What to do With “I Don’t Get It”: Stage 3

In this blog series, I’ll be breaking down each stage in the Spanish Curriculum Stages of Teaching and Learning by introducing what it is, outlining teaching strategies for each stage, describing what the students are doing at each stage, and telling you how to determine when students need to review or are ready to move  on.  Our last blog discussed Stage 2: to Recognize.  Today, we move on to Stage 3: to Recall.


Stage 3: To Recall

  • At this stage of learning, students can determine an answer when given a wide range of choices or a clue.  They have moved away from needing a “yes or no” question or a 50/50 question and can now choose the correct answer from range of answers or a category.

What the teacher is doing:

  • Half of the speech is driven by the teacher and the other half is student driven.
  • The teacher is introducing more advanced questions that require a wider range of vocabulary.  Students still have access to visual anchors but have to understand how to navigate them independently.
    • Ex: ¿Cuál es tu día favorito?

*Optional: include the list of the days of the week (¿Lunes, martes, miércoles, jueves, viernes, sábado, o domingo?)  The implied category here is “días”; they know that you are asking about the days of the week.

  • The teacher can write conversation questions on the board and walk around the room and support student-driven conversation.

What the students are doing:

  • Students are now understanding a wider range of words and phrases independently with assistance from pictures and prompts.
  • Students are able to read teacher-provided questions and engage a fellow classmate in conversation.

How you know students are ready to move on:

  • They are participating confidently.
  • They are consistently answering questions correctly.
  • They are able to independently answer questions without pictures or a list of choices.

How you know students need to go back down to the recognition level:

  • They sound unsure when they are answering questions.
  • They need the list of choices narrowed down until you are only presenting them with two or three.
  • They consistently answer questions wrong.

Use the stages to recognize when some of your students may just need less choices and more time to recognize and comprehend! Keep your eyes out for our next blog, where we discuss how to move on to stage 4: to generate.