Pop-Up Grammar SWIFTLY Archived Post 8.13.11

Originally posted 8/13/11)

Think of the acronym SWIFTLY for identifying the different kinds of “pop-up” grammar statements/questions we can use with our students:

See/Hear Pop-ups

These are the first pop-ups I heard….and in the early stages storytelling. the most frequent.

(do you) See the English word in the French word?
(do you) See the “r” on the end of bailar? That makes it “to dance”.
(do you) Hear the English word in that?
(do you) Hear the “o” on the end?

These “pop-up-points” that will help students better comprehend what they see and hear as well as introduce them to, and give them practice in identifying and understanding cognates.
What if ? Pop-ups

This was the second group I noticed. These were based on the fact that the students were “getting” the See/Hear pop-up questions right.

What if I added an “r” to baila? What would it mean?
What if I wanted to say he dances instead of I dance?

These moved the students up “Bloom’s taxonomy”, required students to be familiar with a “pop-up-point” and required them to manipulate the language in order to change the meaning of the word/phrase.
Individual Pop-ups

This is when we ask an individual a pop-up question rather than the group. This is ideal for checking in with barometers, pulling in a daydreamer, challenging a “superstar” or giving a little extra love to anyone.
Find the word/phrase that says…..in French

I identified these when Susie was reading with the students. Susie read a sentence or two aloud in French and then asked them to
Find a certain word/phrase.
Sometimes it is a familiar word/structure….but often this was aimed at the “superstars”….chose a phrase that they are able to find using their upper level abilities or more expansive vocabularies. The barometers can not always identify it on their own, but they are able to recognize once it is pointed out.
Timing Pop-Ups

Obviously when and how often to do pop-ups is a tough skill to master….and if you are a master…please share your pointers with us!!

This is what I have observed/experimented with that seem to work:

*no more than one pop-up per sentence when reading
*no fewer than every 5 sentences when reading
*more frequently when a “pop-up point” is being introduced.
*fewer when we are reading a story for the joy and excitement of it (like the choking scene in casi se muere!)
*focus on only one or two “pop-up-points” per class period for best results …especially with beginners!
Love Pop-ups

These are done purely to connect with a student. If a barometer suddenly “gets it”…and you see the eyes light up…it is time for a Love pop-up.
Hey Martin….I saw that sentence show right up on your face …tell us what it means!

A student comes in after school for help and you work ahead on the next day’s phrase. Call on him early on in class for a pop-up!
A student “owns” a particular word or phrase…
You Still Got It Baby!! Pop-ups

These are when we go back and pop up a point we know.,…or we hope…that they have already mastered…just for the confirmation (hey…maybe they still need it!!) or the sheer joy (ours and theirs!) of it.

with love,

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