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What to Expect in Class

What Vocabulary Will Be Covered in Class?

 

As explained below, the rate that the class progresses will depend on the rate at which students acquire the new vocabulary. That being said, this link shows the key vocabulary ("Critical Skills") starting on page 3.

  • The "TPR Unit" will be used for the 2021-2022 school year and will overlap with the units listed below in the document 

  • Here is the rubric by which I grade my instruction

Starting Class

  • Class starts with a greeting in Spanish

  • For readers (about grades 3 and up), we then briefly discuss how students are, the date, the day of the week, the weather, and the time

The Story

The story is told in Spanish with English translations on the board

unless clarification in English is needed.

  • I introduce a new detail to the story from the TPRS materials and/or Señor Wooly videos (these utilize high frequency vocabulary) 

    • i.e. "The boy eats." ​

    • The class enthusiastically responds with "Oooh!"​​

  • I review the new verb by asking a variety of questions to the whole class (this is called "Circling") ​

    • The questions progress from yes/no, either/or, to question words

    • Examples:

      • "Does the boy eat or does the girl eat?"

      • "Does the boy eat slowly or quickly?"

      • "Who eats?" 

      • "What does the boy eat?"

  • I involve students in the story by asking them individual questions (this is called "Triangling") ​

    • Examples:​

      • "Susie, do you eat or does the boy eat?"​

      • "Frank, does the boy eat or sleep?"

      • "Mary, do I sleep or run?"

  • I ask the students to mute themselves on Zoom and "describe the situation" (What is going on in the story) out loud in Spanish for 30-120 seconds​

    • I aim to do this 4 times per class​

  • Once students are finished/unmuted, I ask 3-4 students to "describe the situation" for the class​

Checking In 

  • When do we move on to the next part of the story or next vocabulary words?

We move on when students are "strong and healthy" in their use of the language- when they CAN do it (Confidently, Accurately, No or little hesitation)

  • When they're not yet strong and healthy, we keep using the verb in new and fun ways by adding new details

  • With every new verb, I check in periodically to ask students how strong and healthy they feel with it- scaling themselves from 1-5

    • 5 = very strong, I don't have to look at the slides​

    • 4 = strong, but I have to look at the slides some

    • 3 = I'm getting there, but have to look at the slides

    • 2 = this is really hard, even with the slides

    • 1 = this makes me want to cry

  • When students feel lost or confused, they can show me with a sign we discuss in the first class that they 1. need me to slow down, 2. need me to write out what iI said, or 3. are totally lost. ​

Assessment

While a number grade is of low importance to me compared to students acquiring Spanish, formal assessment can be a useful tool to identify a student's strengths and weaknesses and, at times, motivate students. 

  1. Participation (staying on task and positively contributing to class)- 25%

  2. Interpretive listening (responding to questions without hesitation)- 25%

  3. Interpretive reading (reading without hesitation)- 25%

  4. Presentation (describing the situation)- 15% 

  5. Completing homework- 10%

Wrapping Up

  • During class, students can earn up to 10 points that go toward a reading or listening activity at the end of class

    • To start this time, we type the day's part of the story on a shared Google doc (used for homework) 

    • Students earn points by using expressions in Spanish and lose points by breaking class rules (speaking in English, etc.) ​

  • Finally, class ends with a class farewell