Lesson #4: Vamos! Lets Go Eat! (Vocabulary)

    In this week’s lesson, Ms. Sandoval and I helped our third graders build their vocabulary and make cultural connections through the bilingual text ¡Vamos! Let’s Go Eat! by Raúl the Third. Our goal was for students to learn and use ten new words, like vendor, delivery, parade, lobo, and machete — through reading, writing, drawing, and speaking. We kicked things off with a fun Play-Doh activity where students created their favorite meals, which helped them activate background knowledge and get excited about the story. Then, we introduced the vocabulary words using visuals, gestures, and bilingual word cards. During the read-aloud, students followed along with their “Taco Trackers,” coloring in a taco each time they heard one of the target words. After reading, they completed Frayer Models, designed creative food trucks, and wrote sentences using their new vocabulary. By the end, they showed great understanding through their writing, drawings, and oral participation.

    One of the biggest strengths of this lesson was how engaged the students were from start to finish. The Play-Doh warm-up was a hit, it helped them make personal connections to food and culture right away. The food truck activity also gave students a fun way to use their new words creatively. We heard students say things like, “A vendor sells food at a parade!” which showed they were making real connections to the vocabulary. Both of our students met the goals we set for them. Noelle used complete sentences confidently in her Frayer Models, while Cynthia participated enthusiastically with support from her teacher. The bilingual cards and visuals really helped her connect English and Spanish meanings. The main challenge was time, we planned for ten vocabulary words, but the students needed more time to finish all their Frayer Models. Next time, we’ll cut down the number of words or allow extra time for independent work.

    Both students met their tiered vocabulary, comprehension, and writing objectives. Noelle reached Tier 1 by writing complete sentences such as, “The vendor sells tacos to people at the parade.” Cynthia met Tier 2 by labeling her drawings with bilingual word pairs and explaining what they meant in short sentences. Evidence of learning included completed Frayer Models, colorful vocabulary illustrations, and descriptive writing samples. Through these, both students showed strong understanding of the vocabulary and how it connected to the story’s cultural celebration.

    This lesson reminded us how powerful visuals, bilingual supports, and hands-on learning can be. We saw firsthand that when students can see, touch, and talk about new words, they remember them better. It also reinforced how important it is to give multilingual learners multiple ways to show understanding through drawing, gestures, and oral responses, not just writing. Co teaching made a huge difference too; it allowed us to move around, give immediate feedback, and support each student at their own level.

    Moving forward, Ms. Sandoval and I plan to continue making vocabulary lessons interactive, creative, and culturally relevant. We’ll keep using bilingual resources and visuals to support language learning for all students. We also want to be more intentional about pacing — choosing fewer words if needed to allow students time to dive deeper. For assessment, we’ll continue using a mix of writing, drawing, and speaking so every student, including multilingual learners and those with IEPs, has a way to shine. This lesson reminded us that when learning feels joyful and connected to students’ lives, vocabulary doesn’t just grow, it sticks.