The first six weeks of school K students learned about school routines, school commands, greetings, some colors, some school objects and numbers up to 10.

The students began talking about their emotions, learning different ways to answer the question, “¿Cómo estás?” (How are you?).  We sang a Spanish-language version of the song “If you are happy and you know it, clap your hands,” while pretending to be happy, sad, tired, scared, sick, angry or surprised. During September and October we talked about community helpers. We played a mimicking game in which one student acted out a sentence that the other students guessed. An example would be, “The police officer is happy.” The students began their unit on body parts and the five senses.  Ask them to name some of their body parts for you in Spanish.  They have been learning  songs such as “Cabeza, hombros, piernas pies”  

The students learned about clothing and shapes. They can say colors and clothing in Spanish. They did patterns with shapes and clothing. We enjoyed playing a game where we described what color and clothing a student was wearing. They continue counting up to thirty. They learned about family members, pets, and rooms in the house. Students continue doing the calendar and giving commands in Spanish. In our topic based on a book called "The Hungry Caterpillar", they talked about fruits, veggies and food.

They are currently learning about farm animals.  These units parallel the current classroom kindergarten curriculum in talking about living and non-living things. 

First-grade students talk about school routines, classroom behavior, classroom commands, classroom objects, colors and count numbers by tens up to 100.

Students learn vocabulary about classroom objects and modes of transportation. During September and October, we discuss feelings and community helpers. They learn about body parts based on a song called “Me duele la cabeza”. This song is about calling the doctor because different body parts hurt.  

First grade includes a unit about parts of the plant to support their case study on plants. They enjoy the unit called “El gusano que tenia mucha hambre,” which is based on a story about a hungry worm looking for food that only seems to find himself stuck in articles of various clothing. Students talk about clothing and what their favorite things are. We continue counting by fives and tens up to 100. We discuss vocabulary related to family and home. When learning about food, they review fruits and vegetables learned in kindergarten and learn new food words. They learn to identify their feelings and preferences using the phrases, “I am thirsty,” (Tengo sed), “I am hungry” (Tengo hambre), “I like it” (Me gusta), and “I don’t like it” (No me gusta).

During the first six weeks, we learn the alphabet, rooms in the school, people in the school, how to get to school, and objects from school. We compare and contrast a school in another country. As a part of this unit, we review school routines, the calendar, the weather, numbers, colors, emotions, greetings, classroom behavior, classroom commands, and transportation.

At the end of September, we explore Decatur and our community. Students learn the names of many community places and helpers.  Students also learn how to tell time in Spanish to the hour and half hour. This is a fun unit that the students always enjoy. At the end of this unit, students illustrate a place of their choice and write a sentence about it.

Our case study “Las Fases de la Luna” parallels their case study “The Moon”. In this unit, students learn about and draw the moon phases in Spanish. Students sing about the moon phases in Spanish and create a moon phase poster in Spanish.

Students enjoyed the“Una reunion familiar” unit, where we talked about family members and rooms in the home and learned vocabulary about household objects. We discuss personal routines and home activities. We continue practicing and reading the vocabulary words by syllables and classifying them in alphabetical order. In our unit, “Let’s go to a restaurant”, we talk about food and nutrition and learn polite expressions used at dinnertime.

In their last unit of the year, “Let’s Go to México,” students explore México through geography, music, food, and culture. In this unit, students review vocabulary while practicing describing, comparing, contrasting, and map-reading. New clothing vocabulary will be introduced as the class “packs their suitcase” for México. Students will use Spanish words to plan the trip, pack for the trip, and then pretend to go on the trip.

If you can, please continue to provide children with the opportunity to listen to the Spanish language and to practice speaking. You can use our Spanish website's resources. We have videos, songs, and games. Visiting a neighborhood Latin American cuisine restaurant will provide you with the opportunity to let your child practice polite expressions, identify foods, and listen to authentic music. Go on scavenger hunts in your neighborhood and see how many items of Spanish origin you can find in your community. Let the children listen to the music of all Spanish-speaking countries. To those who will be traveling this summer to Spanish-speaking countries, I wish you and your children a great learning experience.