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My Dear Friends, Fellow Linguists, and Citizens of the World:

Welcome back! For any new families, I am the Spanish teacher for students in PK3 through 4th grade. In the past, I have sent out notes and summaries of what students are working on in class after each quarter. This year, I would like to change it up and give you a general overview of what your child will experience in Spanish class—beforehand!

If you are new this year, please start HERE, with a general Q&A from last year. If you are returning, find your child’s grade level below and read away!

PLEASE NOTE that this is more for your information and to see the overarching trajectory of the curriculum, since Spanish is one of those subjects where things can easily get lost in translation. “You are learning about a beetle named Bob in Spanish class? What??”

• For students in PK3, please click HERE to read about a sample lesson from last year, called Car Rides to the Jungle. Note that we build up to a lesson like this; it does not all happen on the first day!

• For students in PK4, please click HERE to read a [different] sample lesson from last year, called Going to Spain. As with PK3, remember that we build up to a lesson like this; it does not all happen on the first day!

• KINDERGARTEN– students learn the name of and “travel to” a new Spanish-speaking country every few classes on our Floor Map, and do a project based on said country (we start in South America). The year tends to begin with science projects, as they are highly visual and, as a result, make Spanish more comprehensible to beginners. Our stuffed animal hero-friend Pato (duck) comes to visit when my vocal cords can handle it—anyone out there have any tips for ventriloquism not leading to laryngitis?

• FIRST GRADE– students begin the year learning about a 500-mile hike across Spain that their teacher completed several years ago. This involves lessons like walking around campus with backpacks and water bottles, stopping for picnics with delicious fake food, and ‘hiking up mountains’ (i.e., staircases). Gradually, we shift to indoor ‘center work’ lessons where first graders sign up for activities of their choice in the target language (student interest-based), and work to apply their Spanish knowledge in meaningful contexts.

• SECOND GRADE– students begin the year with a town simulation. Here, second graders sign up to work at various businesses and pretend to live in a Spanish-speaking country. They are introduced to currency conversions, authentic brand names, and conversational vocabulary, and work to apply their Spanish knowledge in meaningful contexts. As the year progresses, we layer on creative class stories that morph into amazingly ridiculous but hilarious sagas in the target language (cue Bob the Beetle).

• THIRD GRADE– students participate in several classic Spanish traditions throughout the year. From learning how to Salsa dance and tasting Yerba Mate Tea (Argentina), to painting team country flag colors on their faces and playing fútbol/ soccer games outside, third graders experience culture through immersion. They will begin the year with storytelling and legends from Spanish-speaking countries.

• FOURTH GRADE– students focus heavily on preparing for the annual (and much anticipated) Spanish Play, which is based on the adventures of Pato, my stuffed animal duck. Fourth graders perform this show (new plot every year) entirely in the target language for the Lower School community. It is a must-see and typically takes place in mid-February. More details will be sent out at a later date.

Also, I must add here—for complete transparency—that I have a general tendency to go off script from time to time; while this is an overview, the curriculum ebbs and flows each year, and units are added and subtracted as I see fit (and also because math is fun—adding and subtracting, get it?). Ahem. That is, welcome back! Please feel free to write with any questions. Enjoy the rest of your summer, and see you in a bit!

Sincerely,

-Your Resident Linguist (~aka Maestra [“my-ACE-trah”]/ teacher)

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Aside

As a final note, do not worry if your child is not bringing home vocabulary words or speaking the language immediately. Confidence and your child’s personality definitely play a role here, but there is also the simple fact that they might not associate you with Spanish if you yourself do not speak it.

If you want to gently encourage linguistic production, start playing Spanish music in the car, or having “Taco Tuesdays” at home, where you make a Spanish-themed recipe or get take-out from a local restaurant (see attached list for recommendations), or changing the voiceover to Spanish (and subtitles to English) on movies & cartoons, just to see if your child notices! Osmosis is a thing. 😊

***Links to all classroom pages can be found on THIS PAGE.***