" , sans-serif;">Vacation at last!</span></span></h2>
<span style="font-family: "trebuchet ms" , sans-serif;">It has been a year full of experiences and has enriched us with a lot of knowledge, especially about the processes behind each learning.<br /><br />We have talked about the fundamental role that <b><span style="color: purple;">emotions</span></b> play in the teaching-learning process <a href="https://misslucysteachingfun.blogspot.com/2019/04/emotional-education-and-meaningful.html" target="_blank">in this post</a>.<br /><br />We have given very practical indications on how to make the most of every subject taught in English in bilingual schools <a href="https://misslucysteachingfun.blogspot.com/2018/10/natural-science-clil-and-significant.html" target="_blank">in this second post.</a><br /><br />We have presented very valuable tools to improve our children's level of English with a view to the official Cambridge exams, but also to enjoy reading adapted classics and more contemporary stories: <a href="https://misslucysteachingfun.blogspot.com/2019/02/graded-readers-adapted-stories-for-any.html" target="_blank">the 'readers'</a>.<br /><br />And finally we have concentrated on the processes of acquiring English literacy through the Jolly Phonics method: we have told you how I organized the classes, underlining the importance of the use of <a href="https://misslucysteachingfun.blogspot.com/2018/11/fine-and-gross-motor-skills-with-jolly.htmlhttps://misslucysteachingfun.blogspot.com/2018/11/fine-and-gross-motor-skills-with-jolly.html" target="_blank">fine and gross motor activities</a>, which should always accompany any learning, along with playful activities, since they have the great advantage of capturing 100% of the attention of the youngest; and finally we talked about pre-reading, first with short <a href="https://misslucysteachingfun.blogspot.com/2019/02/blending-first-steps-towards-reading.html" target="_blank">word blending exercises</a> and then enriching the experience <a href="https://misslucysteachingfun.blogspot.com/2019/04/i-want-to-be-s-ai-l-or.html" target="_blank">with stories</a> and <a href="https://misslucysteachingfun.blogspot.com/2019/05/simon-says-blending.html" target="_blank">games</a>.<br /><br />I hope it was useful and that you enjoyed the process as much as I did.<br /><br />See you in September!</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>
<span style="font-family: "trebuchet ms" , sans-serif;">>> Quiero leer <a href="http://mihijohablaingles.com/2019/06/29/buenas-vacaciones/" target="_blank">este post en castellano</a></span></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-21595346211530513712019-05-07T22:26:00.000+02:002019-05-08T19:47:56.713+02:00Simon Says + Blending<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://1.bp.blogspot.com/-M21YRwmKSEw/XLxrY7ovL-I/AAAAAAAAIf8/WblKSJZRy8o6m39zTnLK4vu9kN3RXKu4gCLcBGAs/s1600/simon-says-game.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="390" data-original-width="585" height="213" src="https://1.bp.blogspot.com/-M21YRwmKSEw/XLxrY7ovL-I/AAAAAAAAIf8/WblKSJZRy8o6m39zTnLK4vu9kN3RXKu4gCLcBGAs/s320/simon-says-game.jpg" width="320" /></a></div>
<span style="font-family: "trebuchet ms" , sans-serif;">'Simon says' is an action game teachers can use to review vocabulary and action verbs; it can be played anywhere and it only requires at least 3 people. The teacher is usually designated Simon, but you can always pick one of the children if you'd like to work on their speaking skill; the other children are the players. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">Standing in front of the players, Simon tells them what they must do. However there's a trick: the players must follow the instructions only if they begin with the words "Simon says". For example, if "Simon says hop" then the players must jump, but if Simon simply says "hop", skipping the words"Simon says", then players must not hop. Those who do hop are out.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">I've thought we can make the most of this game with young learners who are learning English using <a href="https://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">Synthetic Phonics</a> and are already <a href="https://misslucysteachingfun.blogspot.com/2019/02/blending-first-steps-towards-reading.html" target="_blank">acquainted with 'blending'</a>. Actually the adaptation is absolutely easy peasy: we only have to substitude "Simon says hop" with "Simon says h-o-p". </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="font-family: "trebuchet ms" , sans-serif;">Some examples: </span></b>Simo<span style="font-family: "trebuchet ms" , sans-serif;">n</span> says...</span>
<span style="font-family: "trebuchet ms" , sans-serif;">J-u-m-p</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">H-o-p</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-k-i-p</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">R-u-n</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">T-u-r-n around</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-t-o-p </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-i-t</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-t-a-n-d</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-t-a-m-p your f-ee-t</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">C-l-a-p your h-a-n-d-s</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">T<span style="font-family: "trebuchet ms" , sans-serif;">ou</span>ch your l-e-g/a-r-m/f-ee-t/...</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">P-l-ay the piano/the guitar/football/tennis/...</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">P-oi-n-t to the door/the window/... </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">S-i-ng a s-o-ng</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">P-i-ck a flower/ an apple /...</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Ea-t a lolly/spaghetti/...</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Drive a c-ar/ a b-u-s / a j-e-t/ a b-oa-t/...</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">R-oa-r like a lion</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Qu-a-ck like a d-u-ck</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">etc. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">The
only advice I'd give you is to choose your words taking into account the phonemes and the
vocabulary we've already worked with our students, either using flashcards
or chants, and as always... have fun! </span></span><br />
<br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer <a href="http://mihijohablaingles.com/2019/05/05/simon-says-blending" target="_blank">este post en español</a> </span></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-84029333277068821792019-04-29T22:12:00.000+02:002019-04-30T12:00:01.102+02:00I Want to Be a... S-ai-l-or<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "trebuchet ms" , sans-serif;">Hello everyone! </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Today a super short post about the class I gave last week with my Jolly Phonics group of preschoolers because it turned out very well (the children were attentive and actively participating) and I want to share it with you. <br /> </span><br />
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<a href="https://4.bp.blogspot.com/-Y0G7t4FgYsY/XMS3Nl-pnLI/AAAAAAAAIhU/T73PFnq4uAICff1zGr6cOocI-ViSe2QGACLcBGAs/s1600/IWTB-Sailor-Sticker-DS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="618" data-original-width="784" height="504" src="https://4.bp.blogspot.com/-Y0G7t4FgYsY/XMS3Nl-pnLI/AAAAAAAAIhU/T73PFnq4uAICff1zGr6cOocI-ViSe2QGACLcBGAs/s640/IWTB-Sailor-Sticker-DS.jpg" width="640" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Well, it turns out that before Easter we started working on the 4th group of synthetic phonics; we saw the digraphs /ai/ and /ou/ before the holidays, and this week was playing the third, /ie/, whose chant is about a sailor and his captain: <br /> </span><br />
<span style="color: #741b47;"><b><span style="font-family: "trebuchet ms" , sans-serif;">"The captain said, "/ie/-/ie/!"<br />"The captain said, "/ie/-/ie/!"<br />"Stand up straight!<br />Don't be late!"<br />"The captain said, "/ie/-/ie/!"<br /> </span></b></span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">So, I thought that, in order to review a little what we did before the holidays and introduce the new phoneme, it would be a good idea to use a story from the OUP collection <a href="http://catalogooxford.es/i-want-to-be-storybooks/?utm_source=Blog&utm_medium=Organic&utm_campaign=lucy-moretti_EN" target="_blank">'I W<span style="font-family: "trebuchet ms" , sans-serif;">ant</span> T<span style="font-family: "trebuchet ms" , sans-serif;">o</span> B<span style="font-family: "trebuchet ms" , sans-serif;">e<span style="font-family: "trebuchet ms" , sans-serif;">... Storybooks</span></span>'</a> and precisely <span style="font-family: "trebuchet ms" , sans-serif;">t<span style="font-family: "trebuchet ms" , sans-serif;">he</span></span> <b>'<a href="http://catalogooxford.es/i-want-to-be-storybooks/?utm_source=Blog&utm_medium=Organic&utm_campaign=lucy-moretti_EN" target="_blank">I <span style="font-family: "trebuchet ms" , sans-serif;">W</span>ant to <span style="font-family: "trebuchet ms" , sans-serif;">B</span>e a SAILOR'</a></b> book for the following reasons:<br /> </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">Fiest of all,</span> because it has several short words, some of which we already worked with the children using <a href="https://amzn.to/2J00jJk" target="_blank">the flashcards of the method</a>, very useful words to practice blending.<br /> </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">Secondly,</span> because, specifically, it contains the words <b>s-ai-l</b>, <b>s-ai-l-or</b> and <b>b-oa-t</b> which helped me to refresh the digraphs already seen.<br /> </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">And finally,</span> because when the story ends, the kids are so involved in the story that it seems very natural for them to act like a sailor, imitating the military greeting when they hear the chant of the sound /ie/.<br /> </span><br />
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<a href="https://1.bp.blogspot.com/-PzI0o7u_jfE/XMS3cRmnb_I/AAAAAAAAIhY/At8kSl6SODARKy2UyOfGdwMqegCae7VOgCLcBGAs/s1600/IWTB-Sailor-Worksheeet-DS.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="867" data-original-width="1538" height="360" src="https://1.bp.blogspot.com/-PzI0o7u_jfE/XMS3cRmnb_I/AAAAAAAAIhY/At8kSl6SODARKy2UyOfGdwMqegCae7VOgCLcBGAs/s640/IWTB-Sailor-Worksheeet-DS.jpg" width="640" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">In addition the book has stickers that represent the characters, one for each page, and this helps our young students to maintain a good level of attention in order to follow the story, since they ask for the one they want to paste and they have to wait for the character to appear on the page, and on the other hand to review or learn specific vocabulary.<br /> </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">Also, if you want to go a little deeper into the subject of aquatic animals, the book has a few pages to work reading comprehension, some mini flashcards and <a href="http://oxfordeltcatalogue.es/pre-primary/i-want-to-be-sailor/live-action-song-video/" target="_blank">a very cool action-song</a>.<br /> </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">In short, we liked the story a lot and it provides a lot of different levels of interaction.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">More about <a href="https://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">reading and writing in English<span style="font-family: "trebuchet ms" , sans-serif;">, here.</span></a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer <a href="http://mihijohablaingles.com/2019/04/27/i-want-to-be-a-s-ai-l-or" target="_blank">este post en español</a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-73790220000663379352019-04-20T14:41:00.002+02:002019-04-21T12:44:29.947+02:00Emotional education and meaningful learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://4.bp.blogspot.com/-Adhw3k_sAdY/XLsLHooJ93I/AAAAAAAAIfU/8qho4Vc8hS4dBjjfg8bkHkK2ydGcwBlJACLcBGAs/s1600/Aprendizajetradicional.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="241" data-original-width="328" height="235" src="https://4.bp.blogspot.com/-Adhw3k_sAdY/XLsLHooJ93I/AAAAAAAAIfU/8qho4Vc8hS4dBjjfg8bkHkK2ydGcwBlJACLcBGAs/s320/Aprendizajetradicional.jpg" width="320" /></a></span></div>
<span style="font-family: "trebuchet ms" , sans-serif;">"Every time you hear <span style="color: purple;"><b>Emotional Intelligence</b></span>, shot" writes Maestra de Pueblo on her FB page. It's funny because when you study the scientific papers that have been written on the subject and then you read how the theory is put into practice in the classroom in those schools <span style="font-family: "trebuchet ms" , sans-serif;">which</span> <span style="font-family: "trebuchet ms" , sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;">claim</span></span> to work it, I wonder if the human race would not be destined to unhappiness and frustration forever.<br /><br />Until very recently, students were seen as passive receivers of knowledge. A teacher vomited notions from a platform and the students tried to retain as much as possible in order to vomit them again in a test, and so on up to the finish line.<br /><br /><a href="https://www.redalyc.org/articulo.oa?id=44023984007" target="_blank">However</a>, we have known since the '60s of the past century, (mind it!) that everything we do, think, imagine or remember is possible because the rational and emotional parts of the brain work together, depending on each other. For this reason <b><span style="color: purple;">the emotions, both of children and their teachers, must be taken into account in the pedagogical act.</span></b><br /><br />When we hear that 'There can be no knowledge without emotion (Arnold Bennet)' they mean the same thing, and it is scientifically and widely proven, even if it has been ignored for practicality. As <a href="https://amzn.to/2KRAzBi" target="_blank">Cesar Bona</a> states, "Every child is a universe. All children are extraordinary and it is not enough to fill their heads with data, but it is necessary to provide them with tools such as knowledge, empathy, sensitivity and resilience so that they can emerge strengthened from adverse situations...".<br /><a href="https://3.bp.blogspot.com/-nu-m_7W8Pr0/XLsLQg3Ku5I/AAAAAAAAIfY/GUMvtjrEY4kZ7lBkF5GP1uUoWoXyzGtPgCLcBGAs/s1600/AprendizajeSignificativo.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="588" data-original-width="737" height="255" src="https://3.bp.blogspot.com/-nu-m_7W8Pr0/XLsLQg3Ku5I/AAAAAAAAIfY/GUMvtjrEY4kZ7lBkF5GP1uUoWoXyzGtPgCLcBGAs/s320/AprendizajeSignificativo.jpg" width="320" /></a><br />What is emotional intelligence? According to Goleman, emotional intelligence involves five basic capabilities: discovering one's own emotions and feelings, recognizing them, managing them, creating one's own motivation and managing personal relationships.<br /><br />Emotional education, therefore, is linked to the emotional intelligence since, in order for a person to be emotionally intelligent and resolute, he must have received an emotional education. And as incredible as it may seem, it has a lot to do with learning and therefore knowledge. In fact, nowadays, whenever we talk about learning, we overlook <span style="color: purple;"><b>significant learning,</b></span> that is, useful learning which makes sense to the student, and which awakes such interest that he wants to learn more every day. However, if you look at the three circles of the graph, there is a fundamental aspect that has nothing to do with notions and previous knowledge, and it is <b><span style="color: purple;">the availability of the student to learn</span></b>, in other words his motivation, which depends on his self-concept and self-esteem. </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://2.bp.blogspot.com/-qaElqDYQMdk/XLsL24ufqnI/AAAAAAAAIfk/xWLqaMPyxicvwDhLBhItc8eiCBIRBJJDgCLcBGAs/s1600/habilidadsocial.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="390" data-original-width="528" height="236" src="https://2.bp.blogspot.com/-qaElqDYQMdk/XLsL24ufqnI/AAAAAAAAIfk/xWLqaMPyxicvwDhLBhItc8eiCBIRBJJDgCLcBGAs/s320/habilidadsocial.png" width="320" /></a> A student who knows how to recognize and accept his emotions will be able to learn to decide which behavior is the most appropriate to be handled according to the circumstances, in such a way that they contribute to a positive social and personal constructive interaction, capable of contributing to the elevation of his quality of life. In practice, one third of a student's chances of success or failure depends on their emotions.<br /><br />Currently, emotional education in preschool and primary classrooms is given to students as if it was<a href="http://www.clubpequeslectores.com/2015/06/trabajando-las-emociones-recursos-educativos.html" target="_blank"> just another subject</a>: in most cases children have to work with cards, activities, games, stories, roleplay, drawings, etc. so they can recognize and name their emotions". It's all very interesting, all very nice and probably very useful.<br /><br />But, <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwj0oMeSzN7hAhUaShUIHbbaAzAQFjAAegQIARAC&url=https%3A%2F%2Fdialnet.unirioja.es%2Fdescarga%2Farticulo%2F6234742.pdf&usg=AOvVaw221VVcz5rI9kpmCSwPxydq" target="_blank"><b><span style="color: purple;">what about the teacher?</span></b></a> Let's repeat it again: <span style="color: purple;"><b>emotions, both of the children and of their teachers, must be taken into account in the pedagogical act.</b></span> This statement implies the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwjM_LPdzN7hAhXUoXEKHXELCSUQFjAAegQIAhAC&url=https%3A%2F%2Fextension.uned.es%2Farchivos_publicos%2Fwebex_actividades%2F4980%2Fiegfernandez4.pdf&usg=AOvVaw3JnRME3ZKIad3VA2Rbw7p9" target="_blank">whole amount of hours spent at school</a> and not only a little dedicated time.<br /><br />I wonder if it makes sense to talk about emotional education in the classroom when the first piece of advice we get when a student misbehaves during a class is to sit him on the <a href="https://misslucysteachingfun.blogspot.com/2018/03/the-calm-down-chair-for-teacher.html" target="_blank">thinking chair</a>, punish him, or rather ignore him?</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">What message do we communicate to them? "The tale of the <a href="https://amzn.to/2KSuO6x" target="_blank">Colour Monster</a> is a very nice one, but right now, whatever you feel, it's the wrong moment, so either you stay still or I'll set you apart, because we have worksheets to do and a program to continue with without wasting time.<br /><br />We are fine with the fact that, in the end, what does it matter if out of 28/30 students, 4 or 5 can not handle their emotions properly? After all, they will learn to control themselves they like it or not, otherwise they will spend the rest of their school days being punished, victims of the mocking of their classmates, unmotivated and wanting to run away from school asap. An avalanche generated by a small snowball that, day after day, gains speed and mass to run over us with the second place in school failure among all the countries of the European Union (I'm talking about Spain).<br /><a href="https://4.bp.blogspot.com/-3XCiUgc-QEg/XLsMp3nFNTI/AAAAAAAAIfw/pUqZlNQ9ivIAkNGm3rVMsgS7wqzq2eoqACLcBGAs/s1600/Monstruodeloscolores.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="390" data-original-width="390" height="320" src="https://4.bp.blogspot.com/-3XCiUgc-QEg/XLsMp3nFNTI/AAAAAAAAIfw/pUqZlNQ9ivIAkNGm3rVMsgS7wqzq2eoqACLcBGAs/s320/Monstruodeloscolores.jpg" width="320" /></a><br />I give you good news: we can make the most of the snowball effect. If we spend those 3-4 minutes talking to our students and asking them how they feel and how they think they might feel better (sometimes there's nothing more to be done than that), letting them clear up with a classmate who has unintentionally upset them, or just sitting them close to us, instead of continuing with the class as nothing is happening, perhaps at the beginning of the year it will slow us down a bit, but as they feel comfortable in class, they will stop expressing discomfort and we will have earned their trust in such an overwhelming way that they will become our most attentive and participative students.<br /><br />In short, as they conclude, in <a href="https://www.redalyc.org/articulo.oa?id=44023984007" target="_blank">this scientific article on the subject:</a><br /><br />"Cognition and emotion constitute a dialectical whole, in such a way that the modification of one irremediably influences the other and the whole of which they are part of. Therefore, in the classroom, learning often depends more on the emotion than on the reason the learning objectives are worked with. All this leads us to point out that if the heart of the student is won, learning is practically assured.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer <a href="http://mihijohablaingles.com/2019/04/19/educacion-emocional-y-aprendizaje-significativo/" target="_blank">este post en <span style="font-family: "trebuchet ms" , sans-serif;">español</span></a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com1tag:blogger.com,1999:blog-8570957479076198574.post-23401144546807063412019-02-24T19:23:00.001+01:002019-04-13T17:58:28.309+02:00Graded readers: adapted stories for any level, age or interest<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://1.bp.blogspot.com/-uTCFzIptOiY/XHLfQ16UpHI/AAAAAAAAIJE/zSmHO09yCs4rOfLHOyFm7q15KTvjrVSVACLcBGAs/s1600/OxfordReader.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="709" height="224" src="https://1.bp.blogspot.com/-uTCFzIptOiY/XHLfQ16UpHI/AAAAAAAAIJE/zSmHO09yCs4rOfLHOyFm7q15KTvjrVSVACLcBGAs/s320/OxfordReader.jpg" width="320" /></a></div>
<span style="font-family: "trebuchet ms" , sans-serif;">I've wanted to write this post about 'readers' for a long time, since one of the pillars of learning (as I'll explain in my next book) is reading, even though we live in a somewhat complicated time regarding this subject. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">As you know, reading is the number one source of independent access to knowledge, and it is no coincidence that the first years of compulsory education are devoted to learning this basic skill. Mastery of any language, mother tongue and non mother tongue, after a first approach made of listening and speaking, passes through the acquisition, use and practice of new words, or vocabulary, and grammatical expressions.<br /><br />In the practice of teaching English as a second language, ESL, (or Foreign Language, EFL) in addition to the school's grammar and vocabulary textbooks, it is fundamental, in my opinion, to use graduated readings for these different reasons:<br /> - First, because they present vocabulary and grammar in context, which allows an almost osmotic assimilation of them.<br /> - Second, because these books always come with a CD or an audio track that helps learn the correct pronunciation of words as well as get the ear accustomed to different accents and speed of speech.<br /> </span><span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://4.bp.blogspot.com/-HZJuflIdkOs/XHLfXVcAWGI/AAAAAAAAIJI/-0c0C7N4WaEc2QKjp5m9CuCNAiFAa9i6QCLcBGAs/s1600/Oxfordreader2.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="630" data-original-width="454" height="200" src="https://4.bp.blogspot.com/-HZJuflIdkOs/XHLfXVcAWGI/AAAAAAAAIJI/-0c0C7N4WaEc2QKjp5m9CuCNAiFAa9i6QCLcBGAs/s200/Oxfordreader2.jpg" width="143" /></a> - Third, because they provide a wide range of conversational topics: from summarizing a chapter to practice verb tenses and vocabulary, to expressing opinions on events, passing through an analysis of the differences between the social and historical context described in the text and the current one.<br /> - Fourth, and finally, because each reader also proposes reading comprehension exercises similar to those found in the most important official exams such as Cambridge and Trinity.<br /><br />I personally tend to use them quite a lot, from the second/third year of primary school if my students attend a bilingual school or from the fourth/fifth year of primary school in the case of students attending non-bilingual schools, because at some point the conversation topics start to be always the same and, secondly, to avoid spending an hour translating* what children can't express for their lack of vocabulary when I want to work on their speaking skills.</span><span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://2.bp.blogspot.com/-2OpzhSoZMTI/XHLfq_rvvPI/AAAAAAAAIJU/G86qnMJCK6o3M0I0ngaXpXjg1_LHTzZcACEwYBhgL/s1600/CidebReader2.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="921" data-original-width="667" height="200" src="https://2.bp.blogspot.com/-2OpzhSoZMTI/XHLfq_rvvPI/AAAAAAAAIJU/G86qnMJCK6o3M0I0ngaXpXjg1_LHTzZcACEwYBhgL/s200/CidebReader2.jpg" width="144" /></a>Naturally I have a couple of favorite reader collections that I usually use depending on my students' tastes: the <i><b><span style="color: purple;"><a href="https://elt.oup.com/catalogue/items/global/graded_readers/oxford_read_and_imagine/?cc=global&selLanguage=en&mode=hub#" target="_blank">Oxford Read and Imagine collection</a></span></b></i> from level 3 (Cambridge Starters/Movers), which provides the audio tracks in British and American English, and <u><span style="color: orange;"><b><a href="https://www.blackcat-cideb.com/en/catalogue/english/graded-readers-en/teenagers-green-apple-en/level-a1-en/" target="_blank">CIDEB's Green Apple</a></b></span><span style="color: orange;"><b> </b></span></u>adapted classics collection.<br /><br />I usually use them for their aesthetic attractiveness, because they come with many images that at the same time support reading comprehension, and for the exercises that they propose, because in addition to questions about the text, they deepen other aspects such as the life of the author or the socioeconomic context, they propose research projects and interactive online activities.</span><span style="font-family: "trebuchet ms" , sans-serif;">But the most important thing is that depending on the level, they propose topics that coincide with the English, social and natural school textbooks, and therefore they become another tool for strengthening language acquisition.</span><span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://4.bp.blogspot.com/-JnSOVqw3v1w/XHLgTR_aVFI/AAAAAAAAIJY/c3k1dwtWhBoUfEdZNS9U7T4dTWHCgDmlwCLcBGAs/s1600/CidebReader1.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="572" data-original-width="454" height="200" src="https://4.bp.blogspot.com/-JnSOVqw3v1w/XHLgTR_aVFI/AAAAAAAAIJY/c3k1dwtWhBoUfEdZNS9U7T4dTWHCgDmlwCLcBGAs/s200/CidebReader1.jpg" width="158" /></a>More than once it has happened to me that, reviewing the lesson of the day, I have come to ask my students: do you remember that we saw this in that book? This circumstance seems of little importance, but, in fact, getting a student to connect the concepts of one book with those of another means leading him to reorganize his previous knowledge with the new one and therefore to generate significant learning, which is the ultimate goal of any teaching.<br /><br />*The effectiveness of having a human translator when learning languages has not yet been scientifically proven ;)<br /><br />More about reading:</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><a href="http://misslucysteachingfun.blogspot.com/2017/06/rhyme-robber-game-that-helps-children.html" target="_blank">Reading as a game</a><br /><a href="http://misslucysteachingfun.blogspot.com/2016/12/nancie-atwells-tips-on-how-to-hook-your.html" target="_blank">How to make children love reading</a><br /><br />--> Quiero leer esta entrada <a href="https://mihijohablaingles.com/2019/02/24/graded-readers-lecturas-adaptadas-para-todos-los-niveles-edades-e-intereses/" target="_blank">en castellano</a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com1tag:blogger.com,1999:blog-8570957479076198574.post-48068876545017686972019-02-08T22:52:00.000+01:002019-04-13T18:03:26.468+02:00Blending: first steps towards reading<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "trebuchet ms" , sans-serif;"><br />Hi there! The public examination to become a Primary school teacher is behind the corner here in Spain. That means that studying along with working leaves little free time to write blog posts. However today I have decided to take a break and here I am to tell you how the Jolly Phonics course proceeds.<br /><br />Back from the holidays we finished the second group of sounds /c/ /k/ /e/ /h/ /m/ /r/ /d/ and started the third. At the same time I decided that it was time to start blending and I'm going to tell you how I decided to introduce it. But first I'll explain what blending is and how it influences the acquisition of reading and writing skills.<br /><br />We know that the main objective of the synthetic phonics methodology is to teach how to associate phonemes (sounds) to graphemes (graphic sign). At first, they are taught one by one, and then they are joined together to form words. For example, once the vowel phonemes, such as /a/ /i/ /e/ /o/ /u/, and some consonant phonemes, such as /p/ /n/ /c/ and /t/, are seen, students are presented with words formed by the combination of these phonemes: pan, sit, ant, cat, cap, net, pet, nut, and so on. Blending is the process of pronouncing the sounds of a word individually and finally bringing them together to pronounce the whole word. <a href="https://www.youtube.com/watch?v=vsqEGq7VSF4" target="_blank">That is: /p/, /a/, /n/ and children have to say the whole word -> pan.</a><br /><br />At first it may be difficult for them to recognize the word, but with a little practice during every session their ability improves, and each time they gather the phonemes faster.<br /><br />How do I do it? As my little group is very lively, at the moment, to be listened to for more than 8 seconds, I'm using Jolly Phonics Read and See books. They are small books where there are words followed by a flap that I only lift once the children have guessed which word they have just heard, underneath there is the image that corresponds to the word pronounced. It's a trick that keeps them attentive because of the surprise effect, which always works with younger children, and thanks to the attention they naturally pay, they learn.<br /><br />Another material that I use are the Jolly Phonics flash cards and some cards that I have cut from the activity books I had at home. I do try to make sure that the word is always accompanied by the corresponding picture; first of all because it develops reading comprehension and then because the drawings are pretty and, as Maria Montessori said, children have to be given pretty things to create an affective link with learning.<br /><br />And now, the big question... why do we teach them blending?<br />I suppose the answer has already been guessed right: once the children have learned to recognize the words broken down by the teacher, they will be equipped to start synthesizing words on their own, which means they will be able to read.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">More about <a href="http://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">reading and writing.</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer <a href="https://mihijohablaingles.com/2019/02/03/blending-primeros-pasos-hacia-la-lectura/" target="_blank">este post en castellano </a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-24682416568741782242018-11-01T13:31:00.000+01:002019-04-13T18:06:20.063+02:00Fine and gross motor skills with Jolly Phonics<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://3.bp.blogspot.com/-GQsEajG8pMg/W9rvYhRjCkI/AAAAAAAAHp8/yI5b0USqvF4PvyDITHjt6f2fBgxIiXf3wCKgBGAs/s1600/DSC_0017.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" data-original-height="900" data-original-width="1600" height="225" src="https://3.bp.blogspot.com/-GQsEajG8pMg/W9rvYhRjCkI/AAAAAAAAHp8/yI5b0USqvF4PvyDITHjt6f2fBgxIiXf3wCKgBGAs/s400/DSC_0017.jpg" title="Pom pons activity- Jolly Phonis" width="400" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Today I am going to show you some of the activities we have been doing in class with my students. As recommended in the manual, it is very important to go over the sounds throughout every sessions, however it is also necessary to look for ideas so that this part of the lesson will be enjoyable and varied even though we are always working on the same concept.<br /><br />Here you have 4 activities which can be performed in two ways:<br /><br />1) At the beginning of the month, when we reached 3/4 sounds, we began to practice auditory and visual recognition with a quite amusing activity: I divided my group of students into 3 rows, and they had to jump, from behind a line of Sellotape (which they insisted on removing 2 seconds after spotting it on the floor) over the card with the letter sound corresponding to the chant, or the gesture associated with the chant, that I was indicating.</span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"></span><span style="font-family: "trebuchet ms" , sans-serif;">2) For the second activity I adapted the game 'Change places if you have…' which in our case consisted of sitting the children in a circle holding one of the sound cards in their hands; when calling one of the sounds, all the children who had it represented on their card had to get up and move around and change places. To make it a little more 'exciting' a student can be positioned in the center of the circle to steal the place from those who have to get up. Finally, in order for all students to handle more than one sound throughout the same activity, it is necessary to take a few moments from time to time so that each kid passes his card to the classmate beside him.<br /><br />After a few sessions, when I noticed that they were already familiar with the method and controlled the single sounds, we began to do these same activities using words that began with s,a,t,i,p,n: if I told 'ink' they had to jump over the card with the i, or in the case of the circle game, those who holding that 'i card' had to change places.</span></div>
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<a href="https://3.bp.blogspot.com/-JOLj6tcgsDE/W9rv_7lhboI/AAAAAAAAHqM/AdYtiwwKbW4l8za7s182SyThx6pjOTNQwCKgBGAs/s1600/DSC_0033.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="180" src="https://3.bp.blogspot.com/-JOLj6tcgsDE/W9rv_7lhboI/AAAAAAAAHqM/AdYtiwwKbW4l8za7s182SyThx6pjOTNQwCKgBGAs/s320/DSC_0033.jpg" width="320" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">3) The third activity was that of the pom-poms in the picture: in order to stimulate phonological awareness we started using words straight away. The task consisted in recognizing the first sound and was designed to associated a third sense, the touch, to those commonly implied in this kind of exercises: 6 children kept the paper cups showing to the others the letter and the drawing that each one carries; the remaining 4 children sat opposite them and took a pom-pom each. I showed a card and said the corresponding word, e.g. 'net': The four children holding the pom-poms had to get up and put them in the right paper cup, in this case the one with the 'Nn sound' on it.<br /><br />I think it's a nice activity because they like to manipulate the pom-poms and they also help each other to identify in which paper cup they have to put them. Naturally this game can also be done using 'single sounds'. </span></div>
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<a href="https://2.bp.blogspot.com/-QcgyIPWDvCY/W9rwJ7kM4CI/AAAAAAAAHqQ/UZFbo0euXdgpPgtLSBc1Be4VcZyeb3mEwCKgBGAs/s1600/DSC_0052.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="900" height="320" src="https://2.bp.blogspot.com/-QcgyIPWDvCY/W9rwJ7kM4CI/AAAAAAAAHqQ/UZFbo0euXdgpPgtLSBc1Be4VcZyeb3mEwCKgBGAs/s320/DSC_0052.jpg" width="180" /></a></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">A fourth activity consists of building a fortune teller so that they discover the letters, say them and make the associated gesture. It's an effective activity because they pay a lot of attention all the time since they also like to discover what's under the flap chosen by each one of their classmates.<br /><br />Overall, the truth is that it has been quite an intense month and I have to admit that there has been a lot of trial-and-error work, but the best thing is that the children are learning even though they don't realize it... at least until they get the right answer at the first attempt. </span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">More about Phonics <a href="http://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">here</a> </span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero ler este post <a href="https://mihijohablaingles.com/2018/10/26/motricidad-gruesa-y-fina-con-jolly-phonics/" target="_blank">en castellano</a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0Madrid, Spain40.4167754 -3.703790199999957640.0300434 -4.3492371999999575 40.8035074 -3.0583431999999577tag:blogger.com,1999:blog-8570957479076198574.post-36225488280070184022018-10-07T15:34:00.000+02:002019-04-13T18:09:51.947+02:00Natural Science, CLIL and significant learning.<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://2.bp.blogspot.com/-goc7A0iy41c/W7oHGBuaceI/AAAAAAAAHnE/p5yAAr0NStEFJQck2WmMsslcDPQGyY8GgCEwYBhgL/s1600/Frog.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="399" data-original-width="709" height="360" src="https://2.bp.blogspot.com/-goc7A0iy41c/W7oHGBuaceI/AAAAAAAAHnE/p5yAAr0NStEFJQck2WmMsslcDPQGyY8GgCEwYBhgL/s640/Frog.jpg" width="640" /></a></div>
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<span style="font-family: "verdana" , sans-serif;">Today I would like to talk about a somewhat controversial matter: the subject of Natural Sciences in English.<br /><br />I know that here in Madrid, more than 10 years after the implantation of bilingualism in the Primary school, many parents have left their enthusiasm aside to replace it with the fear that their children will not learn almost anything about the subject in both English and Spanish.<br /><br />In many schools the greatest weight of the evaluation to pass the subject is taken by the written tests: it turns out that in first and second grade these controls are quite simple: mainly children have to connect a word to a picture, circle parts of a drawing, paint, complete sentences with the given words and little more. The problems begin in third grade, when these controls become quite complex because in addition to labeling drawings or body parts, which implies writing without spelling errors in English, students are asked to fill in gaps in a text, for example, or to read a definition and write the word described, correct statements or even explain with their own words some facts: tasks that not only require spelling correction but also require reading comprehension and the ability to express ideas and concepts using specific scientific vocabulary and correct grammatical constructions (writing skills).</span><br />
<a href="https://2.bp.blogspot.com/-le5NH_669mE/W7oHQeA08JI/AAAAAAAAHnA/ZjwmF5UMAug1A-pOPcT8FWRqsXy2uKXMgCLcBGAs/s1600/Fungi.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="399" data-original-width="709" height="225" src="https://2.bp.blogspot.com/-le5NH_669mE/W7oHQeA08JI/AAAAAAAAHnA/ZjwmF5UMAug1A-pOPcT8FWRqsXy2uKXMgCLcBGAs/s400/Fungi.jpg" width="400" /></a><span style="font-family: "verdana" , sans-serif;">It seems to me that we should keep in mind that at the base of the bilingualism project is the concept of <a href="https://www.slideshare.net/jalberi2/clil-theory" target="_blank">Content and Language Integrated Learning</a> – CLIL– whose objective is for children to learn a language through the study of subjects such as Natural and Social Sciences, Music, Plastics, Physical Education, etc.<br /><br />However, I have the impression that, despite the CLIL premises, it is still not very clear how to encourage this type of learning. Regrettably, the vocabulary lists copied a few boring times only serve, and not always, to achieve a certain orthographic correction, when the objectives of the subject are to learn the Natural Science in English: children should be able to express and present scientific concepts and facts in more or less correct English, depending on the stage in which they are in.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><a href="https://2.bp.blogspot.com/-0JFYw4qSD7o/W7oIES1gojI/AAAAAAAAHnQ/ucuQom6FMhgqE8IU8poBbhF9ZR7XK6ZjACLcBGAs/s1600/writing_frame.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="370" data-original-width="572" height="206" src="https://2.bp.blogspot.com/-0JFYw4qSD7o/W7oIES1gojI/AAAAAAAAHnQ/ucuQom6FMhgqE8IU8poBbhF9ZR7XK6ZjACLcBGAs/s320/writing_frame.jpg" width="320" /></a><br />How can we help our students?<br /><br />My experience and the cognitive and constructivist theories of learning have led me to this reflection: we should always bear in mind that <span style="color: orange;"><b>the main objective of the bilingual project is to learn the language and this is learned using <span style="color: purple;">'complete sentences'</span> made up of a subject, a verb and a direct or an indirect object.</b></span> In practical terms, it means that children, in class, at home, when doing written exercises, during presentations, etc., should always answer with a complete sentence using the specific vocabulary and the correct grammatical structure (the affirmative, negative and interrogative forms of the present simple and the present continuous of any verb, together with 'can', 'have got' and not much else).</span><br />
<span style="font-family: "verdana" , sans-serif;"><a href="https://1.bp.blogspot.com/-zjwRzFj5u7s/W7oHZmf22AI/AAAAAAAAHnI/GVxSG7k4DiM4aHl3-zUrmKF278Vjd8RtgCEwYBhgL/s1600/clil-theory-12-728.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="508" data-original-width="610" height="266" src="https://1.bp.blogspot.com/-zjwRzFj5u7s/W7oHZmf22AI/AAAAAAAAHnI/GVxSG7k4DiM4aHl3-zUrmKF278Vjd8RtgCEwYBhgL/s320/clil-theory-12-728.jpg" width="320" /></a>This may sound banal, but if we look at the dynamics of a class we can see that when we launch a question in most cases the competition to be the first to answer prevails, and that means not having time to think about an entire sentence: our students tend to answer with only one word. On the other hand, the exercises we can find in the book don't help much in that sense either, since most of them are about filling in gaps or answering questions by choosing between already formulated answers. Could you guess how much time and attention a child spends on these types of tasks after 8 hours, or more, spent at school?<br /><br />To sum up, using complete sentences will cost our students more effort because it requires them to connect the subject of Natural Sciences to that of English, to leave the compartmental units of their books in order to create a more general and flexible narrative; but with time and practice important improvements will be noticed, because there is a greater and deeper understanding of the subject, which will allow them to follow their teachers with less difficulty and assimilate more concepts, unleashing in this way that virtuous circle which improves at the same time the results, self-esteem and control of the language.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><a href="https://misslucysteachingfun.blogspot.com/2018/03/european-countries-and-their-capital.html" target="_blank">Social Science: Europe, countries and capitals</a></span></div>
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<span style="font-family: "verdana" , sans-serif;">--> Quiero leer esta <a href="https://mihijohablaingles.com/2018/10/07/natural-science-aicle-y-aprendizaje-significativo/" target="_blank">entrada en castellano</a></span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-90486982873450223342018-09-19T18:21:00.001+02:002019-04-13T18:12:51.365+02:00Back to school...with Jolly Phonics<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://2.bp.blogspot.com/-st6nhiNRSwc/W6J25onW87I/AAAAAAAAHkc/3k9pmcoH90Mr2sHaj8So-_E41u2opUluACLcBGAs/s1600/JPh04.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1159" data-original-width="940" height="320" src="https://2.bp.blogspot.com/-st6nhiNRSwc/W6J25onW87I/AAAAAAAAHkc/3k9pmcoH90Mr2sHaj8So-_E41u2opUluACLcBGAs/s320/JPh04.jpg" width="259" /></a></div>
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<span style="font-family: "verdana" , sans-serif;">Hello there!<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">New school year, new project! This time I have the great opportunity to work with the Jolly Phonics method in a systematic way with a significant number of children and I already have my notebook and pen ready for observations and notes on its development. I will tell you how my classes are progressing because I think it's interesting to follow up in order to observe how the method is working, the adjustments that are going to be necessary and everything that may come up. <br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">I am going to start by specifying that in the teacher's book it is advisable to introduce a sound every day, although, if the students are younger than 5 years, it is recommendable to reduce the working speed in order to achieve a better assimilation. Following this pattern, at least at the beginning of the course, I have planned to work one phoneme per week (I have 2 sessions of 1 hour with each group) that we will introduce in the first session and look deeper into during the second one.<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">The first phoneme of the first group is, as you may have understood from the photos, /s/. At the beginning of the first session I told them the story that accompanies the coloring card that comes in the teacher's book. It's very, very short but at the same time very handy to grab their attention and introduce them to the sound. Then we listened and sang the chant a couple of times and I encouraged them to move their hand as if they were writing an S in the air (this is the movement associated with this phoneme).<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">At this point I changed a little the recommended plan introducing a variation of the famous game of the '<a href="http://misslucysteachingfun.blogspot.com/2012/05/circle-games-shoe-behind-you.html" target="_blank">zapatilla por detrás</a>', using a card that represents a snake instead of the slipper and the chant associated to the phoneme instead of the song of this game. In this way everyone repeats the chant and learns it in a pleasant and natural way.<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">Afterwards, I went back to the plan of the book, which contemplates the activity 'hunt the sound': I handed out some magnifying glasses (made with brushes for children's crafts) and some booklets (from the Songbirds Phonics collection written by Julia Donaldson) for them to look for /s/. This activity, as it's explained in the guide, helps the children to realize that these sounds that they will learn little by little are not abstract elements, quite the opposite, they are found in the books and are useful for reading stories.<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">Finally, I showed them the flash card with the /s/ and gave them plasticine so that they could build one themselves with their own hands<br /> </span></div>
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<a href="https://2.bp.blogspot.com/-QXfszFImq94/W6J3DzZCP1I/AAAAAAAAHkg/IJVz7ZJE9mkPxWnOsvFFMDgMCZu3y2FIACLcBGAs/s1600/JPh05.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="456" height="400" src="https://2.bp.blogspot.com/-QXfszFImq94/W6J3DzZCP1I/AAAAAAAAHkg/IJVz7ZJE9mkPxWnOsvFFMDgMCZu3y2FIACLcBGAs/s400/JPh05.jpg" width="113" /></a></div>
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<span style="font-family: "verdana" , sans-serif;">In the second session, after singing the chant and accompanying it with the associated gesture (a quick review as suggested in the teacher's book) , we first played an auditory discrimination game in which I placed a large snake in the center of the circle and distributed to each child a pair of cards with some images. Each one, in turn, had to show his card to the others and if the name of the object represented in it started with /s/ they had to put it on top of the snake, otherwise they kept it. Apparently, although this activity seems very simple, I can assure you that for them it is not so immediate to hear and realize if the sound is there or not, which, in my opinion, justifies even more the use of a synthetic phonetic method to teach a language.<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">The second activity consisted of painting the sheet associated with the sound. While they were painting, I went around with the book 'Phonics Storybook' in which there are two pages illustrated by each phoneme. In these illustrations the children have to look for some elements that begin or contain the sound presented in that sheet and they also have the letter in relief with some arrows drawn so that they follow it with their own finger in the direction of writing, in order to feel the letter with their touch.<br /> </span></div>
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<span style="font-family: "verdana" , sans-serif;">Naturally, as the number of sounds studied </span><span style="font-family: "verdana" , sans-serif;"><span style="font-family: "verdana" , sans-serif;">increases</span>, the number of possible activities also increases and... fun never ends!</span></div>
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<span style="font-family: "verdana" , sans-serif;">More about <a href="http://misslucysteachingfun.blogspot.com/p/blog-page_30.html" target="_blank">reading and writing in English here</a>.</span><br />
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<span style="font-family: "verdana" , sans-serif;">--> <span style="font-family: "verdana" , sans-serif;">Q</span>uiero ler <a href="https://wp.me/p3V0Sv-uvj" target="_blank">esta entrada en castellano </a></span><br />
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<span style="font-family: "verdana" , sans-serif;"><a href="https://www.amazon.com/gp/product/1903619246/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1903619246&linkCode=as2&tag=mislucsteafun-20&linkId=5b5ee91cf7ceb4115a8de607ddc3d025" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=1903619246&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=1903619246" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/1844140822/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1844140822&linkCode=as2&tag=mislucsteafun-20&linkId=1c1e2727ecc6b917b3f1e6d0c96bc36f" nbsp="" target="_blank"> <img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=1844140822&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a> <img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=1844140822" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/1844141721/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1844141721&linkCode=as2&tag=mislucsteafun-20&linkId=772b7c86d3c3d7be89cd5217a58c73bd" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=1844141721&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=1844141721" style="border: none !important; margin: 0px !important;" width="1" /> </span></div>
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-81708264037760610042018-07-03T22:47:00.000+02:002019-04-13T20:26:40.042+02:00Auditory discrimination: i / e<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: "trebuchet ms" , sans-serif;">Finally, July! June's been a busy but rewarding month, so today I'm going to share some thoughts, ideas and resources to address the topic of short vowel discrimination with our children, starting with <b><span style="color: orange;">/I/ </span></b>and <b><span style="color: orange;">/e/</span></b>.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">Short vowels are the first to be learned with the phonetic method but, while on the one hand the children recognize them visually because they associate them with the vowels of the Spanish language, on the other hand more work of auditory discrimination is necessary so that they can hear and pronounce them correctly.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">I have noticed that there are pairs of sounds that Spanish speakers tend to confuse more frequently: the <span style="color: orange;"><b>i</b></span> and the <span style="color: orange;"><b>e</b></span>, the <span style="color: orange;"><b>a</b></span> and the lo <span style="color: orange;"><b>u</b></span>, and finally the <span style="color: orange;"><b>o</b></span> and the <span style="color: orange;"><b>u</b></span>. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">How to do this? Once the 2 sounds have been introduced separately with the appropriate activities and games, it is necessary to point out the difference between the pair of vowels that could generate confusion.<br /><br />The easiest way to operate is to give each child a letter that represents the <b><span style="color: orange;">e</span></b> and another that represents the <span style="color: orange;"><b>i</b></span>. Then we tell them, one by one, 3 or 4 letter words with one of the two sounds we are working on; the children have to indicate with the letter what sound they have heard.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">For example:</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">tin/ten</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">pin/pen</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">pit/pet</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">rid/red</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">miss/mess</span><br />
<span style="font-family: "trebuchet ms" , sans-serif;">sit/set</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">Ideally, this list should be combined with other words that are not written with the same consonants (net, mist, get, hiss, etc.) and presented in random order, so that the children will be able to guess correctly more easily and feel more confident when it comes to answering. There are many more in the word boxes of the Jolly Phonics© method.<br /><br />Now you can create more or less fun versions of this activity: in my class we usually jump over the chart, throw balloons or run to the chart to add a little psychomotor skills to the class and thus encourage deeper learning.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">What to do when a child is wrong? I tell you what I usually do: first I repeat the word with the vowel he has chosen and then <a href="http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vowel_short_1.shtml" target="_blank">I pronounce it with the correct sound</a>, then I encourage them to repeat it themselves, taking into account the position of their lips, tongue and teeth (phonetic articulation), to finally encourage him to repeat the word correctly and show me the corresponding letter.<br /><br />Over the years I have come to realize that this is a very important job because the few hours of exposure to English in a school class are not enough for children to acquire this phonemic awareness on their own. It is important to emphasize it. What the children will do is realize, little by little, the differences between the vowels in their native language and those in English.<br /><br />Here is the l<a href="http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vowel_short_6.shtml" target="_blank">ink to the pronunciation of the /e/</a> sound for you to practice ;)<br /><br />More about phonics on my newest page: reading and writing in English, where I have compiled and will add links to related posts.</span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-45639806041620198672018-04-20T18:56:00.001+02:002019-04-13T18:22:02.009+02:00PBL - Spring Fever <div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "trebuchet ms" , sans-serif;">Spring is my favorite season and it's the perfect excuse to start a project about plants or insects. Here I've collected every single post inspired by this colorful and crazy time of the year that I wrote so far.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">1 - <a href="https://misslucysteachingfun.blogspot.com.es/2014/05/the-life-cycle-of-dandelion.html" target="_blank">The Life cycle of a Dandelion</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">2 - <a href="http://misslucysteachingfun.blogspot.com.es/2014/03/spring-lesson-plan1-bugs.html" target="_blank">Spring Lesson Plan 1 - Bugs</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">3 - <a href="https://misslucysteachingfun.blogspot.com.es/2014/04/spring-lesson-plan-2-plants.html" target="_blank">Spring Lesson Plan 2 - Plants</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">4 - <a href="http://misslucysteachingfun.blogspot.com.es/2011/08/herbarium.html" target="_blank">Herbarium</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">5 - <a href="http://misslucysteachingfun.blogspot.com.es/2011/08/garden-scrapbook.html" target="_blank">Garden Scrapbook</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">6 - <a href="https://misslucysteachingfun.blogspot.com.es/2011/09/tiny-garden-pots-labels_08.html" target="_blank">Tiny Garden Pot labels </a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">I hope they inspire you many interesting lessons!</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">An excellent novel about science and young girls: <a href="http://misslucysteachingfun.blogspot.com.es/2012/05/evolution-of-calpurnia-tate-by.html" target="_blank">The Evolution of Calpurnia Tate</a>.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer est<span style="font-family: "trebuchet ms" , sans-serif;">a <a href="http://mihijohablaingles.com/2018/04/20/abp-la-primavera-la-sangre-altera/" target="_blank">entrada</a></span><a href="http://mihijohablaingles.com/2018/04/20/abp-la-primavera-la-sangre-altera/" target="_blank"> en castellano</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/B01FEK36YC/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B01FEK36YC&linkCode=as2&tag=mislucsteafun-20&linkId=93a6208fe1cb2b48738acbe1a26c62d6" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B01FEK36YC&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B01FEK36YC" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/B009435MXO/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B009435MXO&linkCode=as2&tag=mislucsteafun-20&linkId=b62e7dd7dd8ca6db8958ddffd45d655f" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B009435MXO&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B009435MXO" style="border: none !important; margin: 0px !important;" width="1" /></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/B004JDJ9SS/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B004JDJ9SS&linkCode=as2&tag=mislucsteafun-20&linkId=7393c2220c7498cbedee7e300f7d4cb7" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B004JDJ9SS&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B004JDJ9SS" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/B01LWM0RXT/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=B01LWM0RXT&linkCode=as2&tag=mislucsteafun-20&linkId=87800c140d17d998e630ed7c7dd2be4f" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=B01LWM0RXT&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=B01LWM0RXT" style="border: none !important; margin: 0px !important;" width="1" /> </span><br />
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Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-86310715668630196712018-04-09T13:40:00.001+02:002019-04-13T18:26:12.163+02:00Let's learn English vocabulary with Lift-the-flap books<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://1.bp.blogspot.com/-T6IQl90Xzjc/WstP_nXyNNI/AAAAAAAAHPY/I0mTRhUtUFIM0OWwhrsAXAJJIf_ABHTGACLcBGAs/s1600/foal_lambs.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1600" height="360" src="https://1.bp.blogspot.com/-T6IQl90Xzjc/WstP_nXyNNI/AAAAAAAAHPY/I0mTRhUtUFIM0OWwhrsAXAJJIf_ABHTGACLcBGAs/s640/foal_lambs.jpg" width="640" /></a></div>
<span style="font-family: "trebuchet ms" , sans-serif;">Today I am going to briefly tell you about an option we have to present vocabulary in an effective way to the youngest children, where by youngest I mean children in preschool and first years of primary school, although, I warn you, never underestimate the fascination that a flap can have on a child's mind. It produces exactly the same expectation and excitement as waiting and opening Christmas presents, I guarantee it.<br /><br />So with the excuse of the arrival - finally! - of spring, I took to class my big cardboard book about the seasons of the little mouse Maisy , which, with a lot of windows, captured the attention of all the children in the class in less than 3 seconds, as always.<br /><br />Now, we all know - and if not, I'll tell you now - that when a person is interested in what they are studying they learn four times more than if he or she didn't have that interest, and precisely because of that, nowadays, so much importance is given to presenting the contents in such a way that they catch the attention of the students.<br /><br />Soon everyone wanted to see what was hidden behind the flaps and I asked each child to open one and repeat the name of the animal behind it. Once the flaps were finished, I closed them again and, in order to practice a little more, I called each student to ask them where the animal was: they didn't miss a single one!<br /><br />As you can understand in this second phase we work on the recognition of the word: through this exercise we create a direct link between word and image without going through the first language. That is why when you ask children who study English in school "how do you say horse in English?" They may not know how to answer right away as they never work with the translation, as I tell you in my book <a href="https://mihijohablaingles.com/el-libro/" target="_blank">Mi Hijo Habla Inglés.</a><br /><br />There are literally an infinite number of lift-the-flap books and I encourage you to try them because, in addition to having a lot of magic, they encourage active and multi-sensory learning, since children use their different senses - sight, hearing, touch - to interact with it. Moreover, as part of a story or a brief history, words are shown in meaningful contexts and this boosts a deeper learning of them.<br /><br />Finally, during this type of activity, the children's speaking skills are also encouraged and, as always, when kids have fun, they lose any inhibition when it comes to speaking, repeating and trying to say their own words.<br /><br />The collections that have so far been most useful to me when working on vocabulary with my students are those of Maisy, the little mouse, and Spot, the puppy, with some incursions <span style="font-family: "trebuchet ms" , sans-serif;">of</span> Peter Rabbit and Pete the Cat.</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer este <a href="https://mihijohablaingles.com/2018/04/07/aprendemos-vocabulario-en-ingles-con-los-lift-the-flap-books/" target="_blank">post en castellano</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/1406306886/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1406306886&linkCode=as2&tag=mislucsteafun-20&linkId=c21733190653e6c48417595b8cf823c8" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=1406306886&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=1406306886" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/0763646733/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0763646733&linkCode=as2&tag=mislucsteafun-20&linkId=647d2ee7ec5f35d5735bfdd0bd7a02c5" nbsp="" target="_blank"><span style="font-family: "trebuchet ms" , sans-serif;"> </span><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0763646733&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=0763646733" style="border: none !important; margin: 0px !important;" width="1" /></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/076369407X/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=076369407X&linkCode=as2&tag=mislucsteafun-20&linkId=39c65c669a4107c231c755c35856f8dc" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=076369407X&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=076369407X" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/0399240462/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0399240462&linkCode=as2&tag=mislucsteafun-20&linkId=acc6bdd800cb399cb47e86389e1ab636" nbsp="" target="_blank"><span style="font-family: "trebuchet ms" , sans-serif;"> </span><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0399240462&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=0399240462" style="border: none !important; margin: 0px !important;" width="1" /></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/0141377437/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0141377437&linkCode=as2&tag=mislucsteafun-20&linkId=3e749f883a84b15c50efc9a74f3dd410" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0141377437&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=0141377437" style="border: none !important; margin: 0px !important;" width="1" /><a href="https://www.amazon.com/gp/product/0141375965/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=0141375965&linkCode=as2&tag=mislucsteafun-20&linkId=4969d05b49f30693eeb125666b50f61f" nbsp="" target="_blank"><span style="font-family: "trebuchet ms" , sans-serif;"> </span><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=0141375965&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=0141375965" style="border: none !important; margin: 0px !important;" width="1" /> </span></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0tag:blogger.com,1999:blog-8570957479076198574.post-59229813932882869472018-03-22T13:31:00.001+01:002019-04-13T18:27:41.190+02:00The calm down chair… For the teacher<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://2.bp.blogspot.com/-uwgUFBLQGt0/WrOgHN_SmuI/AAAAAAAAHIY/fK6XLJ9A1lcH-IvHTGZEV0XokASGSMKSACLcBGAs/s1600/Silladelacalma.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="928" data-original-width="1600" height="231" src="https://2.bp.blogspot.com/-uwgUFBLQGt0/WrOgHN_SmuI/AAAAAAAAHIY/fK6XLJ9A1lcH-IvHTGZEV0XokASGSMKSACLcBGAs/s400/Silladelacalma.jpg" width="400" /></a><span style="font-family: "trebuchet ms" , sans-serif;">There are several theories on how to maintain order and discipline in a class of more than 1 student / child. A well-known tool is the time out, a method which nowadays is generating many debates between parents and teachers.<br /><br />The Time out is a behavioral discipline tool (Pavlov's dogs and Skinner's pigeons, just to be clear), which consists of isolating the child who behaves badly and leaving him a few minutes to, supposedly, think and reflect on what he has done 'wrong'. In the classroom, time out can be translated with the use of a chair (the thinking chair) placed in an isolated corner while at home it can coincide with the option of leaving the child alone in his room for a certain time.<br /><br />People who are against this measure provide reasons I'd take into account since they claim that this type of solution communicates to the child something like 'every time you make a mistake, you will be rejected and you will have to deal with your emotions by yourself.<br />'<br />Now, when you only have 1 child or 2, it may be worthwhile to look for more sensitive and constructive alternatives to solve behavioral issues, however it is clear that in a class of at least 25 students, only 1 child who does not behave properly can likely generate endless of difficult to manage problems, especially when you have a schedule to accomplish and no time to waste. Having to choose between giving a class or adequately attend to the emotional storms of your students is an undesirable situation and we often tend to opt for the quickest and most effective solution in terms of time and effort.<br /><br />Anyway, all this reflection to actually tell you that I had a difficult month because of some discipline problems in my classes of 5 years, and, check this out, I only have 7 students. So the other day, after weeks of reflections and useless attempts to solve the situation, reluctantly, I informed the principal that I was going to take a chair down to the class: the thinking chair, too bad! And she told me "Ah, the calm down chair!" And I, who had already accumulated enough stress, I joked, "Yes, the calm down chair for the teacher!"<br /><br />That very same moment an alternative to the thinking chair came to my mind: I decided that I was not going to force any child to sit on the wicked chair, quite the opposite, I was going to sit on it, myself. I was going to sit there and count up to 3 every time I'd noticed an inappropriate behavior going on for too long: at my 3 everyone had to stay 'quiet and still', in order not to lose any of their 3 points and, therefore, the sticker that I usually let them choose at the end of each class.<br /><br />I explained everything to them at the beginning of the lesson, showing them the sign where I had written their names and finally we rehearsed it.<br /><br />I'm pretty sure they took it as one more game (probably the musical statues) and it was much simpler to maintain the control of the class, without stress. Moreover, I have the impression that we all won, because on the one hand I saved a lot of energy, while on the other hand the children, although they had the chance to jump and run (being children, in the end), they were not scolded or punished since at my 3 they were all sitting around me ready to listen to the instructions of the next activity. By making them see clearly the consequences of their actions, keeping the sign with the points and their names in sight all the time, they could actively take their behavior under control.<br /><br />It was a very profitable and fun class for everyone, all the time and, above all, to prepare the necessary material was not very elaborate since the sign is a laminated A4 white sheet of paper where you can write and erase names and points with markers for whiteboard. <br /><br />Have a happy and relaxing Easter break!</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">--> Quiero leer esta <a href="https://mihijohablaingles.com/2018/03/18/la-silla-de-la-calma-para-la-teacher/" target="_blank">entrada en castellano</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">More about <a href="http://misslucysteachingfun.blogspot.com.es/2014/04/happy-easter-lesson-plan-for-kids.html" target="_blank">Easter </a>and <a href="http://misslucysteachingfun.blogspot.com.es/2014/03/spring-lesson-plan1-bugs.html" target="_blank">Spring</a></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><a href="https://www.amazon.com/gp/product/019437209X/ref=as_li_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=019437209X&linkCode=as2&tag=mislucsteafun-20&linkId=4f0835e46bb27a6c7b7b22f910dded71" nbsp="" target="_blank"><img border="0" src="//ws-na.amazon-adsystem.com/widgets/q?_encoding=UTF8&MarketPlace=US&ASIN=019437209X&ServiceVersion=20070822&ID=AsinImage&WS=1&Format=_SL250_&tag=mislucsteafun-20" /></a><img alt="" border="0" height="1" src="//ir-na.amazon-adsystem.com/e/ir?t=mislucsteafun-20&l=am2&o=1&a=019437209X" style="border: none !important; margin: 0px !important;" width="1" /> </span></div>
Lucyhttp://www.blogger.com/profile/07566459480189313879noreply@blogger.com0