Food 2.0 – “La Comida”

Here are some projects that I have done with the use of the Web 2.0 to teach Spanish as a second language via Pixie 2

Topic:  La Comida (Food)

Grade Level- Kdg-1st

Application:  Pixie 2              

Process: The students will learn 10 names of food, write them, find their picture, and label them accurately.

Using the LingTECHlingo* “aprieta,  busca,  corta, pega, escribe, and cambia el color” the students had a repetitive and highly focal activity to enrich their first 10 vocabulary words.

 

Useful phrases to teach

Me gusta comer:  (I like to eat)

Mi comida favorita es :  (My favorite food is)

Project 2 application:

Choose 10 ingredients from the list on the site.

<!–[if !supportLists]–>1.<!–[endif]–>Drill and practice the 10-15 ingredients.  Then divide the students in groups of 3 randomly.

<!–[if !supportLists]–>2.<!–[endif]–>One student will be the “waiter” and the other two will place the order using the vocabulary, and the phrase “Por favor, queremos una pizza con” : All pairs must use the vocabulary.

<!–[if !supportLists]–>3.<!–[endif]–>After placing their orders, the “waiter” should repeat the order again. Once the order is “in”, rotate the group so that another student can be the waiter, and so on.

APPLICATION: Each student will re-build their pizza at WWW.VIVALAPIZZA.NET, and will build a pizza.  They will then describe the pizza and print screen it in a Power Point presentation. 

METHOD Useful foods to teach:

• Use the school menu/ restaurant menu/ fast food menu

• Have the students read over it first, then mark which foods they can recognize (even if they are new to the language)

• Have them discuss the pronunciation, and ensure there is a MKO (more knowledgeable other) student in the discussion groups that can lead by example.

• Have each group choose 10 foods ( have at least 3 groups) and write a list of the foods they selected. Start with those, then switch to the staple foods “on the textbook”

Other projects

Students practiced adding up by creating "prices" for these items.

 This project was made by two first grade students sharing the computer, using Pixie 2

To include Math skills, L2, and technology

Students who are naturally inclined to create their own clipart can opt to use the “draw” feature. The following project was by a student, age 6.

Other students focused on one meal of the day and based their “plates” on what they often consume.

 

Students were paired by level of ability to produce this project. Grade 2

Favorite FoodsEl desayuno

 Students are always paired up by differentiated level of ability.

Inspiration and Kidspiration Webs as Language Learning Tools

Teaching with concept webs in L2. The rationale of Vygotsky, ZPDs and the Affective Filter

As a believer in constructivism and scaffolding, I also believe firmly in Vygotsky’s ZPD theory (Zone of Proximal Development), which states that students should be pushed to a next level once a skill is acquired.

This image shows ZPD in Reading which also transfers to L2

When we teach second languages it is imperative that we keep our students’ attention sustained and affective, that is, that their focus is not lost.  For this there is a huge need of motivation. This is why the activity in which the student engages should be relevant, natural to them, and most of all, entertaining. All affective filters will decrease to the point of allowing learning to take place. This composes the entire taxonomy of acquiring information, or in other words, intelligence.

When building concept webs do not include the word the student already knows in their natural language. This is already occuring automatically in their brain as they make the mental connection of picture to meaning.

In L2 we must infuse everything in the TARGET language and allow the student to make the connection of picture to meaning by themselves. This is the case with both adult and younger learners. In fact, research shows that in younger learners this process occurs more naturally and at a faster rate. This is because younger learners already have a tendency of seeking for print-rich environments combined with pictures.

Beginning of the lesson:

Using a projector, ELMO, Smartboard, or even a web made by hand, set up a center that will be geared uniquely to the teaching of the isolated words. This will not be the primary anchor of the lesson, as we do not teach L2 in isolation. This is what we call the “Parking Lot” or the part in the classroom where students can go anytime to recall the meaning of words.

This would be used as a permanent central poster

Breakfast Web

After introducing the lesson and placing the “Parking Lot”, use realia or magazines such as Better Homes and Gardens and Family Circle to search for some of the foods.

 

Add the phrase “Me gusta comer” and have students mix and match phrases to say “Me gusta comer” and add the name of the food.

 

Have students write it out as well, and then make their own web with it.

 

 

 

Using Pixie 2 for L2 lessons

Feliz Navidad con Pixie 2

Pixie 2, from Tech4learning

 

Pixie 2 is a program license from Tech4learning designed to involve skills which include

a) typing

b) fine motor drawing and coloring using the mouse

c) research and critical thinking through the search for clip art and stationary

d) the production of relevant and meaningful activities.

However, it can be used perfectly for L2 education by offering the vocabulary words already prepared in a slide (no translation underneath, just the symbol and the word), and then add the items to a new project.

Use “SHAPES” from the left hand side menu of the print, then select stationary.

After the students practice the vocabulary, add accents where they are needed using the Smartboard.  Pixie is a bit problematic adding symbols such as accents.

Using stationary, select the black and white outline for the Christmas tree and assign pictures to be added to the tree. Have the students color the items that they added to the picture and record themselves saying the items.

This tree can be found on the "stationary" part of the page. Add the text that you wish for students to follow directions.