This section is the meat of the notebook. It’s where comprehensible input is recorded/reflected on/interpreted– whatever works best. I love interactive notebooks because they, like CI, are adaptable to what each class needs. The content reflects our interests, and what we do with it depends on the day.

The biggest section of our notebook is the class content section. We reserve some pages at the end for reference (the few vocabulary lists and grammar charts we do), and the rest is filled in chronologically. Most weeks, we have three target structures, and do at least one class story or MovieTalk. If you’d like to see how this works, make sure to watch my TPRS and notebooking video on the main Spanish notebooks page.

As the text and stories get more complex, the students also get a picture of how they are rising in proficiency. My approach can be somewhat spontaneous and a little crazy, so I love that parents and administrators can see all the work we’ve been doing in one place. The connections between the stories, authentic songs, and culture studies make more sense when they’re all together. It’s a good anchor for me, too!

Keep in mind that these are just a few samples. A lot of what we do isn’t necessarily recorded (PQA, Movie Talks, discussions), and we don’t feel pressure to use the INB unless it is helpful.