Quarter Update, 22-23 (PK)


Term
1This term, students in PK3 & PK4 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); and separating English and Spanish words (rojo/ red, hola/ hello, etc.). Before going in each day, everyone puts their hands in a circle– akin to a sports huddle– and we say, “¡Vamos!” all together.

Inside the classroom, students take a seat and I ask them, “¿Cómo estás?” (How are you?). We act out little scenarios- what would make you triste/sad or enojado(a)/ mad? Are you feliz/ happy right now? ¡Yo tengo frío! (I’m cold!), etc. For PK3, this is all new; for PK4, this was an easy vocab review to start the year. Next, students listen to a song (Encanto; Los solecitos; Rompe Ralph; Con un beso gigante; ¿Te Gusta El Helado De Brócoli?; ¿Te Gustan Los Milkshakes De Lasaña?), and either dance or pretend it’s naptime– the “Solecitos” song!

For the first month at this point in the lesson, students would meet on the carpet and do some sort of science experiment together. This was anything from levitating a ping-pong ball with air from a hairdryer (caliente/hot), to submerging temperature- actived white spoons into ice cubes and cold water so that they turned blue (frío/ cold), to melting crayons (PK3), to miniature baking soda, vinegar, and food coloring volcanoes in a bowl (PK4).

Here, the two grades diverge a bit: PK3 takes “car rides” across my room in the teacher chair on wheels (coche/ car; rápido/ fast), and pretends to go to the beach/ la playa or jungle/ la selva; while PK4 taps into this fun every once in a while, but mostly chats with Pato about his latest adventure. In fact, PK4 recently helped color Popsicle sticks to build a barco/ boat for the stuffed animal duck, and we are all on pins and needles to find out where he is going. He has packed… everything, so it must be a long trip! Gracias for a great term. *For more info, please read Car Rides to the Jungle (PK3).
2This term, students in PK3 & PK4 spent the first few minutes of class outside, examining the colors they were wearing with a “fashion focus”–wow, una camiseta azul con zapatos negros, qué guapo!/ a blue t-shirt with black shoes, how handsome!–and so on and so forth. PK3 also showed me all of their scrapes and scratches each class, after I told them a Spanish rhyme that many Hispanic mothers say to their children when they get a boo-boo: “Sana, sana colita de rana, si no sanas hoy, sanarás mañana” (heal, heal, little tail of a froggy, if you don’t heal today, you will heal tomorrow!).

Next, students continued with the routine of putting their hands in the middle and saying, “¡Vamos!” all together. Both grade levels also continued with a Q&A inside, discussing how they were feeling–more vocabulary was added this quarter (¿Cómo estás?/ How are you?; ¿Cómo te sientes?/ How are you feeling?; ¡Cuéntamelo todo!/ tell me everything!; [estoy/ I am] feliz/ happy; triste/ sad; enojado(a)/ angry; tengo hambre/ I’m hungry; tengo frío/ I’m cold; cansado(a)/ tired; bien/ well; mal/ bad; enfermo(a)/ sick; emocionado(a)/ excited; ¿por qué?/ why?).

Both PK3 and PK4 began learning La araña pequeñita (The Itsy Bitzy Spider) around Halloween, in order to collaborate with the art teacher: in art class, students worked on artistic spider creations, while in Spanish class, we gesture-sang the song, and I “spritzed” students with a mist water bottle when it started raining at those lyrics (está lloviendo/ it’s raining!)!

PK3 also listened to a few songs each lesson, oftentimes with the opportunity to vote on their favorite (the list is growing: Encanto; Los solecitos; Rompe Ralph; Con un beso gigante; ¿Te Gusta El Helado De Brócoli?; ¿Te Gustan Los Milkshakes De Lasaña?; Contando del 1 al 20; Pocoyo: Ven a la carrera; Chumbala Cachumbala; Feliz Navidad; Cascabeles). PK4 listened to some of these as a review from time to time, but tended to use this time to extend the Q&A above instead. We talked about casas/ houses and sitting on the techo/ roof–wait, what if it is snowing?! are you inside or outside of the house? And where is Pato?!)–and general chitchat. Here, the fork in the road appeared.

PK3’s “car rides” across the Spanish room evolved to “train [and bus] rides”, or students paying me fake Spanish money to sit on top of the table on wheels as the assistants and I pushed them across the room, with either train sound effects or Las Ruedas Del Autobús (The Wheels on the Bus) playing in the background (¡Espérame!/ wait for me!). We took rides to the playa/ beach, montañas/ mountains, and selva/ jungle again, adding small variations each day. Sometimes, we would go for a picnic with the fake food, but there would be a tormenta/ storm! (thunder and rain sound effects on my board) Other days, students would push themselves around on pieces of cardboard [their “coches/ cars”] and then “go through the car wash” (under a table with blankets, as I spritzed them with the spray bottle! Ha! Another day, we made a huge house out of paper and tape (grande/pequeño [big/small]; más, por favor/ more, please). Students also got to paint a couple of times, to practice their colors and switch up the routine.

Meanwhile… PK4 took a different route. They had started building a Popsicle stick barco/ boat for Pato during the first quarter, and wanted to know where he was going. It turned out that he was headed to España/ Spain–and, of course, students all wanted to accompany him there. For pics and details of this adventure, click HERE. When everyone finally arrived in Spain, there was so much to see and do! PK4 students made Spanish abanicos/ fans out of folded paper; visited La Alhambra, a famous fortress there; paid for everything in euros (dinero/ money from Spain); built casas/ houses out of chairs and blankets; painted a castle blanco y negro/ white and black; colored toros/ bulls, Spain’s national animal; and listened to Paso Doble music. As the term progressed, we started adding more destinations. On Día de Muertos, we listened to Chumbala Cachumbala and they colored papel picado and calaveras from México (“MAY-he-koh”). When the World Cup started, we spent a week playing fútbol/ soccer, and I painted their hands with the flag colors of the teams playing. Students would “take the bus” (my table on wheels) to various Spanish- speaking countries, and/or “fly” there, by drawing the flag colors of Spain, Mexico, or Argentina on paper airplanes (so everyone knew where they were headed!). Gracias for a great term!
3
4

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

August

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

  • Welcome!: intro to daily routine and general overview. 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 class activities; games; songs; videos; and more. NOTE: On the first day, PK3 students visited my room and got accustomed to the space. Formal lessons begin next week. We compared English and Spanish as languages, and then sang a song about going places “¡Vamos!” (let’s go!).
  • The Car: review- English vs. Spanish. Sing going places song. Practice following directions. Color in a picture of a car. Paint with crayons. Listen to a song in Spanish. (lesson flowed beautifully and was much more organized than it sounds here!)
  • Ping-Pong Ball!: review- English vs. Spanish (two quick claps, and I change languages!). VAMOS!, hands in center. Transition inside. How are you today? Happy, sad, angry. Practice following directions. Hairdryer and ping-pong ball- caliente/hot. Sing going places song with car rides. VAMOS! Line up.
  • Blue Spoons!: review- English vs. Spanish/espa-NOL (two quick claps, and I change languages!). Rojo/red. Azul/blue. VAMOS!, hands in center. Transition inside. How are you today? Happy, sad, angry, (cold). Practice following directions. Repeat hairdryer and ping-pong ball- caliente/hot. Ice cubes and temperature- activated spoons. Sing going places song with car rides. VAMOS! Line up.

PK4

  • Welcome Back!: intro to daily routine and general overview. 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 class activities; games; songs; videos; and more. NOTE: On the first day, PK4 students visit my room and get accustomed to the space. Formal lessons begin next week.
  • The Return of Pato: intro to daily routine and general overview. As per usual, Pato (my stuffed animal duck) has something up his sleeve, involving a miniature beaker, miniature spoon, miniature funnel, and a whole lot of vinegar, baking soda, and food coloring. Uh-oh…
  • More Science: review- English vs. Spanish. Sing ‘Where is Pa-to?’ song. How are you today?! Pato blows them all kisses (we try not to eat too many). Practice following directions. Watch song in Spanish (from Encanto). Transition to carpet. Science experiment repeat/extension lesson from yesterday (at students’ request).
  • I’m Cold!: review- English vs. Spanish (espa-ñol!). How are you today? Tengo frío (I’m cold!). Took blankets and danced to song from Encanto and Rompe Ralph. Sing ‘Where is Pa-to?’ song. Transition to carpet. Ping-pong ball with hairdryer (caliente/hot). Ice cubes (frío/cold). Temperature-activated spoons (azul/blanca). ¡SORPRESA!/ Surprise!
  • Swimming Pool: review- English vs. Spanish (hablo espa-ñol!). How are you today? Tengo frío (I’m cold!). Took blankets and danced to song from Encanto and Rompe Ralph. Sing ‘Where is Pa-to?’ song. Transition to carpet. Review: Pato, blue volcano science experiment is not a swimming pool! Hairdryer and ice cubes: will the agua/water be hot or cold? Traveled outside to faucet to fill 5-gallon bucket with water for Pato to jump into. We also splashed a bit, too. 🙂 Watered the plants. Came back. Lined up. SORPRESA!/ Surprise!

September

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

  • Drama- Paper: Daily routine, espa-ñol (outside). ¡Vamos! ¿Cómo estás? Acted out words dramatically, if you took the paper from me I would be…. happy/ sad/ angry/ etc. Song- Encanto. Dance time! Hairdryer at the carpet, caliente/hot and frío/cold.Where are we going? The beach? I sing, vamos a la playa, vamos. Car rides there. Is the agua at the beach caliente o fría? Is that the train? Time to go! Line up at door.
  • Beach or Jungle?: Daily routine, espa-ñol (outside). ¡Vamos! ¿Cómo estás? Q&A inside. Acted out words. Song- Encanto and Los solecitos. Dance time! Hairdryer at the carpet, caliente/hot and frío/cold. Where are we going? The beach or the jungle? I sing, vamos a España, vamos. Car rides there. Is that the train? Time to go! Line up at door.
  • Picnic, Day 1: Daily routine- yo hablo español (outside). ¡Vamos! ¿Cómo estás? Q&A inside. Most are pointing now; I am providing the verbiage. Song- Los solecitos. Nap time! ¡Otra vez! Again! Good morning! We should have a picnic! Let’s go! Do you want sopa? It’s caliente/ hot! Oh no, there’s a storm! (rain and thunder on board) Quick, get in the car! ¡Suban al coche! (chairs in a row) Where should we go (to get out of the storm)? Vamos a la selva. Let’s go to the jungle. Car rides there. Red light/ green light. Is that the train? Time to go! Line up at door.
  • Picnic, Day 2: Daily routine- yo hablo español (outside). ¡Vamos! ¿Cómo estás? Q&A inside. Most are pointing now; I am providing the verbiage. Song- Los solecitos. Nap time! Jobs for lights and board today. ¡Otra vez! Again! Good morning! We should have a picnic! Let’s go! Do you want sopa? It’s caliente/ hot! Oh no, there’s a storm! (rain and thunder on board) Quick, get in the car! ¡Suban al coche! (chairs in a row) Where should we go (to get out of the storm)? Vamos a la selva. Let’s go to the jungle. Car rides there. Red light/ green light. Is that the train? Time to go! Line up at door.
  • Red/Green Lights: Daily routine- yo hablo español (outside). ¡Vamos! ¿Cómo estás? Q&A inside. Song- Los solecitos. Nap time! Jobs for lights and board today. ¡Otra vez! Again! Good morning! We should have a picnic! Let’s go! Do you want sopa? It’s caliente/ hot! Oh no, there’s a storm! (rain and thunder on board) Quick, get in the car! ¡Suban al coche! (chairs in a row) Where should we go (to get out of the storm)? Vamos a la selva. Let’s go to the jungle. Car rides there. Red light/ green light activity today. Is that the train? Time to go! Line up at door.

PK4

  • The Boat, Day 1: review- English vs. Spanish (hablo espa-ñol!). How are you today? Tengo frío (I’m cold!). Took blankets and danced to song from Encanto and Rompe Ralph. Sing ‘Where is Pa-to?’ song. Transition to carpet. Pato wants to go in the water but doesn’t know how to swim and doesn’t want to get wet. How about a boat/ barco, Pato? Students colored in Popsicle sticks and used tape to put them together. Will continue with this next class. Lined up. SORPRESA!/ Surprise!
  • The Boat, Day 2: review- English vs. Spanish (hablo espa-ñol!). How are you today? Tengo frío (I’m cold!). Took blankets and “slept” during Los solecitos song. Sing ‘Where is Pa-to?’ song. Transition to carpet. Students colored in more Popsicle sticks and used tape to put them together. We have two sides of the boat now! Will continue with this next class. Lined up. SORPRESA!/ Surprise!
  • The Storm: Daily routine- yo hablo español (outside). ¡Vamos! ¿Cómo estás? Q&A inside. Song- Los solecitos. Nap time! Jobs for lights and board today. ¡Otra vez! Again! Good morning! We should have a picnic! Let’s go! Do you want sopa? It’s caliente/ hot! Oh no, there’s a storm! (rain and thunder on board) Quick, pack up the food! Where should we go (to get out of the storm)? Everyone huddled under the tables, as if it were their “house”. Phew, the storm is over! And we have time to work on our boat/ barco for Pato. YAY! Colored Popsicle sticks (fine motor). End of class, ¡SORPRESA! Surprise!
  • Class Story, Day 1: review- English vs. Spanish (hablo espa-ñol!). How are you today? Estoy cansado(a) (I’m tired!). Took blankets and danced to song from Encanto and Rompe Ralph. Sing ‘Where is Pa-to?’ song. Transition to carpet. Students colored in more Popsicle sticks and used tape to put them together. We start our first class story of the year. Lined up. SORPRESA!/ Surprise!

October