This document discusses teaching the preterit and imperfect tenses simultaneously rather than in isolation. It notes that authentic Spanish texts use both tenses together, but textbooks traditionally teach them separately. The authors implemented an approach where students learn about and practice with both tenses from the beginning. This provides students with a more natural experience that avoids confusion and frustration. Students are able to produce simple speech and writing incorporating both tenses earlier in their learning. The approach also reduces students' fear of making mistakes.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
This presentation accompanied a webinar on November 2 and 4, 2011. An archived version of the webinar can be found at http://lima.usembassy.gov/webinars.html.
This presentation accompanied a webinar on November 2 and 4, 2011. An archived version of the webinar can be found at http://lima.usembassy.gov/webinars.html.
PowerPoint Pretérito perfecto simple y pretérito imperfectoCorii Bonnin
En este PowerPoint, podemos ver una parte teórica y algunas actividades en relación a los tiempos verbales pretérito perfecto simple y pretérito imperfecto.
Lesson Plan PhonicsTeacher Candidate Course .docxsmile790243
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
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http://sandymillin.wordpress.com/iateflwebinar2024
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1. Teaching the Preterit and
Imperfect Simultaneously
Amy Rives-Lipps, M.Ed & NBCT (Miamisburg High School)
Leslie Christofano, M.Ed. (Miamisburg High School)
Donnie Phelps, M.Ed. (West Carrollton High School)
2. KWL
What do we Know?
What do we Want to know?
What have we Learned?
What do you know about teaching the past tenses?
1. What do you know about how the Preterit and
Imperfect are used authentically?
2. What do you know about how the Preterit and
Imperfect are traditionally taught in the Spanish
classroom or Spanish textbooks?
3. Where do your students struggle?
4. What we KNOW:
1 – One must recognize that the preterit and imperfect are
two different tenses, BUT they are often used together.
2 – The past tense is used to communicate and knowing the
function of the tenses allows for precise communication.
3 – Most textbooks teach the preterit in isolation and then
add the imperfect toward the end of the course.
4 – Students do not struggle as much with the verb
conjugations as they do with the function of the two tenses.
5 – To have students effectively and precisely communicate in
the past tense, both tenses must be used simultaneously.
6. What we WANTED:
We wanted:
• a BETTER way to teach this concept.
• students to have an AUTHENTIC and NATURAL
experience.
• an approach that was not MISLEADING or
FRUSTRATING.
7. AUTHENTIC RESOURCES, TEXTBOOKS & US
The dilemma:
Authentic resources: Authentic texts use both tenses
which students cannot understand completely when only
learning one tense in isolation.
Textbooks: The textbook teaches the two past tenses
separately so the ancillaries do not offer the natural
approach we desire.
8. AUTHENTIC RESOURCES, TEXTBOOKS & US
The solution:
US: By teaching the two past tenses
simultaneously, we are able to provide practice
scenarios and assessments that ensure:
• students have an AUTHENTIC and NATURAL
experience.
• students are not MISLEAD or FRUSTRATED.
9. THINK – PAIR – SHARE
Given the examples: (Refer to page 7 in packet)
1. Think alone about the example using the
attached checklist.
2. Pair up with someone near you and compare
your thoughts about the checklist (pg. 7).
3. Share your thoughts with the group that
reviewed your example type.
4. Choose a spokesperson to share the results of
your checklist with the whole room.
13. THEORY TO PRACTICE. . .
Order of Instruction:
1. Discuss the 2 past tenses
time-line, description vs. action w/ cards
2. AR verbs
buzz words
-car, -gar, -zar verbs
3. ER and IR verbs
buzz words continued
4. Common Irregulars
ir, ser, dar , ver, hacer, decir
5. Wacky Irregulars
6. Stem-Changers
7. Verbs that Change Meaning (most have already indeductively
learned)
14.
15. KWL
What have we LEARNED?
1. It is really difficult in the beginning
2. Students are practicing with both tenses for many
months instead of weeks.
3. Students can produce simple, natural speech and
products earlier.
4. Students do not feel that they have been “doing it
wrong” or that they are asked to “do it differently
now”
5. Students exhibit less fear because they have
received the whole-to-part instruction.
17. Thank you for your
time & attention!
We would love to hear from you; please feel free to contact us:
• Amy Rives-Lipps: arives@miamisburg.k12.oh.us
• Leslie Christofano: lchristofano@miamisburg.k12.oh.us
• Donnie Phelps: donald.phelps@wright.edu