Routines are the bedrock of success for younger learners. Students thrive with repetition and knowing what to expect in a lesson. Naturally, the task of an educator is to add in spice, variety, and plenty of creativity from day-to-day within said structure; but routine is nevertheless a crucial element of the language- learning classroom. The structure below allows for consistency and innovation.

• PASSWORDS: Students in PK3 through kindergarten practice numbers and colors each day (together as a class), whereas grades 1-4 whisper the Spanish password individually, either to me or to each other (telephone game), while outside in line. The passwords change weekly. Their backs are to the wall so that I can see their smiling faces and make sure everyone is present. After I comment on the weather, students say the password and “walk the line” to the carpet.
  • Students in grades PK3-2nd are assigned a color for the year and sit at the corresponding color on the carpet. They sit criss-cross applesauce, hands in their laps. There is one of two places to sit (two reds, two blues, etc.).
  • Students in third and fourth grade are assigned a number, and sit in the corresponding chair. These grades sit more often at the tables, but sometimes we will meet on the carpet as well.
• CLASS MEETING: Younger students talk with Pato (my stuffed animal duck), do action commands, and listen to songs in Spanish. Older students listen to songs, practice language trivia, and review the daily agenda. Grades K-4 also practice the Floor Map at this time, starting in September.
• STORYTELLING OR SKITS: This section of the class is to get students talking in Spanish. Here, we gesture-tell stories as a class and/or practice and perform short skits and mini conversations in the target language.
• GROUP ACTIVITY OR CENTERS: The group activities are oftentimes culture projects that relate to some aspect of the aforementioned class story. This might be a painting project, guided tour simulation, or “traveling” together as a class to a Spanish-speaking country. Center work is when students “sign up” in Spanish for an activity of their choice.
• CLEAN UP, LINE UP, MOSAIC: Students are given 1-minute warnings before it is time to clean up to help them transition. Any unfinished work goes home or in their class’ Save Bin drawer near the door. Students cap markers, push in their chairs, and put everything away neatly. They do this quickly to a clean-up song, but there is no running.
  • Once everyone is lined up on the line, I choose a student (alphabetically) to add a sticker to our Spanish Mosaic. There is a color code for which sticker goes on which letter on the mosaic.