2016-17 first semester

Wow! Our first semester flew by, but I say that every year.  It was a great semester and students are making amazing progress increasing their proficiency levels.  We strive daily to use the target language  and although we don’t reach the 90% use of the target language as per ACTFL’s recommendation daily, we continue to make progress toward that goal.  This semester my Cambridge  Pre-AICE 1 classes started earning ClassDojo points whenever they catch me using English.  Every class has at least one student who is quick to point  out when I revert to using English unnecessarily.  This has encouraged students to accept hearing the target language as  our routine and has helped me to be mindful to provide daily comprehensible input to my students.

Each week we enjoy listening to our song of the week, “canción de la semana”. Two of our favorites this semester were Hoy es domingo and Soy yo.

Students have daily opportunities to hear each other use the target language. In addition to practicing and engaging in simple partner conversations, we have one or two students who act as our reporter for the day “reportero(a)” in front of the class. They answer prepared questions about our current topics as well as give some memorized information, the latter to focus on pronunciation. Students are randomly selected using ClassDojo which encourages them to be prepared. Students were timed on their most recent presentation to help them build fluency and they rose up to the challenge. Most of them were able to finish well under the allotted time.

With the goal of increasing fluency, using comprehensible input, we tried something new and different. First, I presented in the target language a short story/joke using gestures and a pictures only PowerPoint, which helped students clearly understand the story/joke. Then, for the next several days as a class , we repeated the story aloud and  with gestures as a brain break.  Finally, we took our “show” on the road and presented it to the AP classes.  It was great having a different audience for a speaking presentation.

After reading in the target language and annotating our textbook articles about the US,  Canada and Spain, students designed and created infographics using Piktochart  or easel.ly They presented their infographics to their partners in class who rated them using a provided rubric. Students enjoyed giving and receiving feedback from their peers.

During our weekly lab days, we continued using the app Mic Note to record messages, practice before a presentation or embed recordings into a Google Slides presentation.
Students completed the recordings individually or  with a partner or in groups, depending on the assigned task.  We used Google Forms regularly for formative and summative assessments and surveys.  When using Google Forms as assessments, students are able receive instant feedback on their responses and most of all, they loved knowing how they scored. We also continued using Quizlet Live and Kahoot! to practice vocabulary which always brings out everyone’s competitive nature. We also used our textbook’s video and listening activities to provide students different native speaker samples.

When we talked about what people do students created graphic organizers to include: the verb, translation, conjugation chart, sample sentences and an illustration of the verb.

Similarly students  created graphic organizer posters to talk about personal likes and dislikes and presented these to the class.

Students maintained an interactive notebook for vocabulary and grammar structures.

At the end of their first semester in Spanish class, students completed this writing assessment. Although not flawless, they certainly were able to provide some simple personal facts and talk about teachers, classes, likes and dislikes and activities.

Homecoming pictures:

Now, we’re looking forward to our annual field trip to Epcot next weekend!

2016-17 first quarter

We have been enjoying a great school year!  Students have been motivated and are trying new things, taking risks, being creative and making mistakes, as they strive to communicate in Spanish. They can now exchange personal information.

Students searched and discovered Spanish used around our community.

We used Google classroom and Google Slides  for students to  collaborate with a partner and create their first “story”.

We discussed some fun facts about the Spanish speaking culture.

Students researched some basic facts about Spanish speaking countries, created notebook covers and recorded a presentation in Spanish about the country using the MIC note app. 

New School Year 2016-17

Welcome!The first day of class is Tuesday,  August 16th! Please see below (Español 1 or Cambridge Pre-AICE 1) supplies needed for the 2016 – 2017 school year. Then, check the menu tab on this page and use the link to your course to learn more about it.

This slideshow requires JavaScript.

I am looking forward to meeting you on Tuesday.

Sra. Scarborough

First semester in Spanish class is a wrap 

Spanish 1:  

We’ve had a busy semester! Students can talk about what they or others do using a variety of-AR verbs. Students also engaged in conversations to talk about likes and dislikes.  Students identified family relations vocabulary and created a family tree. They worked in groups to tweak the Tengo una familia grande lyrics and then performed the new version. It was great fun. 

Cambridge Pre-AICE:


 Students ended the unit by creating a personal profile page to talk about themselves, classes they take and activities they enjoy.  In the process I discovered I have some amazing artists in class!

We finished the semester by reading the novel Brandon Brown quiere un perro. Students enjoyed the story and the opportunities to participate in readers theater. After we finished reading the book, planned and presented “movie trailers” to highlight memorable scenes. 

Games and competition

playing “concentracion”

This week, students engaged with vocabulary as they played a memory game matching vocabulary with an illustation. Partners also completed a scavenger hunt searching for items on their list. In less than five minutes, most teams found all the items.  Classes competed against each other to see how quickly they could read a list of 28 items. The Pre-AICE fourth period class was declared the winner with a record of 2:27 and the third period class finished 2:28 as a record for the Spanish 1 classes. These activities provided great comprehensible input.
During Enrichment students created posters to honor National Bullying Prevention Month 

We’re going to Epcot!

The World Language Department would like to invite your child to Epcot on January 16th, 2016. Students will be departing from Oakleaf at 7:00 a.m. and will return to OHS that evening at approximately 11:30 p.m. The cost of the trip is $100.00. If you are a season ticket holder the cost is $40.00. We will begin collecting money immediately. Students can make payments in installments; however, the trip must be paid in full and all forms returned by Thursday, December 10th. Paying in advance will help to secure your child’s seat and the buses. You may pay in full…Remember seats will be filling up fast so reserve your seat now. Please remember cash, cashier’s check or money order is accepted. No PERSONAL CHECKS.If you have any questions about the upcoming trip, please contact Sra Scarborough.

End of the first quarter in Spanish class

This is the final week for our first grading period in the school year!  Isn’t it crazy? Time has gone by so fast.  We’ve been very busy in class and here’s a quick glimpse at what we’ve been up to recently.

In the past two weeks students have:

  • Practiced exchanging personal information and making introductions
  • Specified new and familiar words in a video and in an authentic song
  • Interpreted information and ideas from a variety culturally authentic sources
  • Counted from 0-30
  • Identified and used subject pronouns
  • Learned gestures for all pronouns
  • Practiced singing the song SER
  • Used the verb SER to write simple sentences about self and others
  • Updated their interactive notebooks
  • Learned about a popular music group through comprehensible input /authentic reading
  • Acquired and reinforced grammar skills through technology during our lab days

This week students will:

  • Use numbers and tell time
  • Exchange information and use grammar concepts in context
  • Complete and interpersonal communication assessment
  • Read and analyze demographic and cultural information about Hispanics in the United States and Canada
  • Complete self-evaluations

All make-up assignments must be completed by this Thursday October 8th.

Starting week 6 in Spanish class

   Last week students presented their projects to reflect how Spanish is used beyond the school setting.  Some students shared how they had “discovered” Spanish in our own community, while others engaged with social media to learn new vocabulary thru pictures and others chose to use technology via a free app to acquire vocabulary.

In the past two weeks students have:

  • learned the Spanish alphabet and practiced spelling simple words
  • discussed  and identified cognates
  • used a variety of nouns
  • classified masculine and femine nouns
  • used and practiced basic greetings and introductions
  • interpreted information by reading about the Dominican Republic’s national dance
  • practiced some basic Merengue’s steps
  • engaged with technology using the Supersite to reinforce vocabulary and skills
  • created  free accounts on Quizlet to practice vocabulary

This week Spanish 1 students will continue to refine previously acquired vocabulary and  Cambridge Pre-AICE 1 students will say and spell new words, count from 0-30 and identify pronouns.

Lab Day #3
Lab Day #3