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 Contents
Teaching Notes ……………………………...….………..4

Para un cuento……….………………………….………..5
Novice
Levels

Para un texto/video………………………….………….6

Para una canción ..…….……………………….….…….7

Para un cuento……….………………………….………..8
Intermeidate
Levels

Para un texto/video………………………….………….9

Para una canción ..…….……………………….….…..10

Para empezar página..……..……..……………..…..11

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 Using this Product

I came up with these choice boards because I wasn’t satisfied with my bellringers. Because organiza-
tion can be an… er… struggle for me, I needed something truly simple. And because acquisition pri-
marily occurs from comprehensible input, I wanted something input-based.
These choice boards were designed as a “Para empezar” resource, but they would work as home-
work, exit tickets, or really anytime you need a quick response to CI.
The first moments of class are really important. I didn’t want to do random bellringers, or just
“conjugate the verb tener.” The problem was that my grand plans of making personalized CI bellrin-
gers for every class fizzled out by October. These choice boards have been a huge help, because I
just recycle content from the day or week before, and the students just choose how to respond.
At the beginning of the year, the students stack and staple the choice boards into their notebooks.
When class starts, I put up some sort of comprehensible input up on the board. It could be a song,
video, text— perhaps a mini-cuento we wrote the day before, or the chorus of a familiar song. I use
this most days, but sometimes we just listen to a song or begin with free independent reading.
Here are some examples of how it works for me:

From a fable the students read
the day before:
Un día, un lobo viene. El lobo tie-
ne hambre. Quiere comer las ove-
jas. El joven tiene miedo. Grita,
- ¡Un lobo! Hay un lobo!
¡Ayúdenme!
Las personas no corren. No vie-
nen. No viene nadie. El joven no
se ríe. El joven corre.
From Marc Antony:
Voy a reír, voy a bailar
Vivir mi vida la la la la
Voy a reír, voy a gozar
Vivir mi vida la la la la
Voy a vivir el momento
Para entender el destino
Voy a escuchar el silencio
Para encontrar el camino
A text about Shakira:
Shakira es una cantante, escrito-
ra, y bailarina. Ella es de Colom-
bia. Es muy famosa y tiene mu-
chas canciones famosas. En 2010,
su canción “Waka Waka” era la
canción official de la Copa Mun-
dial .* ¡Esta canción tiene más
que 1 000 000 000 de visitas!
*The World Cup

Choice 2: Choice 8: Choice 5:

El joven
Colómbia cantante
 cuida las ovejas ¿Quién?: yo (o Marc Antony)

 está aburrido ¿Qué?: voy a vivir, bailar

Shakira
¿Por qué?: para entender el
 hace muchas bromas
destino/el camino
 es mentiroso Waka Waka
famosa

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 Para empezar choice board: Un cuento

(Novice Levels)

1. 2. 3.

In English: In Spanish: In Spanish:

Write why you liked or didn’t Choose a main character Write 2 statements based on
like the story. from the story and make a the story, 1 true and 1 false.
list of phrases describing that Circle the false one.
(Be specific and use the text
person.
as you explain your opinion.)

5. 6.
.
In Spanish: In English: Sketch the main events in
Think of the 3 main events in the story. Draw at least
Explain who the main charac-
the story. List them in order, three scenes.
ter is in the story: what he or
using phrases or keywords. she is like/ needs/ wants/
has/ gets, etc.
(3-4 sentences)

7. 8. 9.

In Spanish: Choose 3 and write a word to In English:

List 2-3 keywords related to match each one in Spanish: Summarize the story in 3-4
the main problem in the ¿Quién? sentences.
story, and 2-3 keywords rela-
¿Qué?
ted to the solution/ending.
¿Dónde?
¿Cuándo?
¿Por qué?

5
 Para empezar choice board: Un texto/video:

(Novice Levels)

1. 2. 3.

For a persuasive text:/video: In English: Find 2-3 keywords in the

Did you agree with the text?
Did it change your mind on
anything?
Respond with 3-4 sentences
in English.
text/video. List and illustrate
Make a Venn diagram con-
them.
trasting two opinions, peo-
ple, or topics from the text or
video. (4-5 terms)

5. 6.
4.

For an informational text/ In English:

In Spanish:
List 2-3 words you already
knew before reading or wat-
ching, and 2-3 words that
you learned.
video:
Write a question you still ha-
What is the text about? Wri- ve on the topic after wat-
te the main topic down, and ching or reading.
make a word web in Spanish.
(3-4 terms)

7. 8. 9.

Find 2-3 keywords in the Choose 4 and write a word to In English:

text. List and define them in match each one in Spanish: Summarize the text in 3-4
English. ¿Quién? sentences.
¿Qué?
¿Dónde?
¿Cuándo?
¿Por qué?

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 Para empezar choice board: Una canción

(Novice Levels)

2. 3.
1.

In English: In Spanish:
Choose your favorite line of the
What is the main emotion of song. Write it down and sum- Did you like the song? Why or
the song? Why does the singer marize it in English. why not? Make a list.
feel like this?

4. 5. 6.

In Spanish: Sketch the main ideas or events In English:

from the song. Draw at least
Identify 3-4 key words impor- Summarize the chorus.
three scenes.
tant to the song and define
(3-4 sentences)
them.

7. 8. 9.

Choose 1-2 lines. Write them In Spanish:

Choose 4 and write a key word
down, with space between the
for each, in Spanish: Think about who is singing the
lines. Draw pictures above the
¿Quién? song. Write that down, and
words you know to make a
make a word web in Spanish
“pictograph.” ¿Qué?
describing that person. (3-4
¿Dónde?
terms)
¿Cuándo?
¿Por qué?

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 Para empezar choice board: Un cuento
(Intermediate Levels)

2. 3.
1.

In Spanish: In Spanish:
In English:
Choose a main character Write 4 statements based on
Write why you liked or didn’t
from the story and describe the text, 2 true and 2 false.
like the story.
him/her in 3-4 sentences. Circle the false ones.
(Be specific and use the text
as you explain your opinion.)

4. 5. 6.

In Spanish: Sketch the main events in the In Spanish:

story. Draw at least three
Identify the main Change the voice of the
scenes.
problem in the story, along story and rewrite a section
with the of the text from another
solution. haracter’s perpective.
El problema es… (3-4 sentences)
La solución es…

7. 8. 9.
Choose 4 and write a senten-
In Spanish: In English:
ce for each, in Spanish:
Write an alternative ending Summarize the story in 3-4
¿Quién?
to the story. sentences.
¿Qué?
(3-4 sentences)
¿Dónde?
¿Cuándo?
¿Por qué?

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 Para empezar choice board: Un texto/video:

(Intermediate Levels)

1. 2. 3.

For a persuasive text:/video: In Spanish: Choose two sentences from

Did you agree with the text?
Did it change your mind on
anything?
Respond with 3-4 sentences
in English.
the text and translate them
Make a Venn diagram con-
to English.
trasting two opinions, peo-
ple, or topics from the text or
video. (4-5 terms)

5. 6.
4.

For an informational text/ In Spanish:

In Spanish:
List 2-3 words you already
knew before reading or wat-
ching, and 2-3 words that
you learned.
video:
What is the text about? Wri-
te the main topic down, and
make a word web in Spanish.
(4-5 terms)
Write a question you still ha-
ve on the topic after wat-
ching or reading. Using the
keywords will help you.

7. 8. 9.

Find 3-4 keywords in the Choose 4 and write a word to In English:

text. List and define or illus- match each one in Spanish: Summarize the text in 3-4
trate them in English. ¿Quién? sentences.
¿Qué?
¿Dónde?
¿Cuándo?
¿Por qué?

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 Para empezar choice board: Una canción

(Intermediate Levels)

1. 2. 3.

In Spanish: Choose your favorite line of the In Spanish:

song. Write it down and sum-
What is the main emotion of Did you like the song? Why or
marize it in English.
the song? Why does the singer why not?
feel like this?

5.
4. 6.

Identify 3-4 key words impor- In Spanish:

Sketch the main ideas from the
tant to the song in the song and
song. Draw at least three sce-
define them.
nes.
Choose a section of the song
and rewrite it in another voice
(ie, change from yo to
nosotros.
(3-4 sentences)

7.
8.
9.
Choose 2-3 lines. Write them
Choose 4 and write a sentence
down, with space between the In Spanish:
for each, in Spanish:
lines. Draw pictures above the
Think about who is singing the
words you know to make a ¿Quién?
song. Describe this person in 2-
“pictograph” of the stanza. ¿Qué?
3 sentences.
¿Dónde?
¿Cuándo?
¿Por qué?

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Name _______________________________

Para empezar

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