Using CI in Elementary School

(My first idea was to call this post “TPRfleS, but I thought that might be too corny…Not that its corniness has kept me from writing it anyway 🙂 )

FLES Programs
Elementary school in Florida is not the place where one would expect to find foreign language instruction. It’s not a requirement in any of the districts that I have lived or worked in. The only place it seems to happen is in private schools (religious and secular). I wish that there were more schools that had it, but that’s beside the point.

In my school system, there are a lot of songs and chants and introduction to culture and mechanics of language, but not much actual communication. The teachers, while well meaning, are of the old-school, grammar-based methodology and because of that, the students aren’t able to speak at a functional level of proficiency. Elementary programs tend to be seen as a stepping stone for middle school Spanish (a Big Deal), which is a stepping stone for high school (a BIGGER Deal), which is…I don’t know…that’s where the narrative ends. One can extend the story into college, but the result is the same. The end game is success in classes at the next level. For some subjects, this might be enough, but for something as practical as a language, to be able to describe grammar and use it in a classroom outside the target culture is not intrinsically motivating or a particularly useful goal.
As most CI teachers have found, learning about language isn’t really interesting to students. Learning how to use the language in unique and real-life situations is much more engaging and useful.

I am blessed to have an administration that sees things differently from the more grammar-based or traditional methodological view. I have been free to experiment with different methods and practices to see which ones fit our students the best. TPRS and storytelling in general seem to be where I have landed.

Storytelling in the FLES Classroom
I know that most of the people reading this already know about TPRS and CI methods, but I also know that a lot of those same people don’t teach the youngins. Most teach middle school and high school and use comprehensible input methods, like TPRS and others, with great success. Let me tell you here and now: it works great for the little kids, too!

When I was in my classroom back in July and August for pre-planning days, I considered using tprs with the early grades and came to the conclusion that there was too much time between classes and that students wouldn’t be able to retain what was happening in class from meeting to meeting. But I saw the results I was having with the older students. The level of engagement and participation was through the roof, so I thought I’d give it a try. I was blown away. I wrote a sample story that I could use to experiment with story-asking in 1,2,3 grades. It was incredible. They retained so much of the first story that they can still tell me all the details (in English) and tell me which student was which character.

They are definitely novice-low in their production, but they are amazingly receptive to the CI we have done in class. They have class for 30 mins, once a week and they retain the details of the story very well over several weeks.

First Long Story
Here is the first story I did with them:

Day 1: Hay una chica. La chica se llama Roberta. A Roberta le gustan las papas fritas. Roberta tiene un problema. Roberta no tiene las papas fritas. Roberta tiene hambre y Roberta esta triste

Day 2: review part 1; Roberta tiene bananas. A Roberta no le gustan las bananas. Roberta tiene hamburguesas. A Roberta no le gustan las hamburguesas. Roberta tiene manzanas. A Roberta no le gustan las manzanas. A Roberta le gustan las papas fritas y Roberta no tiene papas fritas.

Day 3: review pt 1&2; Roberta va a McDonalds. Hay un chico que se llama Ronald McDonald. Roberta le pregunta, ” tienes papas fritas?”
Ronald McDonald le dice: “no”
(Continue in the same way with as many restaurants and students as I can in the class time, all say no)

Day 4: review pt. 1,2,&3; Roberta va a escuela. Roberta va a la cafetería. Hay un hombre en la cafetería. Se llama Señor Boom (our lunch chef’s actual name, which might be the best name ever for anyone who works at an elementary school). Señor Boom tiene papas fritas. Le da las papas fritas a Roberta. Roberta esta feliz. Roberta no tiene hambre.

Storytelling has a lot to offer lower grade-level students. Instead of learning vocabulary through songs or lists, the students learn through contextualized stories just like older students, but they are engaged at a level that is much higher than with regular methods. They retain the input and they are able to follow along with almost no use of English. Luckily for me, it also suits my personality very well: I get to use silly voices and props and puppets and I get to run around and be generally silly…what more could I ask for?


  1. I too am teaching using TPRS in an elementary school, so your blog is awesome. I was worrying about only having 2 lessons per class per week, but maybe I should consider my glass half full instead!
    I am a primary Indonesian teacher in Australia and don’t speak a word of Spanish. Is there any chance you could translate the above lessons? I am keen to explore and contrast what you are covering with what I have covered this term so far.
    Thank you and Salam hormat from Bu Cathy


    1. Hi there! I’m glad you like the post.
      I’ve posted a translation of the story on the blog.
      With this story, I’m covering high frequency vocabulary – wants, has, there is, likes

      What are you working on with your kids?

      Have a great day!


      1. Thanks for your translation! Really appreciate it. As I am an Indonesian teacher and there are no TPRS materials yet (that I have discovered) and also I am very (read VERY) new to TPRS, this term I chose
        want to buy
        too expensive
        how much.
        We have been working on these for nearly 5 weeks and while the students are still thoroughly enjoying the circling I am doing, I am itching to start something new. How long do you usually end up spend focusing on particular vocabulary?

        Liked by 1 person

  2. This is amazing! I teach Hebrew at the early elementary level and have been trying to incorporate TPRS since I returned from the conference in Denver this summer. Your story has now been translated into Hebrew and I’m ready to give it a go! Will let you know how it goes! Thanks so much and keep the ideas coming!


  3. Hello! I am an Elementary Spanish teacher and have been utilizing TPRS for six years now…however, after attending IFLT in Denver this past summer, I am very burdened to eliminate vocab/lessons that do not include high-frequency vocabulary. Do you use any particular curriculum for your classes or do you create your own? I mainly use Carol Gaab’s “Cuentame” for vocabulary..which works pretty well, but I have eliminated/changed some vocabulary so that it is higher-frequency vocab. Also…are there any songs that you do with your elementary students? is hard to find Spanish songs that contain high frequency vocabulary, yet don’t include TOO much vocabulary. Any input would be appreciated–thanks SO MUCH!


    1. Hello there! The curriculum i use has been cobbled together from lots of different places, but it mostly follows the standard types of elementary topics (about me, likes and dislikes, and eventually into the high frequency vocabulary by about 3rd grade). I use several different songs, i especially like Jose Luis Orozco and i have several of his cds and his book De Colores.” I also use songs by Basho Mosko ( I found his “¿Cómo estás?” Song with kids of all ages and i have them act out the feelings listed in the song (i use my guitar or clap my hands to sing it with the students so i can change the pace-they love to sing really slowly and then really fast). After we sing, i ask them how they are feeling individually and play games (see my post on “getting it wrong”). I’ve used this song for years now and students who were in kindergarten 2-3 years ago can state exactly how they feel (tengo calor, tengo frío, estoy feliz, estoy triste, etc). I hope that this helps, although i think i can learn more from you than vice versa-you’ve been doing TPRS for longer than me. Thanks for commenting and i look forward to reading about what you’re doing in your blog, too!


  4. I just found your blog and really is very necessary for elementary teachers. I do find difficulty in creating a curriculum nd i would like some help on this. I need to have my lesson plans , structures I am going to teach, etc. for each grade that I teach. I followed Hola Ninos and Cuentame but I need to change now. I need the courage and a guide. How do you organize your curriculum? Thank you , your site is awesome!


    1. Thank you for your comments and I’m glad you have found some inspiration in the posts I’ve shared. Since starting with TPRS, I have organized my curriculum around the “Look, I Can Talk” Level 1 books and the Super 7 verbs (has, wants, there is, goes to, is, is feeling/located, and likes) and a few more I have added (says, gives, meets) in the past tense and present. A good place to start with putting together a scope and sequence and aligning it to the ACTFL Standards is from TPRS and can be found at this link:

      Click to access TPRS-Spanish-Standards.pdf

      I found this and was able to use it as a jumping off point for the kinds of activities and topics I wanted to teach.

      I only see my students 1 or 2 times per week, so we don’t move very fast. I have found great success using this curriculum with 3-6th (and into 7th) grade. I have been searching for new things to do with the older students (7-8th grade) this year because the same old story style has become stale for them, but I am finding success with MovieTalk, research-based activities (projects about cultural celebrations, foods, life of kids their age in other cultures), Persona Especial interviews, and some Non-Targeted CI (when I can keep the class under control and in the TL, which is not as often as I’d like). For K, 1, and 2, I use a more traditional FLES approach, lots of picture-based input and standard topics (family, colors, numbers, weather, school supplies, and other things that will help feed into what they will need to know to be able to function in the TL at school).

      I hope this helps and if you’d like more info, please feel free to email at

      Have a great day and good luck with your transition to using more CI in your classroom!


  5. Hello! I am going into my second year as a K-5 Spanish teacher. I am ALL about making class more fun & interesting for my students but I tend to overthink everything. Is it effective? Did I do a good job? Are they bored? While TPRS is something I am working towards doing in all my classes.. I don’t fully understand how TPRS can work for someone who sees their students once a week for 40 minutes. Please help! Looking for ideas so I can implement this. Do you have to write your own stories? Do you include all the vocab you intend on teaching them?


    1. Hello! I find that TPRS works well even in a once-a-week setting. The reason is that when I used to teach grammar from the textbook in Middle School classes, I would spend most of the time speaking in English about the rule that we were learning about and they would not be able to remember it from class to class. When I started TPRS, on the other hand, they were able to tell me all of the details of the story that I told them using almost entirely the TL (Spanish for me). The fact that they were able to retain the information from the story shows me that they were understanding and processing the language I gave them in the previous class.

      That being said, TPRS (or any other acquisition-focused method) takes a really long time in a classroom setting before you will see results in students’ output. Acquisition is a very slow process (and it goes different speeds for each student), but it is worth it.

      My advice is to keep it up, write your own story outlines and have the students fill in the details. This creates personalization that will help them to engage with the material and also be more engaged in class.

      To your last question about vocabulary, I generally use the Super 7 verbs (with a few I added that my students have consistently shown that they use) and then the rest is based on the topic of the unit (very broad and loose ideas that tie together the content of the stories), but I don’t think of lots of words and then force them into the stories. I try and let the stories develop naturally from the material I get from my students.

      I hope this helps, buena suerte!


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