I’m always looking for ways to get my students to re-read our stories and yet be engaged in the second reading! Today we read the story from my packet for the song To’ My Love. As a really easy 5 point assessment I asked 5 questions. They had to find 4 answers in the text and highlight them and write a text message for the 5th.
It was ZERO prep, it was super effective, and it was a great exit ticket! You could literally do this with ANY story you read in class! Give it a try!
What level was this? Thanks for sharing ñ!
The reading was in level 3 but the activity would work at any level!
I don’t understand who they txted to?
Ok, I see the txted, but wouldn’t the questioning have been too easy for the students in level 3? What was a question? Like, what was Julio like? En inglés? Just curious? Es un repaso? No?
Great question. A couple of parts to the answer. Yes, level 3 but a spoken question in Spanish is much different than one they can see and read. They have to process without visual support! And they’re level 3 but it’s day 4 of class so basically they’re level 2 plus 4 days! The questions I asked were “how do you know Julio was a bad boyfriend?” “How do you know Claudia was a good girlfriend?” “How did Julio feel after Claudia abandoned him?” “What problems did Claudia’s departure cause for Julio” and “what did the text say?”
I asked in Spanish, they re read the text to find the answers. Just a twist on a simple comprehension question.
Got it! The questions are also both higher level thinking than, what is he like? I have a hard time making it more complex than asking, ¿como es Julio? What is Julio like? I guess it just takes thought as a teacher and practice to create them, right? I’m very new to asking good, comprehensive reading comprension questions.
Exactly!! If you think of questioning in terms of Bloom’s Taxonomy verbs it’s easier to make questions they CAN answer that inspire them to think deeper! It does take practice!! I am still practicing too!!
Thanks! I’m new to all of this! You are a pro! A trail blazer!
Hey Carrie! Can you help me with the phrase ¿Y si Claudia se lo rompía? How do you decide to use rompía there, grammatically speaking? This is sincerely for my own education! Gracias!
I know what you mean! When I wrote the story I wrote it as lo rompiera but I have everything “native proofed” and she said it should be rompía. She says she can’t tell the name of the rule but can say that rompiera “no suena bien”. 🙂 Language… Gotta love it!
Thanks Carrie! My husband is Argentine and he said he would say “rompe” instead, but not rompiera either. I am practicing subjunctive and was thinking it would be a hypothetical = rompiera. Ugh! Just shows that you can`t LEARN languages, right?! Muchas gracias por todo que compartes!!