martes, 21 de marzo de 2017


Hola a tod@s!!!

Hace algunas semanas que se fue Céline pero me quedaron algunas cosas pendientes...
Su estancia en mi centro fue impresionante.

 Tuvimos suerte porque pudo asistir a un grupo de trabajo TIC y, sobre todo, porque pudimos contar con un profe extraordinario que nos abrio la puerta de su aula para compartir e intercambiar ideas. Agradezco a José su diponibilidad y su generosidad. Presentamos también a Céline un proyecto innovador que tenemos entre manos...

El efecto OA (me permito citarte, Mar) sale de mi centro para llegar hasta el IES Jiménez Lozano de Valladolid. Muchas gracias a Mario Martinez, jefe del Departamento de Francés, por acogernos durante unas horas en sus aulas.

Entre todos hemos conseguido que Céline se fuera con la maleta llena de ideas. Tengo que decir que ha sido, si ninguna duda, la mejor experiencia de mi vida profesional.

Muchas gracias a los que la habéis hecho posible.

Seguimos trabajando juntos.

Por Emma Bahillo del IESO Ribera del Cega de Mojados.

domingo, 19 de marzo de 2017


Hola a tod@s

Aquí tenéis a la tercera observadora de Cornwall que está poniendo sus observaciones en el blog de su cole y en twitter bajo el nombre de @lafilologa.

 Siento no haber compartido aquí (aula virtual)  también pero lo estoy haciendo todo desde el móvil y no siempre sale como me gustaría.

Os animo a que entréis en el blog y sigáis por twitter nuestra #observa_acción porque estamos aprendiendo un montón de cada una de las escuelas que visitamos (5 en total) y de todas las personas que nos vamos encontrando a lo largo de esta interesante experiencia.

Para mí está siendo totalmente recomendable y muy enriquecedora. Gracias a tod@s los que lo habéis hecho posible 😊

Por Cristina Diaz Pato, profesora observadora del CEIP Virgen de la Cuesta. Miranda del Castañar, Salamanca


DAY 10. Friday, March 17th, 2017.

KINDERGARDEN CLASS- Treloweth school

In the morning all the classes of the school get together at the gym and sit in rows by classrooms. Each teacher has previously picked a student from his/her class to praise and be awarded student of the week. That student will come to the front and once he/she is there he/she is there, they are given a letter for his family telling them about their great behavior, manners and hard work of that week. Once they are at the front, their classroom teacher stands up and very loudly says why he/she picked that child that week.
Once this is done they need to pick the class of the week, for that, they get a chart full of diamonds, which the teacher keeps marking daily anytime the whole class is behaving, really nice. Then the head teacher starts saying numbers and if the classroom teacher has that number of checks in the diamonds he/she remains standing, if not, he/she sits down. The last teacher remaining is giving a chart that says diamond class to proudly show by their door.
For our surprise, Sarah, the girl responsible for the teaching of Spanish at this school had prepared a beautiful song that the whole school sang for us. It was very emotional. At the end of the song they told us to stand up and head to the front of the school were they gave us a beautiful bracelet as a present for our time and stay at their school. It was all very emotional.
After this emotional moment I head back to the Kindergarten classroom.
They start the day of reading a letter that some mystery friend has left for them and then they dance a wake and shake song. The teacher always joins and dances with them and keeps encouraging them and making nice comments to each child.
After that the kids go play in different corners: 1) Role-play area with disguises of all sorts 2) Number line, where they write the missing numbers. 3) A table with long white paper and high frequency words where they can copy as many as the want with different felt tip pens. 4) An area with recycles materials, rubber bands, rice, sand, where they can create different musical instruments. 5) The teacher is showing some of the kids a picture and they have to think of a sentence with that photo and try to write it on the board.

I came back to the year 1 class I visited at the beginning of the class and they were finishing their final writing piece, putting together all the other parts of their stories they wrote in previous days. At this moment they were given a whole hour to do that.
Once many of them finished, they were put in pairs so they could read their stories to a partner. They were very happy to share their stories. They will switch partners every once in a while to read their stories to different kids and also here new stories.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.


DAY 9. Thursday, March 16th, 2017.

YEAR 2 CLASS- Treloweth school

The teacher and the TA in this class are really welcoming and take every possible opportunity to explain things to me and also to ask me questions about my school system and how we do things there differently from here.
First of all the teacher asks them about their lunch choices and while they were doing that the principal came to congratulate them for the great work they are doing and how well they behaved the day before while the general observations with principals from different schools took place.
After this, they dance a wake and shake dance. (YOUTUBE: JUST DANCE KIDS) This way they start the day off with energy. Sometimes they also dance this wake and shake videos in between lessons.
They start with some interactive games in the whiteboard. They need to match statements, commands, questions and exclamations.
Before the game starts the teacher tells them to sit straight and give him a smile, so he makes sure every student is ready.
He makes sure they all know the answers to the questions before a kid gets up and goes to the board to match the sentences.
Yesterday they wrote a description about a pirate and did a report on how life as a pirate is like.
If a kid isn’t paying attention the teacher says: Peter, that’s your warning.
They go through the different parts their writing piece is going to have talking a text about fire fighters as a model.
Parts: Title, introduction, subheadings, conjunctions (and, because, so, also), technical vocabulary, summary/conclusion.
They read the text about fire fighters and they identify these different parts together and they highlight it in different colors using a ruler.
It takes them a minimum of 3 days (3h) to produce a nice piece of writing. (0.Explore the topic) 1. Plan 2.Writing 3.Improved piece. This has more stages for the higher grades.
Plan-Brainstormed questions
  1. What jobs do pirates do?
  2. What clothes do pirates wear?
  3. How do they survive in the sea?
  4. What do they eat?
  5. How do they find treasures?
  6. How do they have fun?
  7. How do they stay clean?
1 hand on 1 hip and say HIP!
1 hand on the other hip and say HIP!
Hands up and you say: HORRAY!


The class is divided in 3 groups to work on fractions (by ability level):
-1 group works with the TA
-1 group works with the teacher
-The other group work on their own, some on fraction problems some on fractions.
*To get their attention: Clap once, clap twice, clap 3 times!


When we come back from the break a small group of students is working on phonics in the hall with a TA. They are working on the “ow” sound. First, the TA reads 5 words to them with the “ow” sound in them. Brown, cow, how, down, town.
Then she sounds out the words one by one and they copy each word on their notebooks.
Once they are done, the TA reads a story to them with lots of “ow” words. They go over the sentences identifying the “” so they know it I a conversation and they need to change their voices, ?, !, ect.
The next day they will have to re-read that story doing buddy reading.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.


Day 8. Wednesday, March 15th, 2017.

Portreath Primary School
Portreath is a small school in a fisherman village. The school is 1/3 of the size of our base school Treloweth. We are welcome by the business manager of the school. She showed us around and we get placed in 3 different classrooms for the morning. Portreath has a totally different vibes. It is somehow different to all the other schools we had visited so far. It feels like home.
I start off in classroom 3.
They start the morning ordering their lunches and then straight to guided reading. I get a student at a time to read with me. J I loved that.
The girl I read with is a great reader and it was a pleasure reading with her. At the end of her reading I wrote the pages we read in her reading record book together with a little comment.
I then read with a second girl. An awesome experience too.
The class is working on their own version of the “What a wonderful world song”. The kids are rewriting the song adding details about their area and Cornwall. This activity really busts their creativity and they are extremely happy showing me their versions of the song. Their songs talk about their green scenery, their beaches ready for surfers, their Cornish pasties, etc.
After class 3 I head of to class 4.
This class is a mixed between year 4 and 5 children.
In this classroom I get a chance to have a chat with Kim, a TA that is in charge of teaching Spanish to the children of Portreath.  Kim not only teaches Spanish but she also help students with difficulties throughout the school. She tells me about her experience teaching Spanish at this school. Spanish doesn’t have a set time in the timetable. It varies weekly. She is very fond of Spanish language and teaches them about Spanish language and also focuses in culture. Children are very happy to practice their Spanish with me. Kim shows me the Spanish journal the students keep with lots of activities they do during the Spanish lessons. They learn about food, colors, physical descriptions, animals, body parts, etc. Also cultural aspects like Picasso, Los Reyes Magos or Easter traditions and traditional stories in Spanish such us the three little pigs. They also practice dialogs about ordering food in a restaurant and cook Spanish recipes. And they interview their classmates about their likes and dislikes.
The kids in this class are writing the beginning of a myth. They need to invent a imaginary story they that takes place in their village Portreath or in their province Cornwall. In previous lessons they planned for the story they wanted to write using pictures and small notes about their future stories. Today they need to elaborate on the story with their plan as the starting point. Of course they can’t forget to include (where, when, who, what, why, how)
Before the end of the lesson, the teacher picks a couple of examples of children writing and she reads them aloud commenting on the piece of writing. She mentions the good parts and also the points they could improve. She talks in general so they will all check their work and improve their writings.
After this, they swop their notebooks with their partners and they get to add comments to help them improve their writing too. Partners add their comments with pencil.
After break time I go to class 1.
It was the children play time so I got the opportunity to talk to the classroom teacher, Sam, about our school systems and we got the chance to see the good and less good bits of both schools systems. It was a really productive chat, which I am really grateful I got to have with Sam. I already commented on this on a previous post and the chat with Sam only made my ideas clearer in my head.
The atmosphere in this school is definitely slightly more relaxed than in other schools in the area, maybe because of the place it is located by the sea or maybe because is further away from the major towns of Cornwall. Whatever it is I am leaving this school with a nice feeling and wishing I could be back for some collaboration in the future.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.


DAY 7. Tuesday, March 14, 2017
  1. Teacher goes through the timetable with them telling them what they are going to do on that day.
  2. After that they move to do their phonic work. They review all the sounds and add the new sound “ue”
Anytime she says a new sound she tells them: My turn your turn. Soy they know that they need to listen to her first before repeating what she says.
  1. Then they move on to review the writing of words with the “ar” sound.
  2. Next they read their high frequency words (green words) and then the story of the week that accompanies the new sound they’ve just learned.
  3. They read the story in pairs or threes, pointing at each of the words with a Popsicle stick so each child is focused on the same word at the same time.
Until this time the teacher was only teaching half of her classroom and right after she finished with the phonics the other half arrived, they sat down and were given papers to start writing a story about a topic of their preference. This second group that have just arrived were working on phonics too with other teachers or TA’s. They are the higher tier of the classroom.


-They start counting from 1 to 100 in 5s.
-They start doing additions with their fingers. Teacher shows them 10 fingers. Then she removes 1 and says, how many more we need to make 10? Kids reply 9! Teacher keeps removing fingers and they tell her how many more to make 10.
-They count from 1 to 100 in 10s.
-On the whiteboards she has some number sentences prepared, these number sentences have missing numbers, they need to add something to make the additions correct. 5+__=9, __+6=7 etc Teacher lets them work on their boards while she passes by checking what the kids are doing on their boards. They are given 3 minutes to complete the task.
-They review their answers together. Making gestures like 5 fingers for 5, arms crossed for plus or arms parallel for equals.
-After this they move on to describing 3D shapes. First they watch a real life video about 3D shapes we see daily around us. Cubes, spheres, pyramids, cuboids, and cylinders. Then they learn vocabulary that will help them describe this shapes. (faces, square, rectangular, circles, no edges, flat face, curved face, point, sides)
-After the videos the teacher takes out a bag with shapes inside. She describes a shape she is touching inside the bag and children guess and justify why did they take that guess, by explaining which of the words the teacher used help him/her guess the 3D shape.
-After that teaches takes some plasticine and creates different shapes for the kids to guess and then describe.
-One the whole group explanation is finished. They go to their groups and they play with shapes, describing the shapes to their group mates so they can guess. Each group in the class has a name they chose at the beginning of being a group.
-Once they are done, the TA hands them in the learning intention for the task and a picture they’ve just printed of them playing the shape guessing game and they glue it in their Math Notebooks and they need to write a descriptions for each of the shapes, At least a sentence for each of the shapes. (Silent work)


-They sit on the carpet and the teacher displays on the IWB some of their writing pieces from yesterday and they look at it and they analyze the good and things to improve in different writing pieces from different students.
-They check specially: Capital letters, full stops, finger spaces, use feeling and verbs to write about actions, and use “and”, “but” and “so” to link ideas in a sentence. They do this with a small rubric they call their “Marking ladder”
-After that the teacher, with the help of the children writes a small text to show them a good piece of writing that could serve them as an example for them to look at after.
-Sometimes she stops to sound some words out it their spelling is tricky for the kids.
-The teacher pretends to make mistakes to they notice. For example starts a sentence or writes someone’s name without a capital letter, doesn’t leave finger spaces or “forgets” to write the full stop.
-She encourages them to put question marks at the end of sentences to make them more exciting.
-When thy finish writing their text they read it all together. Making gestures for capital letter (arms in a triangle), full stop (fist pointing forwards) and exclamation marks (hand goes down and punches)
-After this whole class work they are sent to their tables to start writing their own text. First they glue their objective and their marking ladder and then write their own texts. They are writing about the problem part that happens in the story. They start off by coping the text they have written together and they take it from there.
-When there are 5 minutes left she tells them to stop writing and look at their marking ladder to check the piece they’ve just written. They put ticks in the items from the marking ladder they have incorporated in their writing piece.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.


DAY 6. Monday, March 13, 2017

Roskear Primary and Nursery School

-In this school the assistant head teacher welcomes us and she gives us a tour around the school showing us all the classroom and explaining how their school works. She is very pleased to tell us about their school and asks a lot of questions about schools in Spain that we happily answer.
-We start off at the Nursery classroom where they do the register and then they review the spring vocabulary they are learning at the moment.
-The class has 5 corners well differenciated: Computer, builder’s yard, count and match, investigate and topic.
-They give a lot of importance to the red words, words that can’t be sounded out (I, the, said, what, was, me, you, she, be, we) and their green words, high frequency words (moon, dog, high, bird, sun, mat, fit, ship, chop)
-They also have a Learning Wall that displays all the things they have been learning so far with a picture of the activity.
-They also have children observation sheets where they write once or twice per week about what the child has accomplished.
-Library is very well organized into 3 main areas: Nursery rhymes (simple songs and poems), newspaper reports (information facts about different subjects) and fiction (stories that describe imaginary events)
-In this school, as well as the other schools, they have a big number of TA teachers that help in the classrooms and also they have a speech specialist (AL) and a TA in charge of helping those kids which first language is not English (Compensatoria).
-The school slogan, the 4Rs: A good learner is resilient, reciprocal, resourceful and reflective.
-Children participate in the school council so their voice is heard. This is a very important matter in this schools. Everyone needs to be heard.
*Reading wrist bands. A chart with different colors stripes is displayed where children can move their names depending on the amount of books they have read so far. They are given a different plastic wrist band when they move up on their reading level.
Year 2 bulleting boards: Math, Science, Literacy, Reading, Topic.
Year 6. They are very busy preparing the SAT exams they will take in May so there are 2 classes but at this time they are permanently split in 3 groups by their ability levels.

Por Maria Josefa Gonzalez Roces, profesora del CEIP Moreno Espinosa , Cebreros, Avila.