Evolving my interpretive reading

After ACTFL, I was really reflecting on how I used authentic resources.  As I said before, I really need to make sure that I am doing PRE- almost everything.  Pre reading, pre teaching vocabulary before stories.  (Maybe that will be my #oneprefix this year 🙂  I used this infographic which I have used many times.  This time, I zoomed in on the man sneezing.  Then, I had students brainstorm relevant vocabulary as well as a possible theme.  We could complete a quick think-pair-share before we started with the questions.  I really liked using the think-pair-share because it gave students an easy quick way to talk in Spanish.  If a student didn’t know a word, they would check with their partner for confirmation.

As I continue to delve into using more authentic resources, I find myself teaching more about how to use each resource.  For example, we discussed what an infographic was.  I told students how to use a picture in an infographic.  I could also give hints such as read the headlines of each topic.  It can seem overwhelming when a student cannot tell how the infographic is organized.  I am hoping that as I continue to work with these authentic resources, students will become more savvy.  I also hope that I become more savvy into how to work with each infographic!  Many times, I just assume that I only want students to get a superficial knowledge of each resource; however, I am starting to want more from my students as we continue to work with them!

In the future, I am excited to try Seesaw’s new labeling feature.  It would be great to either create something of a “book snap” about what is happening or labeling words throughout.  You could look at Seesaw as a type of Snapchat (without disappearing!)