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Incentives, Rewards and Games in the Foreign Language Classroom. Linda Lynch Poquoson High School Spanish Teacher.

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Presentation on theme: "Incentives, Rewards and Games in the Foreign Language Classroom. Linda Lynch Poquoson High School Spanish Teacher."— Presentation transcript:

1 Incentives, Rewards and Games in the Foreign Language Classroom. Linda Lynch Poquoson High School Spanish Teacher

2 Incentives Punch Cards  3 x 5 index cards in different colors  ink pad  stamps  different shaped hole- punches (available at Michael’s and A C Moore for about $1 each).

3 Punch Cards: Participation Grade To make:  Stamp each note card. I have different stamps and colored cards for different weeks (rabbits, pumpkins, etc.)  Make note in the grade/attendance list of the item, for example: 2 Sept. Green/rabbit. That way if one gets lost, it can be documented which week was missed.

4 Punch Cards

5 Punch Cards: Participation grade To use:  Pass one out to each student.  Tell them to write their names in ink.  Students, then, will receive a punch for speaking to teacher in Spanish. Asking to leave the room for any reason, will not receive a punch. The punches I use are different shapes so that they are difficult to reproduce.

6 Punch Card The student must be using Spanish to communicate or answer a question to receive a punch. Each student should talk to me at least twice per day. At the end of a week (two weeks for a block schedule), he or she should have 10 punches. If a student is absent, he writes, “absent 2 oct” for example so that I can grade it appropriately. 10 = 100%, 9 = 90%, etc.

7 Token Economy Materials:  colored paper  printer  template OR money from a board game.

8 Token Economy: Participation Grade  - scroll down on the site for “pesos”.  Other options are: monopoly money or making your own.

9 COPY DOUBLE SIDED EVERY OTHER ONE UPSIDE DOWN AT 111% ENLARGED green-5 blue-10 red-20 pink-50 grey-100 purple-200 yellow-500 orange-1000 salmon-5000

10 5L green-100 copies = 3000 (600 bills) 10L blue-100 copies = 6000 (600 bills) 20L red-75 copies = 9000 (450 bills) 50L pink-50 copies = 15,000 (300 bills) 100L grey- 25 copies = 15,000 (150 bills) 200L purple- 20 copies = 24,000 (120 bills) 500L yellow- 20 copies = 60,000 (120 bills) 1000L orange- 5 copies = 30,000 (30 bills) 5000L salmon- 2 copies =60,000 (12 bills) =222,000 (2382 bills)

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14 Token Economy: Price List Lista de precios  -¿Puedo usar el baño? -- $20 (bathroom pass)  -¿Puedo ir a la taquilla (oficina, etc)? -- $20 (locker pass)  -No tengo mi libro, ¿Puede Ud. ayudarme? -- $30 (lend a book)  -¿Puede Ud. prestarme (lend me) un lápiz o una pluma?--$10 (lend writing instrument)  -El uso de una tarjeta indice (index) con una prueba --$200 (index card on quiz- I offer once per 9 weeks. Quiz is my choice)  -¿Cómo se dice______ en inglés? -- $10 (one word or phrase only) (I translate-a work that they should know.)  -¿Cómo se dice ______ en español?--$10 (one word or phrase only) (I translate-- a word they should know.)  - Para quitar (take away) un aviso--$100 (works once per day)  - Un paso de tarea--$150 (you may purchase and use 2 per semester)  -Tiempo extra para entregar la tarea- $20— (by end of day—90%)--$50 (next day—75%)- -$75 (next class period—50%) (This is used only twice during a nine week  -Una experiencia cultural--$25,000 (Students may pool money for this, and, yes, it does have to be educational. ) 

15 Token Economy: Price List (cont.) Lista de precios (continued)  -¿Cómo se dice______ en inglés? -- $10 (one word or phrase only) (I translate-a work that they should know.)  -¿Cómo se dice ______ en español?--$10 (one word or phrase only) (I translate-- a word they should know.)  - Para quitar (take away) un aviso--$100 (works once per day)  - Un paso de tarea--$150 (you may purchase and use 2 per semester)  -Tiempo extra para entregar la tarea- $20— (by end of day—90%)--$50 (next day—75%)- -$75 (next class period—50%) (This is used only twice during a nine week  -Una experiencia cultural--$25,000 (Students may pool money for this, and, yes, it does have to be educational. ) 

16 Token Economy: Price List (cont.) Lista de precios (continued)  -Tiempo extra para entregar la tarea- $20— (by end of day—90%)--$50 (next day—75%)- -$75 (next class period—50%) (This is used only twice during a nine week  -Una experiencia cultural--$25,000 (Students may pool money for this, and, yes, it does have to be educational. ) 

17 Speedy Speaking Test incentive Materials:  speaking test questions,  timer,  copies of rubric This works well with shy students.

18 Speedy Speaking Test incentive  At least 2 days before, have a list of 8-10 possible speaking test questions written for the warm-up. Students will copy questions and answer them on the same paper. (This can be done a day or two before if you want to assign for homework and check papers individually.)  Ask for possible correct answers. Make sure you write the correct verb forms on the board for them to make their own corrections.  Line up students in 2 lines (move desks out of the way), facing each other.  If there are an odd number of students, teacher stands in the line that does not move (line A to begin with).  Line A will ask the questions. Line B will answer. Line A has the questions/answers. Line B does not. Students will ask/answer to the person directly across from them.  Set the timer to seconds.

19 Speedy Speaking Test incentive  Tell them to begin asking/answering. Once timer goes off, tell students in line B to move. Person in front goes to the end and everyone else moves forward one person. Everyone will have a new partner.  Each time students asking will ask with the next number (first time = quetion 1, second time = question 2, etc.) that way students will get through entire list.  Teacher will use speaking test rubric and give students grades as they answer at the head of the line.  After all of the students in line B have answered. The lines will switch roles. B will ask and A will answer.  Teacher is always in the “ask” line. (If odd number of students)

20 Speedy Speaking Test incentive  -Can be used this as an exercise to practice for the speaking test. If things are moving well and students have been participating well, can be used for the actual speaking test.  -At the beginning of the year, can be used it as practice for the actual test and if students score a 90 or better, let them keep the grade. If they score below, have them retake it next class for a grade.  -When a class does not want to speak, Can be used as an incentive and let both lines look without giving any grade, except maybe participation.  -My students have actually begged me to “play” this game..  Sample Speaking Test Rubric:  Flow/Preparedness12345  Correct Pronunciation  Correct Grammar12345  Use of current vocabulary12345  Understandability (not due to volume)12345  Total = 25 pointsTotal _____________

21 Scratch-off Tickets Materials:  cardstock  template  craft paint  dish soap  clear contact paper OR clear packing tape  craft paint brush  measuring device  optional: painter’s tape

22 Materials:

23 Scratch-off Tickets To make:  print on cardstock, you can use paper, however, it is a less sturdy and harder to work with.  Print out your template.  Then, cover the “prize” section with contact paper or packing tape.  Mix 2 parts paint to 1 part dish soap. (EX: 2 T paint: 1 T dish soap)  Put on painter’s tape to border the “prize” section, both top and bottom and sides if you like (see photos).  Paint inside the painter’s tape borders. This will either take several coats and a lot of patience, or you can almost pour the paint onto the cards and use the paint brush to even the paint out.  After at least 5 hours, take off painter’s tape.  Cut into individual cards. A paper cutter is recommended. You can cut the cards, then, paint if you prefer.

24 Scratch off template:

25 Process

26 Final Product

27 Stickers  Materials: a book of stickers.  Really. Who knew high school students like stickers on their papers as much as first graders do? I give them out for A’s on tests and quizzes and for really well written paragraphs. Many times books of stickers can be found at a craft store, or a big retail store in the $1 section. Different seasons will highlight different stickers.

28 Choice board

29 Choice Board  Boards can be made for the day, week or even month.  Students will choose the correct items that the teacher specifies during that time period.  Gives students more freedom and more control over learning.

30 Choice boards

31 Raffle  Instead of doing the token economy, I sometimes will hold a raffle for a $10 gift card. Movie theater, itunes, and, fast food are gift card options. The raffle is held about every 5 weeks. All my classes go into one box. I will have a student choose it during a class. This is a bit faster, but, like the stickers, punch cards and everything else, students see that school can be rewarding.  Students can be entered in several ways. For example, person with the most punches on his or her punch card, winners of a game, A on a test, excellent behavior, etc. could be entered into the drawing.

32 Games Memory-Memoria  Materials: index cards, pen or pencil  I usually make my own or sometimes have students make them. The risk with students making them is the rate of errors if they are not careful. Memory is good to use at least one time before you are absent. It is a wonderful tool for vocabulary memorization and verb conjugation. Once the students have played it one time with you there, they can play any set of memory cards and be successful.

33 Memoria-Memory To make memory cards: 1.Cut the index cards in half. 2.Write on only one side of the cards. 3.Write the English, or better paste a picture if possible on one card. 4.On the card that “matches” write the Spanish. 5.One set will work for groups of 2-5 students. 6.Lamination of cards is recommended.

34 Memoria-Memory To play:  All cards are spread out face-down on desks or a table.  Students then take turns turning over two cards at a time.  If they match, the student keeps the pair.  If not, the cards are replaced to the same spots. Student with the most pairs wins.  The object is to remember where and what the pairs are.

35 Memoria-Memory

36 A pescar-Go fish  Materials:  index cards  card stock or plain white paper  pictures or clip art from vocabulary list,(or a deck of cards for basic game).

37 A pescar-Go fish  This is also good for vocabulary and conjugation.  It is good for learning key phrases as well.  For example: “Do you have a….?” “Yes, I have a….” “No, I don’t have…” etc.  The first time playing the phrases you want them to use should be written on the board and all students should copy into notes.

38 A pescar-Go fish  Go fish, the basic game, is really good for students to learn numbers.  It is also good to use vocabulary words in the decks. Games will work for 2-5 students at a time.  Several decks will be required for entire classes.  They can be made by students, as well as, by teachers. As with Memory, attention to detail is necessary for accuracy in the cards.

39 A pescar-Go fish To make: For standard (learning numbers) “Go Fish” a regular deck of cards will work. For other vocabulary words: 1.Make 4 cards of each word. 2.Only put the pictures on one side of each card. 3.Cards can be cut in half to conserve resources. 4.Or a template can be used to create and print cards. 5.Lamination of cards is recommended.

40 A pescar-Go fish  To play:  Go Fish is best for 3-6 players, but it is possible for 2 to play. A standard 52-card deck, or a deck of custom cards is used. The dealer deals 5 cards to each player (7 each for 2 players). The remaining cards are placed face down to form a stock. 

41 Sometimes, we have time and less money… Cards from Teachers Pay Teachers-Free download, printed on cardstock and laminated.

42 Other times, we spend the money to save time… Cards from Heritage Makers– Go to for more information.

43 Para-Hot Potato Materials:  a ball or other object to pass around  vocabulary list.

44 Para-Hot Potato Set up and play: 1.Desks are pushed aside. 2. Choose one student to call out “para” (stop). 3.That student will either stand or sit facing a wall, preferably in a corner. 4.Every so often he or she will call out “para” without looking at who has the ball. 5.When “para” is called the person who has the ball must give either the Spanish or the English (depending on how hard you want to make it) for a word from the vocabulary list. 6.If the student is correct, he or she stays in the game. If the person is wrong, he or she gets to go study the vocabulary list. 7.Last person left wins (the right to be “para” caller next time).

45 Balón de preguntas- Question ball Materials:  beach ball  permanent marker  list of questions

46 Balón de preguntas- Question ball To make: 1.Blow up the ball. 2.Choose about 20 questions that are either review or will help students to practice new vocabulary and verb tenses. Write the questions on the board a few at a time a few days in advance, unless the questions are review. 3.With the marker, write questions all over the ball.

47 Balón de preguntas- Question ball To play: 1.Everyone stands up next to their desks. 2.Teacher explains that students should try to catch the ball— even if they are not coordinated. “If the ball is thrown to you and you do not catch, you need to pick it up.” 3. The player reads aloud and answers the question closest to his or her right thumb—in a complete sentence, in Spanish. 4. After the question is answered (by the student who read it), player throws the ball and sits down. 5. The ball is thrown to standing players. Students who have sat down are either given a writing assignment to complete or asked to practice the questions.

48 Matamoscas-Fly Swatter

49  Written in word documents.  Teacher can either project or print out matamoscas. If projected, two teams and fly swatters are used. If printed, students point and each person to win the round gets the number of points in the box.  Score is kept on a piece of paper.  Teacher calls out English, students point to word in target language.  At the end all points are tallied. Student with most points wins.

50 Websites     

51 Edmodo  Free!  Known world wide.  As familiar as facebook.  Secure  Can text assignments!  Quizzes, polls and much more.

52 Zondle  Free!  Students can play games or take quizzes.  Gradebook is free and included.  You can either search or create content.  Students can create content.

53 Quizlet  Free! You can become a “teacher” for a fee.  Students can join class free of charge.  You can create or search content.  “Scatter” and “space race” are challenging. 

54 Señor Wooly  Not free.   Created and maintained by a Spanish teacher in the midwest.  Worth the investment.  1-2 new videos per year. Videos are grammatically correct, educational and funny. Good ideas for games, activities and using the videos in class.  New content and ideas weekly.  Students can create account and play games, memorize vocabulary and some grammar. 

55 Class Dojo  Free!  Take attendance  Give awards to students (affirmative and negative)  Students and parents can login and check behavior.

56 Websites  Complete 

57 Contact  

58 QR Code

59 Time left?  Play games!  Speaking test incentive  Para  ¡A pescar!


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