Resumen, 22-23 (Grade K)

QUARTER SUMMARIES will be posted here at the end of the term. Until then, this page will be a scrambled egg mess of notes.

1This term, students in kindergarten began with daily language warm-ups outside of my classroom. (This is the official “English/ Spanish/ Spanglish” zone, as opposed to the “Spanish-only zone” inside my room.) Here, students focused on memorizing basic phrases, such as: yo hablo español (I speak Spanish); yo hablo inglés (I speak English); yo no hablo español (I don’t speak Spanish)yo no hablo inglés (I don’t speak English).

Inside the classroom, students began the year with a coffee filter project, that reviewed numbers and colors in Spanish and in context, but was also a collaborative project with their art class (Chihuly Sculptures). They turned out beautifully! Later, kindergarteners began learning the names of Spanish- speaking countries on my Floor Map. They jump on the map, and then we do a short artistic or scientific project (something highly visual, to aid in comprehension) that relates to a cultural point of said country. For example, so far, kindergarteners have done projects on the following: Coffee Filters (Chile), Southern Lights (Argentina), Punta del Este (Uruguay), Andean Condor (S. America), and the Bottle Dance (Paraguay). They also tried to outline the Andes Mountains and all of South America with blocks and dominoes. Wow!

As the quarter came to a close, kindergarteners started a storytelling unit. Here, they integrate cultural knowledge and a common pool of vocabulary to tell creative class stories in the target language. More on this later! Gracias for a great term.


Objective: acclimating to daily routines, expectations, and an immersive Spanish environment!

  • Welcome Back!: intro to daily routine and general overview- English/Spanish. We will tell a semester-long story in Spanish, adding only a sentence or two each day. The words in the sentence will be reinforced via science experiments involving all of the senses; class activities; games; songs; videos; and ‘free choice’ center work days.
  • Chile- Floor Map: Intro to Floor Map. Vinegar/baking soda vs. water volcanoes, to prep for Dot Day project.
  • Dot Day, Day 1: Floor map, Chile and Argentina. Coffee filters plus food coloring (color/number review)–and how all of this relates to their Dot Day art project!
  • Dot Day, Day 2: Floor map, Chile and Argentina (timed). Coffee filters plus food coloring (color/number review) and WATER with goteros.
  • Argentina- Lights: Floor map, Chile and Argentina. Even more colors! We did THIS LESSON to make a connection with Argentina on the floor map.


Objective: begin to work on verbal output, increase speaking confidence in the target language.

  • Uruguay- Hand: Floor map. Project on La Mano de Punta del Este to make a connection with Uruguay on the floor map. Started to build Andes Mountain range out of blocks on map.
  • Andes Mountains: Project on La Cordillera de los Andes to make a connection with South America on the floor map. Also Atacama, Chilean desert.