Resumen, 18-19 (Grade 1)

AUGThis month, students in first grade chose individualized password cards, and then practiced thinking up ways to physically act out each one as part of their beginning-of-class routine.  Later, students read the daily Letter from Pato—a very lovable, stuffed animal duck who is learning how to read Spanish himself; jammed to the theme song from Rompe Ralph/Wreck-It Ralph; and signed up for centers in the target language (colorear/color; jugar/play).  Each week, a new center (and sight word) will be added, so that by the end of the year, first graders will have a substantial word collection. 

First graders have already demonstrated ownership and agency within these centers, as in one class, the “jugar/play” center morphed from a golf course spread out across the Spanish room (with plastic white balls and paper cups) to a bowling alley (stacking the cups and knocking them down with colorful, oversized dice).  Another day, “jugar/play” became a class parade, complete with students marching around the room to Spain’s National Anthem, all while dressed up in scarves and sombreros, and carrying a huge flag of Spain.  Language grows ever deeper within a meaningful context; when its layers and roots begin to connect with real-life experiences and memories, “jugar/play” is no longer a translation, but a breathing, living entity in students’ minds.  Gracias for a great month.
SEPTThis month, students in first grade continued acting out their password cards and reading the daily letter from Pato. By the end of September, students were able to recite the letter as a class group effort—bravo! First graders also watched a silly video called, “¿Puedo ir al baño?” (Can I go to the bathroom?), and practiced naming Spanish-speaking countries on the tape floor map: Chile, Argentina, Uruguay, Paraguay.

They continued to add centers to the daily Letter from Pato as well (who managed to fit in a quick trip to Argentina while first graders were working hard and he was, ahem, hardly working). Centers—i.e., sight words—up to this point include: colorear/to color; jugar/to play; pintar/to paint; construir/to build; cantar/to sing; and the newest addition, hablar/to talk.  To start building short sentences in the target language, first graders added, “Quiero” (I want/‘key-arrow’) when signing up for centers: for example, Quiero pintar/I want to paint. 

As their list of centers begins to grow, students learn vocabulary specific and relevant to each center. For example, in one class, the porristas/ cheerleaders learned a cheer for the soccer game (este partido, lo vamos a ganar/we’re going to win this game), whereas students more interested in coloring or painting learned words like papel/ paper, cinta/ tape, tarjetas/ cards, marcadores/ markers, etc.  As a result, and when first graders want to try a new center, they are encouraged to teach each other new words. That way, it becomes a genuine community of learners where knowledge is not hoarded but rather shared for the growth and advancement of all. Gracias for a great month.
T1This trimester, students in first grade practiced acting out their password cards, reading the Letter from Pato, naming the Spanish-speaking countries in South America on the tape floor map, and singing and dancing along to daily class songs (esp. Rompe RalphMoana in Spanish, and “¿Puedo ir al baño?” [Can I go to the bathroom?]). Their primary focus, however, was on signing up for centers in the target language, and adding new sight words each week. Centers are teacher-guided but ultimately student-created.

For example, when “construir” (to build) was added, first graders grew this into a complex fort-building project—with chairs, blankets, flags, cardboard boxes, a spinning disco ball, etc.—until “Quiero construir una fortaleza” (I want to build a fort) rolled off their tongues. When they tired of that, soccer games and paper dragon-type creature crafts became the new rage. Later, students worked on leading group discussions with the question, “¿Qué quieres hacer?” (“K key-air-race ah-s(air)”/What do you want to do?). They also took a day to learn about El Día de los Muertos/Day of the Dead, and made connections with the movie CocoGracias for a great first trimester.

*Spanish-speaking countries on the tape floor map: Chile, Argentina, Uruguay, Paraguay, Bolivia, Peru, Ecuador, Colombia, Venezuela.

KEY VOCABULARY: Quiero pintar/I want to paint; Quiero construir una fortaleza/ I want to build a fort; Quiero jugar (al fútbol)/ I want to play (soccer); Quiero colorear/ I want to color; Quiero cantar/ I want to sing; Quiero bailar/ I want to dance; Quiero hablar/ I want to talk; ¿Puedo ir al baño?/ Can I go to the bathroom?; las tarjetas/ cards (index); los marcadores/ markers; la bandera/ the flag; la cinta/ tape; el papel/ paper; por favor/ please; este partido, lo vamos a ganar/ we’re going to win this game (chant/only 1.A); and much, much more. Newer: ¿Qué quieres hacer?/ What do you want to do?
NOVThis month, students in first grade continued naming more Spanish-speaking countries and adding new centers to their Spanish sight word collection (e.g., dormir/to sleep; trabajar/to work—students get to use the fake dinero/money and ‘work’ at the bank). They also began using lapices/pencils instead of marcadores/markers when signing up for centers, and explained with whom they were planning on playing (Quiero jugar con…/I want to play with…), both to learn the word ‘with’ as well as how to spell their classmates’ names.

As part of the beginning-of-class routine, first graders also jammed out to Feliz Navidad and pretended to be príncipes/princes, princesas/ princesses, reyes/kings, reinas/queens, unicornios/ unicorns, caballeros/ knights, caballos/horses, and more (the teacher went around and placed an invisible crown on their heads). Students have become masters at the daily routine and enjoy adding new, creative pieces to the ever-evolving puzzle each week.
JANThis month, students in first grade began differentiating between “¿Qué quieres ser?” (What do you want to be?) and “¿Qué quieres hacer?” (What do you want to do?). This was actually an unintentional wordplay that grew out of the class activity of pretending to be príncipes/princes, princesas/princesses, reyes/kings, reinas/queens, unicornios/unicorns, futbolistas/soccer players, caballos/horses, perritos/puppies, and bufones/jestors from last month. As a result, “Quiero ser…” (I want to be) became the new rage; but phonetically, it was a challenge to hear the difference between ser (“s[air]”/to be) and hacer (“ah-s[air]”/to do).

First graders alternated days writing and speaking in the target language, while continuing their map practice. The majority can now name fourteen of the twenty-one Spanish-speaking countries—bravo! Their official class song has changed as well: the translated version of Wreck-It Ralph/Rompe Ralph (by Auryn, a pop group from Spain) had been a favorite for many months, but with the clean slate and fresh air of 2019 came a new beat—Hoy es domingo (Today is Sunday) by Diego Torres. It is about how wonderfully relaxing Sundays can be, and students have already started singing along with the words.

Last but not least, and as part of an all-of-Lower-School project, first graders painted and colored tiles for the class fort, aka La Alhambra, which is based on an actual Moorish palace/fortress in southern Spain.
MARThis month*, students in first grade began class by putting their shoes in the center of the circle and tapping their feet to the names of each of the Spanish-speaking countries they knew (instead of jumping on the map, for a change). They also had fun singing the “Buenos días” song (good morning) and explaining how they were feeling that day.

To enter the room, prior to any of this, they were required to repeat the fruit or vegetable password of the week (that is, naranja/orange, plátano/ banana, zanahoria/carrot, espárrago/ asparagus, melocotón or durazno/ peach, arándano/blueberry, cebolla/onion). Students’ end-of-class routine was to try and clean up before their teacher arrived and then wait, crouched down in line with the lights off, so that they could jump up and shout, “¡Sorpresa!” (surprise), once their teacher returned—the surprise being that they had cleaned up on time.

In the linguistic realm, in order to build their noun vocabularies, first graders focused on completing the sentence, “Necesito…” (I need). First graders presented at the class podium in front of their peers (¡Hola! Buenos días. Soy X. Hoy quiero X. Necesito X. ¡Próximo!/Hello! Good morning. I’m X. Today I want to X. I need X. Next!), and some of these new nouns quickly became class jokes. For example, one girl uses the word, “cobija” (blanket) at home with her Spanish-speaking nanny, and as a result, took this opportunity to teach it to all of her classmates, repeating, “Cobija-cobija-cobija-cobija-cobija” nonstop whenever anyone asked her.

In 1.A, the word, “Chocolate” (‘cho-koh-lah-tay’) reduced everyone to giggles. The ‘chocolate’ piece came about after learning a Mexican rhyme (Bate, bate chocolate, tu nariz de cacahuate/stir, stir the chocolate, your nose is a peanut!), and seeing a video about how the tool used to stir the chocolate—un molinillo—is carved out of wood. It is absolutely gorgeous.

After first graders asked how to say, ‘fox’ in Spanish, they learned that ‘zorro’, or fox, was also the name of a fictitious character who used to save people in trouble (that took place in the Mexico/California region), and would carve the sign of the “Z” wherever he went to let the villains know he had been there. Students watched the black and white introduction and theme song to this show from 1958; some were even overheard afterwards declaring, “¡Soy Zorro!” (I’m Zorro!).

Later, they played Musical Chairs and a game from Colombia called Tingo-Tingo-Tango, and calmed down with a “siesta” (nap) after hearing about this custom in Spain—all of the businesses really do shut down in the middle of the day! Last but not least, they enjoyed marching around to Spain’s National Anthem; watched Pocoyó: Piratas and El perro y el gato; and—as you already know—cooked and tasted fried plantains (patacones or tostones), which are eaten in many Spanish-speaking countries.