As I scroll through Pinterest, I constantly see the idea of an Interactive Notebook (IN). I've seen IN for math, language arts or science, but not for Spanish. IN are a great note-taking method in the upper levels (as seen in Profa. Baros's Blog), but at the elementary level, they are way to engage the students in the content and provide a sort of portfolio for the year's work. I decided to give this idea a go.
Ideally, I would begin the IN at the beginning of the year. Each student will bring a composition notebook, which they can decorate and make their own.
Students will tab each section according to the themes we study: food, animals and activities. A fourth tab will be for a running dictionary, which can be kept alphabetically or thematically.
For teachers other than Spanish, tabs can divide each unit or can focus on a more conceptual approach. The dictionary piece can be more like a glossary.
Students will tab each section according to the themes we study: food, animals and activities. A fourth tab will be for a running dictionary, which can be kept alphabetically or thematically.
For teachers other than Spanish, tabs can divide each unit or can focus on a more conceptual approach. The dictionary piece can be more like a glossary.
Each section has its own index to help students keep track of their work.
The IN that I have been piloting with my 3rd grade has been great! At the start of our animals unit, I created a small book with blank, titled pages for our various foldables and notes. The kids love making the foldables and having a place to keep them. (The only problem, of course, is that some of the foldables get lost and need to be redone.) So far, the IN is a great way to demonstrate a student's growing knowledge over a unit. As the students learn a new set of vocabulary related to animals, for example, they create one or more foldables to demonstrate, use and review this knowledge. Students also keep flashcards and notes within the pages.
Students make the foldable in class, following careful direction in Spanish, picking up words and phrases as they go. Once cut, students complete the foldables at home so they are ready for use in class the next day. Students work in pairs or small groups using their foldables and practicing their vocabulary. The more they practice, the less they need them! Even better, students can use the foldables to practice at home on their own or with their parents.
After a few days of use, the foldables are glued into their books. They are now part of an ongoing portfolio of the year's work that can be accessed at any time. Students can refer back to their foldables and IN for information, vocabulary, or just to practice.
While the use of the foldables has been great, I am hoping to expand my IN in the coming years to include in-class activities, sorting tasks, notes pages and more. The IN becomes a portfolio for all the students have learned.
Students make the foldable in class, following careful direction in Spanish, picking up words and phrases as they go. Once cut, students complete the foldables at home so they are ready for use in class the next day. Students work in pairs or small groups using their foldables and practicing their vocabulary. The more they practice, the less they need them! Even better, students can use the foldables to practice at home on their own or with their parents.
After a few days of use, the foldables are glued into their books. They are now part of an ongoing portfolio of the year's work that can be accessed at any time. Students can refer back to their foldables and IN for information, vocabulary, or just to practice.
While the use of the foldables has been great, I am hoping to expand my IN in the coming years to include in-class activities, sorting tasks, notes pages and more. The IN becomes a portfolio for all the students have learned.
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