| Term | |
| 1 | This term, students in first grade sat wherever their password card appeared each day. First graders also stated what they wanted to do each day, requested the appropriate materials in the target language, and then proceeded to paint (Popsicle sticks with watercolors), build (colorful wire creations), sew (with felt and string), play (with Lincoln Logs), and draw pictures they found in Spanish books. They know that they can only touch something in the Spanish room if they know and/or are willing to learn the name for it. As students become comfortable with the vocabulary, more “activity centers” are added. |
| 2 | This term, students in first grade continued adding various activity centers. For example, one week, and in order to experience the infinitive ir/to go, first graders gave examples of where they wanted to go (Quiero ir a Chile), and then, quite literally, went places, traveling all around the school and even outside. Another week, students had fun molding various shapes of their own creation with air-dry clay/ arcilla, sticking on palos/ (Popsicle) sticks and plumas/ feathers to add some flair, and later painting their small sculptures with washable paints. In addition to stating what they wanted to do each day, students also learned how to ask what others wanted to do, and practiced writing and recording this information on a chart handout. Finally, first graders began hearing mini short stories in the target language to practice hearing all of their acquired vocabulary in context. Gracias for a fantastic quarter! |
| 3 | This term, students in first grade continued hearing mini-stories in the target language. Because the majority took place in space—from ball games sans gravity, to plastic bugs literally taped to a spinning disco-ball planet (which created colorful insect-shadow-outlines on the wall)—students allowed their science backgrounds to inform and guide the plots. First graders also practiced reading sight words in the target language; chose new passwords based on if they were an el word or a la word (‘boy’ and ‘girl’ words, respectively); created costumes out of the cloth in the Spanish room in order to dress up as their passwords; played Spanish Bingo and a “¿Qué es esto?” (What is this?) game; talked about Spanish diminutives (perro/dog🡪 perrito/puppy; gato/cat 🡪 gatito/ kitten); defined similar-sounding words (e.g., fiesta/party and siesta/nap); and made aviones de papel/paper airplanes. |
| 4 | This term, students in first grade increased their vocabularies through a wide variety of songs, games, and password exercises. After choosing new identities—i.e., Spanish names—first graders sang along with a catchy tune called, “Yo me llamo” (My name is). Later, they had fun playing Spanish Bingo, Luz roja, luz verde/Red Light, Green Light, Policías y Ladrones/Cops and Robbers, and a detective game. In the latter, someone steals an object from a cauldron and hides it, and then students have to figure out what is missing, who stole it, and where it is in the room. First graders also made miniature password books for all of their passwords from the entire year; sorted the money in the Spanish Cave, while simultaneously exclaiming, “¡Soy rico(a)!” (I’m rich!); followed step-by-step instructions to make their own paper airplanes; selected multiple adjectives to describe their passwords; and heard a book (El despegue de Romeo y Lou/Romeo and Lou Blast Off) in both English and Spanish. It has been a busy end to the year! |
La cueva de español 