Are you looking for a fun way to get your elementary Spanish students moving during class? We know kids benefit when we incorporate movement into our lessons at school. One of my favorite ways to do that is a simple movement game: 4 Corners.
I’ve heard about a variety of different ways to play 4 Corners and I thought I’d share how my students and I like to play. When I plan to play this game in class, I have two goals: get students moving while engaging with Spanish.
Movement Game Set Up
I love this movement game for several reasons…but my favorite might be the easy prep. All you need in order to play are signs to hang around the room. I tend to put the signs in plastic page protectors and then hang them up with masking tape.
If you travel to different classrooms, make sure to have a student help you remember to take them down at the end of the lesson. It’s easy to forget them!
What goes on the signs?
Images or images plus text!
Depending on the content you’re working with, you can have anywhere from 3-6 signs. I always use at least 3 signs at a time. If you plan to use more than 4 signs, I encourage you to only use 4 at a time. Switch out a few signs part way through the game or the next time you play.
It never fails that the lesson after we play this game, students are asking to play it again! I often plan to play it the second half of one lesson and then just a few rounds at the start of the next lesson.
Student Instructions
Since the main idea of this game is that students are MOVING, it’s very important to review the rules each time you play. I remind students that we have to follow these rules for safety and if we don’t, the game will end.
#1: Use walking feet
#2: Be near a sign by the time I get to 10. If you’re not, you’re out. (No hiding somewhere being goofy).
After reviewing the rules, have students check around their desks and put away anything that could get stepped on or tripped over. I ask students to push in their chairs and stand behind their table spots when they’re ready to play.
During the Game
The game starts when I start counting slowly to 10 in Spanish. During that time I “keep my eyes closed” and students move to a sign. I cover or close my eyes so I don’t know who is where when I call a sign. *I usually need to give a few reminders about walking feet as students get quite excited to start the game.
Once I get to 10 I pause and listen for all the little feet to stop moving before I call one of the signs. Whoever is standing by that sign sits back at their table spot and helps me count for the rest of this round. Play resumes when I start counting to 10 again.
I used to play this game until there was only one person still standing. That is definitely always an option. When you play that way, make sure to tell students once there are fewer students than signs, there cannot be two kids at the same sign.
I found that after a while, the students who were “out” had trouble waiting until the next round. Asking them to wait in their seats all that time felt counterproductive. So, I came up with a new version that restarts when there are still several students who are “in.” You can restart at any time but I usually do it if I call a sign that has no students standing by it.
Playing 4 Corners with Kindergarten Classes
Teaching this game to kindergarten students at the start of the year can be hit or miss. They definitely enjoy the game but it also comes with some challenges.
I like to introduce this movement game after we’ve been in school for at least a month. We play it when we’re learning to describe our basic feelings with this freebie set. During the game set up, I stress that there are no winners in this game and when you “get out,” remember you’ll be back “in” soon.
I tend to monitor students a bit more when playing with kindergarteners. There are always a few students who never sit down when they’re supposed to. This can be frustrating for others who are trying to follow the rules.
Overall, kindergarten students love this game and as the year goes on, they do quite well with it.
Wrap it Up
It always feels good to get students up and moving during Spanish class. Moving is such a big part of learning for kids at the elementary level; and, it serves us well as teachers to plan for movement.
Read more about planning for movement within your lessons here!
Are you on a cart or do you have your own classroom?!
Having a classroom or teaching from a cart makes a huge difference in the day to day experiences of a teacher. I’m here to give you all the details on how I set up my cart and how I make it work for me. That said, it’s definitely one of those things that each person needs to figure out what works best for them. Teaching from a cart is definitely challenging, but, in my opinion, getting to teach elementary students makes it all worth it.
Picking a Cart to Teach From
There are many awesome options out there; so, if you’re able to choose your cart, I encourage you to look at a bunch before you decide on one.
I used to have a fancy cart with a whiteboard but have since downsized in favor of one that is easily maneuvered in and out of classrooms and the elevator. Most of my visuals are on the google slides I teach from, so I don’t feel the need to include lots of visuals for teaching on my cart.
I’m lucky enough to work with a team of awesome Elementary Spanish teachers and we all have different carts–they said I could share photos with you so here we go!
Different angles of my cart. My computer sits on the open space on top while en route to different classes.
I love to hang student artwork from the side of my bins with binder clips.
Some questions to think about when choosing a cart…
- Do you need to display visuals on it?
- Does it have enough space for teacher items as well as items for class?
- Does it have space for your computer?
- How easily does it roll / move over transitions in the flooring?
- Can you add command strips to it to help with displaying visuals?
What’s on your cart?
I’ve had tons of people ask about how to set up their carts. I will say my organization system works really well for me; and, I’m happy to share it here. That said, I’m sure you’ll figure out your favorite way to keep track of everything you need.
I will call my system the Bin Method. I start with one bin per grade level. In them, I put worksheets, books, materials for games, etc. that are specific to that grade level’s lessons. In addition to grade level bins, I have others that I put on my cart as needed.
For example, if a class will be playing a board game, I will bring the bin with game pieces. If a class will be playing bingo, I put the bin with bingo chips on my cart. OH! And if we’re practicing conversations, I bring the big basket of stuffies/puppets.
I also have bins for my teacher items on the top of my cart. Desk things I use throughout the day include, post its, pens, paper clips, binder clips, sharpie, highlighter, tape, scissors, stapler, backup staples. I also bring stickers, bandaids, kleenex, hand sanitizer, balls, puppets, and my COFFEE / water.
Don’t forget to print off and bring your schedule with you! I number my lessons so I always have my list of which class is on which lesson on a clipboard (on my cart). Who can remember all that throughout the day? Not me.
How do you remember everything?
When I’m planning lessons each day, I do not consider myself finished with a lesson until everything I need to teach it is on my cart. So, if I need copies for the lesson, they are in the bin for that grade level. If we are reading a book, it’s on the cart. If I need puppets or stuffies, on the cart. Manipulatives for a game? On. The. Cart.
Like everyone, I am, of course, human. I occasionally realize I left something in my office as I’m teaching a lesson. Luckily, I teach with some amazing teachers and they are always very gracious in covering for me as I run back to grab what we need.
Also, it’s really easy to set something down in a classroom somewhere and not ever think about it again until you need it as you’re teaching days later in another class. It can be challenging to think back and find it again! I try my best to never set things down in the classrooms I’m in and instead always put them down on my cart.
Random thoughts about teaching on a cart
More than anything, remember that YOU are the magic of your class, not the space you’re in. As much as I’d love to decorate and teach in a space dedicated to the Spanish language and cultures, I can still effectively teach in other spaces.
This advice could really be given about a variety of topics, but it’s helpful to adjust your expectations when teaching on a cart. You can’t do all the things. Accepting that some types of activities aren’t ideal when teaching on a cart allows you to focus on those that are better suited to the situation.
It can be quite challenging teaching in someone else’s space. I have found it so helpful to develop good relationships with my colleagues. It’s easier to handle frustrations when we know each other well. Being open and flexible can go a long way, as well.
Okay, there you have it! Leave questions below in the comments–I’d love to hear from you. If you’re on a cart now, I encourage you to leave some advice for us!
Are you having trouble wrapping your brain around teaching a new level?
When you’re used to teaching older students, it can be quite a shock to switch levels and think about teaching students as young as kindergarten. You’d think this would be a fairly uncommon occurrence (switching from teaching high school to teaching elementary). However, I hear questions about it quite often. Having gone through this experience myself, I’d like to share my thoughts in case it might be helpful.
If you didn’t initiate the change (or even if you did), I want to first encourage you to take the time you need to grieve. Acknowledging the sadness you feel about leaving your school & leaving your job as you know it can go a long way in working towards acceptance.
When I switched to teaching elementary, it was because our high school numbers were down and I was told my job would now be 80% elementary and 20% high school. I was shocked and nervous but ultimately grateful I still had a job in the district I love. Taking time to feel all the feelings really helped me ultimately move past them.
*I now teach elementary school full time and love it even more than I loved high school—it’s nice when things have a way of working out for the best.
Where do I start?
My first recommendation for teachers switching levels is to think about what you would like to learn about your new grade levels in your first year.
I had been teaching for 7 years when I switched, but I had a ton to learn about my new younger students! I intentionally sought out opportunities to learn about each grade level and I asked lots of questions. I observed other elementary Spanish teachers and I also asked the classroom teachers I worked with if I could observe them teaching a lesson. That combined with casual daily observations helped immensely as I learned about my new students.
Something important to keep in mind as you plan and teach lessons to younger students is: you are learning right along with them–and that’s a good thing!
-As you try new things and see how it works or doesn’t work, you are learning.
-When you ask if anyone has a question and you get 10 hands in the air, zero questions and ten stories, you are learning.
-When you think your directions are clear but no one knows what to do, you are learning.
-When you practice the new technology ahead of time and still find yourself troubleshooting in front of the class, you are learning.
It’s okay to learn the messy way.
Really, it’s okay to learn the messy way, as you go, with the students.
Be patient with yourself and give yourself grace. One thing I love about younger kids is they give grace freely.
Things I have learned about elementary students
Some won’t know how to write their name when they start kindergarten *Tip: write it for them with a yellow marker and have them trace
They all want a turn, all the time
It’s much faster for the teacher to make the partner groups (with younger grades k-2)
If you say yes to one child going to the bathroom, at least 5 more will ask to go
Kids love to hold things–using manipulatives is very engaging
Attention spans are much shorter and your lessons will need to move quickly. Keep kids guessing and embrace your silly side! I like to add movement breaks or activities that include movement within each lesson to help get the wiggles out.
You don’t need to say all the words–be very intentional about just using the words you need (especially when in the target language)
Awesome things about elementary students
They will LOVE you
You can convince them almost anything is fun
They are super willing to try new things (trying new words and sounds in their new language)
They love to be helpful–you’ll always have lots of volunteers if you need help with anything
They love school
They have tons of energy
You can do this
Switching levels (especially this big of a switch!) can feel like changing jobs entirely. Please remember to be patient and give yourself grace. Work on being yourself and enjoy getting to know your new students. It is so worth it in the end!
These posts might be helpful when preparing to make the shift from teaching high school to elementary Spanish class:
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