Returning to school after the winter break can be a challenging experience, not only for teachers but also for students, as both often feel fatigued and out of their regular routines. My recommendation is to keep it simple and introduce engaging activities that can be completed within a single class period.
Here are some ideas for what you can do on the first class after the break:
Roll a Story: The “Roll a Story” activity is an engaging and easy-to-use activity that is excellent for providing input at the novice or beginner levels. You can download it here.
Roll a Monster: Your students just need dice, a template with different parts for the monster, a page for students to draw and color, pencils, and to get ready to roll the dice to create monsters. Find it here!
Colgadores para puertas: It’s a simple and relaxing activity for the first days of the new year. Just print it and give it to your students for coloring and cutting out. Download it here.
Color by Code Winter Pages: This is one of the most low-key activities. Just print the pages and let your students color! Find this resource on Teachers Pay Teachers.
Calendar Talk: Download this calendar template and use it to fill out with your students the different holidays and celebrations in January. Don’t forget to add birthdays!
This was an end-of-school-year project that spanned about 8 classes, equivalent to three weeks in our schedule. The project was conducted as part of an all-school Celebration of Learning event, intended to be shared with families. The project’s goal was to provide third-grade students with the opportunity to apply their Spanish skills as novice learners. Through this project, we used the language they had been exposed to through various sources, such as stories, songs, structured routines, and other forms of input during the school year and previous years. Additionally, the project aimed to foster a sense of community by allowing students to read their books to their pre-k buddies.
The majority of my third-grade students demonstrate language proficiency at the novice mid and some high after being in the program for almost five years. They initially had Spanish once a week in the early years, and from first through 3rd grade, it increased to twice a week.This means that most of them can comprehend and use basic phrases and sentences to communicate in the context of our classroom. They do require guidance and support, including visuals in the room, memory aids, and assistance from me.
The Process of Becoming Authors
Reviewing High-Frequency Words and Phrases
Throughout the year, we covered various high-frequency words used in different contexts, such as stories, clip chats, classroom routines, and other activities. We brainstormed some of those words, phrases, and even questions for the students to use in their stories. Additionally, I provided my students a template with suggested phrases to assist them in writing their stories.
Writing The Story
As my third graders are considered novice learners on the ACTFL proficiency scale, they required assistance with certain words. During the story-writing process, students turned to each other for clarification, referred to the list of high-frequency words, and used the provided template. However, because language acquisition is a personal journey, some students needed more support from the teacher than others.
Editing Their Stories
After the students completed their initial drafts, we moved on to editing their work. The students reviewed their work, and then I helped edit it for accuracy.
Typing and Illustrating Their Stories
Once students were ready, I instructed them to use Canvato type up their stories and encouraged them to search for appropriate illustrations to accompany their work. Some students were already familiar with Canva from previous projects with other teachers. To finish the process, the students also worked on their author bios and included pictures of themselves
Recording Their Voices
Next, students recorded their voices reading their stories on Seesaw. We were able to generate QR codes on Seesaw and used them to create a virtual library.
Reflecting on Their Work
Students reflected on their work’s process and provided suggestions to improve this project for next year’s students.
When The Books Were Published…
The books were published, and third graders read them to their PreK buddies during community time.
These books are now part of our classroom library. I read them to kindergarten students, and my second and third-grade students love them since the authors are their friends!
This is an example of one of the fun stories created by my students!
This project was a little messy and required me to be 100% present to support my students, but I still enjoyed it. Thanks to my students’ feedback, I have ideas to make it even better this year, and maybe write a post again!
Whether you’re a new teacher or have been in the classroom for a while, there are simple yet powerful tips for decorating your classroom that can save you time and transform your classroom into a hub of creativity and teamwork.
Imagine stepping into your classroom on the first day of school. The walls are adorned with bright decorations, everything neatly organized, and inspiring quotes displayed everywhere. Many teachers aim for this kind of inviting setup to grab students’ attention from the start. But what if there’s a different way that not only saves you time and stress but also brings your students together and gives them a sense of belonging? This approach involves keeping things minimal and letting your students take the lead in decorating. Personally, I prefer using whites and earth colors, and I also recommend adding plants to create a more relaxing atmosphere.
Instead of spending hours making everything look perfect, provide the basics and let your students get creative. When students help decorate, they feel like they’re part of the classroom. They understand that the classroom isn’t just your space; it’s a shared area where their ideas count. Keep your classroom decoration simple and minimalist.
In the first few weeks of school, involve your students in decorating tasks. For example, they can color the calendar, create signs, and discuss and put up class agreements together. This teamwork not only saves you time but also fosters a sense of community right from the beginning. Additionally, consider that most of the visuals in your room should serve the purpose of supporting your students’ language acquisition process.
Also, set up a spot on the walls or bulletin boards to showcase your students’ work. As you do different projects throughout the year, displaying what they create boosts their confidence and makes them proud of what they achieve.
Besides the basics, think about adding a few things that represent your students’ different cultures. Talking about these items can start interesting conversations and help your students learn about each other. By going for a simpler look and letting your students join in decorating your classroom, you’ll have more time and energy to focus on your lessons and what you want to achieve during the year.
In the end, whether you decide to go all out with decorations or keep it simple is up to you. As you get ready for the new school year, remember the great potential of letting your students create a welcoming space where everyone’s contributions are valued.
This summer, I am thrilled to be participating in different professional development opportunities for world language educators, where I will be one of the presenters. These sessions are organized by two renowned organizations, Klett WL and the World Language Teacher Summit, and will focus on aspects of world language teaching.
One of my presentations, titled “A Back-to-School Checklist for Elementary Teachers,” will be hosted by Klett World Languages, a leading educational publisher. I have the honor of presenting alongside Valentina Correa, also known as Profe Valentina. This session aims to provide elementary teachers with a comprehensive checklist to help them effectively kickstart the new school year. We will cover various essential elements, including classroom setup, curriculum planning, and instructional strategies. Participants will learn how to create a student-centered environment that fosters language acquisition and engagement. We will discuss the importance of creating a welcoming classroom atmosphere, organizing materials and resources, and establishing routines and procedures. This presentation will equip teachers with practical tools and strategies to ensure a successful start to the academic year.
In my second presentation, titled “Empowering Early Language Learners Through Engaging Topics and Activities,” I will be collaborating with The World Language Teacher Summit. This session will focus on enriching the language learning experience for young students by incorporating engaging topics and activities into the curriculum. By selecting topics that resonate with young learners, teachers can create meaningful connections and facilitate language acquisition. I will also demonstrate a range of engaging activities suitable for different age groups. Participants will leave with a repertoire of creative ideas and resources to engage and empower their early language learners.
The conference will take place from July 17th to 21st. Each presentation will be free for 48 hours. However, if you are unable to attend during that week, don’t worry! You have the option to upgrade to the All-Access Pass, which provides unlimited access to the entire event and exclusive bonuses. If you register for the free conference using my link and later decide to purchase the All-Access Pass, I will receive a portion of your purchase.
Furthermore, I will be presenting at the upcoming MaFLA (Massachusetts Foreign Language Association) conference in the fall. The session I will be leading is titled “Beyond Vocabulary Lists: Meaningful Topics for Early Language Learners.” This presentation will delve into aiding language acquisition beyond traditional vocabulary lists. I will discuss the importance of incorporating meaningful and relevant topics into the curriculum to engage early language learners. During the session, I will showcase practical strategies and activities that promote vocabulary acquisition through authentic and engaging experiences. I am looking forward to the conference and the opportunity to connect with educators who share the same passion for being language educators.
I hope you can join in my in any of these conference or in all of them!
Spring is here! The season of colors, butterflies, and also allergies, but it’s nice to feel that the heat is gradually coming on. If you have the chance to get outside with your students, nature walks are a great way to spend time outdoors after a long winter. You can use this walk as a space to continue giving input to your students. Simple activities like talking about colors, animals, counting objects in nature or just reading a story outdoors. Talk to your students as they walk and point out things they see or may not have noticed before. It is an opportunity that really helps to clear your mind and relax.
If it is not possible for you and your students to have this opportunity at your school, give your students a copy of the “Una caminata en la naturaleza” page and invite your students to look around their home or community to find some or all of the things on the list. Invite them to take the sheet back to Spanish class and use it to talk about what they saw on the walk. Use questions to motivate your students to participate. For example, what color was the butterfly? how many butterflies did you see? who found a squirrel? Your students must answer according to their language level. This can be done orally or in writing.
Invite your students to participate through the movement. For example, jump if you see a yellow butterfly or run if you don’t see a butterfly.Use this page to create a survey. Ask them about their favorite animal and write down their answers. Share the answers and talk about the animal that had more or less votes.
One last idea is to invite your students to look at the clouds and draw what they see in them. Use these drawings to continue giving input and also to generate interaction in your classes. Talk about the different shapes, shapes, colors, etc. Your students can also collect materials from nature to create their own. Depending on the language level of your students, you can invite them to describe their art orally or in a written composition. Display their work around the round and do a gallery walk with your students. I hope you and your students enjoy these activities to welcome spring.
¡Hola! I am Carolina, a Colombian elementary Spanish teacher based in Boston, MA. Fun for Spanish Teachers is the result of my passion for teaching Spanish to children and my desire to inspire collaboration and creativity in a vibrant teaching and learning community. It’s the perfect stop if you are looking for songs, games, teaching tips, stories, and fun for your classes.
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