Free French Stories!

Check out these great resources for some FREE Reading in a variety of languages. I have focused on French but many have a variety you can look at.

Stories First - Readers -  These books may require some words that learners will have to look up BUT context clues might help you to figure some of the vocabulary.
Great Story Reading Project - you can scroll down and choose French...or another language you prefer.
Lingua - lots of options. This site will allow you to listen to native speakers read as well!
Kwiziq - French - I discovered this as I was putting this list together. It looks good and I will probably try it in my class but I haven't looked at it in detail. So, this is a new one for me. I believe there are multiple languages offered here. Check it out just in case!
Reading A-Z French - In order to get all the books, you have to pay. However, you can have a 2 week free trial and a certain number of downloads are allowed during that time. Again, several languages offered.
Bible - Louis Segond Translation - If you are familiar with the Bible, or certain passages, this is a great way to start to learn. This translation is a reliable Protestant translation.  Because of the way language works, you won't be able to match up word for word. For example, we say "red shirt" but the French say "shirt red." However, over time leaners familiar with the Bible would be able to pick up words and make the connections.
Children's Books Forever - Like the Stories First - Readers, these books may require some words learners will have to look up BUT context clues might help you to figure some of the vocabulary.

Happy reading!

Feel free to reach out for more resources!

Reducing Teacher Frustrations and Disappointments

I have NEVER met a single soul that did not experience frustrations and disappointments at some point in life. It infiltrates every aspect of life at one point or another and to different degrees. Any relationship you have will come with frustration. Any job you have will come with frustration - because jobs generally come with relationships of some sort. Even jobs that do not come with co-workers will still come with frustrations. Sometimes, many times, the frustrations and disappointments are from us.

Before I go on, let me be clear. Some frustrations and disappointments do not fit into the category of this post. Some of them are much bigger and more overwhelming than a blog post and might need counseling to work through. What I intend to describe are the molehills that we make into a mountain. Only you can determine what that is for your life. 

So, the question is, can some frustrations and disappointments be overcome? Of course! Otherwise, we'd all be sad and frustrated 24/7.

In order to figure out how to do that, let's first look at the cause. Frustrations and disappointments are a result of misplaced expectations. Big ones, little ones, etc. They come from expecting one thing and getting another.

Let me say that again - for me! Frustrations and disappointments are a result of misplaced expectations. There are many things in life that I would love to have. Some things are out of my reach, especially if they involve another person because - shocker - people don't always do what I want them to do.  Honestly, that is probably a good decision on their part many times!

If I want to reduce frustrations and disappointments, I need to examine what I am expecting. 

So, now that we know where frustrations and disappointments originate, how do we overcome them, or at least some of them? The only way to overcome frustrations and disappointments is to recalibrate our expectations. In short, we need to change what we expect. 

What does this look like for a teacher?

Well, for me, it was learning about brain research! I taught from a textbook for years and was disappointed and frustrated with myself and my students, mostly myself. 

What were my expectations?

1. Students would study on their own.

2. Students loved grammar as much as I did.

3. Students had time to do an hour of homework...for MY class alone.

4. Homework for acquiring a language works.

5. The textbook is always right.

After 15 years of seeing that this wasn't working and then reading research, I changed my expectations. Man! What a difference!

What were my new expectations?

1. Students can learn without homework.

2. Language acquisition, not language learning that occurs in ELA, is a result of paying attention to something interesting.

3. The textbook is sometimes right but is never the Bible!

4. Students don't care about what I like. (This was a particularly difficult pill to swallow!)

5. Students pay attention and learn when you talk about them!

Every subject and every grade and every school and every teacher is different. I am not providing a one-size-fits-none approach for how to recalibrate your expectations. I'm just saying it's useful. 

So, I have included a free journal entry page for your own teacher reflection. You can print as many as you like to do as often as you like. I hope it helps you to re-think the areas that are frustrating and disappointing. If it does, let me know. 

I would love to hear any other thoughts you might have!

Free Resource!

 

French Writing - Social Media Page - No Prep! Any level!

Check out the latest assignment I have created for Teachers Pay Teachers!

I am a sucker for anything last minute AND anything that can be used for any level! When I purchase a product on Teachers Pay Teachers, I am always concerned about whether or not the product will be on the level I need for my students. 

1. This product fits the bill! The layout consists of pictures with text boxes so students can write comments or asks questions. 
2. You can determine how much information you want your students to give. 
3. You can define the level of grammar structures you expect.
4. Use your writing rubric you have used in the past.
5. GREAT FOR SUB PLANS! 
6. Maybe involve characters from books or stories students have written. They can comment on pictures.
7. Have students fill out these pages (there are 2 profiles) and then have them create their own!

Why not take advantage of a form of communication they use all the time?

This activity is also available in Easel!

chery@iheartlanguagelearning.com

www.iheartlanguagelearning.com

 

FREE Virtual French Summer Camp

FREE Virtual French Summer Camp

 

So, I decided to try something different this summer. I wish I could have done this last summer when COVID hit and we were all at home. It didn't occur to me but, then again, I also didn't have all the equipment. With so many changes since March 2020, I see more possibilities than I did before and have upgraded my technology. While I hate the virus as much as anyone else, I can certainly see how this has shown us the necessity of being creative.

Now that I have decided to do this, I hope it turns out to be a tradition for me and my students.

So, I decided to offer a free French summer camp, completely virtual.

I decided to use the theme Au Café to help me focus the lessons. We will still be using most frequently used words (specifically, verbs). We will talk about the culture of the café and tie in vocabulary related to cafés. My main goal will be to have students Ask-a-Story (a famous technique invented and developed by Blaine Ray). Students will be able to speak on Day 1. From there, students will be able to read the story. Since this is a summer camp, I will probably not work on writing with them. If they are determined to write, I would be happy to change my plans. Once they start reading, however, they will be able to write independently. The beauty of the Natural Approach! Thank you, Stephen Krashen!

As I began putting the program together, I realized it would be helpful to have some help from my own students. I offered to track their hours and give them a certificate as documentation so they could use it as community service hours. Having some other speakers, even though they are not advanced speakers...yet...would help to keep the conversation going. I can also split them into breakout rooms for small groups. 

I am looking forward to the process. I know we will all learn a lot from the experience. Should I see even the smallest amount of success, I will present it to my classes in the fall to see if they would like to do something along these lines as a project.

So, here goes...

Language Learning Journal - Goal Setting and Getting Started

If you are a World Language teacher, this is a great independent or cooperative learning activity for students in secondary or post-secondary classes. Teachers usually have a set curriculum to teach but this can be added in easily. Homeschooling? No problem! You don't need to know a language to help homeschoolers learn independently. You might even decide to work right along with them.

And more!!!

Add them to binders or folders or use on Easel (on Teachers Pay Teachers)!

What is included?

• Copyright permissions
• Description: What is a language journal?
• Description: How do I use my Language Learning Journal: Goals?
• Cover page or binder divider
• Goal reflection sheet
• Where do I start? (my resource ideas for students)
• My Favorite Resources Lists
• My Goal Words list
• Words I have picked up chart
• My Routine - goals and reflection sheet
• 12 slides total
• Re-print any page where a list continues!

Why use this in my classroom?

• No prep! Day 1 of journals, walk students through my tips and maybe suggest some resources they can use. As they learn it and try their own methods, it will become a routine that they won't need help with it. They will even develop their own routines
• Independent - Students spend whatever time frame you give them or they choose to study resources they enjoy to learn new words and phrases in context
• Research-based - The focus is on wholistic and natural language acquisition, not a list of grammar rules
• Context-focused - Michael Lewis, famous for the Lexical Approach, describes learning/acquiring language in "chucks" and the context students choose will aid in that process.
• Student-centered - Students can choose ways to immerse
• Interesting - Since students are choosing their resources, they can find things that interest them. They will always do the things they want to do.
• It can be used for reading or listening input! 2-for-1 deal!
• Life-long learners! Once their interest is captured, they can use this outside of the classroom and maybe even become polyglots!

How can I use this in my classroom?

• Homework
• E-Learning
• Substitute work - once students learn it, just a leave a note for the sub, "Have students work in their language learning journals" and then go back to bed!
• Independent quiet time (read: I need a sip of my coffee!)
• Fast finisher
• Bell ringer
• Cooperative Learning - students can share ideas of where they get their resources
• Model it as students work! I am a French teacher learning Spanish as well as constantly improving my own French so this is perfect for me to work through my own learning process as I discover new ways and resources to learn!

Does it have to be for classroom use? Nope! Anyone wanting to learning a language can take advantage of language learning journals!

Check out these pages and more in this set!

Do you use a Language Learning Journal? Let me know how you use your journal! 

www.iheartlanguagelearning.com

cheryl@iheartlanguagelearning.com

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World Language Workshops

 Can students workshop in their target language?

An experiment...

For 18 years I taught both French and English (as well as many other subjects quite frankly). While I am so much happier teaching French all day long, there were certain things about English that I loved. I loved reading books like Notice and Note by Kylene Beers and Robert E. Probst. I love reading research by Stephen Krashen.  The thinking in English classrooms is to give students some freedom and choice in what they are learning but not to the extent that there is no structure at all. While world language classrooms have come a long way in creativity, there are still some things I would like to see more often. I mean, maybe it is going on and I just haven't seen it yet.

One of my favorite teaching strategies is workshopping. To workshop is basically a two-step process, which can be broken down further as needed.

Step 1: Learn how to do something.

Step 2: Work independently or in groups to try it out. 

The teacher is available for help but students can also help each other.

So, I have decided that I want to try this in French. We are going to have Workshop Fridays. I will give students some strategies that I learn from some very successful polyglots and then students will pick a strategy and begin working on it. They will think about about their thinking...metacognition...and what works for them. Then they can journal about their process. 

We will workshop reading, writing, listening, and speaking. I will start by giving some ideas for strategies and some places where they can find opportunities to practice. Then we all work. Yep! Me, too!

Check out this video: Lýdia Machová - Ten things polyglots do differently [EN] - PG 2017 to see where I started with my research on polyglots. She gives names of other polyglots and their strategies. I like to share this with students as way to jump start the process.

So, do you workshop in your classroom? If so, tell me your subject and how you run your workshop.

Homework: Help or Hinderance?

 For the first 15 years of my teaching career (I am currently on year 20), I taught very traditionally. I used a textbook, went through it page by page, gave nightly homework assignments, quizzed regularly, and tested after 10-13 class days. The students worked on a writing portfolio which contained a paragraph for every chapter. We memorized vocabulary, made flash cards, took notes over grammar and worked on practice activities in class. What wasn't completed in class had to be done at home.

When I discovered sites that allowed me to create auto-graded assignments, I started to pay for yearly subscriptions and transferred everything to those sites, eliminating worksheets and paper. I reveled in the fact that I had less grading to do. It was amazing! At least, cutting back on time spent grading was amazing.

Through all of this, however, there were still some big problems. For example, many students didn't do the homework. Grades dropped and test scores were low. So, then I spent time calling trying to reach parents, who fussed at their kids to get them to do homework or blamed me for giving too much homework.

When I began to focus more on using TPRS and studying brain research in language acquisition, I began to see that homework, or at least the homework I gave, was hurting my students. Grades were low, even for students who did the work. Some of those students eventually gave up. I wasn't there to help them, they had no place to get help without cheating, and they felt defeated.

That was exhausting, for all of us!

The first TPRS workshop I attended focused on assessing and "practicing" in class. There was no need to take anything home. I found that, at least for French, I have been more successful just asking my students to understand. When I start to say or write something they don't understand, they have one job: ask for clarification. That's it.

No homework. No quizzes. No tests.

Do I assess? Of course! Do we practice? Absolutely! Do students study on their own? Sometimes.

I have found that giving students writing assignments or exit slips and having conversations with them on a regular basis gives me enough information to see where they are. I put these in the test categories in the gradebook and everybody is happy. Grades have increased drastically because I have started working with their brains, not against them. I just didn't have the information that I needed about brains those first 15 years.

For the past year, e-learning being so important, I have found some things that students can do at home to be successful and give them authentic practice. I love listening to polyglots and hearing their strategies for language acquisition. They are developing their own homework. They only do what they like and what they can do independently. This is what practice should look like. 

So, I will probably still refrain from giving students work outside of class. Time is short and other classes can make use of their homework time. They work, have jobs, and want to spend time with family and friends so I have opted not to intrude on that time. 

However, for the next e-learning day or if I ever change my mind about having them do anything at home, here are a few ideas I will probably choose from:

1. Watch a movie you know well but turn the audio to French. If you use subtitles, keep those in French, too.
2. Find French music you like and learn the words. Go ahead, use Google Translate to help. Google Translate has its place.
3.  Duolingo
4. Look for popular French "word chunks" and memorize them (instead of individual words).
5. Look on YouTube for videos in French about topics that interest you. (I love true crime so I love finding French true crime stories.)
6. Podcasts - You can find LOTS of podcasts on Spotify and YouTube (to name a couple) that are short and interesting.

What about you? What are your thoughts on homework for the World Language Classroom? For or against? Creative ideas?

I'd love to learn from you so comment below.

www.iheartlanguagelearning.com
cheryl@iheartlanguagelearning.com

Teachers Pay Teachers - i heart language learning online

Duolingo - is it for lazy teachers?

I have heard a lot of mixed reviews on Duolingo for a few years. I decided I would give it a try for my own polyglot endeavors. I wondered if it would fit what I have been learning about comprehensible input or if it would be just another drill and skill activity that teaches words in isolation, i.e. no context.

I was pleasantly surprised! I tried my hand at Spanish and quickly started to pick it up. I decided to start a Spanish Language Journal (more on this to come) using what I learned from Duolingo. After going through a few lessons, which FLEW by because it is so engaging, I began writing the sentences in my journal. Then I starting moving the "chunks" around and adding nouns from other sentences to create my own. After all, this is how we learn our first language. We know what chunks tend to show up together and we add or take away or move around as needed. 

Then one day I went to Spotify and typed "Spanish music" in the search bar. The song "Ropa Cara" come up pretty quickly. I recognized ropa and had seen the word caro. I knew caro meant expensive (it reminds of me of "car"...which is always expensive!) I learned that an "a" is usually a cue for feminine words and that "o" is usually a cue for masculine words. This led me to ascertain that cara was just the feminine form of caro. I had also learned that ropa is feminine. The logical meaning of the song title is "Expensive Clothes." 

The crazy thing about this process of figuring out the title is that it happened within seconds, much quicker than it took me to type it out to explain it to you!

So, I listened to the song with just a tiny bit of information. I didn't learn a lot the first time I listened but I did hear several words I had learned from Duolingo. Context clues were also very helpful (particularly brand names like Gucci and Prada). I decided to Google the lyrics. There was an option to "Translate to English." This was perfect because the English line was right below the Spanish line.  Listening to the song while following along with the lyrics a couple of times increased my understanding. It wasn't long before I could even pick up on the subjunctive! (Ok, so being a fluent French speaker played a role there.)

It is sooooo exciting to listen to music meant for native speakers and begin to pick up on the meaning on my own. 

Lesson - Duolingo gets the approval of this veteran of 20 years of language instruction. 

And no....I don't think it is for lazy teachers. It provides automatic feedback, repetition, engagement, and revisiting structures that individual students missed much better than I can in the classroom. I would love to be able to create these things online but I will leave that to the experts.

If you've tried it and have an opinion, let me know!

♥♥♥

I will be adding some resources into my TPT shop to get with both French and Spanish lessons. I have already added a few so feel free to check them out!

Here's a sneak peak...

Pssst....These are free!!

 

www.iheartlanguagelearning.com
cheryl@iheartlanguagelearning.com

Teachers Pay Teachers - i heart language learning online

i heart language learning - a new endeaver

 Bonjour! Salve! Hola! Ciao!

My name is Cheryl Bennett and I am starting a new endeavor. I am a French teacher from Indiana and have been teaching for 20 years. In that time, I have learned A LOT about teaching, about my students, and about myself.

For the first 15 years, I taught from a traditional textbook. I was glued to it and afraid of trying anything else. I would fight to keep this textbook. It was 15 years old! The pictures were outdated, the cultural information was outdated, and on and on. However, I knew that the word for "to have" was the same as it had been for centuries. I thought, "If it's not broke, don't fix it!" 

The crazy thing was, I was MISERABLE, and so were my students. This process was definitely "broke." But trying something new is scary. I was afraid of the workload, I think, more than anything. 

But then...

A friend of mine asked if I would like to attend a TPRS workshop over the summer. I thought, "Why not?" I can always add resources to my textbook. I'm down for some creativity. And the school was paying." 

I had NO IDEA how life-changing this would be. I went from the conference to my superintendent's office to ask for new curriculum. Praise God (literally) for a good curriculum director. She was on board and willing to let me try. If you teach a World Language and are unfamiliar with TPRS, I highly recommend checking out Blaine Ray's site, the inventor, to learn more. The man is amazing! He has a sense of humor, is very creative, and...had walked in my shoes! He understood my struggles. He had been depressed and discouraged. He had seen students drop his class. He had had "the talk" with the principal. I benefited from his difficult experiences.

Maybe it's your cup of tea or maybe not. I can only speak about my personal experience.

So, what happened?

My students went from bored to engaged immediately. When things went a little dry, I could look in Facebook groups and find a new spin on TPRS pretty quickly. For the first time, we were laughing AND learning, at the same time. Maybe teachers shouldn't have to put on a show to keep kids' attention. The fact is, we all like to be entertained. When we are engaged, we are learning. And that part IS my responsibility. 

I will never forget my poster child. We still talk about it. He came to class every day and slept. He was a good kid. I talked to his mom, and we tried to figure out a solution. I mean I really loved to talking to this kid, when he was awake. And quite frankly, I was pretty bored, too. I couldn't get frustrated with him. I was frustrated with myself.

When I changed processes between his French I and French II, I met a brand new kid. He LOVED it. He started to love French class. His humor came through while we were all learning. He caught on fast and even thought of French when he wasn't at school. I will never forget the day he walked into my classroom and said, "Ms. Bennett, how do you say 'think' in French? I was in my deer stand this weekend trying to make up a story in my head and I didn't have that word." When he was in French I, I never would have thought this conversation could happen.

So, where does that leave me today? 

Well, now I want to create more materials for my class. Many materials for TRPS and comprehensible input have been created for Spanish. They are often translated to other languages as time and translators are available but French has been behind. We are starting to catch up. So I have found that this is a good opportunity to create on my own and to share what I have found.

I am passionate about using research to learn about the brain and how it acquires language. I am thrilled that I can tell you why these lessons and methods work. 

So, join me in my journey. Share your resources and what you've learned with me. Maybe I can even help you!

-Cheryl, language learning lover

www.iheartlanguagelearning.com
cheryl@iheartlanguagelearning.com

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