This book has five chapters with three stories per chapter for a total of 15 units to work with. Each chapter has a small cultural research assignment with extra credit opportunities. It also contains hyperlinks to websites about vacations, food, and more. It is meant to be a supplement to in-class instruction. If you are new to TPRS, check out the methodology before jumping in. Feel free to contact me with any questions that you may have at jared.reynolds@yc.edu. I have taken care to make this my own work. All images are sited and contain a license that allows them to be used freely in this book. All written material is original.

This theme is part of Spanish 2, Unit 2: Home Life. This theme is 8 days teaching house vocabuary, chores, direct object pronouns (DOPs) and informal commands in Spanish.

This theme is part of Spanish 2, Unit 2: Home Life. This theme is 8 days teaching food words and negative informal commands in Spanish.

Welcome to Spanish Grammar in Context, where you will find detailed grammar explanations of the Spanish language. Unlike traditional reference grammars, each topic is explained using authentic video examples from the Spanish in Texas project. Accompanying practice quizzes are available on an open Canvas course site.

These videos from COERLL's annual Heritage Spanish workshop address different topics in heritage teaching such as:

- Heritage language program development
- Open educational resources for heritage Spanish
- Basic sociolinguistic concepts for the Heritage Spanish classroom
- Spanish HL Learning and Teaching

Students learn food vocabulary, restaurant vocab. and phrases, mealtime and food culture, and grammar as it pertains to food and eating.

A compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks.

The purpose of these materials is to help future public school teachers of Spanish in their assessment of learners' levels of proficiency. These materials not only present videos of learners interacting with an interlocutor, but also direct the viewer to notice features about the learners' language and proficiency levels. The website also presents information on proficiency levels to help the viewer develop a greater awareness of differences in learner language.

This handy sheet contains key "survival" phrases to assist students with staying in Spanish.

This project will dive into a three-part survival guide for studying abroad in Bilbao, Spain. The guide will cover pre-study abroad items, how to enhance your experience while you are abroad, and post-study abroad items. I think this will bring a different perspective to students and will genuinely benefit them to have this awesome information.

Materials, items and hyperlinks are provided in the attached document to utilize after a story* has been established in class using the following structures**: Hay, muchach@, se llama, es de. This unit includes embedded readings, ideas for personalization and reinforcement of key structures.

*A teacher ought to be familiar with the following acronyms, TCI/TPRS, and its strategies for this unit to be beneficial. If unfamiliar, see lower section in attachment for a links to access history and storytelling 101.

** A complete list of structures are provided in the attachment.

This unit introduces children to a number of concepts related to water. First, students activate and build on prior knowledge as they explore various places where water is found (e.g., lakes, rivers, swimming pools). In the second lesson, students differentiate between water found naturally (e.g., a lake) and artificially (e.g., a swimming pool). The third lesson focuses on the uses of water and its importance for human life. Next, students learn about the various states (solid, liquid, gas) that water can be found in. In the final lesson, students learn what people can do to conserve water and care for this natural resource. Throughout the lessons, students are exposed to songs and books about water. The unit culminates with as assessment that asks pairs of students to create a nonfiction question-and-answer book about a specific representation of water. Description of the assessment task with an optional technological application is also included.

Ñ! is an educational project of Huron High School in Ann Arbor, Michigan. The magazine features meaningful and original content of students of Spanish as a Second Language to develop language proficiency, biliteracy skills, and critical thinking.