SPANISH INTERACTIVE NOTEBOOKS:
As a new teacher, I gave an enormous vocabulary list at the beginning of each unit. Then I drilled and quizzed the life out of it– and still found that my students forgot most of it by the end of the year! Now, I always try to introduce vocabulary in context, and in much smaller amounts.
I have two main ways to record vocabulary. Most of the time, it’s in sets of three (pictured first, below) and the surrounding pages contain stories and input surrounding those phrases.
I also have a specific vocabulary section, where I keep little booklets by theme. These are a sort of catch-all for the vocabulary that comes up and needs a place to be written down. This is a reference section. I don’t really quiz the words, but just work them into the things we do all year. Some are not necessarily high-frequency in the scheme of the Spanish language, but pertinent to the students’ daily lives (like ordering food at a restaurant or classroom objects).
This booklet catches all our beginning of the year vocabulary. We record classroom objects right away, so the students can stay in Spanish in class. Otherwise, we fill in the words as they come up.
This is another instance where graphic organizers keep the terms simple. This includes a family tree with names, so you can discuss them or play guess who, as well as space for a famous family tree made by students.
Last year I did an IPA and unit on food. It was more themed than I usually do, but I had many students traveling to Latin America or eating at restaurants with Spanish-speaking staff.
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