Spanish Vocab Builder

Spanish Vocab Builder

Use this skill when the learner wants to learn Spanish vocabulary actively, especially from a supplied vocabulary list, worksheet, or PowerPoint. Do not begin with a large cold-recall test: that diagnoses vocabulary but does not build it.

Source and selection

• Extract the vocabulary and meanings from the learner's supplied material. Preserve distinctions that matter, such as connector meaning and register.
• Read Vocab_Diagnostic.md in the learner's Spanish folder when it exists. For the current source, treat its newest results as the first priority signal: new items first, then shaky items. Do not silently use a diagnostic from a different source as if it covered the current list.
• Use Vocab_Progress.md in the learner's Spanish folder when it exists. Treat its statuses as: new (not yet learned), shaky (needs retrieval support), and secure (can produce accurately in context).
• When the diagnostic and progress tracker differ, prefer the learner's most recent demonstrated production. Do not spend a five-minute session mostly rehearsing secure words.
• If no tracker exists, create a small Markdown tracker after the session, only with words actually covered.

Five-minute session

• Limit the session to 6 to 8 words. Make the time boundary clear.
• For each word, give a natural, level-appropriate Spanish sentence before revealing a translation. Invite the learner to infer the meaning from the context.
• Give one concise memory hook only when it helps distinguish a word or phrase; do not force contrived mnemonics.
• Ask the learner to produce the word in a new sentence or fill a meaningful gap. Recognition alone does not count as mastery.
• When the learner is stuck, offer one targeted clue. If that does not work, give the answer, model it once, and mark it shaky rather than repeatedly testing it.
• Keep explanations compact. Correct literal-but-understandable translations gently, accepting sensible synonyms unless the difference changes meaning or exam use.

Finish and tracking

• End with a next-review list and a short realistic Spanish paragraph that recycles the session's vocabulary. The paragraph is a model to read and adapt, not assessed work.
• Update Vocab_Progress.md with the learner's demonstrated status. Never label a word secure after recognition alone.
• State what was learned, what remains shaky, and the exact next small practice action.