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Date: Sat, 4 Oct
2014 04:55:22 +0000
From: anna massae <amassae@HOTMAIL.COM>
Subject: Re: Valer-
Val
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I have a story about DISHeS P TV V to teach affirmative irreg. commands. I just
can't come with an example using VAL.
Vale a pena,
( to be worth), Vale $10, etc. I agree with Maria. It
is not a command.
I was hoping that someone will know
at least one. :) I really could not come up with one.
Thanks for the responses.
Ana
> Date: Fri, 3 Oct 2014 15:49:45
-0400
> From:
maureen.conroy@MVSCHOOL.COM
> Subject: Re: [FLTEACH] Valer
> To:
FLTEACH@LISTSERV.BUFFALO.EDU
>
> Your question made me think of
a song I have used to teach affirmative
> commands.
It's to the tune of Mary Had a Little Lamb: Di, he, haz,
ve,
> pon, sal,
se. ten, val ven, ten, val, ven. Di,
he, haz, ve, pon, sal, se.
> Ten, val, ven. I had to
explain that he and val were
seldom (if ever) used
> as
commands, but it was a cute song, so... I have a new version of the song
> now: Di,
haz, pon, ve, sal, se, ten; sal, se, ten, sal, se, ten. Di, haz,
> pon, ve,
sal, se, ten, y venir es ven.
> Maureen
>
> On Fri, Oct 3, 2014 at 12:34
PM, Mara Esteban <maria.estru@gmail.com>
> wrote:
>
> > Anna, the verb "valer" means to cost... do you have an exercise where
you
> > have to give commands with
that verb?? could you copy the instructions of
> > the exercise?
> > The example that come to
my mind is: vale la pena =
it is worth it... but
> > it is not a command....
> > You can also use it to say
how clothes fit you: la falda no me vale (the
> > skirt doesn't fit me), and
again, it is not a command...
> > sorry I couldn't help more
> > Maria
> >
> > On Thu, Oct 2, 2014 at
7:49 PM, anna massae
<amassae@hotmail.com> wrote:
> >
> > > Help please.
> > > Can you me give some
examples of using the verb valer- Affirmative
> > >
informal command.
> > >
Gracias de antemano.
> > >
> > >
> > > -----
> > > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> > >
> >
> >
> >
> > --
> > ----
> > Mara
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
>
>
>
> --
> Maureen Conroy
> Middle School Spanish Teacher
> The Miami Valley School
> maureen.conroy@mvschool.com
> 937-434-4444 ext. 177
>
> --
> The Miami Valley School is the
Dayton area's educational leader for grades
> pre-K
through 12.
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Fri, 3 Oct
2014 23:27:05 -0700
From: Joseph Persico <josephpersico@GMAIL.COM>
Subject: Re: Plan out the whole
year? (WAS: How many hours do you work outside of your contract hours?)
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Thank you to everyone who responded.
Joseph
On Thu, Oct 2, 2014 at 6:25 PM,
Lauren Schryver <lschryver@castilleja.org>
wrote:
> Hi Joseph.
>
> RE what it means to plan out
the year: I take the academic calendar for the
> year
and do Backwards Planning ( la Grant Wiggins), thinking about what I
> want the learning outcomes to
be by the end of the year. I then plan out
> what I
need to do each semester, then each quarter, then each month, then
> each
week. I pay attention to crunch times for students (I've been at my
> current school for 20 years so
I know them well) as well as crunch times
> for
teachers, and I try to balance group assessments, individual ones, oral
> vs
written, etc. I build in BUFFER time so that I can take a little longer
> on
something if needed or for those times when Admin emails us to tell us
> they've
changed the schedule a certain date and I will lose my class. ;(
>
> Not everyone does this; I just
find it helpful for me. That way, I can
> spend more time on lesson and
assessment design (my favorites) and I don't
> end
the year trying to rush to squeeze in some major function or
> grammatical
concept.
>
> lauren
>
> Lauren Schryver,
> Chair, World Languages
> French Teacher
> Castilleja
School
> "Women Learning, Women
Leading"
> Tel. (650) 470-7809
>
> On Thu, Oct 2, 2014 at 4:25 PM,
Joseph Persico <josephpersico@gmail.com>
> wrote:
>
> > Hello,
> >
> > I have heard that teachers
do this (I am a new teacher at the high school
> > level), but what does it
mean to say: " I plan out the whole year every
> > August and that is a HUGE
time-saver for me during the school year."
> >
> > I assume it doesn't just
mean: :"I am going to get through 6 units of the
> > book." But what else
does it refer to?
> >
> >
Saludos,
> >
Joseph
> > www.facebook.com/CaliforniaSpanish
> >
> >
> >
> > On Thu, Oct 2, 2014 at
3:30 PM, Lauren Schryver <
> lschryver@castilleja.org>
> > wrote:
> >
> > > To answer your
question about whether the hours decrease the longer you
> > > teach, the issue for
me is depends rather on when I am teaching a new
> > > course, new level, or
using a new textbook. Those are the years when my
> > > hours outside the
classroom really shoot up. The good news is that it
> > gets
> > > easier each subsequent
year (unless we are always having to switch
> levels
> > > or textbooks) as we
build a library of materials.
> > >
> > > We just need to keep
finding ways to protect ourselves and create more
> > > balance. I plan out
the whole year every August and that is a HUGE
> > > time-saver for me
during the school year. Of course I make mid-course
> > > corrections when
necessary, but they tend to be very slight.
> > >
> > > I learned early on
not to schedule big assessments the same week that I
> > > need to write comment
cards. (In my school, as in a number of them, we
> > > don't just give
grades; we have to write length and detailed comments
> for
> > > each student). And I
try to balance major assessments in my different
> > > levels, so I'm not
collecting huge assessments from everyone at the
> same
> > > time.
> > >
> > > I use TA's (in a HS,
these are often Jrs or Srs
who help out in lower
> > level
> > > classes) who can help
a couple of periods a week and save me a LOT of
> > time,
> > > as well.
> > >
> > > So, being organized
and being creative can help! I also remind myself
> > that,
> > > in spite of all the
extra hours, I am much happier doing this than
> > sitting
> > > at a desk all day.
(This is what works for ME.)
> > >
> > > Lauren
> > >
> > > Lauren Schryver,
> > > Chair, World
Languages
> > > French Teacher
> > > Castilleja
School
> > > "Women Learning,
Women Leading"
> > > Tel. (650) 470-7809
> > >
> > > On Thu, Oct 2, 2014
at 2:32 PM, Sharp, Jennifer <JSharp@umasd.org>
> > wrote:
> > >
> > > > When my kids
were in elementary school I got a sitter from Care.com
> who
> > > > woke them up,
got them breakfast, finished up any last minute
> homework
> > > and
> > > > got them on the
bus. When I had multiple children in care, it cost
> > about
> > > > the same as the
before school program. Once my older child was on the
> > bus
> > > > at 6:30 AM, it
was more expensive, but worth it not to have to rush
> > > around
> > > > and struggle to
make it to work on time.
> > > >
> > > > On 10/2/14 3:03
PM, "Sra Gomez" <c203gomez@GMAIL.COM>
wrote:
> > > >
> > > > >How did you
get your kids off to school? I would love to get to
> school
> > > > >early but
it's the before school dropoff that kills me. My kids
> start
> > at
> > > > >8.30 and my
day starts at 7.30. I have to leave the little one at 7,
> > the
> > > > >older ones
at the before school program at 7.30 and I barely make it
> > to
> > > > >work on
time. I haven't found anyone to take my kids because they
> wake
> > > up
> > > > >at 7.30 for
school and it's too hard to give them two more kids.
> > > > >
> > > > >On Thu, Oct
2, 2014 at 9:40 AM, Paul Conley <pconley@cox.net>
> wrote:
> > > > >
> > > > >> I
retired in 2003, long before the advent of NCLB and Common Core
> > > > >> Standards.
Because I was a single parent of two, I vowed to be
> home
> > > as
> > > > >> much as
possible. I arrived at school at 6:00 a.m., and left at
> > 3:00
> > > > >>p.m.
> > > > >> The
only time I worked at home was when chapter tests needed to be
> > > > >>graded.
> > > > >> Given
that scenario, I worked an additional 10-12 hours a week.
> > > > >>
> > > > >>
> > > > >>
> > > > >>
> > > > >> >
> > > > >> > On
October 1, 2014, at 9:36PM, Sheri wrote:
> > > > >> >
> > > > >> > Ok
then my next question is for those of you who've been
> teaching
> > > for
> > > > >>20
> > > > >> years
or more. Have you always worked 50-60 hours per week or have
> > the
> > > > >> hours
increased on more recent years?
> > > > >>
> > > > >> -----
> > > > >> For all
FLTEACH information see: http://web.cortland.edu/flteach/
> > > > >>
> > > > >
> > > > >
> > > > >
> > > > >--
> > > > >Sra. Gómez
> > > > >
> > > > >-----
> > > > >For all
FLTEACH information see: http://web.cortland.edu/flteach/
> > > >
> > > > -----
> > > > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> > > >
> > >
> > > -----
> > > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> > >
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Fri, 3 Oct
2014 23:38:51 -0700
From: Joseph Persico <josephpersico@GMAIL.COM>
Subject: Re: Argentina embassy
warning
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I don't know exactly what the term
refers to. My first thought was that
people have been known to be robbed (or worse) when returning to
their
place of residency at night. It is reported in the news that, in
well-to-do-housing tracts in Zona Norte--where there
aren't usually many
passers-by--people are kidnapped, driven to an ATM, forced to
withdraw
money, and then let go in a desolate region of the city or
Greater Buenos
Aires.
It is scary and sad to think about.
Joseph
On Fri, Oct 3, 2014 at 7:03 AM,
CAROL ROSS STACY <crjs@icloud.com> wrote:
> Express kidnappings:
probably (possibly) what is also called a "secuestro
> flash"
in which somebody is picked up on the street (a pseudo-taxi,
> often), you drive around the
area while you are relieved of your cash,
> watch, jewelry, and they ten
minutes later you are let out at approximately
> the
same place that you were picked up. You are not harmed, but there is a
> robbery.
>
> And if I'm wrong, please let
me/us know.
>
> Carol
> crjs@mac.com
>
> El 03 oct 2014 a las 08:47, Merle
Albers <malbers@BELLSOUTH.NET> escribió:
>
> But,
what are express kidnappings?
>>
>> -----Original Message-----
>> From: Joseph Persico
>> Sent: Thursday, October 02,
2014 8:15 PM
>> To:
FLTEACH@LISTSERV.BUFFALO.EDU
>> Subject: Re: [FLTEACH]
Argentina embassy warning
>>
>> Hello,
>>
>> I lived in Argentina for
many years and received those warning messages
>> 2-3
>> times
a year from the embassy. The latest one referenced in the Herald is
>> very
similar to others I received in the past--though I don't recall
>> having
>> seen express kidnappings
mentioned.
>>
>> You can sign up to receive
these messages from the embassy. Write to
>> American Citizen Services
at BuenosAires-ACS@state.gov.
>>
>> Of course you should be careful
if you take a group of students there, but
>> I think would do it without
too much worry. If you have any questions
>> about
>> the
city or things to keep in mind, I'd be happy to try and answer them
>> for
>> you
off-list.
>>
>> Saludos,
>> Joseph
>>
>>
>> On Thu, Oct 2, 2014 at 5:08
PM, Chris Roberts <cdr9@zips.uakron.edu >
>> wrote:
>>
>>
> Good evening everybody,
>>
>
>>
> Would this recent US embassy warning change any of your minds
>> about
>>
> considering group travel to Argentina?
>>
> http://www.buenosairesherald.com/article/171069/us-embassy-
>> in-buenos-aires-issues-warning-message-for-us-citizens
>>
>
>>
> I studied abroad there, love that country and I am currently
>> planning a
>>
> trip to Buenos Aires with students in the summer of 2016 and I'm
>> not
sure
>>
> how this should make me feel.
>>
>
>>
> Thanks!
>>
>
>>
> Chris Roberts
>>
>
>>
> Sent from my iPhone
>>
> -----
>>
> For all FLTEACH information see: http://web.cortland.edu/
>> flteach/
>>
>
>>
>> -----
>> For all FLTEACH information
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>>
>>
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>
> -----
> For all FLTEACH information
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>
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Date: Sat, 4 Oct
2014 06:52:08 -0500
From: Alli Flowers <alli@ALLIBAMA.NET>
Subject: Re: Google voice typing
MIME-Version: 1.0
Content-Type: text/plain;
charset=windows-1252
Not only that, but they all learn
your speech, so even if your speech isnt perfect, it will eventually type the
correct thing even with your incorrect pronunciation.
Alli
On Oct 3, 2014, at 8:58 PM, Wesley Groleau <wgroleau@GMAIL.COM> wrote:
> I use Dictation on my Mac to
test my pronunciation. One risk, though, is that most such programs use
context to resolve sounds that arent quite clear. So if you use the
wrong form of a noun or verb and your pronunciation is also a little off, the
program might actually put in the right form.
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 10:43:59 -0400
From: Barbara
Haller <provence9@GMAIL.COM>
Subject: Re: Relatives
MIME-Version: 1.0
Content-Type: text/plain;
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I believe that they call cousins sobrinos in Guatemala
On Thursday, October 2, 2014,
Kristen Petrovich <KPetrovi@rhmail.org> wrote:
> My Peruvian husband refers to
his cousins' children as sobrinos and they
> call him tio.
Is this common in other Spanish-speaking countries as well?
> Thanks!
> Kristen in SC
>
> On 10/2/14, 8:00 PM,
"0000007facfea7dd-dmarc-request@LISTSERV.BUFFALO.EDU
>
<javascript:;>"
>
<0000007facfea7dd-dmarc-request@LISTSERV.BUFFALO.EDU
<javascript:;>>
> wrote:
>
> >I use first cousin
"primo hermano" second cousin "primo segundo" however
> >we don't say it to people
if they are hermano or segundo,
we just call
> >each other primos.
> >My mother had cousins and
they were very close in age with me, on top of
> >that they lived next door
to me, so we were just cousins we never
> >referred to each other as
second cousins
> >Laura
> >
> >
> >Sent from my iPhone
> >
> >> On Oct 2, 2014, at 2:17
PM, Rekow, Leah <leah.rekow@NWCIOWA.EDU
> <javascript:;>> wrote:
> >>
> >> First cousin is
technically primo hermano/prima hermana.
In my
> >>experience, people may
just call their first cousins hermanos,
> >>especially if they live
close and the families are together a lot.
> >>Beyond that, there's
probably a word, but I've only heard primos.
Like
> >>in English, I don't
think many people bother to differentiate or really
> >>understand the
difference. This would be a really good opportunity to
> >>talk about the role of
the extended family in Hispanic culture!
> >> Leah Rekow
> >> Spencer, IA
> >>
________________________________________
> >> From: Foreign Language
Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU
> <javascript:;>> on
> >>behalf of Judy Frumkin <judyfrumkin@GMAIL.COM <javascript:;>>
> >> Sent: Thursday,
October 02, 2014 12:05 PM
> >> To:
FLTEACH@LISTSERV.BUFFALO.EDU <javascript:;>
> >> Subject: [FLTEACH]
Relatives
> >>
> >> I was asked how to say
first cousin, second cousin, etc. in Spanish. I
> >>could guess but I'd
rather know for real.
> >> ¡Gracias!
> >> Judy Frumkin
> >> Baltimore, MD
> >>
> >> Sent from my iPad
> >> -----
> >> For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >>
> >> -----
> >> For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
> >-----
> >For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
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Date: Sat, 4 Oct
2014 11:04:13 -0400
From: John Moran
<mastcove@MYFAIRPOINT.NET>
Subject: Re: FLTEACH Digest - 2 Oct
2014 to 3 Oct 2014 (#2014-276)
MIME-Version: 1.0
Content-Type: text/plain;
charset="utf-8"
When I was growing up we had a
cousin who was as old as our aunts and uncles. We called him "Cousin"
Roland. I am from French Canadian background. Do not know if that makes a
difference!
My husband, on the other hand, grew
up in an Irish family (grandfather came from Ireland). He called all his aunts
and uncles by their first name. All his cousins did. They knew their
relationships but they called his Uncle Tom...."Tom" when addressing
or talking about him! Quite a cultural shock for me!
Claudette Moran
-----------------------------
Date: Fri, 3 Oct
2014 04:58:48 -0400
From: liz and ricky
<lizandricky@GMAIL.COM>
Subject: Re: Relatives
I'm Irish- American and that's how
things work in my family. My cousins and
I are the same age and our children
are as well. They call me auntie and I
refer to them as nieces/ nephews. relationship
wise they're the same as my
brother's kids.
I also refer to my father's cousin's as aunt/uncle and their kids are
"cousins".
Their kids are also "nieces and nephews". I've never really
thought about it until now.
Do we (Americans or is it an Irish
thing?) really use the technical terms
for second cousin one removed etc.? Does the use of those terms
depend on
the closeness of the relationship? What else would I call my father's
cousin besides "aunt"? She's the same generation as my
father so it
wouldn't be polite to call her by her first name.
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
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Date: Sat, 4 Oct
2014 11:39:35 -0400
From: Rebeca
Nieves <rebeca_nieves@HOTMAIL.COM>
Subject: How do you teach high
frequency questions?
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Content-Type: text/plain;
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Hello everyone,
My elementary school students are
full of questions during class: can I go to the bathroom? Can you help me? Can
I sharpen my pencil? I'm thirsty, can I drink water? and
so forth. I want to teach them to ask those questions in Spanish. I heard about
language chunks but I've never done it. Any suggestions on how to do language
chunks and/or teach basic questions to second graders?
Thank you!
Rebeca Nieves
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 11:56:17 -0400
From: Rebeca Nieves
<rebeca_nieves@HOTMAIL.COM>
Subject: Re: Relatives
MIME-Version: 1.0
Content-Type: text/plain;
charset="Windows-1252"
I have to agree with Laura when she
talked about first and second cousins. As far as I am aware and I have
experienced first cousins are prim@s herman@s and second cousins are prim@s
segund@s. In my family second and first cousins are
referred to as prim@s. Only when you want to be
extra specific of the relationship, which is not common, you may identify what
kind them as prim@s herman@s
or "prim@s segund@s."
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:12:48 -0400
From: Lori
Szymanski <lszymanski@CENTRALCATHOLIC.ORG>
Subject: Re: FLTEACH] How many hours
do you work outside of your contract hours?
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Content-Type: text/plain;
charset=UTF-8
Bunny,
I don't think that those who
"require so much of so few" actually see it
that way. They truly believe that we work 7 hours a day for 9
months of the
year. Even our own administrators think that.
A past higher-up in our school said
at a meeting that he expected X, X and
X on top of the other normal things
we did (which he did not acknowledge)
and when someone asked how we were going to be able to do all
that he said,
"Well, you will have to use
your free period; you know, it really is not
supposed to be 'free'." I think I could feel the collective
blood pressure
of the room rise. By the way, we have a 7-period day; full
time at our
school is 6 classes a day.
They really think they are giving us
things that we should easily be able
to do in all our free time. We need to justify our
"big" salaries (usually
less than half what the mandators of
these tasks are making).
I don't know what the structure is
in Tennessee, but our school still has
IEP's and SMAPs and all the other
factors that the public school teachers
do (except attending union meetings). We have eliminated some
of the
programs that the administrators had to take care of such as free
and
reduced lunches, and a few others that were particular to our
school, but
anything that teachers are responsible for is still a part of the
program.
Now, I am happy to know what
challenges my students are facing and what
their needs are, so I am not complaining about the SMAPs and
IEP's, but I
guess the overall answer to your questions is: NO, those in
charge/the
public in general/politicians and overseers are not ever
satisfied. The
only way that would happen is to have teachers with magical
powers to make
brilliant scholars out of every student, and who would teach for
free.
Well, I take that back, then there
would be religious objections to the
magical powers part. Never mind.
Lori
2014-10-03
13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:
> I teach in a private boys'
school, and we do not have any IEPs to do. I
> have never done an IEP, not
even when I taught for 7 years in a public
> school.
What amazes me is how much work is expected from a single human
> being in a public school!
Is anyone ever satisfied? What I mean is this:
> how
can a single teacher be expected to teach with passion when he/she has
> so
many auxiliary duties to perform at the same time? How important can
> education
be in the United States under some of the circumstances of our
> teachers
cited over the years on FL Teach? How long do teachers really
> last
in the classroom? And in what other country would the people in
> charge
require so much of so few?
>
> Bunny Rubenstein
> Prov678267@aol.com
> French Teacher
> Memphis, TN
>
>
> -----Original Message-----
> From: Foreign Language Teaching
Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]
> On Behalf Of Jeanne Freeman
> Sent: Thursday, October 02,
2014 6:53 AM
> To:
FLTEACH@LISTSERV.BUFFALO.EDU
> Subject: Re: FLTEACH] How many
hours do you work outside of your contract
> hours?
>
> I spent 7 hours and 45 minutes
documenting 14 IEP's to be in compliance
> with
new reporting demands. This will happen every 4 weeks because of how
> my
building communicates student progress. This is new.
>
> ----- Original Message -----
> From: "Vivian Watts"
<watts.vickie@GMAIL.COM>
> To:
FLTEACH@LISTSERV.BUFFALO.EDU
> Sent: Thursday, October 2, 2014
5:21:57 AM
> Subject: Re: [FLTEACH] FLTEACH]
How many hours do you work outside of your
> contract
hours?
>
> Increased because of more
paperwork.
>
> On October 1, 2014, at 9:36PM,
Sheri wrote:
>
> Ok then my next question is for
those of you who've been teaching for 20
> years
or more. Have you always worked 50-60 hours per week or have the
> hours
increased on more recent years?
>
> Sent from my iPhone
>
> > On Oct 1, 2014, at 5:59
PM, Brigitte Storey <berlin_51@COMCAST.NET>
> wrote:
> >
> > A few years ago there was
a slew of teacher bashing letters to the
> editor
in our local paper. So I actually sat down and added up all of the
> extra
hours I spent and it more than covered the time we get off in the
> summer.
So, yes, it is not uncommon to spend the extra hours you spend each
> week.
I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15
> hours
each week. No way around it.
> > Brigitte Storey
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
--
Profesora de español
Colegio Central Catholic
Toledo, OH USA
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:23:03 -0400
From: Lori
Szymanski <lszymanski@CENTRALCATHOLIC.ORG>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=UTF-8
I only have high school, but I gave
them a list at the beginning of the
year with blanks at the bottom for when things come up that they
want to
ask that I did not anticipate. I don't really teach it. If they
want it;
they ask in Spanish.
2014-10-04 11:39 GMT-04:00 Rebeca
Nieves <rebeca_nieves@hotmail.com>:
>
>
>
>
>
>
> Hello everyone,
>
> My elementary school students
are full of questions during class: can I go
> to the
bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can
> I drink water? and so forth. I want to teach them to ask those questions in
> Spanish. I heard about language
chunks but I've never done it. Any
> suggestions
on how to do language chunks and/or teach basic questions to
> second
graders?
>
> Thank you!
> Rebeca Nieves
>
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
--
Profesora de español
Colegio Central Catholic
Toledo, OH USA
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:40:17 -0400
From: Candice LeDoyen <candy@LEDOYENLAND.COM>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=us-ascii
Rebecca, use visual supports. Buy
Ellen Shrager's book on Amazon to get your students
to 90% in the target language.
Sent from my iPhone
> On Oct 4, 2014, at 11:39 AM,
Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> wrote:
>
>
>
>
>
>
>
> Hello everyone,
>
> My elementary school students
are full of questions during class: can I go to the bathroom? Can you help me?
Can I sharpen my pencil? I'm thirsty, can I drink water? and
so forth. I want to teach them to ask those questions in Spanish. I heard about
language chunks but I've never done it. Any suggestions on how to do language
chunks and/or teach basic questions to second graders?
>
> Thank you!
> Rebeca Nieves
>
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:46:17 -0400
From: Nathan Lutz
<lutzn@KENTPLACE.ORG>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
I have all those high frequency
expressions posted for my students to refer to when needed. (Side note: they
use them all the time!). I use Lori Langer de Ramirez' "Passwords
Parfaits" (other languages exist, too, at miscositas.com) as mini-posters
because they have pictures to aid in the meaning for each of the high frequency
expressions I wish to display.
Instead of just going over the
expressions, how about telling a story to your students? The story could be
about a new student who doesn't know the ways of your school. A diligent
student can help him out by explaining the protocol for asking for things in
Spanish class.
If you want to teach the expressions
in functional chunks, how about grouping them by structure? Put all the "Puedo..." Questions together, etc.
Nathan Lutz
Primary School French Teacher
Kent Place School
42 Norwood Avenue
Summit, NJ 07902-0308
TEL (908) 273-0900, ext. 371
FAX (908) 273-0393
Where Girls Learn to Lead.
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Sent from my iPhone
> On Oct 4, 2014, at 12:23 PM,
Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG> wrote:
>
> I only have high school, but I
gave them a list at the beginning of the
> year
with blanks at the bottom for when things come up that they want to
> ask that I did not anticipate.
I don't really teach it. If they want it;
> they
ask in Spanish.
>
> 2014-10-04 11:39 GMT-04:00
Rebeca Nieves <rebeca_nieves@hotmail.com>:
>
>>
>>
>>
>>
>>
>>
>> Hello everyone,
>>
>> My elementary school
students are full of questions during class: can I go
>> to
the bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can
>> I drink water? and so forth. I want to teach them to ask those questions in
>> Spanish. I heard about
language chunks but I've never done it. Any
>> suggestions
on how to do language chunks and/or teach basic questions to
>> second
graders?
>>
>> Thank you!
>> Rebeca Nieves
>>
>>
>> -----
>> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>>
>
>
>
> --
> Profesora
de español
> Colegio
Central Catholic
> Toledo, OH USA
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 10:15:56 -0700
From: Donna Peacher-Hall <fraudrph@GMAIL.COM>
Subject: Re: FLTEACH] How many hours
do you work outside of your contract hours?
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
44 year professional teacher -
public and private. One more year and I think I'll retire. I have done extra
duties in ever imaginable situation. As a wise person
once said: "What I do for Love".
Donna Peacher-Hall
Pasadena, CA
High Point Academy's Last French
Teacher
Sent from iMadame
> On Oct 4, 2014, at 9:12 AM,
Lori Szymanski <lszymanski@CENTRALCATHOLIC.ORG> wrote:
>
> Bunny,
> I don't think that those who
"require so much of so few" actually see it
> that
way. They truly believe that we work 7 hours a day for 9 months of the
> year.
Even our own administrators think that.
> A past higher-up in our school
said at a meeting that he expected X, X and
> X on top of the other normal
things we did (which he did not acknowledge)
> and
when someone asked how we were going to be able to do all that he said,
> "Well, you will have to
use your free period; you know, it really is not
> supposed to be 'free'." I
think I could feel the collective blood pressure
> of the
room rise. By the way, we have a 7-period day; full time at our
> school
is 6 classes a day.
> They really think they are
giving us things that we should easily be able
> to do
in all our free time. We need to justify our "big" salaries (usually
> less than half what the mandators of these tasks are making).
> I don't know what the structure
is in Tennessee, but our school still has
> IEP's and SMAPs and all the
other factors that the public school teachers
> do (except attending union
meetings). We have eliminated some of the
> programs
that the administrators had to take care of such as free and
> reduced lunches, and a few
others that were particular to our school, but
> anything
that teachers are responsible for is still a part of the program.
> Now, I am happy to know what
challenges my students are facing and what
> their
needs are, so I am not complaining about the SMAPs and IEP's, but I
> guess the overall answer to
your questions is: NO, those in charge/the
> public
in general/politicians and overseers are not ever satisfied. The
> only
way that would happen is to have teachers with magical powers to make
> brilliant
scholars out of every student, and who would teach for free.
> Well, I take that back, then
there would be religious objections to the
> magical
powers part. Never mind.
> Lori
>
> 2014-10-03
13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:
>
>> I teach in a private boys'
school, and we do not have any IEPs to do. I
>> have never done an IEP, not
even when I taught for 7 years in a public
>> school.
What amazes me is how much work is expected from a single human
>> being in a public
school! Is anyone ever satisfied? What I mean is this:
>> how
can a single teacher be expected to teach with passion when he/she has
>> so
many auxiliary duties to perform at the same time? How important can
>> education
be in the United States under some of the circumstances of our
>> teachers
cited over the years on FL Teach? How long do teachers really
>> last
in the classroom? And in what other country would the people in
>> charge
require so much of so few?
>>
>> Bunny Rubenstein
>> Prov678267@aol.com
>> French Teacher
>> Memphis, TN
>>
>>
>> -----Original Message-----
>> From: Foreign Language
Teaching Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]
>> On Behalf Of Jeanne Freeman
>> Sent: Thursday, October 02,
2014 6:53 AM
>> To:
FLTEACH@LISTSERV.BUFFALO.EDU
>> Subject: Re: FLTEACH] How
many hours do you work outside of your contract
>> hours?
>>
>> I spent 7 hours and 45
minutes documenting 14 IEP's to be in compliance
>> with
new reporting demands. This will happen every 4 weeks because of how
>> my
building communicates student progress. This is new.
>>
>> ----- Original Message
-----
>> From: "Vivian
Watts" <watts.vickie@GMAIL.COM>
>> To:
FLTEACH@LISTSERV.BUFFALO.EDU
>> Sent: Thursday, October 2,
2014 5:21:57 AM
>> Subject: Re: [FLTEACH]
FLTEACH] How many hours do you work outside of your
>> contract
hours?
>>
>> Increased because of more
paperwork.
>>
>> On October 1, 2014, at
9:36PM, Sheri wrote:
>>
>> Ok then my next question is
for those of you who've been teaching for 20
>> years
or more. Have you always worked 50-60 hours per week or have the
>> hours
increased on more recent years?
>>
>> Sent from my iPhone
>>
>>>> On Oct 1, 2014, at
5:59 PM, Brigitte Storey
<berlin_51@COMCAST.NET>
>>> wrote:
>>>
>>> A few years ago there
was a slew of teacher bashing letters to the
>> editor
in our local paper. So I actually sat down and added up all of the
>> extra
hours I spent and it more than covered the time we get off in the
>> summer.
So, yes, it is not uncommon to spend the extra hours you spend each
>> week.
I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15
>> hours
each week. No way around it.
>>> Brigitte Storey
>>>
>>> -----
>>> For all FLTEACH
information see: http://web.cortland.edu/flteach/
>>
>> -----
>> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>>
>> -----
>> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>>
>> -----
>> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>>
>> -----
>> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
>
>
> --
> Profesora
de español
> Colegio
Central Catholic
> Toledo, OH USA
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 16:46:19 +0000
From: Carolyn
Rubenstein <crubenstein@CBHS.ORG>
Subject: Teaching
MIME-Version: 1.0
Content-Type: text/plain;
charset="us-ascii"
Why is it that we teachers have not
gone on strike? I teach in a private school where we teachers have two
planning periods per day. One of those periods can be used to sub for a
fellow teacher, in which case we still have another free period. Most of
us are asked to prefect for about 20 minutes after lunch, which I don't mind
because it is nice to interact with some of the boys. That interaction
still leaves our prep time alone. I am blessed to teach at my school,
even if I do have all the levels of French.
Sent from my iPhone
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 11:38:49 -0600
From: Abigail
bacon <abigailbacon@ROWLANDHALL.ORG>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
I teach elementary Spanish too!!!
Great to hear from a fellow elem. teacher.
Those questions are not questions we
teach explicitly at my school. Instead, we have them posted around the room. I
have a bulletin board "No se olviden pedir ayuda" with a variety
of questions listed: cómo se dice ___ en español; ayúdame por favor; no comprendo; repite por favor; como se escribe. And they all have
the English captioned so the students can use the questions confidently. I
introduce that bbrd. at the
start of the year and periodically throughout.
I have bathroom passes (niños and niñas) next to the
question ¿puedo ir al baño? with a picture of a toilet.
If a student asks to use the bathroom in English I either act confused and say
"No comprendo, ¿en español por favor?" (Higher
achiever/risk taker) or I encourage them to repeat after me in Spanish while
showing them the sign (lower achiever/nervous nelly/anxious learner).
I teach 3rd through 5th. In 1st and
2nd, we simplify the questions and options.
Buena suerte,
Abby Bacon
Sent from my iPhone
> On Oct 4, 2014, at 9:39 AM,
Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> wrote:
>
>
>
>
>
>
>
> Hello everyone,
>
> My elementary school students
are full of questions during class: can I go to the bathroom? Can you help me?
Can I sharpen my pencil? I'm thirsty, can I drink water? and
so forth. I want to teach them to ask those questions in Spanish. I heard about
language chunks but I've never done it. Any suggestions on how to do language
chunks and/or teach basic questions to second graders?
>
> Thank you!
> Rebeca Nieves
>
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 18:49:09 +0000
From: "Rekow, Leah" <leah.rekow@NWCIOWA.EDU>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset="iso-8859-1"
If you have your own classroom, you
can put up illustrated posters with the questions.
Teacherspayteachers.com has some nice ones, or see if high school teachers in
your district have any. Maybe try having a question of the week.
For example: This week, anybody asking to go to the bathroom has to ask it in
Spanish. Next week, it's "Can you help me?" and "Can I go
to the bathroom?" in Spanish etc. If not, the list idea is great.
Leah Rekow ________________________________________
From: Foreign Language Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on
behalf of Rebeca Nieves <rebeca_nieves@HOTMAIL.COM> Sent: Saturday,
October 04, 2014 10:39 AM To: FLTEACH@LISTSERV.BUFFALO.EDU Subject: [FLTEACH]
How do you teach high frequency questions? Hello everyone, My
elementary school students are full of questions during class: can I go to the
bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can I drink
water? and so forth. I want to teach them to ask those
questions in Spanish. I heard about language chunks but I've never done it. Any
suggestions on how to do language chunks and/or teach basic questions to second
graders? Thank you! Rebeca Nieves ----- For all FLTEACH information see: http://web.cortland.edu/flteach/
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:04:53 -0700
From: Brad-Marcy Riegg <bradriegg@GMAIL.COM>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=UTF-8
I usually spend about 10 min. at the
beginning of each class having
conversation time, just asking questions off of a list of increasingly
difficult high-freq. questions. As the year progresses, we move
further and
further down the list to the most difficult/least common questions
(but
still high frequency.
On Sat, Oct 4, 2014 at 9:23 AM, Lori
Szymanski <
lszymanski@centralcatholic.org>
wrote:
> I only have high school, but I
gave them a list at the beginning of the
> year
with blanks at the bottom for when things come up that they want to
> ask that I did not anticipate.
I don't really teach it. If they want it;
> they
ask in Spanish.
>
> 2014-10-04 11:39 GMT-04:00
Rebeca Nieves <rebeca_nieves@hotmail.com>:
>
> >
> >
> >
> >
> >
> >
> > Hello everyone,
> >
> > My elementary school
students are full of questions during class: can I
> go
> > to the bathroom? Can you
help me? Can I sharpen my pencil? I'm thirsty,
> can
> > I drink water? and so forth. I want to teach them to ask those questions
> in
> > Spanish. I heard about
language chunks but I've never done it. Any
> > suggestions on how to do
language chunks and/or teach basic questions to
> > second graders?
> >
> > Thank you!
> > Rebeca Nieves
> >
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
>
>
>
> --
> Profesora
de español
> Colegio
Central Catholic
> Toledo, OH USA
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 19:36:07 +0000
From:
jaxdrac@COMCAST.NET
Subject: Re: FLTEACH] How many hours
do you work outside of your contract hours? Not exactly politically correct.
But then, when am I?
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
Example: I solo coach the Academic
Decathlon team, which this year involves involves working
with math ranging from general math to differential calculus, social studies
surrounding the theme of energy,environment and
energy economy,science dealing with energy conversion
(including elements from both chemistry end physics),
teaching the equivalent of an entire literature course, music theory and the
recognition of music selections ranging from the 13th-20th centuries, an Art
appreciation course, the writing and memorization of a prepared speech and
preparation for an impromptu speech, the writing of an essay and the prepapration of an academic resume as they rpepare for the interview part of the competition. I take a
team to state level competition every year, but I get no extra pay for it- it
was determined about five or six years ago that another teacher was more
deserving of the $450/year they were paying me for this because he was
coordinating the APEX program(the previous use of
which I have words for which I will save for after I retire or at least for
year 30 when they can't retaliate against me by hurting my daughter ). I am
about to fire up my school laptop so I can work on some grades for my regular
classroom students because I flippin refuse to work
on that stuff from my home computer.
Plus even schoolwork is MUCH more
interesting to me than the college football that currently has me widowed from
my television because my husband loves it:) I have
quit counting how many hours I work outside of the contracted number because
here in Georgia we have no rights to actively bargain for any contractual
rights that mean anything anyway. I feel like the dadgum
contract is a joke, anyway. They really need to remove the word Contract from
it and repace it with the word Terms. Basically it
says that when we sign it we are getting what they are going to pay us because
that is what the gummint allows and that they can
tell us to do whatever they want us to do and we have to do it or they can fire
us for insubordination. But Oh, Katie bar the door if we miss one of their
precious deadlines because we are inconveniencing someone else! What about if I
had to go to the restroom. Oh, but wait, nowhere in my "contract does it
say "you may pee" (or whatever the legalese equialent
thereof would be). Seriously, the way our contract reads every mintue of the day, including the 25.4 minutes allotted for
lunch, should be involved in directly working with students, planning lessons,
contacting parents, researching new teaching methods, collaborating with other
teachers or consulting with administrators to make the school a better place.
Now, my boss is reasonable and he just realizes that humans are humans and the
words look good on paper and as long as the children are safe, fed and educated
to the best of our ability and the test scores don't go down we are all good.
Thank God for reasonable human beings!
----- Original Message -----
From: "Lori Szymanski"
<lszymanski@CENTRALCATHOLIC.ORG>
To: FLTEACH@LISTSERV.BUFFALO.EDU
Sent: Saturday, October 4, 2014
12:12:48 PM
Subject: Re: [FLTEACH] FLTEACH] How
many hours do you work outside of your contract hours?
Bunny,
I don't think that those who
"require so much of so few" actually see it
that way. They truly believe that we work 7 hours a day for 9
months of the
year. Even our own administrators think that.
A past higher-up in our school said
at a meeting that he expected X, X and
X on top of the other normal things
we did (which he did not acknowledge)
and when someone asked how we were going to be able to do all
that he said,
"Well, you will have to use
your free period; you know, it really is not
supposed to be 'free'." I think I could feel the collective
blood pressure
of the room rise. By the way, we have a 7-period day; full
time at our
school is 6 classes a day.
They really think they are giving us
things that we should easily be able
to do in all our free time. We need to justify our
"big" salaries (usually
less than half what the mandators of
these tasks are making).
I don't know what the structure is
in Tennessee, but our school still has
IEP's and SMAPs and all the other
factors that the public school teachers
do (except attending union meetings). We have eliminated some
of the
programs that the administrators had to take care of such as free
and
reduced lunches, and a few others that were particular to our
school, but
anything that teachers are responsible for is still a part of the
program.
Now, I am happy to know what
challenges my students are facing and what
their needs are, so I am not complaining about the SMAPs and
IEP's, but I
guess the overall answer to your questions is: NO, those in
charge/the
public in general/politicians and overseers are not ever
satisfied. The
only way that would happen is to have teachers with magical
powers to make
brilliant scholars out of every student, and who would teach for
free.
Well, I take that back, then there
would be religious objections to the
magical powers part. Never mind.
Lori
2014-10-03
13:44 GMT-04:00 Carolyn Rubenstein <crubenstein@cbhs.org>:
> I teach in a private boys'
school, and we do not have any IEPs to do. I
> have never done an IEP, not
even when I taught for 7 years in a public
> school.
What amazes me is how much work is expected from a single human
> being in a public school! Is anyone
ever satisfied? What I mean is this:
> how
can a single teacher be expected to teach with passion when he/she has
> so
many auxiliary duties to perform at the same time? How important can
> education
be in the United States under some of the circumstances of our
> teachers
cited over the years on FL Teach? How long do teachers really
> last
in the classroom? And in what other country would the people in
> charge
require so much of so few?
>
> Bunny Rubenstein
> Prov678267@aol.com
> French Teacher
> Memphis, TN
>
>
> -----Original Message-----
> From: Foreign Language Teaching
Forum [mailto:FLTEACH@LISTSERV.BUFFALO.EDU]
> On Behalf Of Jeanne Freeman
> Sent: Thursday, October 02,
2014 6:53 AM
> To:
FLTEACH@LISTSERV.BUFFALO.EDU
> Subject: Re: FLTEACH] How many
hours do you work outside of your contract
> hours?
>
> I spent 7 hours and 45 minutes
documenting 14 IEP's to be in compliance
> with
new reporting demands. This will happen every 4 weeks because of how
> my
building communicates student progress. This is new.
>
> ----- Original Message -----
> From: "Vivian Watts"
<watts.vickie@GMAIL.COM>
> To: FLTEACH@LISTSERV.BUFFALO.EDU
> Sent: Thursday, October 2, 2014
5:21:57 AM
> Subject: Re: [FLTEACH] FLTEACH]
How many hours do you work outside of your
> contract
hours?
>
> Increased because of more
paperwork.
>
> On October 1, 2014, at 9:36PM,
Sheri wrote:
>
> Ok then my next question is for
those of you who've been teaching for 20
> years
or more. Have you always worked 50-60 hours per week or have the
> hours
increased on more recent years?
>
> Sent from my iPhone
>
> > On Oct 1, 2014, at 5:59
PM, Brigitte Storey <berlin_51@COMCAST.NET>
> wrote:
> >
> > A few years ago there was
a slew of teacher bashing letters to the
> editor
in our local paper. So I actually sat down and added up all of the
> extra
hours I spent and it more than covered the time we get off in the
> summer.
So, yes, it is not uncommon to spend the extra hours you spend each
> week.
I have 6 preps, 5 on any given day. I easily spend an extra 10 to 15
> hours
each week. No way around it.
> > Brigitte Storey
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
--
Profesora de español
Colegio Central Catholic
Toledo, OH USA
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
-----
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Date: Sat, 4 Oct
2014 19:41:05 +0000
From:
jaxdrac@COMCAST.NET
Subject: Re: Teaching
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
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In my state it is illegal for
teachers to strike, Bunny. Union activity is illegal here. That's why, my dear.
----- Original Message -----
From: "Carolyn Rubenstein"
<crubenstein@CBHS.ORG>
To: FLTEACH@LISTSERV.BUFFALO.EDU
Sent: Saturday, October 4, 2014
12:46:19 PM
Subject: [FLTEACH] Teaching
Why is it that we teachers have not
gone on strike? I teach in a private school where we teachers have two planning
periods per day. One of those periods can be used to sub for a fellow teacher,
in which case we still have another free period. Most of us are asked to
prefect for about 20 minutes after lunch, which I don't mind because it is nice
to interact with some of the boys. That interaction still leaves our prep time
alone. I am blessed to teach at my school, even if I do have all the levels of
French.
Sent from my iPhone
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
-----
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Date: Sat, 4 Oct
2014 13:41:30 -0600
From: Angel Benito
<angelo.benito@GMAIL.COM>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=UTF-8
There is a video in Spanish for the
bathroom question:
http://www.senorwooly.com/video/puedo-ir-al-bano
On Oct 4, 2014 1:18 PM, "Rekow, Leah" <leah.rekow@nwciowa.edu> wrote:
> If you have your own classroom,
you can put up illustrated posters with
> the
questions. Teacherspayteachers.com has some nice ones, or see if high
> school
teachers in your district have any. Maybe try having a question of
> the
week. For example: This week, anybody asking to go to the bathroom has
> to ask
it in Spanish. Next week, it's "Can you help me?" and "Can
I go to
> the bathroom?" in Spanish
etc. If not, the list idea is great.
> Leah Rekow
>
________________________________________
> From: Foreign Language Teaching
Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on
> behalf
of Rebeca Nieves <rebeca_nieves@HOTMAIL.COM>
> Sent: Saturday, October 04,
2014 10:39 AM
> To:
FLTEACH@LISTSERV.BUFFALO.EDU
> Subject: [FLTEACH] How do you teach high frequency questions?
>
> Hello everyone,
>
> My elementary school students
are full of questions during class: can I go
> to the
bathroom? Can you help me? Can I sharpen my pencil? I'm thirsty, can
> I drink water? and so forth. I want to teach them to ask those questions in
> Spanish. I heard about language
chunks but I've never done it. Any
> suggestions
on how to do language chunks and/or teach basic questions to
> second
graders?
>
> Thank you!
> Rebeca Nieves
>
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 12:53:29 -0700
From: Joseph Persico <josephpersico@GMAIL.COM>
Subject: Re: Teaching
MIME-Version: 1.0
Content-Type: text/plain;
charset=UTF-8
Amen to the idea of striking!
However, it would have to be done in
conjunction with a proper publicity campaign that educates the public
with
regard to teacher responsibilities and pressures. Otherwise, half
the
general populace will likely cry communism.
Saludos,
Joseph
www.facebook.com/CaliforniaSpanish
On Sat, Oct 4, 2014 at 9:46 AM,
Carolyn Rubenstein <crubenstein@cbhs.org>
wrote:
> Why is it that we teachers have
not gone on strike? I teach in a private
> school
where we teachers have two planning periods per day. One of those
> periods
can be used to sub for a fellow teacher, in which case we still
> have another free period.
Most of us are asked to prefect for about 20
> minutes
after lunch, which I don't mind because it is nice to interact with
> some
of the boys. That interaction still leaves our prep time alone. I
am
> blessed to teach at my school,
even if I do have all the levels of French.
>
> Sent from my iPhone
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 17:18:09 -0400
From: Wesley Groleau <wgroleau@GMAIL.COM>
Subject: Re: Teaching
MIME-Version: 1.0
Content-Type: text/plain;
charset=us-ascii
Content-Transfer-Encoding: 7bit
On Oct 4, 2014, at 3:53 PM, Joseph Persico <josephpersico@GMAIL.COM> wrote:
> Amen to the idea of striking!
However, it would have to be done in
> conjunction
with a proper publicity campaign that educates the public with
> regard to teacher
responsibilities and pressures. Otherwise, half the
> general
populace will likely cry communism.
They will anyway.
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 17:57:25 -0400
From: liselotte hammond
<lotti.hammond@GMAIL.COM>
Subject: Re: How do you teach high
frequency questions?
MIME-Version: 1.0
Content-Type: text/plain;
charset=UTF-8
This is another link for free
downloads of high frequency questions:
http://tprstorytelling.com/free/free-downloads/
click on "classroom phrases poster" - it is a pdf, all
questions are
supported with images that clarify the meaning.
On Sat, Oct 4, 2014 at 3:41 PM,
Angel Benito <angelo.benito@gmail.com>
wrote:
> There is a video in Spanish for
the bathroom question:
>
> http://www.senorwooly.com/video/puedo-ir-al-bano
> On Oct 4, 2014 1:18 PM, "Rekow, Leah" <leah.rekow@nwciowa.edu> wrote:
>
> > If you have your own
classroom, you can put up illustrated posters with
> > the questions.
Teacherspayteachers.com has some nice ones, or see if
> high
> > school teachers in your
district have any. Maybe try having a question
> of
> > the week. For
example: This week, anybody asking to go to the bathroom
> has
> > to ask it in
Spanish. Next week, it's "Can you help me?" and "Can I go
> to
> > the bathroom?" in
Spanish etc. If not, the list idea is great.
> > Leah Rekow
> >
________________________________________
> > From: Foreign Language
Teaching Forum <FLTEACH@LISTSERV.BUFFALO.EDU> on
> > behalf of Rebeca Nieves
<rebeca_nieves@HOTMAIL.COM>
> > Sent: Saturday, October
04, 2014 10:39 AM
> > To:
FLTEACH@LISTSERV.BUFFALO.EDU
> > Subject: [FLTEACH] How do you teach high frequency questions?
> >
> > Hello everyone,
> >
> > My elementary school
students are full of questions during class: can I
> go
> > to the bathroom? Can you
help me? Can I sharpen my pencil? I'm thirsty,
> can
> > I drink water? and so forth. I want to teach them to ask those questions
> in
> > Spanish. I heard about
language chunks but I've never done it. Any
> > suggestions on how to do
language chunks and/or teach basic questions to
> > second graders?
> >
> > Thank you!
> > Rebeca Nieves
> >
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
> > -----
> > For all FLTEACH
information see: http://web.cortland.edu/flteach/
> >
>
> -----
> For all FLTEACH information
see: http://web.cortland.edu/flteach/
>
-----
For all FLTEACH information see: http://web.cortland.edu/flteach/
Date: Sat, 4 Oct
2014 16:56:28 -0500
From: Bianca
Elliott <belliott17@YAHOO.COM>
Subject: Story maps for AP Spanish
literature
MIME-Version: 1.0
Content-Type: text/plain;
charset=utf-8
Hi. I have the honor to
"start" an AP Spanish Literature and Culture course next year.
I am attending to the requirements but have a question or request. In the spirit of
cross-curriculum instruction, I wonder if there are story maps available
for the literature covered in this course. The English teachers are
helping me with stories they know from translation but that does not cover many
of the works. Does
this make sense? Are there such materials? I have not seen any in either
listserv. Gracias antemano Bianca Elliott,
PhD Treat a man as he appears to be, and you make him worse. But treat a man as
if he were what he potentially could be, and you make him what he should be.
~Johann Wolfgang von Goethe
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