MS Spanish Guide

SCAFFOLDING IN ACTION

● Use a variety of visuals with Spanish terms to de fi ne meaning of words and phrases (eg. pictures of people greeting one another). ● Use a graphic organizer to differentiate the Spanish alphabet and phonemes from English (eg. ll, ñ, ch, ga, gue, gui, go, gu, que, qui, gender associated with nouns, etc). ● Use Total Physical Response to review vocabulary and classroom objects. (eg. put the sun on the chair.) ● Group students to allow opportunity for them to practice Spanish. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters with word banks. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Spanish aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and re fl ect on their progress. ● Students can practice translating from English to Spanish in speech or writing.

Skill Building

Extension

* Updated 6.10.24