PDS Session – Guided Practice

11/13/10

Outcomes:

1. CMWBAT explain the purpose of guided practice activities in daily lesson

plans

2. CMWBAT facilitate guided practice activities using clear instructions and

incentives

REPASO: Let’s chat GUIDED PRACTICE

1. What is GUIDED PRACTICE??

• GP is the ________________________ part of the lesson plan

• Students practice with active teacher ___________________________ and

__________________________

• Guided practice is NOT

___________________________________________________ that you
then review as a class Discussio
n
2. Why is daily GUIDED PRACTICE so important?? Question
Discuss with elbow partner and come up with at least THREE
!
reasons:

1.

2.

3.

¡Excelente! – Add more reasons you picked up from group discussion

4.
 5.

Discussio We know that guided practice is important for several reasons, so

n why might we fall into the trap of bouncing straight from
Question introduction to new material to independent practice?
!

1
.

2
.

3
.

4
.

5
.

Clear instructions = better management during guided practice. What are

some best practices for giving clear instructions?
Discussio
1 n
. Question
!
2
.

3
.

4
.

VIDEO FOOTAGE:
Watch 3 superstars as they give instructions for guided practice activities. Reflect on
their actions and fill out the chart below about YOUR classroom.
Things I’m doing  Things I’m not doing 
Video
1

Video
2

Video
3

But wait…I know what I SHOULD do and what I NEED to say…but my kids won’t stop
acting up when I try these strategies. WHAT DO I DO??
Scenario Action
Students are
• Do not talk over
talking when I
• Avoid interrupting flow of instructions
start to give
instructions • Strong Voice
• Lightening quick public correction (Cherie I need you to stop
1 student is off talking)
task • Indirect Public Correction (I’m waiting on one student. Still
waiting. Thank you)
• Proximity
Small group is
off task • Waiting on 5 students to look up and stop talking…waiting on 4
students…gracias
• Class wide incentive system (viaje)
Bigger group
• Positive Narration

EXAMPLE GUIDED PRACTICE ACTIVITIES

1. Question and Answer Activity ONE
PREP: Create index card for students to tell them which class they have. Some
students will have the same class. Worksheet (below) makes it easier to keep
students on task and allows this activity to be LSW
DIRECTIONS: Tell students activity must be done entirely in Spanish. Give them
a time limit (8-10 minutes. Let them know beforehand that there are repeat
cards and that they are only responsible for getting one person for each one.
 Also possible to make this a race to see who finishes first.
POST ACTIVITY: Check for understanding by asking whole group “quien tiene
la clase de matematicas?”
¡Práctica! - ¿Quién tiene a clase de…?
DIRECCIONES: You want to find out people’s class schedules to complete your chart.
Ask your classmantes:
Your question  ¿Tienes la clase de _________________________?
Their answer  Sí tengo la clase de ________ / No tengo la
clase de _____________
Then write their response in the él/ella form. Ej: Marco tiene la clase de
español.

Clase Frasa completa (complete sentence)

estudios
Gucci tiene la clase de estudios sociales.
sociales
matemátic
as
inglés
educación
física
historia

2. Question and Answer Activity TWO

PREP: Same prep as Question and Answer Activity ONE

Práctica: El vocabulario de la escuela

Direcciones:
1. Write vocab word in Spanish in the first blank below BEFORE you look for
someone who completes the chore.
2. Ask someone ¿Qué objeto tienes? (Which object do you have?)
3. Locate the box based on their response they will get from their index card.
WRITE THEIR RESPONSE IN EL FORM and have them sign their name in the
appropriate box.
(Ex. Miguel tiene el escritiorio.)
4. Complete all boxes and turn it in for a classwork grade.

eraser notebook desk pen paper

3. Whole Group Check for Understanding
PREP: Create powerpoint or overhead transparency with a list of multiple
choice questions. Create different colored cards that say A, B, C, or D. (Even
more low prep – have them hold up 1, 2, 3 or 4 fingers to show what the answer
is!)
DIRECTIONS: Only hold up answer when teacher says “muestreme!” or after
teacher counts down from 10. Because you have a card, there is no need for any
talking!
POST ACTIVITY: Great class wide CFU, ask individual students to explain why
certain answer choices are wrong. Award class wide incentive points if class is
90% correct.

1. Yo _________________ regular. 2. Tú ________________ guapo.

A) soy A) eres
B) estoy B) estás
C) está C) es
D) somos D) está

4. ¡Diálogo!
PREP: Create powerpoint slide or overhead transparency with
instructions
DIRECTIONS: See below. Add that each student must have their own script (to
prevent one partner from doing all the work while the other one hangs out)
POST ACTIVITY: If management is an issue while others are presenting, create
a worksheet that students will have to fill out about what each of their
classmates say when they present. What classes do they have? What do they do
in their class? CFU after each presentation.

In partners, you will WRITE and PRESENT a skit in Spanish discussing your class
schedule. Your skit must include the following questions and answers for BOTH people:

1. ¿Qué es tu horario? – What is your schedule?

2. ¿Cómo es la clase de…? - How is _____ class?
3. ¿Qué haces en la clase de …? – What do you do in _____ class?

EJEMPLO:
 yo nosotros(as)

tú

él ellos

ella ellas

usted ustedes
José: ¡Hola! ¿Qué es tu horario?
Martín: Primero, tengo la clase de español. Segundo,
tengo la clase de ingles. Tercero, tengo la clase
de matemáticas. Cuarto, tengo la clase de educación
física.
José: ¿Cómo es la clase de ingles?
Martín: La clase de ingles es divertida.
José: ¿Qué haces en la clase de español?
Martín: Yo hablo español y escucho a Srta. O’Neil.
José: ¡Interesante!

5. Conjugation Race!

PREP: Print out blank verb charts, have at several blank ones available
DIRECTIONS: Sit students in rows. Be explicit about rules: no getting out of the
seat, no profanity, no accusations of cheating (this game can get rowdy).
Students must pass slip back, are only allowed to either CONJUGATE a verb OR
make a correction if teammate did something wrong. They can help their
teammates but they may not move. First team to wave the slip in the air wins
(as long as it’s correct)
POST ACTIVITY: CFU by asking individual students how to conjugate verb for
certain subjects

5. Dice Conjugation
PREP: Print out worksheet below. Have enough dice for each team to have ONE.
DIRECTIONS: See below. Tip: do not give team 2 dice, they will be inclined to
play other games. Watch your dice and make sure you get it back by making the
person you give the die to the “die master” in charge of returning it to you.
 POST ACTIVITY: CFU by asking individual students how to conjugate verb for
certain subjects

Below you will find two columns: one of subject pronouns and another of regular and
stem-changing -ar, -er, and -ir verbs. Follow the directions below:

• Each pair will be given one die

• Their first roll will denote which subject pronoun form in column 1 to choose
• Their second roll will denote which verb to conjugate/sentence to write from
column 2
• Write the sentence on a separate sheet of paper to show Srta. O’Neil for credit.
Each student must write at least 10 sentences!!!!!!

Column 1 Column 2
1. Yo 1. (Escuchar) la música.
2. Tú 2. (Comer) una hamburguesa.
3. Él/Ella/Ud. 3. (Vivir) en Washington, D.C.
4. Nosotros 4. (Preferir) el bistec.
5. Ellos/Ellas 5. (Querer) comer la cena.
6. Ustedes 6. (Beber) el jugo de naranja para el desayuno.

Other ideas:
-Memory (have them cut out the cards to make it low prep)
-Loteria (bingo)
-Fly Swatter
-Speaking Race
-Surrender on 6
-Match Power Game
-“Señorita Cambia”
• Tori made a big paper doll out of butcher paper and the kids were
able to dress and arrange her however they wanted. They then had
to write sentences about what shelooked like on whiteboard.