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Fan-n-Pick Spelling Words


I. Rationale

This activity is adapted from a cooperative learning activity designed by Spencer
Kagan called Fan-n-Pick. It can be used with grade school students who speak
English as a second language. Students work together in pairs to spell words from
their spelling list. One member of the pair picks a flashcard and reads the spelling
word written on it. The partner then replies by spelling the word and using it in the
context of a sentence.

The activity encourages students to a) focus on form while they learn to use words
correctly and to display that knowledge through the b) interaction hypothesis.

A) Focus on Form
Long and Robinson (1998) state that focus on form often consists of an occasional
shift of attention to linguistic code features (p.23). This can occur during an
interaction between and teacher and a student or between a group of peers. The
attention to a particular linguistic feature is highlighted through students
interactions with one another. They continue to discuss how a teacher could bring a
students attention to a language feature as feedback to provide them with an
opportunity to notice the error and correct it.

Students working in rotating pairs have multiple chances to listen for the accuracy
of word use in a sentence. They are instructed to produce a sentence containing the
word on their card, making sure to use it correctly and to maintain verb agreement.
By having students work with a partner, they are able to get immediate feedback on
the accuracy of their work, which will increase their understanding of how the word
fits the rules and use of language.

B) Interaction Hypothesis
Ellis and Shintani (2014) states that interaction in a classroom can often be a
challenge for teachers to manage effectively (p. 219). In other words, interaction
involves listening as well as speaking (p. 219). It is important that both listening
and speaking are involved through interaction. Language development does not
rely just on input or just on output, but on a combination of both at the same time.

In this activity, students will be demonstrating interaction by taking turns speaking
and listening. By using the Kagan activity design, the classroom management aspect
of the activity becomes very simple which allows the teacher to monitor the
effectiveness of the interactions going on throughout the classroom. Students are
speaking sentences that they create while their partner listens and gives feedback to
them about the correct or incorrect use of language that they produce.

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II. Description

1. Pre-Task
The teacher will instruct students how to turn a piece of 8 by 11 piece of
construction paper into eight cards by folding and cutting. First have students fold
the paper in half using hamburger folds (connect the short ends of the paper) and
hot dog folds (connect the long ends of the paper). To finish, students fold the top
of the paper in half and repeat with the bottom. Once there are eight rectangles,
students will cut on the folded lines.

Write on the board the spelling words that they will need to have on their cards, for
example: fair, pair, stair, chair, care, dare, bare, glare. Students are now ready for
the activity.

2. Task Cycle
The teacher explains to students that they will be working with a partner to
practice spelling the words on their cards and saying those words correctly in a
sentence.

Now students need a partner to help them practice. Students slowly walk around
the room with their cards while the teacher plays music. When the music stops,
students move to the closest person to them and say, Hello partner!

They are ready to quiz each other. Model how to hold the cards in a fan shape and
say, Pick a card, any card. Student A says the phrase and Student B picks a card
and reads the word. Student A spells the word while Student B listens. If it is
spelled correctly, Student B says, Good Job! but if it is not a correct spelling,
Student B says, Lets spell it together. They both look at the card and spell the
word. Students then switch roles.

Once students have had some practice using the exchanges between one another,
increase the level of difficulty by instructing students to say the word in a sentence
after they have spelled it correctly. Partners will listen to the sentence and give
feedback using phrases such as:
Good Job!
Nice sentence.
I like your sentence!
Is that a complete sentence?
Is that how we would say it?
Did you use the word correctly?

Give students 10 minutes to work with their partners before having them return to
their seats. During this time, the teacher should be walking around the room and
listening to student interactions. If a student pair is not able to create their own
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sentences, model several examples for them before prompting them to make
another attempt.

A writing extension idea is to have students write their three favorite sentences in
their journal or give students an opportunity to share a sentence with the class.

3. Post Task
To conclude the activity, the teacher will write the spelling words on chart paper.
Students will have an opportunity to share a sentence for words from the list. This
can be done as a whole group or by having students write their sentence on a post it
and then sticking it next to the word that they included in their sentence.

III. Reflection

I have used this strategy with my class on a regular basis throughout the year. They
enjoy the movement and freedom that it provides. It is great to walk around the
room and hear some of the interesting things that the students come up with. I am
also able to give on the spot feedback when I hear a student speaking the word
incorrectly or using it incorrectly in a sentence. This type of formative assessment is
helpful for me throughout the week. I am able to recognize when students need
further work with sentence structure or subject/verb agreement. It also teaches
students to listen to their partners and give feedback.

I like the way that the activity models and reinforces encouraging and uplifting
dialogue between pairs. The students often greet each other in a similar way to the
activity and encourage correct work with the same types of praise phrases
throughout the day. The positive atmosphere allows students to feel comfortable to
attempt difficult tasks with their partner as well.

I did notice several times that when students said a sentence that was incorrect,
their partner did not always have the vocabulary to correct them. Mistakes were
made either because of the word being part of a sentence fragment or because it
didnt make sense in the way they said it. This showed that I need to model using
the words in a sentence several times before expecting students to come up with
examples on their own.










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References
Ellis, R. & Shintani, N. (2014). Exploring Language Pedagogy through Second
Language Acquisition Research. New York, NY: Routledge.

Kagan, S. & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan
Publishing.

Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In
C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language
Acquisition (pp. 15-41). New York, NY: Cambridge University Press.