Word Frequency

THE FREQUENCY OF NUMBER-RELATED VOCABULARY

  • Which words would you add to the lists of number-related vocabulary below? • Which ones do you tend not to use? • What are your favorite techniques for using numbers meaningfully? NOTE: Activities and games for teaching and reinforcing numbers will be available for a limited time at https://storylabs.app/signup . Put in the book code hedstrom (all lower case) for free access until July 1. Some number-related vocabulary sticks with students, some doesn’t. That stickiness has to do with how often students see and hear those words after the numbers unit is over. If your curriculum requires you [...]

THE PROBLEM WITH NUMBERS: WORD FREQUENCY

-What surprises for you about the word-frequency of the number words on the list below? -What do you notice about the frequency of these numbers and number-related words? -What activities do you do to help your students acquire and retain number vocabulary?   A Frequency Dictionary of Spanish, by Mark Davies (also available in all other major languages) can be the language teacher’s best friend. Take numbers, for instance. Being aware of the frequency with which number vocabulary is used can help us understand what to teach and can also explain why students can have trouble remembering all of the [...]

By |2020-05-14T17:56:42-06:00May 9th, 2020|Categories: Games, Numbers, Word Frequency|Tags: |1 Comment

A BUNCH OF BOOKS OR A COUPLE OF CLASS SETS?

Brett, an experienced Spanish teacher in South Carolina, writes: Hi Bryce, I was just reading your article about 9 Steps to FVR. I'm trying to build up my reading materials. I basically have none at my new school. Would you recommend prioritizing based on getting a bunch of different books or buying class sets of a couple of select books? Good question. I would go with a bunch of different books. Here's why: Students acquire more language when they can choose their own reading materials. The free choice aspect gives them more buy-in and more engagement. When they can decide what [...]

SHELTER VOCABULARY, NOT GRAMMAR

When I was beginning to learn TPRS I remember Susan Gross saying, "Shelter the vocabulary but not the grammar." Why? Because that's how we actually use language. When adults speak to children they use less advanced words but they do not shelter the grammar. They do not use only what we language teachers think of as simple grammar. They use any tense or mood that is suitable, but they unconsciously bring down the level of the vocabulary. Here is an example of why we need to teach multiple tenses. It is not a message for a child, but it is [...]

LEVEL 1 STUDENTS CAN READ: BRANDON BROWN

Here is more evidence that level 1 students can read on their own, even early in the year. They begin to pick up on their own more than we are teaching in class. If they know much of the vocabulary in the novel they can do it. These simple beginner novels are just the ticket. This is the Dual Entry Journal Report of a level 1 student after 5 weeks. This one is from the first few pages of Brandon Brown quiere un perro, by Carol Gaab. They read in Spanish, but write in English to show understanding. Same level, same [...]

SPECIAL PERSON INTERVIEWS IN TRADITIONAL UPPER LEVEL CLASSES

The Special Person questions are not regulated to lower level classes. They can be adapted to any level. And if you want to target a specific verb form with Special Person questions, you can. With practice you can make natural sounding questions and conversations that lean towards almost any verb form. EXAMPLE:  THE PRESENT PERFECT FORM I wanted to model for a student teacher how students could be interviewed with questions in almost any verb form. It just takes the right set up and then following through with logical questions. The class in this example had not explicitly been taught [...]