Following best practices in language acquisition while also satisfying a curriculum that demands memorization of huge vocabulary lists can be a STRUGGLE. One of the ways I tried to get around it and reach a good balance was through Spanish-only review games. Teaching middle school taught me that engagement would be way higher if there was some sort of game involved, ideally a Spanish-only game where kids had an opportunity to move around and let out some of their energy in those endless 90-minute blocks. Today I’m going to share one of my vehicles for achieving competition, movement, acquiring new vocab, and immersion all at the same time, and that method is called Slap Review.
You can use and adapt Slap Review in a variety of contexts and conditions, but it was my go-to when we were tackling one of those huge, long, division-mandated vocabulary lists. The kids use the vocab list as an anchor for any variation of the slap review framework. Today I’m going to talk about Slap Charades and Slap Pictionary.
You can play charades and Pictionary as a whole class by dividing everyone into teams and having each team guess for points, but I found that when you play review games this way, it gives students too much opportunity to disengage. You get your kids that are SUPER into it overshadowing the kids who would rather curl up into the fetal position than compete in front of the whole class. It’s good as a reward or a time-filler to play a whole class game like this, but when you really want to make sure every kid is participating and learning, it’s not the most ideal format. This is how Slap Review was born.
During Slap Review, kids compete individually against their classmates in groups of 4-6. I usually had students sitting in tables of four, so I just had them play against the people sitting at their tables. First, you get the group to elect one kid to both participate AND keep score for their table. Usually there’s one kid in every group who really wants do this, but a solid game of rock-paper-scissors is always what I went with when no one/too many people wanted to keep score. Sidenote – does anyone else use rock-paper-scissors to resolve virtually every disagreement in their classroom? Such a lifesaver.
Once you have your scorekeeper, you get the kids in Spanish-only mode. You can read more about that strategy here, but basically you tell kids that for the duration of the game, you will be very strictly monitoring their language use, and there can be NO English. You also ask the students what words and phrases they’ll need to play the game so that they’re driving the learning. Mine always asked for things like “I win,” “Your turn,” “Cheater,” etc. Usually at one point during the year my entire class devolved into yelling “tramposo” at each other, but somehow watching them yell at each other in Spanish was kind of okay.
Once the kids are in Spanish-only mode, Slap Review begins. It can take place in many forms, but to promote associating word meanings with actions and pictures, I usually went with Slap Charades or Slap Pictionary.
Slap Charades asks that each kid at the table take a turn acting out one of the words on the vocab list for their group. It works best with lists that are pretty verb/activity heavy. Students can do anything but write or talk when they’re acting, so kids that need to get some energy out will run around and go nuts acting things out, and kids that aren’t so into it can get away with lazily pointing from their chairs. Their group of 4-6 will watch them, then slap the table if they think they know the word being acted out. The actor determines who slapped first, points to that person, and then the person has to say the correct Spanish word from our new vocab list. If they get it right, they get a point; if they get it wrong, another person has the chance to slap. The scorekeeper allocates points the whole time this is happening (while also taking a turn to participate themselves for maximum engagement).
Slap Pictionary is the same idea, except that you give each group a small whiteboard and a dry erase marker. Slap Pictionary works better with lists that are more noun/object-heavy. One kid in each small group takes turns drawing a vocab word (no writing allowed!). Students display the board while they draw, so that if someone in their group figures out where they’re going with the drawing, they can slap quickly. This keeps the game going instead of the lull that arises when your artists try to perfect their masterpieces while their group waits for them to finish. Same as charades, the artist will determine who slapped first and call on them. If the slapper gets it right, the slapper gets a point. If the slapper gets it wrong, someone else gets to guess. The scorekeeper will participate and also keep track of points while all of these artists are competing.
At the end of an allotted amount of time (I’d say 10-15 minutes), you call time and have all the winners from each table stand up. I’d give the winners a sticker for their efforts (teenagers love stickers too), and then get the class together for a debrief. I’d get their thoughts on the new list, words that are challenging, words that are easy, and any language that they needed during the game that they didn’t know how to say while they were playing (you might get things like “hurry up” or “my turn,” etc.)
Slap Review is one of those easy methods that the kids get quickly, so if you want to adapt it for something else you can. I had kids write out descriptions of characters from a video, and later they played Slap Review by reading their sentences to their group and having their classmates slap to guess who they were describing. You could have them write out Spanish definitions to words on the list, and then have their classmates slap to guess what word they were defining. You could even try out La Maestra Loca’s Backwards Charades. There are a lot of possibilities with this format.
I’d also give kids the element of choice sometimes too. After we’d played Slap Charades or Slap Pictionary a few times, I’d let each table pick whether they wanted to play Charades or Pictionary. Some of the quieter groups would play Pictionary while some of the energetic groups would play Charades at the same time with the same list. They’re all staying in Spanish and practicing their vocab, so I had no problem letting them choose their destiny when we were in Slap Review mode.
There you have it! I hope next time you’re tired of playing Quizlet Live or Matamoscas, you try out some small-group Slap Review. Happy Halloween everyone!
2 thoughts on “Attacking the Vocab List: Slap Review”
I love this! Do you ever allow them to choose between slap pictionary and slap charades in the same game? Just wondering if it would work or not.
Yes!! Thanks Rachel! I’ve had classes where one or two groups are bonkers acting things out while the rest of the class is getting quietly competitive about drawings. It’s a great way to differentiate 🙂