A B C D E F G
3-ring circus |
activity: A fast-paced TPR activity where 3 different students act out individuallized actions, while the teacher asks the class about what each of the students is doing.
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credit: Bertie Segal Cook |
ACTFL |
organization: The American Council on the Teaching of Foreign Languages One of the largest world language associations in the United States. It is a tiered system of organizations starting at the state level, regional, and then national (ACTFL). They also have an annual conference in November. |
link: actfl.org |
ADI |
methodology: Acquisition Driven Instruction A method focused on acquisition of language versus learning a language. See also: CBLT and TCI |
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affective filter |
concept: a mental barrier caused by emotions such as anxiety, self-doubt or social stress that prevents a learner from acquiring language. Many teachers focus on activities and strategies to lower the affective filter as much as possible. |
credit: Stephen Krashen |
Agárralo |
game: A review game where students sit across from a partner with a marker positioned equidistant between them. The teacher makes a true or false statement. If the statement is true, both partners try to earn a point by grabbing the marker first. If it is false, no one grabs for the marker. Anyone touching a marker during a false statement, loses a point. There are many variations of this game with different objectives. See also: Marker Game |
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AI |
concept: artifical intelligence Often used in the sense of materials created by computers using large amounts of data and synthesizing the information to create new materials based on a prompt given by the user. Especially controversial when being used to supplant creative activities such as writing original fiction, artwork, or music. |
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AP |
concept: Advanced Placement A course that is set to a higher rigor than a standard course. |
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AAPPL |
assessment: the ACTFL Assessment of Performance toward Proficiency in Languages A standards-based assessment focused on the the three modes of communication: Interpretive, Interpersonal, and Presentational. Often used to determine elegibility for the Seal of Biliteracy. |
link: AAPPL test |
acquisition |
concept: This refers to the subconscious process of becoming fluent in a language. This term was popularized by Stephen Krashen, and is often contrasted with language learning, which Krashen uses to refer to the conscious process of learning a language. He argues that conscious language learning does not result in fluency. |
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authres |
resource: authentic resource Referring to resources not created specifically for educational purposes, but useful in the classroom. |
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Bad Unicorn |
game: Bad Unicorn is a role-playing deduction game. It models a conflict between an informed minority (the Bad Unicorn) and an uninformed majority (Classmates/other roles). Players are secretly assigned roles, and the game alternates between "night" and "day" phases until one team wins. In world language classrooms, the activities are carried out with repetitive language. Students use the target language to accuse, defend, and vote out the hidden “Bad Unicorn” while the teacher narrates events, providing massive repetitions of high-frequency vocabulary. See also: Loup Garou and Mafia |
credit: Erica Peplinski Burge |
bailout move |
practice: Any activity that is used to substitute for an activity that is not currently successful. Often used to regain focus and momentum in a class that is not “buying in” to an activity. |
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barometer student |
concept: The student who has the most difficulty understanding the language in any given class, but who is actively trying. Teachers attempt to pace the lesson slow enough for this student to understand. Teachers often check in with this student to gauge the appropriateness of their lesson speed. |
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Blooket |
activity: online game platform often used to review material. Free version, but with expanded subscription available. Pronounced: BLUE-kit |
link: blooket.com |
booktasting |
activity: A round-robin activity to help students browse books in a classroom library. Each student starts with a book for a short time and then passes the book to another student in a predetermined order until all students have seen all books. |
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brain breaks |
practice: A short (1-5 minute) activity break used to reset mental focus. Often using physical movement, mindfulness, or relaxation techniques. |
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BVP = Bill VanPatten |
person: Professor of Spanish and second language acquistion. Often cited for his theories and research. Former host of the Tea with BVP podcast. |
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Calendar Talk |
activity: A class routine that expands the basic ideas of a classroom calendar (date, day, weather, etc) to include more interesting, and personalized topics such as: school activities, holidays, birthdays, unique celebrations, cultural highlights, etc |
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Card Talk |
activity: a student-centered activity that focuses on early, personalized conversation.
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credit: Ben Slavic |
CBLT |
methodology: Comprehension Based Language Teaching A method focused on acquisition of language versus learning a language. See also: ADI and TCI |
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CFU |
concept: Check For Understanding |
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chat mats |
resource: a one-page visual reference used as a conversational scaffold. Usually contains questions and typical answers about a single topic or subject. |
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CI |
concept: Comprehensible Input Comprehensible input is language that is communicated, either orally or written, that is mostly understood by the listener/reader. It is NOT a methodology, but a necessary ingredient for the acquisition of language. Proponents of CI often de-emphasize grammar and vocabulary memorization. Furthermore, Stephen Krashen claims that linguistic competence is only advanced when the language is subconsciously acquired, rather than consciously learned like many other subject areas. |
credit: various researchers, but the popularization of the term and usage in world language education is attributed to Stephen Krashen. |
CI Umbrella |
concept: An overarching list of different activities that provide comprehensible input to a learner. |
link to image: CI Umbrella credit: Elizabeth Dentlinger |
circling |
practice: Making a statement and then asking a series of questions about that statement in the target language. Often the questions focus on parts of the statement that are new to the learner. Common questions include: yes/no, either/or, open-ended
Does Clementine want a cat? Does she want a flower or a cat? Who wants a flower? What does Clementine want? |
credit: Susie Gross |
circumlocution |
concept: A communication strategy that uses a description of an object, concept, place or action in place of the target vocabulary, when the target vocabulary is not known. Example: A speaker does not know the word for “banana.” They instead describe it as “a long, yellow fruit.” |
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classroom jobs |
practice: Assigned tasks for students that help build a sense of community, create opportunities to use the target language, and reduce the workload of the teacher. |
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Clip Chat |
activity: A language-teaching technique that uses short, muted video or film clips. The teacher plays a clip, pauses it at key moments, and describes the action out loud using simple, understandable language in the target learning language. Focus is on circling vocabulary and target language. The narration of the action is secondary. Similar, yet different than MovieTalk, which was the original basis for this activity. See also: MovieTalk |
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cloze activity |
activity: A reading or listening activity where words/phrases are removed and replaced by blanks for students to fill in. |
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comprehensible input |
concept: Comprehensible Input Comprehensible input is language that is communicated, either orally or written, that is mostly understood by the listener/reader. It is not a methodology, but a necessary ingredient for the acquisition of language. Proponents of CI often de-emphasize grammar and vocabulary memorization. Furthermore, Stephen Krashen claims that linguistic competence is only advanced when the language is subconsciously acquired, rather than consciously learned like many other subject areas. |
credit: various researchers, but the popularization of the term and usage in world language education is attributed to Stephen Krashen. |
Dictation/Dictado/Dictée |
activity: A listening activity where the teacher reads a passage out loud and students must listen and write down exactly what they hear. (author’s note: Although this activity provides a minimal amount of comprehensible input, it does work to provide focus and calming to a disregulated classroom.) |
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embedded reading |
practice: Using three or more versions of the same reading, with increasing complexity, to build student confidence and reading comprehension. |
credit: Laurie Clarcq and Michelle Whaley |
ER |
concept: Extensive Reading A literacy approach where readers consume large amounts of easy, enjoyable material. This is one tenet of FVR. |
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Essential 18 |
concept:18 of the top 40 most common verbs used in common language activities. This includes all of the Super 7 and adds: Creation (to do/make) Communication (to say/tell) Ability (to be able to) Vision (to see) Giving (to give) Knowledge (to know information) Requirement (must/to have to) Appearance (to seem/appear) Speech (to talk) Placement (to put) Living (to live) |
credit: John Sifert link: E18 posters |
Flyswatter game |
game: A game designed to review vocabulary, The game involves students using flyswatters or other object to “swat” the correct answers on a board or paper. See also: Matamoscas |
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four-percenters |
concept: The rare subset of students (~4%) who excel with traditional, abstract grammar-translation methods, as well as the language teachers themselves who naturally fit this analytical profile. |
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free write |
activity: A timed learning activity where students write continuously in their target language without stopping, focusing on fluency and idea generation rather than grammar or spelling. At the end of the time limit, the teacher tells the students to stop writing and has them count up the number of words that they wrote. See also: timed write |
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FVR |
practice: Free Voluntary Reading Students can read whatever they want to read (within reason) with little or no accountability in the form of book reports or grades. The focus is reading for pleasure and understanding. See also: GSSR and SSR |
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gallery walk |
activity: An interactive learning strategy where teachers display target-language texts, images, or cultural artifacts around the room for students to circulate, read, and discuss. It promotes interpersonal communication, gets students moving, and activites prior knowledge. |
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Game of Quotes |
activity: Students race to find a matching word, phrase, or sentence from a book they are reading that matches a prompt given by the teacher. Example: Prompt: “Something you would not like to hear in the bathroom” Quote: “Can I have a bite of your sandwich?” |
credit: Heather Marshall (adapted from the board game: Bring Your Own Book) |
GimKit |
activity: Online game platform often used to review material. Free version, but with expanded subscription available. |
link: gimkit.com |
Grudgeball |
activity: A review game where several teams answer target-language questions and shoot baskets to erase points or "attack" other teams. When a team has no more points, that team is eliminated. |
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GSSR |
practice: Guided Sustained Silent Reading Students can read whatever they want to read (within reason) with little or no accountability in the form of book reports or grades. The focus is reading for pleasure and understanding. See also: FVR and SSR |
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HFV |
concept: High Frequency Verbs These are the most commonly used action and state-of-being words in any language. Essential for basic communication. See also: Super 7, Sweet 16, Essential 18 |
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HFW |
concept: High Frequency Words These are the most commonly used words in any language, essential for basic communication. |
One source: Routledge Frequency Dictionaries |
IB |
concept: International Baccalaureate An educational institution authorized by the International Baccalaureate Organization to teach one or more of its four rigorous, globally recognized academic programs. These schools focus on inquiry-based learning, critical thinking, and developing global-mindedness rather than simple rote memorization. |
link: IB Schools |
IFLT |
conference: The International Forum on Language Teaching A conference that ran from 2009-2019 to promote teaching with comprehensible input. |
credit: Karen Rowan, Jason Fritze, and Stephen Krashen |
Invisibles |
activity: The co-creation of an imaginary animal or object character through target-language questioning,This often serves as the basis for storytelling and other activities. See also: One Word Image |
credit: Tina Hargaden and Ben Slavic |
IPA |
assessment: Integrated Performance Assessment A cluster evaluation tool used in world language education that features three connected tasks based on a single central theme. It assesses real-world functional proficiency across the ACTFL modes of communication: Interpretive, Interpersonal, and Presentational. |
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Kahoot |
activity: Online game platform often used to review material. Free version, but with expanded subscription available. |
link: kahoot.com |
kindergarten reading |
activity: Reading style where the teacher reads outloud to the entire class much like a kindergarten teacher to their students. Demonstrates to students: pace, pronunciation, reading expression, and fluency. |
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L1 |
concept: The student’s first language (native language) |
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L2 |
concept: The student’s second/third/etc language (language being learned) |
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lit circles |
activity: literature circles Small, student-led discussion groups where readers gather to talk about a shared book, much like an adult book club. They help build reading comprehension, encourage cooperation, and give students a voice in their own learning. |
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Locura de marzo |
activity: An annual competition held every March since 2017 features 16 songs. For each bracket, students listen to two songs and vote for their favorite. The song with the most votes moves on in the tournament. Activities dealing with the song are conducted in the target language. Similar to March Music Madness. See also: March Music Madness |
credit: Ben Ashby |
Loup Garou |
game: Loup Garou is a role-playing deduction game. It models a conflict between an informed minority (the Loup Garou) and an uninformed majority (the Hunter/other roles). Players are secretly assigned roles, and the game alternates between "night" and "day" phases until one team wins. In world language classrooms, the activities are carried out with repetitive language. Students use the target language to accuse, defend, and vote out hidden “Loup Garou" members while the teacher narrates events, providing massive repetitions of high-frequency vocabulary. See also: Mafia and Bad Unicorn |
credit: Annabelle Williamson (la Maestra Loca) |
Mafia |
game: Mafia is a role-playing deduction game. It models a conflict between an informed minority (the Mafia) and an uninformed majority (the Townspeople/Civilians). Players are secretly assigned roles, and the game alternates between "night" and "day" phases until one team wins. In world language classrooms, the activities are carried out with repetitive language. Students use the target language to accuse, defend, and vote out hidden "mafia" members while the teacher narrates events, providing massive repetitions of high-frequency vocabulary. See also: Loup Garou and Bad Unicorn |
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Map Talk |
activity: A version of Picture Talk where the image being described in the target language is a real-life map. The teacher leads a discussion that uses observation and the class’s background knowledge and ability to hypothesize. Map Talk can be used to explore practices, products, and perspectives of the people that live in that area. |
credit: Ben Tinsley/Abra Koch |
March Music Madness |
activity: An annual competition held every March since 2014 features 16 songs from the previous year. For each bracket, students listen to two songs and vote for their favorite. The song with the most votes moves on in the tournament. Activities dealing with the song are conducted in the target language. Similar to Locura de marzo. See also: Locura de marzo |
credit: Justin Buehler |
Marker Game |
game: A review game where students sit across from a partner with a marker positioned equidistant between them. The teacher makes a true or false statement. If the statement is true, both partners try to earn a point by grabbing the marker first. If it is false, no one grabs for the marker. Anyone touching a marker during a false statement, loses a point. There are many variations of this game with different objectives. See also: Agárralo |
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Matamoscas |
activity: A game designed to review vocabulary, The game involves students using flyswatters or other object to “swat” the correct answers on a board or paper. See also: Flyswatter game |
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Movie Talk |
activity: A language-teaching technique that uses short, muted video or film clips. The teacher plays a clip, pauses it at key moments, and describes the action out loud using simple, understandable language in the target learning language. Focus is on the narration of the action without an attempt to circle or target language. Similar to Clip Chat, which was originally based on this activity. See also: Clip Chat |
credit: Dr. Ashley Hasting |
NT |
concept: Non-Targeted A methodology where the teacher uses vocabulary structures that naturally come up in the activities. No pre-planned order of words and grammar are used, only the ones the come up in the moment. |
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OPI |
assessment: Oral Proficiency Interview A one-on-one spoken language test, usually conducted over the phone or online, that measures how well a person speaks a world language in real-time conversation. |
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OWI |
activity: One Word Image The co-creation of an imaginary animal or object character through target-language questioning,This often serves as the basis for storytelling and other activities. See also: Invisibles |
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Pass it Up |
game: A fast-paced relay game where players sit or stand in lines, passing an object or picture down the row from person to person. The last person at the front must then run to a board or marker to complete a challenge or score a point. |
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passwords |
activity: Expressions that students are required to say in order to enter the classroom each day. These expressions are often rejoinders or common phrases that will help build the students’ breadth of vocabulary. |
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PBL |
methodology: Project/Problem Based Learning A teaching method where students learn by actively solving real-world problems over an extended period. Instead of memorizing facts from a textbook or listening to lectures, students investigate a complex question, work together, and create a public presentation or product for a real audience. |
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Picture Talk |
activity: Picture Talk uses a teacher-selected image as a starting point for a wider discussion or as a jumping-off point for a story. |
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ping pong reading |
practice: An oral interpreting reading technique. Students get into pairs with a copy of the text. Student 1 reads the first sentence aloud in the target language. Student 2 translates that into English, and then reads the second sentence in the TL. Student 1 translates that into English and reads the third TL sentence aloud. This continues until the end of the reading or time limit. See also: volleyball reading |
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point and pause |
practice: A teaching strategy used to give students more processing time. The teacher speaks slowly, points to a visual aid, word wall poster, or vocabulary flashcard, and then pauses to let students process the new input. |
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pop-up grammar |
practice: The practice of making very short grammar explanations about the specific vocabulary students are learning at that moment. Explanations are usually ten seconds or less. This brevity is intended to keep focus on the meaning of the language as much as possible. |
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PQA |
practice: Personalized Questions and Answers A teaching strategy where teachers ask questions in the target language, tailored to students’ lives, interests, experiences and abilities. These questions are designed to be engaging and comprehensible, encouraging students to respond in the target language and lead to a discussion about their answers. The main goal is to build community and help people connect, rather than just test facts. |
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Quiz, Quiz, Trade |
activity: A cooperative learning strategy where students use flashcards or notes to review content, quiz each other, and trade cards before moving on to a new partner. |
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Quizlet |
activity: Online game platform often used to review material. Free version, but with expanded subscription available. |
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Readers Theatre |
activity: A style of dramatic performance where students read aloud from a text instead of memorizing lines. It uses voice, facial expressions, and gestures to bring a story to life without the use of full costumes, heavy props, elaborate sets, or complex blocking. |
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rejoinders |
practice: Short, memorized responses—like "Really?!", “Cool!", or "How awful!"—used to maintain the flow of the target language. Allows students to react spontaneously, show active listening, and keep conversations flowing without requiring complex grammatical output. |
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reps |
concept: repetitions A common tenet of TCI where teachers attempt to use targeted words and phrases many times in order to facilitate acquistion of language. |
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running dictation |
activity: An active, cooperative learning strategy where students work in pairs/teams to accurately write down a text that is written on paper in another location. One student is the "runner" who reads and memorizes a short line from a wall or hallway, and the other is the "writer" who stays seated in the classroom to record it. |
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scaffolding |
concept: A temporary teaching support that is used for support and access to meaning and is taken away when the student feels successful and has mastered the tasks or concept. These can include: pictures, sentence frames, word walls, chat mats, gestures, etc |
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Seal of biliteracy |
concept: An award given by a school, district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices. |
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Six!/Seis! |
game: A fast-paced, written review game. Each player gets their own paper/worksheet and their own die. Students are divided up into groups (3-6 individuals). There is only one pencil per group. To start, the first person begins to fill out the paper while the other students roll their dice., When a student rolls a “six,” they shout out “six,” steal the pencil from the previous player and begin to fill in their game form as quickly as possible. Meanwhile, the other students continue rolling the dice. The moment the next student rolls a “six,” they shout “six,” and grab the pencil, continuing where the previous player left off. The game continues until one player completes their paper. The teacher checks it while group-mates keep rolling. If it is accurate, that student is the winner. |
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SL |
activity: Story-Listening A comprehensible input technique developed by Beniko Mason. The teacher tells a story in the target language and support is given as needed in the form of drawings, pictures, realia, synonyms, words written on the board, and translations in order to make the story comprehensible. The teacher translates and answers any student questions. Afterward, students read the story. There is no “accountability piece.” |
credit: Beniko Mason |
SLA |
concept: Second Language Acquisition The field of study of how people learn an additional language after their native tongue is already set. Experts often separate acquisition (subconscious absorption picking up a language naturally through input and use) from conscious study (memorizing grammar rules). |
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Smashdoodles |
activity: A one-page creative poster or scrapbook-style page. Students use words, drawings, and design elements (like lines, shapes, or doodles) to create a visually interesting, one-page poster that represents all or part of a story, article, or novel chapter. |
credit: Martina Bex |
Song of the week |
practice: The use of a song in the target language to create a week-long unit focused on comprehensible input. Teachers may focus on the lyrics, the storyline of an accompanying video, the musical artist, the artist’s home country and/or cultural concepts related to that country. Usage can vary from a few minutes each day to an entire week-long unit. |
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Special Person Interview |
activity: A classroom routine where one student becomes the focus of a daily interview. The teacher asks simple questions in the target language about the student’s life and interests. The class listens, answers questions, and learns about each classmate. See also: Special Person of the Day and Star Student |
credit: Jody Noble/Bryce Hedstrom |
Special Person of the Day |
activity: A classroom routine where one student becomes the focus of a daily interview. The teacher asks simple questions in the target language about the student’s life and interests. The class listens, answers questions, and learns about each classmate. See also: Special Person Interview and Star Student |
credit: Jody Noble/Bryce Hedstrom |
SSR |
practice: Sustained Silent Reading Activity where students can read whatever they want to read (within reason) with little or no accountability in the form of book reports or grades. The focus is reading for pleasure and understanding. See also: FVR and GSSR |
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STAMP |
assessment: STAndards-based Measurement of Proficiency An online language proficiency assessment that measures a student’s reading, writing, listening, and speaking skills. Widely used to evaluate language fluency, award college credits, and qualify individuals for a Seal of Biliteracy. |
link: STAMP |
Star Student |
activity: A classroom routine where one student becomes the focus of a daily interview. The teacher asks simple questions in the target language about the student’s life and interests. The class listens, answers questions, and learns about each classmate. See also: Special Person Interview and Special Person of the Day |
credit: Jody Noble/Bryce Hedstrom |
Staying in-bounds |
practice: The practice of using words that students already understand and have acquired. Words that are “in-bounds“ are:
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Stephen Krashen |
person: an American linguist known for developing the input hypothesis, a group of five hypotheses of second-language acquisition. A strong proponent of free voluntary reading. Retired as of 2025. |
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story-asking |
practice: A teaching method where the teacher and students co-create a story together in the target language. Instead of the teacher just reading a story aloud, the teacher asks a series of guiding questions. Students invent the characters, plot twists, and details, while the teacher provides vocabulary and keeps the language simple and understandable. Story-asking is a major pillar of TPRS. |
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Super 7 |
concept: 7 of the top 40 most common verbs used in common language activities. These are focused on: Location (to be at a place) Existence (there is/are) Possession (to have) Identity (to be) Preference (to like/dislike) Motion (to go) Volition (to want/feel like) |
credit: Terry Waltz |
Sweet 16 |
concept: 16 of the top 100 most common verbs used in storytelling activities. |
credit: Mike Peto |
TCI |
methodology: Teaching with Comprehensible Input A method focused on acquisition of language versus learning a language. see also: ADI and CBLT |
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teach to the eyes |
practice: A technique of connecting with students while talking to them in the world language. Looking the students directly in the eyes while speaking gives the teacher a good indication of whether or not they understand what is being said. Teachers choose one student and talk to them directly. After they have finished talking to that student, they pick another student in a different part of the room to talk to. Considered essential for building rapport. |
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The Natural Approach |
methodology: A language teaching method developed in the late 1970s and early 1980s. It aims to mirror how children learn their native language by focusing on natural communication, lowering anxiety, and prioritizing listening and reading comprehension before forcing speech production. |
credit: Stephen Krashen and Tracy Terrell |
The Unfair Game |
game: A review game where teams answer questions to win points. Each question gets a random point value, and the point value can be positive OR negative. After getting a question correct, the team must decide, before seeing the value of the question, whether they want to keep the points or give them to the other team. Thus making luck and strategy just as important as knowing the right answer. Winner is the team with the most points at the end of the game. |
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timed write |
activity: A timed learning activity where students write continuously in their target language without stopping, focusing on fluency and idea generation rather than grammar or spelling. At the end of the time limit, the teacher tells the students to stop writing and has them count up the number of words that they wrote. see also: free write |
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TL |
concept: Target Language The language the student is trying to acquire. |
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TPR |
methodology: Total Physical Response A language-teaching method developed in the 1960s based on the coordination of language and physical movement. In TPR, teachers give commands to students in the target language while demonstrating corresponding body movements, actions, or sounds. Students respond by copying those movements. As students progress, teachers often stop modeling the actions of acquired words, and only give the verbal cues to students. TPR mimics how infants learn their native language. |
credit: Dr. James Asher |
TPRS |
methodology: Teaching Proficiency Through Reading and Storytelling A popular method invented in 1990 to teach world languages. The core idea is that students acquire a new language naturally by reading stories and listening to co-creating stories in the classroom rather than just memorizing grammar rules. note: Although TPRS originally stood for Total Physical Response Storytelling, the acronym was changed in 2004 to better reflect the methodology. |
credit: Blaine Ray |
Trashketball |
game: A review game where students split into teams, and answer questions correctly for points. Students can earn bonus points by shooting a ball into a trash can (much like extra points for a free throw in basketball). |
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Triangling |
practice: An interactive questioning technique. It extends basic vocabulary repetition by shifting a verb or phrase across three distinct grammatical persons or perspectives: first-person (I), second-person (you), and third-person (he/she/they). In triangling, the teacher talks to a student, other students about the first student, and talks about themself as a method to compare and contrast. |
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Turn and Talk |
activity: A quick speaking routine where a teacher asks a question, and students turn to a partner to discuss it. This gives every student a low-stress chance to practice speaking the language out loud before sharing with the whole group. |
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volleyball reading |
practice: An oral interpreting reading technique. Students get into pairs with a copy of the text. Student 1 reads the first sentence aloud in the target language. Student 2 translates that into English, and then reads the second sentence in the TL. Student 1 translates that into English and reads the third TL sentence aloud. This continues until the end of the reading or time limit. See also: ping pong reading |
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Weekend Chat |
activity: A routine activity where teachers and students converse in the target language about what they did over the past weekend or plan to do on the upcoming one. It can serve as a low-prep, personalized warm-up to build community and practice verb tenses. |
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whole class novel |
practice: A single book that every student reads and discovers together. Instead of reading their own novel, the students share the same story, build target-language vocabulary in context, and discuss cultural themes as a class. This approach allows for scaffolding from the teacher and a more in-depth approach to a book compared to free voluntary reading. |
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Wooly Week |
event: A popular online language-learning event hosted by Señor Wooly where Spanish students and teachers participate in interactive challenges, explore new curriculum materials, and celebrate the release of fresh music videos and stories. The Señor Wooly website creates songs, videos, and books that are based on providing comprehensible material for Spanish and French classroom. |
credit: Jim Wooldridge link: senorwooly.com |
word cloud |
activity: A visual picture of text from a story or chapter. Words that show up often in a piece of writing look bigger and bolder. Words used less often look smaller and less bold. Teachers use word clouds to show key vocabulary, help students guess story topics, and boost reading comprehension. |
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word wall |
resource: An organized visual display of key vocabulary, phrases, or grammatical structures in the target language. It helps students remember new words, build conversational skills, and write independently without constantly needing a dictionary. Word walls can be comprehensive, or focus on a specific topic such as: common verbs, rejoinders, or connecting words. |
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Write and Discuss |
activity: A classroom routine where the teacher and students co-create a written (or typed) summary of an event, story, or conversation that happened in the target language. The teacher writes sentences on the board based on student recall and input, to ensure the text remains easy to understand. It is often used as a summary activity to review what happened during an activity or class period. |