Spanish Archive
News from the Spanish Teachers -- June 2016
The final lessons for 2nd graders are related to the family theme and pets. The students will be expanding their knowledge on family members and different kinds of pets during the final week of classes. This week and next week, we will be culminating our studies on farm, farm animals, and products that come from farm and from animals. The students have enjoyed learning the different names of animals, animals' sounds, and products they give us through songs, videos, and fun activities involving games, drawing, matching, and singing.
For a few weeks, the 4th graders have been studying the food theme involving breakfast, lunch, dinner, snack, and dessert in USA and comparing them to the Cono Sur region of South América. In addition, the 4th graders have studied places in the community and members of the community who work in those places. In the last weeks of school, the students will learn about 'telling time', healthy meals, and leasure time.
In the last few weeks of school, fifth grade Spanish classes are learning about community places and people. They are describing, asking and answering questions, and locating places on a map. We are also comparing the organization of communities in Spain vs. the U.S. As we wrap up the year, students are generally doing an excellent job of staying in Spanish, and are able to communicate basic information about the themes we have studied this year: community, climate, leisure, and food. It has been a great year!
Sixth grade Spanish classes are studying the house, with a particular focus on Puerto Rico, but including other Spanish-speaking places as well. We have seen and talked about different types of dwellings, as well as the impact of socioeconomic status on where and how one lives. We are also beginning to increase our focus on accuracy (while still putting meaning first), as we examine how verbs are used in the present tense, and the different forms they take. It has been so wonderful to see how much the sixth graders have grown this year in their use of Spanish!
News from the Spanish Teachers -- May 2016
In Kindergarten and First Grade we continue to learn about the farm animals and the food that is grown in the farm.
The students in Second Grade are learning about the farm and its products, and who lives in the farm: the farmer and the animals. They are also learning about things that we find in the farm (el huerto, el campo, el establo, y la tienda). Second graders will continue to learn about the farm, factories, and the markets and their products.
In Third Grade we finished learning about the community. We have learned what are the jobs and who works at those jobs. We are now learning about the activities the students like to do. We have been concentrating in saying what activity, when do we like to do it and with whom in the family: el domingo me gusta jugar futbol americano con mi papa.
In Fourth Grade, students are reviewing the Spanish alphabet with a contagious song. They are learning about breakfast in the USA and typical breakfast of Cono Sur (Argentina, Chile, Paraguay, and Uruguay). In addition, the students are learning about the community and its members. They are also learning and practicing the grammar: el/la, los/las, and singular/plural nouns.
Students in Fifth Grade Spanish classes are currently learning about typical Spanish foods, such aspaella, chorizo, and tortilla española. They are also learning about regional dishes for the six regions of Spain that we study this year. This week, students will make their own menus, and will role play ordering in a restaurant.
Students in Sixth Grade have been reading, writing, and speaking about Mexico. Some of the topics they have worked on include: geography and climate, soccer, Mexican artists, la quinceañera, and Teotihuacán. This week, we start a new unit on the house and Puerto Rico.
News from the Spanish Teachers – April 2016
SECOND GRADE
We finished learning about body parts. Some of the lessons included singing songs while touching different body parts, such as head, shoulders, elbows, knees, ankles, and feet. Students also drew and labeled body parts, played games, and wrote. In addition, students have been learning about Bolivia and Colombia. This week, we are going to start learning about the farm – animals and products – while learning about Ecuador.
FOURTH GRADE
Students are finishing their evaluations to conclude the unit of climate (seasons, weather, clothing) involving the United States and Cono Sur. The next topic the students will learn about is the community and community members, along with food.
FIFTH GRADE
Students have begun our food unit! In the coming weeks, students will work on developing the language skills they need to be able to navigate ordering food and dining in a restaurant in Spanish. Within this unit, students will also learn about typical Spanish foods. Students will have opportunities to describe, ask and answer questions, and express preferences about foods in general and various Spanish foods.
SIXTH GRADE
Students are learning to talk about how they are feeling, and to use appropriate register when talking to different people. Throughout our unit on the family, students have been learning grammar in context, with particular focus on the use of the verbs ser, estar, and tener. Students have been using these verbs to describe themselves and their families, and to ask questions about others' families. Students have also learned about the tradition of the quinceañera in Mexico.
News from the Spanish Teachers – March 2016
Kindergarten
In kindergarten we continued learning about classroom objects: lapiz, pega, borra, papel, libro, creyones y tijeras. After this we began learning about families: abuela, abuelo, mamá, papá, hermano, hermana, bebe, perro, gato, y pez. We have played some games and activities and we are making a family tree about our families.
First Grade
In first grade, we are also learning class objects. We include new words such as: pupitre, maestra, mapa, alfombra, mochila, mesa, marcadores y carpeta. I have been emphasizing the use of yo tengo for all kinds of activities and games. I also explain that in Spanish we say yo tengo 7 años, or “I have seven years.” Also, yo tengo frio o calor -- “I have cold or hot” instead of I am 7 years or I am cold or hot. We are also using yo tengo with our family members, and making a family tree.
Second Grade
The second graders just finished their winter time worksheets. They learned about the harvests, colors, weather, and winter clothing. They just started to learn about the human body and its parts. They will also be learning about the climate and the people of the Andean countries.
Third Grade
In third grade, we continue working on a map of a town including vocabulary such as policia, bomberos, correo, supermercado, escuela, hospital, clinica, casa, biblioteca, restaurante, oficina, panaderia. We answer questions about who works in those places: policia, bomberos cartero, cajera, maestra, enfermera, mama, papa, bibliotecaria, cocinera/o, mesera/o, secretaria, panadero.
Fourth Grade
In 4th grade, students have been learning about clothing for different seasons. They have also learned about climate, geography, and points of interest of South American countries (Argentina, Chile, Paraguay and Uruguay). They are getting ready to start their assessments about the clothing.
Fifth Grade
Students in fifth grade Spanish classes continue to talk about leisure activities in Spain. They have learned about traditional sports, music, and dance in the six regions of Spain that we are studying this year. As we continue our leisure unit, we will review telling time. Students will talk about what they want to do at different times, to be able to make plans with others. We continue to practice negotiating meaning with others, so that students can express themselves or ask others questions when they don't understand or need more information, while still staying in Spanish.
Sixth Grade
Students in sixth grade Spanish classes continue to talk about family. Students are learning to describe themselves and others, and are learning the grammar and vocabulary needed for descriptions of different people through activities including songs, games, and the creation of a book about themselves and the people and animals who are important to them.
News from the Spanish Teachers – February 2016
Kindergarten
In Kindergarten we have been studying shapes and adding colors to them: cuadrado, triangulo, rectangulo, circulo, estrella, y corazon. With the beginning of winter we are seeing new colors and weather: Frio, nieve, viento. We are also studying the objects of the class: lapiz, creyon, mapa, maestra, papel, libro, pega.
First Grade
First graders are studying the same shapes as the kindergarteners, plus ovalo and diamante or rombo. They are studying colors, including dorado y plateado. For class objects, they are learning the words pupitre, alfombra and borrador.
Second Grade
The second graders learned about the flags of the Andean countries and meaning of their colors, and about colors and shapes. Last week, they also learned about winter weather and clothing, and this week we have been playing games to practice the vocabulary of winter clothing. During the next weeks, the second graders will be learning about the human body and its parts. We will be singing songs related to the body, clothing, and also playing some games such as Simon Says about body parts.
Third Grade
In third grade we have been studying the subjects in school, we have made schedules and answer who is the teacher, where is the class and we have been practicing the alphabet. We also learn about other people in the school and where they work. We have incorporated a little bit about schools in Mexico: how do they look, their schedules and the life of a young person in the Mexican countryside. We are also learning about snacks in Mexico and the USA.
Fourth Grade
In fourth grade, the students have been learning about winter and matching clothing to weather. Also, the students have been learning to count up to 500. Together we have traveled to Argentina to learn about its location, geography, climate, gauchos, and some interesting facts such as 'Tierra de Fuego' (end of the world) and 'Aconcagua' (highest mountain in America). During the following weeks, the students will learn about Chile, Paraguay, and Uruguay; buying clothes, and telling time.
Fifth Grade
Fifth graders are currently learning about leisure activities, including popular ones in Spain. They are learning to talk about their interests, and why they like or dislike particular activities. In the coming weeks, students will learn about traditional sports, music, and dance in different regions of Spain.
Sixth Grade
Sixth graders are learning to talk and write about themselves and others, including personality and physical descriptions. In the coming weeks, students will expand their descriptions to include various family members, too.
News from the Spanish Teachers – January 2016
Kindergarten
In kindergarten we have been studying the names of the various body parts.
First Grade
In first grade we continue doing our presentations of "All About Me," learning to use phrases such as me llamo, tengo 7 años, vivo en..., mi cumpleaños es en ...mi color favorito es... tengo el pelo... and tengo ojos......
Second Grade
Second graders finished their Four Seasons book for fall and their presentations about the fall including the weather, the colors of the fall, the harvest from the Andean countries and the United States. They will be learning about the flags of the Andean countries and meaning of their colors, and about colors and shapes.
Third Grade
In third grade we have been learning our school subjects and the schedules. Also, we’ve been learning to answer to questions like “who?” and “where is?”
Fourth Grade
In fourth grade, students learned about typical clothing worn by Gauchos from South America, culminating with the students presenting their own gauchos. We will continue to learn about clothing and buying clothes at a store.
Fifth Grade
Just before break, fifth grade Spanish classes had a market day where they took turns buying and selling clothes to one another. This week, we will be wrapping up our shopping unit with useful expressions that students will use to state where things are in a store, along with a fun song and movement activity to help them remember these expressions.
Sixth Grade
Sixth grade Spanish classes will now begin our unit on family, along with descriptions of self and others. Over the next couple of months, Mexico will be the cultural focus of our studies.
News from the Spanish Teachers – November 2015
Second Grade
Second graders finished their 'All About Me' posters and had the opportunity to present their work and describe themselves. They are now learning about the fall harvest (apples, pumpkins, potatoes and corn), the food we harvest in the United States and in the Andean countries.
Fourth Grade
4th graders also had an opportunity to present their posters in which they use physical characteristics and adjectives to talk about themselves. This week, we are learning about numbers and talking about their importance, which will prepare students for the next unit on clothing – allowing them to use “money” to buy clothing at different stores.
Fifth Grade
Fifth graders have had lots of opportunities to speak about clothing and packing in recent weeks. Next, we will begin our shopping unit, in which students will learn to make requests in a store and talk about prices of various clothing items. Students will also learn about some traditional Spanish articles of clothing.
Sixth Grade
Sixth graders are wrapping up a mini-unit on classroom items and supplies, and will be reviewing expressions for telling time in Spanish to be able to talk about their school schedule and daily routines.
News from the Spanish Teachers – November 2015
Kindergarten
In kindergarten we have been practicing our colors. We have added me gusta y no me gusta. It is otoño, therefore we are learning about the different weathers and temperatures: frio, calor, sol, lluvia, nubes, viento. Also manzanas y calabazas, hojas. We have started learning the parts of the head to make a monster for Halloween: cabeza, boca, ojos, nariz, orejas, manos.
First Grade
In first grade we began learning about the Los Andes mountains in Sur America and what countries they go through from the North to the South. We review the Paises Andinos and color the flags of those countries. We began practicing the months of the year. This is part of the project "Todo Sobre Mi" that we are doing and it will include hair color, eyes, birth month, favorite color, etc. We have also been reviewing body parts and learned brazos, piernas, pies to create a whole Halloween monster.
Second Grade
Second graders have been learning about physical appearance: hair color, eye color, being tall or short, and also about the location of the Andean Countries. We ended last week with a cultural celebration: El Día de los Muertos. This week, they will learn about body parts and Andean Culture and weather.
Third Grade
In third grade we continued learning about Mexico and its culture. And for the Day of the Dead we watched videos and read books. We are beginning to learn the Spanish alphabet.
Fourth Grade
Fourth graders have been practicing describing their physical characteristics and now are able to use adjectives to describe their personalities as well. We also worked on locating the countries of the "Cono Sur" and their capitals on a map of South America. Next week, we are going to start learning about counting by 5s and how to tell time.
Fifth Grade
Fifth graders have been learning about regions, cities, and landmarks of Spain. This week we will begin our unit on packing for a trip to Spain, taking into consideration the weather in various regions at different times of year.
Sixth Grade
Sixth graders have recently completed their first interpersonal performance assessment. We have now started learning about El Día de los Muertos. We will be continuing our review of school and classroom objects as well.
News from the Spanish Teachers – October 2015
Kindergarten
In Kindergarten, we began the year asking students ¿Como te llamas? and the students say their name. We also asked ¿Como estas? and they answer bien, mal or mas o menos. We have been counting 1-30 with the calendar. Also with games 1-10; and began asking ¿cuantos años tienes? We began learning colors: Rojo, anaranjado, amarillo, verde, azul, rosado. This week we are adding marron or cafe, negro, blanco y morado. Considering that it's otoño and they are going apple picking tomorrow we began manzanas and calabazas.
First Grade
In first grade I have done the same as in K, but adding some new words and trying to have them answer in sentences. Yo estoy: cansado, feliz, enfermo, o triste. The new colors are: dorado y plateado.
Second Grade
Second graders are currently learning about the Andean countries with an emphasis on Venezuela, its capital, the meaning of the colors of the flag. As a class, we are reviewing different ways of greeting people, and learning about emotions. The second graders are practicing estoy triste, cansado/cansada, y enfermo/a. This year we are going to learn more about Bolivia, Ecuador, Perú and Colombia. This week, the students will also learn about the celebrations of 12 de octubre -Día de la Raza.
Third Grade
In third grade we began by reviewing some of the things we learned last year. We practiced and added new words for the self-description. Soy rubio, moreno o pelirrojo. Tengo pelo negro, castano rubio o rojo. Tengo ojos azules, verdes o pardos. Soy alto/ alta, guapo/guapa, e inteligente. We began studying about México: Norte-America, Centro-America, Sur-America, Norte, Sur, Este, Oeste, Oceano Pacifico, Golfo de Mexico, Mar Atlantico, Guatemala, fronteras.
Fourth Grade
In fourth grade, students are learning to describe themselves. They are using adjectives and nouns to describe their hair, eyes, and size. During the next week, students will also learn to describe their personalities using characteristics such as "soy amable, agradable, aplicado." In addition, the fourth graders will continue to learn about the people from los países del cono sur de América del Sur like Paraguay, Argentina, Chile, y Uruguay. The students are enjoying the topic of Celebración del Día de la Raza.
Fifth Grade
Fifth graders are currently learning about the geography and climate of Spain. We have reviewed previously learned vocabulary, and students have had several opportunities to put their Spanish to use speaking with classmates. This year, fifth graders will continue their study of the themes they saw last year: community, climate, leisure, and food. Our cultural studies this year will focus on Spain throughout the year. Class activities will include many opportunities for students to continue to increase their oral proficiency.
Sixth Grade
In sixth grade, we are well into our preliminary unit of study, which includes many opportunities for students to practice and develop the modes of interpretive, presentational, and interpersonal communication, while revisiting content and vocabulary they have previously studied. Major themes this year include the family and the house, with a cultural focus on Mexico and Puerto Rico.
News from the Spanish Teachers – May 2015
Kindergarten
We have been learning farm animals: gallo, gallina, pollito, vaca, caballo, oveja, perro, gato. We are also learning some foods from the farm: manzana, fresa, sandia, naranja, calabaza. We have also been practicing the days of the week and the months of the year, as well as matching season and weather.
First Grade
We have been talking about the spring! We have been reading books, talking about the weather, playing games, and singing songs, including the traditional song "De colores." In the coming weeks we will be studying the farm, and talking about farm animals and products.
Second Grade
We have been learning the clothes we wear in winter: En invierno yo llevo: chaqueta, bufanda, pantalnones, guantes, gorra, sweater, botas. We have also been reviewing days of the week, months, seasons, climate. We are learning farm animals and foods in preparation for a poster that we will do about the farm.
Third Grade
We created a map with a central plaza like most of the towns and small cities in Latin America. We practiced on what calle or avenida are located places such as la escuela, biblioteca, gimnasio, policia, bomberos, correo, mercado, automercado, panaderia, restaurante, heladeria, floristeria, montanas, lago, rio, and granja. We have also been learning about the names of the jobs that people do there: maestra, bibliotecaria, policia, bombero/a, cartero, mesera, cocinero, cajera, doctor/a, enfermero/a, secretaria, granjero. We have been practicing questions and answers for: que es? donde trabaja? quien trabaja? and que haces? We are going to do interviews with those questions and others we have learned through the years such as como estas? como te llamas, cuantos anos tienes? and donde vives?.
Fourth Grade
Fourth graders are studying everyone's favorite topic: food! We started off by expressing likes, dislikes and preferences with breakfast foods and fruit. Next we will move on to lunch and dinner asking each other at what time they eat certain meals and how much food items on a menu cost. At the end of the unit we will discuss which foods are more nutritious than others.
Fifth Grade
Fifth graders are discussing modes of transport and asking each other ¿Adónde vas, cómo vas, y por qué? (Where are you going, how are you going and why?) We're also reviewing time so we can say at what time we are going. Check out the bulletin board in the cafeteria to see some of the ways the students are getting around (including helicopter!).
Sixth Grade
Sixth graders are finishing the unit on Mexico. We will be ending with interviews, writing and speaking assessments to show how they can bring together all grammar elements and vocabulary from the unit. The students are showing some real creativity when they are given open-ended questions - ask your student about puré de preguntas...
News from the Spanish Teachers – April 2015
First grade
Students have been practicing words for family members. We have learned a song about a family of frogs, and have read a traditional Spanish folktale. Students listened to descriptions of families to later match them to pictures, and also described families themselves. Upon our return from vacation, we will begin talking about pets!
Fourth grade
Students learned places in the community such as el restaurante, la estación de bomberos, la panadería (restaurant, fire station, bakery) and then used directions to ask and say where places were located in town. Ask your student about being a "GPS" in Santiago, Chile. Now we are learning to identify professions.
Fifth grade
Students just performed skits where they are calling Spain to chat with their Spanish host family. They used telling time and included the time difference between Madrid and Boston. After vacation they will be ready to record themselves in pairs doing a short unrehearsed conversation.
Sixth grade
Students are finishing the conjugation of the verb ser (to be). After vacation we will amp up our vocabulary with common expressions that aren't necessarily found in the thematic lessons, but are helpful to keep a conversation going. Then we will start using the verb tener to express emotions and sensations: tengo sed, tengo miedo, etc. (I'm thirsty, I'm afraid...)
News from the Spanish Teachers - March 2015
Kindergarten
We have been learning a song about the days of the week. We began the week after vacation reviewing parts of the body: cabeza, ojos, nariz, boca, orejas, manos, dedos, rodillas, pies, hombro y codo. We are now learning about farm animals: gallo, gallina, pollito, vaca, oveja, caballo, cerdo. Last week, we reviewed vocabulary we have learned through the year: numbers, colors, family, body parts. This week we are reviewing class objects, numbers, weather.
First grade
We have been practicing physical descriptions in Spanish class! Students completed a sheet with information and visuals about their own physical appearance, and later we read the sheets in class for students to guess which of their classmates was being described. This gave students the opportunity to hear the new expressions being used over and over again, and they really enjoyed trying to figure out who the mystery person was! Their sheets will be sent home later this week. In the next several lessons, we will start practicing school vocabulary, including school community members and classroom objects. Students will have the opportunity to continue using the physical description vocabulary to describe people in their school.
Second grade
We have been learning activities: comer, leer, jugar, mirar la television, escuchar musica. We integrated familia and me gusta or me encanta: Me gusta comer con mi papa. We also added days of the week and sports: El domingo, me encanta jugar futbol con mi mama. We are now beginning to learn words about winter clothing: abrigo, bufanda, chaqueta, guantes, gorra, pantalones, vestido, sueter.
Third grade
We practiced the origins of food, and created menus with entrada, plato principal, postre y bebidas. We included tropical fruits to make the drinks and desserts: mango, papaya, guayaba, parchita, guanabana y cocos. We are now beginning places of work: estación de policia, estación de bomberos, oficina de correos, restaurante, escuela, hospital, clínica, iglesia, granja y casa.
Fourth grade
We have just learned how to say where certain geographical features (unas montañas, un río, una calle...) are located using the directions of the compass (norte, noreste, este...), and students made their own imaginary countries. They practice their speaking skills by describing their country to a partner who draws what is heard, then they switch roles and compare pictures. Last week each class was led by a student in a high-energy dance to learn directions like right, left, forward...(a la derecha, a la izquierda, adelante...)
Fifth grade
Students can now describe their and others' personality. Ask them what a "wordle" is! Next up is a quick review of telling time and then a skit about calling their Spanish host family on the phone. We will then start preparing for their second Interpersonal Speaking task.
Sixth grade
Students are describing themselves and other people. We are moving into using the plural form of adjectives and the verb ser (to be) through the cultural context of the Quinceañera, a special celebration in some Latin American cultures for a girl turning 15 years old.
News from the Spanish Teachers -- June 2016
The final lessons for 2nd graders are related to the family theme and pets. The students will be expanding their knowledge on family members and different kinds of pets during the final week of classes. This week and next week, we will be culminating our studies on farm, farm animals, and products that come from farm and from animals. The students have enjoyed learning the different names of animals, animals' sounds, and products they give us through songs, videos, and fun activities involving games, drawing, matching, and singing.
For a few weeks, the 4th graders have been studying the food theme involving breakfast, lunch, dinner, snack, and dessert in USA and comparing them to the Cono Sur region of South América. In addition, the 4th graders have studied places in the community and members of the community who work in those places. In the last weeks of school, the students will learn about 'telling time', healthy meals, and leasure time.
In the last few weeks of school, fifth grade Spanish classes are learning about community places and people. They are describing, asking and answering questions, and locating places on a map. We are also comparing the organization of communities in Spain vs. the U.S. As we wrap up the year, students are generally doing an excellent job of staying in Spanish, and are able to communicate basic information about the themes we have studied this year: community, climate, leisure, and food. It has been a great year!
Sixth grade Spanish classes are studying the house, with a particular focus on Puerto Rico, but including other Spanish-speaking places as well. We have seen and talked about different types of dwellings, as well as the impact of socioeconomic status on where and how one lives. We are also beginning to increase our focus on accuracy (while still putting meaning first), as we examine how verbs are used in the present tense, and the different forms they take. It has been so wonderful to see how much the sixth graders have grown this year in their use of Spanish!
News from the Spanish Teachers -- May 2016
In Kindergarten and First Grade we continue to learn about the farm animals and the food that is grown in the farm.
The students in Second Grade are learning about the farm and its products, and who lives in the farm: the farmer and the animals. They are also learning about things that we find in the farm (el huerto, el campo, el establo, y la tienda). Second graders will continue to learn about the farm, factories, and the markets and their products.
In Third Grade we finished learning about the community. We have learned what are the jobs and who works at those jobs. We are now learning about the activities the students like to do. We have been concentrating in saying what activity, when do we like to do it and with whom in the family: el domingo me gusta jugar futbol americano con mi papa.
In Fourth Grade, students are reviewing the Spanish alphabet with a contagious song. They are learning about breakfast in the USA and typical breakfast of Cono Sur (Argentina, Chile, Paraguay, and Uruguay). In addition, the students are learning about the community and its members. They are also learning and practicing the grammar: el/la, los/las, and singular/plural nouns.
Students in Fifth Grade Spanish classes are currently learning about typical Spanish foods, such aspaella, chorizo, and tortilla española. They are also learning about regional dishes for the six regions of Spain that we study this year. This week, students will make their own menus, and will role play ordering in a restaurant.
Students in Sixth Grade have been reading, writing, and speaking about Mexico. Some of the topics they have worked on include: geography and climate, soccer, Mexican artists, la quinceañera, and Teotihuacán. This week, we start a new unit on the house and Puerto Rico.
News from the Spanish Teachers – April 2016
SECOND GRADE
We finished learning about body parts. Some of the lessons included singing songs while touching different body parts, such as head, shoulders, elbows, knees, ankles, and feet. Students also drew and labeled body parts, played games, and wrote. In addition, students have been learning about Bolivia and Colombia. This week, we are going to start learning about the farm – animals and products – while learning about Ecuador.
FOURTH GRADE
Students are finishing their evaluations to conclude the unit of climate (seasons, weather, clothing) involving the United States and Cono Sur. The next topic the students will learn about is the community and community members, along with food.
FIFTH GRADE
Students have begun our food unit! In the coming weeks, students will work on developing the language skills they need to be able to navigate ordering food and dining in a restaurant in Spanish. Within this unit, students will also learn about typical Spanish foods. Students will have opportunities to describe, ask and answer questions, and express preferences about foods in general and various Spanish foods.
SIXTH GRADE
Students are learning to talk about how they are feeling, and to use appropriate register when talking to different people. Throughout our unit on the family, students have been learning grammar in context, with particular focus on the use of the verbs ser, estar, and tener. Students have been using these verbs to describe themselves and their families, and to ask questions about others' families. Students have also learned about the tradition of the quinceañera in Mexico.
News from the Spanish Teachers – March 2016
Kindergarten
In kindergarten we continued learning about classroom objects: lapiz, pega, borra, papel, libro, creyones y tijeras. After this we began learning about families: abuela, abuelo, mamá, papá, hermano, hermana, bebe, perro, gato, y pez. We have played some games and activities and we are making a family tree about our families.
First Grade
In first grade, we are also learning class objects. We include new words such as: pupitre, maestra, mapa, alfombra, mochila, mesa, marcadores y carpeta. I have been emphasizing the use of yo tengo for all kinds of activities and games. I also explain that in Spanish we say yo tengo 7 años, or “I have seven years.” Also, yo tengo frio o calor -- “I have cold or hot” instead of I am 7 years or I am cold or hot. We are also using yo tengo with our family members, and making a family tree.
Second Grade
The second graders just finished their winter time worksheets. They learned about the harvests, colors, weather, and winter clothing. They just started to learn about the human body and its parts. They will also be learning about the climate and the people of the Andean countries.
Third Grade
In third grade, we continue working on a map of a town including vocabulary such as policia, bomberos, correo, supermercado, escuela, hospital, clinica, casa, biblioteca, restaurante, oficina, panaderia. We answer questions about who works in those places: policia, bomberos cartero, cajera, maestra, enfermera, mama, papa, bibliotecaria, cocinera/o, mesera/o, secretaria, panadero.
Fourth Grade
In 4th grade, students have been learning about clothing for different seasons. They have also learned about climate, geography, and points of interest of South American countries (Argentina, Chile, Paraguay and Uruguay). They are getting ready to start their assessments about the clothing.
Fifth Grade
Students in fifth grade Spanish classes continue to talk about leisure activities in Spain. They have learned about traditional sports, music, and dance in the six regions of Spain that we are studying this year. As we continue our leisure unit, we will review telling time. Students will talk about what they want to do at different times, to be able to make plans with others. We continue to practice negotiating meaning with others, so that students can express themselves or ask others questions when they don't understand or need more information, while still staying in Spanish.
Sixth Grade
Students in sixth grade Spanish classes continue to talk about family. Students are learning to describe themselves and others, and are learning the grammar and vocabulary needed for descriptions of different people through activities including songs, games, and the creation of a book about themselves and the people and animals who are important to them.
News from the Spanish Teachers – February 2016
Kindergarten
In Kindergarten we have been studying shapes and adding colors to them: cuadrado, triangulo, rectangulo, circulo, estrella, y corazon. With the beginning of winter we are seeing new colors and weather: Frio, nieve, viento. We are also studying the objects of the class: lapiz, creyon, mapa, maestra, papel, libro, pega.
First Grade
First graders are studying the same shapes as the kindergarteners, plus ovalo and diamante or rombo. They are studying colors, including dorado y plateado. For class objects, they are learning the words pupitre, alfombra and borrador.
Second Grade
The second graders learned about the flags of the Andean countries and meaning of their colors, and about colors and shapes. Last week, they also learned about winter weather and clothing, and this week we have been playing games to practice the vocabulary of winter clothing. During the next weeks, the second graders will be learning about the human body and its parts. We will be singing songs related to the body, clothing, and also playing some games such as Simon Says about body parts.
Third Grade
In third grade we have been studying the subjects in school, we have made schedules and answer who is the teacher, where is the class and we have been practicing the alphabet. We also learn about other people in the school and where they work. We have incorporated a little bit about schools in Mexico: how do they look, their schedules and the life of a young person in the Mexican countryside. We are also learning about snacks in Mexico and the USA.
Fourth Grade
In fourth grade, the students have been learning about winter and matching clothing to weather. Also, the students have been learning to count up to 500. Together we have traveled to Argentina to learn about its location, geography, climate, gauchos, and some interesting facts such as 'Tierra de Fuego' (end of the world) and 'Aconcagua' (highest mountain in America). During the following weeks, the students will learn about Chile, Paraguay, and Uruguay; buying clothes, and telling time.
Fifth Grade
Fifth graders are currently learning about leisure activities, including popular ones in Spain. They are learning to talk about their interests, and why they like or dislike particular activities. In the coming weeks, students will learn about traditional sports, music, and dance in different regions of Spain.
Sixth Grade
Sixth graders are learning to talk and write about themselves and others, including personality and physical descriptions. In the coming weeks, students will expand their descriptions to include various family members, too.
News from the Spanish Teachers – January 2016
Kindergarten
In kindergarten we have been studying the names of the various body parts.
First Grade
In first grade we continue doing our presentations of "All About Me," learning to use phrases such as me llamo, tengo 7 años, vivo en..., mi cumpleaños es en ...mi color favorito es... tengo el pelo... and tengo ojos......
Second Grade
Second graders finished their Four Seasons book for fall and their presentations about the fall including the weather, the colors of the fall, the harvest from the Andean countries and the United States. They will be learning about the flags of the Andean countries and meaning of their colors, and about colors and shapes.
Third Grade
In third grade we have been learning our school subjects and the schedules. Also, we’ve been learning to answer to questions like “who?” and “where is?”
Fourth Grade
In fourth grade, students learned about typical clothing worn by Gauchos from South America, culminating with the students presenting their own gauchos. We will continue to learn about clothing and buying clothes at a store.
Fifth Grade
Just before break, fifth grade Spanish classes had a market day where they took turns buying and selling clothes to one another. This week, we will be wrapping up our shopping unit with useful expressions that students will use to state where things are in a store, along with a fun song and movement activity to help them remember these expressions.
Sixth Grade
Sixth grade Spanish classes will now begin our unit on family, along with descriptions of self and others. Over the next couple of months, Mexico will be the cultural focus of our studies.
News from the Spanish Teachers – November 2015
Second Grade
Second graders finished their 'All About Me' posters and had the opportunity to present their work and describe themselves. They are now learning about the fall harvest (apples, pumpkins, potatoes and corn), the food we harvest in the United States and in the Andean countries.
Fourth Grade
4th graders also had an opportunity to present their posters in which they use physical characteristics and adjectives to talk about themselves. This week, we are learning about numbers and talking about their importance, which will prepare students for the next unit on clothing – allowing them to use “money” to buy clothing at different stores.
Fifth Grade
Fifth graders have had lots of opportunities to speak about clothing and packing in recent weeks. Next, we will begin our shopping unit, in which students will learn to make requests in a store and talk about prices of various clothing items. Students will also learn about some traditional Spanish articles of clothing.
Sixth Grade
Sixth graders are wrapping up a mini-unit on classroom items and supplies, and will be reviewing expressions for telling time in Spanish to be able to talk about their school schedule and daily routines.
News from the Spanish Teachers – November 2015
Kindergarten
In kindergarten we have been practicing our colors. We have added me gusta y no me gusta. It is otoño, therefore we are learning about the different weathers and temperatures: frio, calor, sol, lluvia, nubes, viento. Also manzanas y calabazas, hojas. We have started learning the parts of the head to make a monster for Halloween: cabeza, boca, ojos, nariz, orejas, manos.
First Grade
In first grade we began learning about the Los Andes mountains in Sur America and what countries they go through from the North to the South. We review the Paises Andinos and color the flags of those countries. We began practicing the months of the year. This is part of the project "Todo Sobre Mi" that we are doing and it will include hair color, eyes, birth month, favorite color, etc. We have also been reviewing body parts and learned brazos, piernas, pies to create a whole Halloween monster.
Second Grade
Second graders have been learning about physical appearance: hair color, eye color, being tall or short, and also about the location of the Andean Countries. We ended last week with a cultural celebration: El Día de los Muertos. This week, they will learn about body parts and Andean Culture and weather.
Third Grade
In third grade we continued learning about Mexico and its culture. And for the Day of the Dead we watched videos and read books. We are beginning to learn the Spanish alphabet.
Fourth Grade
Fourth graders have been practicing describing their physical characteristics and now are able to use adjectives to describe their personalities as well. We also worked on locating the countries of the "Cono Sur" and their capitals on a map of South America. Next week, we are going to start learning about counting by 5s and how to tell time.
Fifth Grade
Fifth graders have been learning about regions, cities, and landmarks of Spain. This week we will begin our unit on packing for a trip to Spain, taking into consideration the weather in various regions at different times of year.
Sixth Grade
Sixth graders have recently completed their first interpersonal performance assessment. We have now started learning about El Día de los Muertos. We will be continuing our review of school and classroom objects as well.
News from the Spanish Teachers – October 2015
Kindergarten
In Kindergarten, we began the year asking students ¿Como te llamas? and the students say their name. We also asked ¿Como estas? and they answer bien, mal or mas o menos. We have been counting 1-30 with the calendar. Also with games 1-10; and began asking ¿cuantos años tienes? We began learning colors: Rojo, anaranjado, amarillo, verde, azul, rosado. This week we are adding marron or cafe, negro, blanco y morado. Considering that it's otoño and they are going apple picking tomorrow we began manzanas and calabazas.
First Grade
In first grade I have done the same as in K, but adding some new words and trying to have them answer in sentences. Yo estoy: cansado, feliz, enfermo, o triste. The new colors are: dorado y plateado.
Second Grade
Second graders are currently learning about the Andean countries with an emphasis on Venezuela, its capital, the meaning of the colors of the flag. As a class, we are reviewing different ways of greeting people, and learning about emotions. The second graders are practicing estoy triste, cansado/cansada, y enfermo/a. This year we are going to learn more about Bolivia, Ecuador, Perú and Colombia. This week, the students will also learn about the celebrations of 12 de octubre -Día de la Raza.
Third Grade
In third grade we began by reviewing some of the things we learned last year. We practiced and added new words for the self-description. Soy rubio, moreno o pelirrojo. Tengo pelo negro, castano rubio o rojo. Tengo ojos azules, verdes o pardos. Soy alto/ alta, guapo/guapa, e inteligente. We began studying about México: Norte-America, Centro-America, Sur-America, Norte, Sur, Este, Oeste, Oceano Pacifico, Golfo de Mexico, Mar Atlantico, Guatemala, fronteras.
Fourth Grade
In fourth grade, students are learning to describe themselves. They are using adjectives and nouns to describe their hair, eyes, and size. During the next week, students will also learn to describe their personalities using characteristics such as "soy amable, agradable, aplicado." In addition, the fourth graders will continue to learn about the people from los países del cono sur de América del Sur like Paraguay, Argentina, Chile, y Uruguay. The students are enjoying the topic of Celebración del Día de la Raza.
Fifth Grade
Fifth graders are currently learning about the geography and climate of Spain. We have reviewed previously learned vocabulary, and students have had several opportunities to put their Spanish to use speaking with classmates. This year, fifth graders will continue their study of the themes they saw last year: community, climate, leisure, and food. Our cultural studies this year will focus on Spain throughout the year. Class activities will include many opportunities for students to continue to increase their oral proficiency.
Sixth Grade
In sixth grade, we are well into our preliminary unit of study, which includes many opportunities for students to practice and develop the modes of interpretive, presentational, and interpersonal communication, while revisiting content and vocabulary they have previously studied. Major themes this year include the family and the house, with a cultural focus on Mexico and Puerto Rico.
News from the Spanish Teachers – May 2015
Kindergarten
We have been learning farm animals: gallo, gallina, pollito, vaca, caballo, oveja, perro, gato. We are also learning some foods from the farm: manzana, fresa, sandia, naranja, calabaza. We have also been practicing the days of the week and the months of the year, as well as matching season and weather.
First Grade
We have been talking about the spring! We have been reading books, talking about the weather, playing games, and singing songs, including the traditional song "De colores." In the coming weeks we will be studying the farm, and talking about farm animals and products.
Second Grade
We have been learning the clothes we wear in winter: En invierno yo llevo: chaqueta, bufanda, pantalnones, guantes, gorra, sweater, botas. We have also been reviewing days of the week, months, seasons, climate. We are learning farm animals and foods in preparation for a poster that we will do about the farm.
Third Grade
We created a map with a central plaza like most of the towns and small cities in Latin America. We practiced on what calle or avenida are located places such as la escuela, biblioteca, gimnasio, policia, bomberos, correo, mercado, automercado, panaderia, restaurante, heladeria, floristeria, montanas, lago, rio, and granja. We have also been learning about the names of the jobs that people do there: maestra, bibliotecaria, policia, bombero/a, cartero, mesera, cocinero, cajera, doctor/a, enfermero/a, secretaria, granjero. We have been practicing questions and answers for: que es? donde trabaja? quien trabaja? and que haces? We are going to do interviews with those questions and others we have learned through the years such as como estas? como te llamas, cuantos anos tienes? and donde vives?.
Fourth Grade
Fourth graders are studying everyone's favorite topic: food! We started off by expressing likes, dislikes and preferences with breakfast foods and fruit. Next we will move on to lunch and dinner asking each other at what time they eat certain meals and how much food items on a menu cost. At the end of the unit we will discuss which foods are more nutritious than others.
Fifth Grade
Fifth graders are discussing modes of transport and asking each other ¿Adónde vas, cómo vas, y por qué? (Where are you going, how are you going and why?) We're also reviewing time so we can say at what time we are going. Check out the bulletin board in the cafeteria to see some of the ways the students are getting around (including helicopter!).
Sixth Grade
Sixth graders are finishing the unit on Mexico. We will be ending with interviews, writing and speaking assessments to show how they can bring together all grammar elements and vocabulary from the unit. The students are showing some real creativity when they are given open-ended questions - ask your student about puré de preguntas...
News from the Spanish Teachers – April 2015
First grade
Students have been practicing words for family members. We have learned a song about a family of frogs, and have read a traditional Spanish folktale. Students listened to descriptions of families to later match them to pictures, and also described families themselves. Upon our return from vacation, we will begin talking about pets!
Fourth grade
Students learned places in the community such as el restaurante, la estación de bomberos, la panadería (restaurant, fire station, bakery) and then used directions to ask and say where places were located in town. Ask your student about being a "GPS" in Santiago, Chile. Now we are learning to identify professions.
Fifth grade
Students just performed skits where they are calling Spain to chat with their Spanish host family. They used telling time and included the time difference between Madrid and Boston. After vacation they will be ready to record themselves in pairs doing a short unrehearsed conversation.
Sixth grade
Students are finishing the conjugation of the verb ser (to be). After vacation we will amp up our vocabulary with common expressions that aren't necessarily found in the thematic lessons, but are helpful to keep a conversation going. Then we will start using the verb tener to express emotions and sensations: tengo sed, tengo miedo, etc. (I'm thirsty, I'm afraid...)
News from the Spanish Teachers - March 2015
Kindergarten
We have been learning a song about the days of the week. We began the week after vacation reviewing parts of the body: cabeza, ojos, nariz, boca, orejas, manos, dedos, rodillas, pies, hombro y codo. We are now learning about farm animals: gallo, gallina, pollito, vaca, oveja, caballo, cerdo. Last week, we reviewed vocabulary we have learned through the year: numbers, colors, family, body parts. This week we are reviewing class objects, numbers, weather.
First grade
We have been practicing physical descriptions in Spanish class! Students completed a sheet with information and visuals about their own physical appearance, and later we read the sheets in class for students to guess which of their classmates was being described. This gave students the opportunity to hear the new expressions being used over and over again, and they really enjoyed trying to figure out who the mystery person was! Their sheets will be sent home later this week. In the next several lessons, we will start practicing school vocabulary, including school community members and classroom objects. Students will have the opportunity to continue using the physical description vocabulary to describe people in their school.
Second grade
We have been learning activities: comer, leer, jugar, mirar la television, escuchar musica. We integrated familia and me gusta or me encanta: Me gusta comer con mi papa. We also added days of the week and sports: El domingo, me encanta jugar futbol con mi mama. We are now beginning to learn words about winter clothing: abrigo, bufanda, chaqueta, guantes, gorra, pantalones, vestido, sueter.
Third grade
We practiced the origins of food, and created menus with entrada, plato principal, postre y bebidas. We included tropical fruits to make the drinks and desserts: mango, papaya, guayaba, parchita, guanabana y cocos. We are now beginning places of work: estación de policia, estación de bomberos, oficina de correos, restaurante, escuela, hospital, clínica, iglesia, granja y casa.
Fourth grade
We have just learned how to say where certain geographical features (unas montañas, un río, una calle...) are located using the directions of the compass (norte, noreste, este...), and students made their own imaginary countries. They practice their speaking skills by describing their country to a partner who draws what is heard, then they switch roles and compare pictures. Last week each class was led by a student in a high-energy dance to learn directions like right, left, forward...(a la derecha, a la izquierda, adelante...)
Fifth grade
Students can now describe their and others' personality. Ask them what a "wordle" is! Next up is a quick review of telling time and then a skit about calling their Spanish host family on the phone. We will then start preparing for their second Interpersonal Speaking task.
Sixth grade
Students are describing themselves and other people. We are moving into using the plural form of adjectives and the verb ser (to be) through the cultural context of the Quinceañera, a special celebration in some Latin American cultures for a girl turning 15 years old.
News from the Spanish Teachers - February 2015
Kindergarten
In kindergarten we learned about family members: mama, papa, hermana/o, abuelo/a, bebe. We also learned about the weather: sol, lluvia, nubes, nieve, frio, poco frio, mucho frio, muchisimo frio, calor. We are learning the vocabulary for animals: vaca, caballo, pollo, gallina, gallo, cerdo, oveja, perro, gato, pez.
First Grade
First graders have been learning about body parts! We are using music (“Un copo de nieve” and “Cabeza, hombros, piernas, pies”), movement, games (Bingo and Mano a mano), and books (De la Cabeza a los Pies and Fuera de Aquí, Horrible Monstruo Verde) to practice the language. In the near future, students will draw and describe monsters in Spanish. Ask your child to sing you “Cabeza, hombros, piernas, pies”!
Second Grade
In second grade we are learning the activities we like to do: comer, mirar la television, leer, jugar, escuchar musica. We have been practicing our sentences combining these phrases with family members, and me gust y/o me encanta: Me encanta leer con mi abuela. We are also learning about pets: perro, gato, pez, serpiente, conejo, lagarto, pajaro.
Third Grade
In third grade, we have learned the foods we eat for dinner: bistec, carne, pollo, pavo tocino, jamon, lechuga, tomate, arroz, pasta, zanahorias vegetales, huevos, guisantes, calabaza, ensalada, maiz. We are also learning where the foods come from: el huerto, los animales, el campo.
Fourth Grade
Fourth graders can now look at a famous person or someone else they know and describe that person's appearance, personality (Es...No es...Tiene...No tiene...) and favorite activities (Le gusta/encanta...No le gusta...). "Lost Pet" projects coming soon!
Fifth Grade
Fifth graders will have their first "interpersonal speaking" task soon. This is a recorded, spontaneous conversation with a partner based on the current topic of study. They will be given a short set of directions to follow. This is not a "test," but rather a way for both them and me to see how much they can use the language naturally. Students are frequently surprised at how much they can say without looking at their note sheet.
Sixth Grade
Sixth graders have just finished the geographical portion of the unit on Mexico and are now looking at family trees and describing how people are related to each other. We are practicing explaining in Spanish the traditional vs. modern family structure. Soon we will have a group speaking competition based on a painting by the Mexican-American artist, Carmen García Lomas.
Kindergarten
In kindergarten we learned about family members: mama, papa, hermana/o, abuelo/a, bebe. We also learned about the weather: sol, lluvia, nubes, nieve, frio, poco frio, mucho frio, muchisimo frio, calor. We are learning the vocabulary for animals: vaca, caballo, pollo, gallina, gallo, cerdo, oveja, perro, gato, pez.
First Grade
First graders have been learning about body parts! We are using music (“Un copo de nieve” and “Cabeza, hombros, piernas, pies”), movement, games (Bingo and Mano a mano), and books (De la Cabeza a los Pies and Fuera de Aquí, Horrible Monstruo Verde) to practice the language. In the near future, students will draw and describe monsters in Spanish. Ask your child to sing you “Cabeza, hombros, piernas, pies”!
Second Grade
In second grade we are learning the activities we like to do: comer, mirar la television, leer, jugar, escuchar musica. We have been practicing our sentences combining these phrases with family members, and me gust y/o me encanta: Me encanta leer con mi abuela. We are also learning about pets: perro, gato, pez, serpiente, conejo, lagarto, pajaro.
Third Grade
In third grade, we have learned the foods we eat for dinner: bistec, carne, pollo, pavo tocino, jamon, lechuga, tomate, arroz, pasta, zanahorias vegetales, huevos, guisantes, calabaza, ensalada, maiz. We are also learning where the foods come from: el huerto, los animales, el campo.
Fourth Grade
Fourth graders can now look at a famous person or someone else they know and describe that person's appearance, personality (Es...No es...Tiene...No tiene...) and favorite activities (Le gusta/encanta...No le gusta...). "Lost Pet" projects coming soon!
Fifth Grade
Fifth graders will have their first "interpersonal speaking" task soon. This is a recorded, spontaneous conversation with a partner based on the current topic of study. They will be given a short set of directions to follow. This is not a "test," but rather a way for both them and me to see how much they can use the language naturally. Students are frequently surprised at how much they can say without looking at their note sheet.
Sixth Grade
Sixth graders have just finished the geographical portion of the unit on Mexico and are now looking at family trees and describing how people are related to each other. We are practicing explaining in Spanish the traditional vs. modern family structure. Soon we will have a group speaking competition based on a painting by the Mexican-American artist, Carmen García Lomas.
News from the Spanish Teachers - January 2015
Kindergarten
Students finished outlining the body of a student in every class and writing cabeza, pelo, ojos, nariz, boca, orejas, hombros, brazos, codos, manos, dedos, piernas, rodillas, pies, dedos del pie although we didn't learn brazos and piernas. We also learned different activities with body parts. We have been studying class materials: lobro, lapiz, creyones, papel, tijeras, y borra.
First Grade
Students are learning language related to the weather. We have been talking about winter weather here in Brookline, and also about weather in the Andean countries using our large floor map. In this unit, we are also incorporating language related to preferences, shapes, colors, and body parts. Students have learned one winter song and have surveyed their classmates about their weather preferences. Soon, students will learn a new winter song, and we will read the book La nube Olga y la nieve.
Second Grade
Students finished learning about the people who work at the school, and began with family members. They already most of them from last year and we added tia, tio, prima, primo.
Third Grade
Students have been practicing the alphabet in Spanish, and know how to spell their name and other words. We learned about school subjects and schedules, and looked at pictures of schools in Mexico and talked about them. We have been learning about foods we eat for lunch: almuerzo, sanwiche, hamburguesa, perro caliente, papas fritas. We learned about the ingredients for sandwiches: pan, bistec, tocino, jamon, pavo, pollo, lechuga, tomate, queso, mayonesa, salsa de tomate y mostaza. We made a survey and were able to say in a sentence: mi sanwiche favorito es:.......
Fourth Grade
Students spent this past week practicing key expressions that they can use in classroom conversations with the teacher and with each other, including "Me, too; Cool!; My turn; Your turn; Do you have...?”; They are also learning how to describe their personalities and other people's personalities.
Fifth Grade
Students are describing their outfits and what other people are wearing. We play "Pancho Garrancho", a clothing speed game that is fun and high-intensity! Students have been practicing a skit in which they are packing a suitcase in preparation for their trip to Spain.
Sixth Grade
Students have started a unit on Mexico.We will make maps, review the compass rose from 5th grade, and discuss in Spanish where certain cities and geographic features are located. We will also practice our speaking skills with a competition: Which group can use the most vocabulary to describe a photo of a beautiful Mexican city?
Kindergarten
Students finished outlining the body of a student in every class and writing cabeza, pelo, ojos, nariz, boca, orejas, hombros, brazos, codos, manos, dedos, piernas, rodillas, pies, dedos del pie although we didn't learn brazos and piernas. We also learned different activities with body parts. We have been studying class materials: lobro, lapiz, creyones, papel, tijeras, y borra.
First Grade
Students are learning language related to the weather. We have been talking about winter weather here in Brookline, and also about weather in the Andean countries using our large floor map. In this unit, we are also incorporating language related to preferences, shapes, colors, and body parts. Students have learned one winter song and have surveyed their classmates about their weather preferences. Soon, students will learn a new winter song, and we will read the book La nube Olga y la nieve.
Second Grade
Students finished learning about the people who work at the school, and began with family members. They already most of them from last year and we added tia, tio, prima, primo.
Third Grade
Students have been practicing the alphabet in Spanish, and know how to spell their name and other words. We learned about school subjects and schedules, and looked at pictures of schools in Mexico and talked about them. We have been learning about foods we eat for lunch: almuerzo, sanwiche, hamburguesa, perro caliente, papas fritas. We learned about the ingredients for sandwiches: pan, bistec, tocino, jamon, pavo, pollo, lechuga, tomate, queso, mayonesa, salsa de tomate y mostaza. We made a survey and were able to say in a sentence: mi sanwiche favorito es:.......
Fourth Grade
Students spent this past week practicing key expressions that they can use in classroom conversations with the teacher and with each other, including "Me, too; Cool!; My turn; Your turn; Do you have...?”; They are also learning how to describe their personalities and other people's personalities.
Fifth Grade
Students are describing their outfits and what other people are wearing. We play "Pancho Garrancho", a clothing speed game that is fun and high-intensity! Students have been practicing a skit in which they are packing a suitcase in preparation for their trip to Spain.
Sixth Grade
Students have started a unit on Mexico.We will make maps, review the compass rose from 5th grade, and discuss in Spanish where certain cities and geographic features are located. We will also practice our speaking skills with a competition: Which group can use the most vocabulary to describe a photo of a beautiful Mexican city?
News from the Spanish Teachers - December 2014
Kindergarten
We continued working with colors and added no me gusta and me gusta. We have been learning about family members: mama, papa, abuela, abuelo, hermano, hermana, bebe. We have just began learning body parts, and had learned the parts of the head when we did our Halloween mask. Now we are adding mano, pie, dedos, hombro, codo, rodilla, pelo.
First grade
Students have been learning about the Andes. They have been using a large map to locate and label Venezuela, Colombia, Perú, Ecuador, and Bolivia, as well as to learn about some of the products from the region. They also recently read a children's book by Peruvian author Mario Vargas Llosa.
Second grade
We have been learning about the school community members: escuela, directora, secretaria, maestra, maestro, enfermera, clase de arte, clase de musica, clase espanol, clase de gimnasia. We have been trying to answer questions such as: quien es? que es? donde esta? como se llama?
Third grade
We reviewed Dia de los Muertos. We saw videos about this celebration and discussed about some cultural aspects of Mexico. We made a nametag with students names in Spanish and where they live in Mexico. We also learned about school subjects and schedules: matematicas, ciencias, estudios sociales, merienda, recreo, arte, espanol, gimanasia, almuerzo, leer, escribir. For Thanksgiving, we learned the vocabulary of the foods of the holiday: pavo, pure de papas, batata, guisantes, salsa, arandanos, relleno, tarta de calabaza, tarta de manzanas. The students shared what they ate for Thanksgiving, and with whom. We are now learning the alphabet in Spanish and how to spell in Spanish.
Fourth grade
Students are learning vocabulary for past times (mirar la televisión, tocar el piano, etc.) through actions before seeing the words on paper.
Fifth grade
Students are describing the weather in Brookline and in Spain and deciding where they would most like to go in Spain.
Sixth grade
Students are taking a close look at the common errors made when they write in Spanish. They will then revise their last writing sample and turn it into a postcard.
Kindergarten
We continued working with colors and added no me gusta and me gusta. We have been learning about family members: mama, papa, abuela, abuelo, hermano, hermana, bebe. We have just began learning body parts, and had learned the parts of the head when we did our Halloween mask. Now we are adding mano, pie, dedos, hombro, codo, rodilla, pelo.
First grade
Students have been learning about the Andes. They have been using a large map to locate and label Venezuela, Colombia, Perú, Ecuador, and Bolivia, as well as to learn about some of the products from the region. They also recently read a children's book by Peruvian author Mario Vargas Llosa.
Second grade
We have been learning about the school community members: escuela, directora, secretaria, maestra, maestro, enfermera, clase de arte, clase de musica, clase espanol, clase de gimnasia. We have been trying to answer questions such as: quien es? que es? donde esta? como se llama?
Third grade
We reviewed Dia de los Muertos. We saw videos about this celebration and discussed about some cultural aspects of Mexico. We made a nametag with students names in Spanish and where they live in Mexico. We also learned about school subjects and schedules: matematicas, ciencias, estudios sociales, merienda, recreo, arte, espanol, gimanasia, almuerzo, leer, escribir. For Thanksgiving, we learned the vocabulary of the foods of the holiday: pavo, pure de papas, batata, guisantes, salsa, arandanos, relleno, tarta de calabaza, tarta de manzanas. The students shared what they ate for Thanksgiving, and with whom. We are now learning the alphabet in Spanish and how to spell in Spanish.
Fourth grade
Students are learning vocabulary for past times (mirar la televisión, tocar el piano, etc.) through actions before seeing the words on paper.
Fifth grade
Students are describing the weather in Brookline and in Spain and deciding where they would most like to go in Spain.
Sixth grade
Students are taking a close look at the common errors made when they write in Spanish. They will then revise their last writing sample and turn it into a postcard.
News from the Spanish Teachers - November 2014
Kindergarten
We began learning colors: rojo, verde, amarillo, anaranjado, rosado y azul. We have continued working with colors, and added marron or cafe, blanco, negro y morado. We incorporated the colors and weather into Autumn, the leaves and calabaza and manzana. We have also been choosing me gusta or no me gusta some colors. Before halloween we learned and practiced parts of the head: cabeza, ojos, nariz, boca, orejas. And manos y dedos. For Halloween we did a monster head. We are now beginning to learn shapes: cuadrado, rectangulo, triangulo, corazon, y estrella. (Edith Pieper)
First grade
Classes have been learning about the fall! We are talking about apples and pumpkins, along with colors, sizes, and preferences! We have also been singing and moving! We will continue with our fall theme through November. (Kaitlin Robinson)
Second grade
We began our book about ourselves. The first part is a description: Soy rubio/a, moreno/a, pelirrojo/a, alto/a, bajo/a; tengo ojos azuels, pardos, marrones, verdes; soy estudiante, soy inteligente. We began studying the Andean Countries’ names, locations, and flags: Paises Andinos, Los Andes, Venezuela, Colombia, Ecuador, Peru, and Bolivia. Although Argentina and Chile are not called Andean Countries, the student see their location since the Andes do divide the two countries. (Pieper)
Third grade
We have been leaning about Mexico’s location in the map: norte, sur, este, oeste, continente; Norte America, Estados Unidos, Oceano Pacifico, Mar Atlantico, Guatemala, Centro America. Each student has a map and a flag, and we made Mexican ID with his/her Mexican name and where he/she lives in Mexico. We also learned some facts about Mexico, and compare them with the USA: Independecia, heroe, tata de manazana, tarta tres leches, presidente, hamburguesa, burritos, montanas, rios, volcanes, y selva. I have begun talking about Dia de los Muertos, and how the Day of the Dead is a big celebration in Mexico. (Pieper)
Fourth grade
Students are able to describe their hair and eye color and soon their personality. This week we are moving from "I/you" to "he/she" so that we can describe famous people. I can't wait to do Wanted: Dead or Alive posters! Ask your student ¿Cómo es tu pelo? (Rebecca Backmender)
Fifth grade
Students have learned geographical terms and the directions of the compass rose and are now creating their own imaginary countries. Next up is climate – making weather wheels and describing the weather in Boston and in Spain. (Backmender)
Sixth grade
Students are having their first set of speaking and writing assessments this week. They will be able to ask and answer 12 different questions out loud and write a postcard to a Spanish or Latino celebrity without using their notes. In this particular writing assessment, the emphasis is on ability to express oneself rather than precision. We also just finished studying Día de los Muertos (Day of the Dead), a cheerful Mexican holiday on November 1 and 2 that is not related to Halloween. (Backmender)
Kindergarten
We began learning colors: rojo, verde, amarillo, anaranjado, rosado y azul. We have continued working with colors, and added marron or cafe, blanco, negro y morado. We incorporated the colors and weather into Autumn, the leaves and calabaza and manzana. We have also been choosing me gusta or no me gusta some colors. Before halloween we learned and practiced parts of the head: cabeza, ojos, nariz, boca, orejas. And manos y dedos. For Halloween we did a monster head. We are now beginning to learn shapes: cuadrado, rectangulo, triangulo, corazon, y estrella. (Edith Pieper)
First grade
Classes have been learning about the fall! We are talking about apples and pumpkins, along with colors, sizes, and preferences! We have also been singing and moving! We will continue with our fall theme through November. (Kaitlin Robinson)
Second grade
We began our book about ourselves. The first part is a description: Soy rubio/a, moreno/a, pelirrojo/a, alto/a, bajo/a; tengo ojos azuels, pardos, marrones, verdes; soy estudiante, soy inteligente. We began studying the Andean Countries’ names, locations, and flags: Paises Andinos, Los Andes, Venezuela, Colombia, Ecuador, Peru, and Bolivia. Although Argentina and Chile are not called Andean Countries, the student see their location since the Andes do divide the two countries. (Pieper)
Third grade
We have been leaning about Mexico’s location in the map: norte, sur, este, oeste, continente; Norte America, Estados Unidos, Oceano Pacifico, Mar Atlantico, Guatemala, Centro America. Each student has a map and a flag, and we made Mexican ID with his/her Mexican name and where he/she lives in Mexico. We also learned some facts about Mexico, and compare them with the USA: Independecia, heroe, tata de manazana, tarta tres leches, presidente, hamburguesa, burritos, montanas, rios, volcanes, y selva. I have begun talking about Dia de los Muertos, and how the Day of the Dead is a big celebration in Mexico. (Pieper)
Fourth grade
Students are able to describe their hair and eye color and soon their personality. This week we are moving from "I/you" to "he/she" so that we can describe famous people. I can't wait to do Wanted: Dead or Alive posters! Ask your student ¿Cómo es tu pelo? (Rebecca Backmender)
Fifth grade
Students have learned geographical terms and the directions of the compass rose and are now creating their own imaginary countries. Next up is climate – making weather wheels and describing the weather in Boston and in Spain. (Backmender)
Sixth grade
Students are having their first set of speaking and writing assessments this week. They will be able to ask and answer 12 different questions out loud and write a postcard to a Spanish or Latino celebrity without using their notes. In this particular writing assessment, the emphasis is on ability to express oneself rather than precision. We also just finished studying Día de los Muertos (Day of the Dead), a cheerful Mexican holiday on November 1 and 2 that is not related to Halloween. (Backmender)
News from the Spanish Teachers - October 2014
From Edith Pieper
Kindergarten: we learned “Como te llamas?” and students answer their name in one word. Many have begin saying “me llamo...” We asked “como estas?” and answered “bien,” “mal,” or “mas o menos.” We have begin counting with the calendar and saying the date every day: “Hoy es vernes, tres de octubre.” When I ask, “Cuantos anos tienes?” students answer “cinco” or “seis.” We also sing a song about the day’s weather: Que tiempo hace hoy? Students know “sol,” “nubes,” “frio,” “calor,” and are learning “lluvia (rain).” Last week we began learning colors: rojo, verde, amarillo, anaranjado, rosado, rojo y azul.
Grade 2: Students are encouraged to answer in complete sentences. Even if the one word answer would be enough, I feel that the whole sentence is good practice: “Como te llamas?” “Me llamo...” “Como estas?” (adding from K) “Estoy cansado, enfermo, feliz, triste.” I also emphasize phrases like: “y tu?” and “que tal?” We discuss different ways of saying good-bye: adios, hasta luego, hasta manana, chao. We have also been describing ourselves (Yo soy alto/a, bajo/a, moreno, rubio, pelirrojo. Mis ojos son azules, verdes, marrones, o pardos).
Grade 3: We describe ourselves, and practice with yo tengo: yo tengo pelo negro, yo soy morena. Yo tengo pelo rubio, yo soy rubio, etc. Yo tengo ojos pardos or mis ojos son pardos. Yo soy alto, pequeno or mediano. Yo soy estudiante, yo soy inteligente. We have also been studying Mexico. Esta en Norte America. Esta al sur de Estados Unidos. Sus fronteras son: Estado Unidos, Guatemala en Centro America, Mar Atlantico, Oceano Pacifico, as well as a bit about their independence, their map, and flag.
From Rebecca Backmender
Grade 1: students have been hearing and practicing lots of language related to greetings and introductions! They have introduced themselves and greeted their classmates, and have played games to practice language about emotions and numbers. Most recently, students have been learning to tell where they live, and have read a Colombian children’s story about a young boy who lives in the city. They have looked at and identified objects and colors in Colombian artwork and in photos of Bogotá, Colombia.
Grades 4 & 5: we started off learning important expressions in Spanish to use when we need to make a request, be polite, and ask for help in various ways. This is preparation for keeping communication more in Spanish as the year continues. We have just finished identifying the letters of the alphabet, and students can spell words when hearing the letters recited to them. This makes them more independent, so now when they ask ¿Cómo se escribe...? I can spell out loud to them rather than write on the board. 4th grade is starting soon their year's cultural focus - four countries in the Cono Sur region of South America: Argentina, Uruguay, Paraguay and Chile. 5th grade is just being introduced to Spain through some beautiful visuals of the places we will be studying this year.
From Edith Pieper
Kindergarten: we learned “Como te llamas?” and students answer their name in one word. Many have begin saying “me llamo...” We asked “como estas?” and answered “bien,” “mal,” or “mas o menos.” We have begin counting with the calendar and saying the date every day: “Hoy es vernes, tres de octubre.” When I ask, “Cuantos anos tienes?” students answer “cinco” or “seis.” We also sing a song about the day’s weather: Que tiempo hace hoy? Students know “sol,” “nubes,” “frio,” “calor,” and are learning “lluvia (rain).” Last week we began learning colors: rojo, verde, amarillo, anaranjado, rosado, rojo y azul.
Grade 2: Students are encouraged to answer in complete sentences. Even if the one word answer would be enough, I feel that the whole sentence is good practice: “Como te llamas?” “Me llamo...” “Como estas?” (adding from K) “Estoy cansado, enfermo, feliz, triste.” I also emphasize phrases like: “y tu?” and “que tal?” We discuss different ways of saying good-bye: adios, hasta luego, hasta manana, chao. We have also been describing ourselves (Yo soy alto/a, bajo/a, moreno, rubio, pelirrojo. Mis ojos son azules, verdes, marrones, o pardos).
Grade 3: We describe ourselves, and practice with yo tengo: yo tengo pelo negro, yo soy morena. Yo tengo pelo rubio, yo soy rubio, etc. Yo tengo ojos pardos or mis ojos son pardos. Yo soy alto, pequeno or mediano. Yo soy estudiante, yo soy inteligente. We have also been studying Mexico. Esta en Norte America. Esta al sur de Estados Unidos. Sus fronteras son: Estado Unidos, Guatemala en Centro America, Mar Atlantico, Oceano Pacifico, as well as a bit about their independence, their map, and flag.
From Rebecca Backmender
Grade 1: students have been hearing and practicing lots of language related to greetings and introductions! They have introduced themselves and greeted their classmates, and have played games to practice language about emotions and numbers. Most recently, students have been learning to tell where they live, and have read a Colombian children’s story about a young boy who lives in the city. They have looked at and identified objects and colors in Colombian artwork and in photos of Bogotá, Colombia.
Grades 4 & 5: we started off learning important expressions in Spanish to use when we need to make a request, be polite, and ask for help in various ways. This is preparation for keeping communication more in Spanish as the year continues. We have just finished identifying the letters of the alphabet, and students can spell words when hearing the letters recited to them. This makes them more independent, so now when they ask ¿Cómo se escribe...? I can spell out loud to them rather than write on the board. 4th grade is starting soon their year's cultural focus - four countries in the Cono Sur region of South America: Argentina, Uruguay, Paraguay and Chile. 5th grade is just being introduced to Spain through some beautiful visuals of the places we will be studying this year.
News from the Spanish Teachers - May 2014
Kindergarten
We have continued reviewing ¿Cómo estás? bien gracias, y tú? más o menos. We are looking at words that are related to Primavera: verde, lluvia, flores, mariposas, fresco, helado. We are also reviewing shapes – cuadrado, triángulo, rectángulo, círculo, estrella, corazón – and pairing them with colors. We are reviewing Cómo te llamas? ... Cuántos anos tienes? ... We will begin to review body parts: cabeza, boca, orejas, nariz, ojos, manos, dedos, pie, rodillas, hombros, codos.
First Grade
We finished our book about colors, using sentences that combine colors, animals, and fruits: La manzana es roja. La sandía es rosada. El pez es azul... We have been learning about people of our school: directora, enfermera, maestra/o, estudiante, nino/a, chica/o, amiga/o, estudiante, secretaria.
Second Grade
We learned me gusta comer queso, huevos, tocineta, hamburguesa, pan, manzana, helado, papa, chocolate, cereal, pollo; Me gusta beber leche, jugo de naranja, agua. We have learned about school workers – maestra de musica, computadora, maestro de gimnasia, arte, bibliotecaria, enfermera, directora, maestra de espanol, cafeteria – and school subjects: matematicas, ciencia, ciencias sociales, leer, escribir, recreo, computadora, arte, gimnasia.
Third Grade
We reviewed the foods, school, and geography of Mexico, and finished our menus. We have reviewed the school subjecta and the people who work in school, and are beginning to learn to count from 1-100. We are also learning the Spanish ABC and making list of words.
Fourth Grade
We are learning all about sports! We are learning how to ask and answer what sports we like to play, and which are our favorites. We are also learning about some fútbol teams such as Real Madrid and Barcelona. Ask your child ¿Qué deporte te gusta?
Fifth Grade
Students have just watched their filmed skits "¿Dónde Está El Taxi? (Where's The Taxi?)" in which they are at the airport in Spain checking their reservation at the hotel. This is a pre-written skit, but there is room for the students to add their own creativity. Hence, we had Hotel Insecto (Bug Hotel), Hotel 4 Estrellas (4 Stars Hotel) and Hotel Barato (Cheap Hotel), to name a few.
Sixth Grade
All students recently participated in a Latin dance class taught by Suzanne Steele. I was impressed by how quickly they learned the moves to Salsa, Bachata and Merengue! We've now started our unit on Puerto Rico, a nice way to end the year as the weather warms us up to learn about La Isla del Encanto (The Island of Enchantment)!
We have continued reviewing ¿Cómo estás? bien gracias, y tú? más o menos. We are looking at words that are related to Primavera: verde, lluvia, flores, mariposas, fresco, helado. We are also reviewing shapes – cuadrado, triángulo, rectángulo, círculo, estrella, corazón – and pairing them with colors. We are reviewing Cómo te llamas? ... Cuántos anos tienes? ... We will begin to review body parts: cabeza, boca, orejas, nariz, ojos, manos, dedos, pie, rodillas, hombros, codos.
First Grade
We finished our book about colors, using sentences that combine colors, animals, and fruits: La manzana es roja. La sandía es rosada. El pez es azul... We have been learning about people of our school: directora, enfermera, maestra/o, estudiante, nino/a, chica/o, amiga/o, estudiante, secretaria.
Second Grade
We learned me gusta comer queso, huevos, tocineta, hamburguesa, pan, manzana, helado, papa, chocolate, cereal, pollo; Me gusta beber leche, jugo de naranja, agua. We have learned about school workers – maestra de musica, computadora, maestro de gimnasia, arte, bibliotecaria, enfermera, directora, maestra de espanol, cafeteria – and school subjects: matematicas, ciencia, ciencias sociales, leer, escribir, recreo, computadora, arte, gimnasia.
Third Grade
We reviewed the foods, school, and geography of Mexico, and finished our menus. We have reviewed the school subjecta and the people who work in school, and are beginning to learn to count from 1-100. We are also learning the Spanish ABC and making list of words.
Fourth Grade
We are learning all about sports! We are learning how to ask and answer what sports we like to play, and which are our favorites. We are also learning about some fútbol teams such as Real Madrid and Barcelona. Ask your child ¿Qué deporte te gusta?
Fifth Grade
Students have just watched their filmed skits "¿Dónde Está El Taxi? (Where's The Taxi?)" in which they are at the airport in Spain checking their reservation at the hotel. This is a pre-written skit, but there is room for the students to add their own creativity. Hence, we had Hotel Insecto (Bug Hotel), Hotel 4 Estrellas (4 Stars Hotel) and Hotel Barato (Cheap Hotel), to name a few.
Sixth Grade
All students recently participated in a Latin dance class taught by Suzanne Steele. I was impressed by how quickly they learned the moves to Salsa, Bachata and Merengue! We've now started our unit on Puerto Rico, a nice way to end the year as the weather warms us up to learn about La Isla del Encanto (The Island of Enchantment)!
News from the Spanish Teachers - April 2014
KINDERGARTEN
We made a book about colors and numbers using fruit, me gusta, and yo tengo. For Example: Me gusta la fruta. Yo tengo 1 manzana roja, 2 platanos amarillos, 3 naranjas anaranjadas, 4 peras verdes y 5 ciruelas moradas. After that we began practicing yo tengo (I have) with different parts of the body: ojos, manos, boca, dedos, nariz, orejas, cabeza y pies. This week we began reviewing How are you: Buenos dias, hola, Como estas? bien gracias, y tu? mas o menos or mal, adios, chao.
FIRST GRADE
We finished the animals and food of the farm. We began our book of colors, where we write a sentence for every color: La manzana es roja, El pollito es amarillo, la calabaza es anaranjada, la sandia es rosada, el pez es azul, el chocolate es marron, la vaca es negra, la nieve es blanca, la pera es verde.
SECOND GRADE
We have been writing about animals, and learning a new vocabulary for foods, which we are using in different contexts: huevos, hamburguesa, queso, leche, helado, jugo de naranja, cereal, carne, pan.
THIRD GRADE
We finished learning me duele: la cabeza, el estomago, la garganta, el oido, el dedo, la mano, el pie. We have also been learning about breakfast, lunch, and dinner foods, and where they come from: huevos, tocineta, pan, leche con chocolate, panquecas, huevos rancheros, frijoles, arepas ensalada, sandwiche, tacos, quesadilla, tamales, tomate, lechuga, atun, macarrones con queso; for cena (dinner) carne, pollo, pescado, arroz, paella, ceviche, yuca, platanos. Plus, juices and desserts made with tropical fruits: mango, parchita, papaya, guayava, pina, coco. We are doing a menu with these words.
FOURTH GRADE
We are learning about shopping! We are practicing going to a clothing store, buying clothes, trying them on, and asking "how do I look?" Ask your child to tell you some of the phrases we have been practicing or ask your child ¿Cómo me queda?, and see what they tell you! (Hopefully, "te queda muy bien!”)
FIFTH GRADE
Students have just brought home their "¡Sí puedo!" checkcharts to show you what they have learned this past unit. We've just finished our study of six tourist attractions in Spain: la Alhambra, la Sagrada Familia, la catedral de Santiago de Compostela, la Corrida de Toros, la Playa de la Concha and el Museo del Prado. Students can describe in which city and/or region these attractions are located, and can use short (and sometimes complex) sentences to describe some of these sites.
SIXTH GRADE
We have just finished the skit, Paco Guanaco va a la escuela, a story about a guanaco (an animal related to the llama), an alpaca and other unique characters. The skit utilizes a variety of vocabulary as well as all of the grammar functions from the present unit. The students filmed themselves and we will watch the skits this week. We'll be finishing Mexico and moving on to Puerto Rico soon. Salsa classes right after we get back from vacation!
We made a book about colors and numbers using fruit, me gusta, and yo tengo. For Example: Me gusta la fruta. Yo tengo 1 manzana roja, 2 platanos amarillos, 3 naranjas anaranjadas, 4 peras verdes y 5 ciruelas moradas. After that we began practicing yo tengo (I have) with different parts of the body: ojos, manos, boca, dedos, nariz, orejas, cabeza y pies. This week we began reviewing How are you: Buenos dias, hola, Como estas? bien gracias, y tu? mas o menos or mal, adios, chao.
FIRST GRADE
We finished the animals and food of the farm. We began our book of colors, where we write a sentence for every color: La manzana es roja, El pollito es amarillo, la calabaza es anaranjada, la sandia es rosada, el pez es azul, el chocolate es marron, la vaca es negra, la nieve es blanca, la pera es verde.
SECOND GRADE
We have been writing about animals, and learning a new vocabulary for foods, which we are using in different contexts: huevos, hamburguesa, queso, leche, helado, jugo de naranja, cereal, carne, pan.
THIRD GRADE
We finished learning me duele: la cabeza, el estomago, la garganta, el oido, el dedo, la mano, el pie. We have also been learning about breakfast, lunch, and dinner foods, and where they come from: huevos, tocineta, pan, leche con chocolate, panquecas, huevos rancheros, frijoles, arepas ensalada, sandwiche, tacos, quesadilla, tamales, tomate, lechuga, atun, macarrones con queso; for cena (dinner) carne, pollo, pescado, arroz, paella, ceviche, yuca, platanos. Plus, juices and desserts made with tropical fruits: mango, parchita, papaya, guayava, pina, coco. We are doing a menu with these words.
FOURTH GRADE
We are learning about shopping! We are practicing going to a clothing store, buying clothes, trying them on, and asking "how do I look?" Ask your child to tell you some of the phrases we have been practicing or ask your child ¿Cómo me queda?, and see what they tell you! (Hopefully, "te queda muy bien!”)
FIFTH GRADE
Students have just brought home their "¡Sí puedo!" checkcharts to show you what they have learned this past unit. We've just finished our study of six tourist attractions in Spain: la Alhambra, la Sagrada Familia, la catedral de Santiago de Compostela, la Corrida de Toros, la Playa de la Concha and el Museo del Prado. Students can describe in which city and/or region these attractions are located, and can use short (and sometimes complex) sentences to describe some of these sites.
SIXTH GRADE
We have just finished the skit, Paco Guanaco va a la escuela, a story about a guanaco (an animal related to the llama), an alpaca and other unique characters. The skit utilizes a variety of vocabulary as well as all of the grammar functions from the present unit. The students filmed themselves and we will watch the skits this week. We'll be finishing Mexico and moving on to Puerto Rico soon. Salsa classes right after we get back from vacation!
News from the Spanish Teachers - March 2014
KINDERGARTEN
Students continue to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather.
FIRST GRADE
Students are continuing to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather. We have added yo tengo (I have), and children are learning to say yo tengo in different contexts: Family members, classroom objects, and body parts.
SECOND GRADE
Students continue to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather; in particular, we are adding the months of the year and the clothes we wear in winter. We have been practicing sentences about body parts with sentence strips cut into words, and are learning to include more vocabulary into our sentences when we practice with body parts: yo tengo dos ojos azules y grandes.
THIRD GRADE
Students have added the months, temperatures, foods and clothes of winter. We have also been working on jobs in the community (policia, bomberos doctor/a, cartero/a, cocinero/a, cajero/a, panadero/a mesero/a , enfermero/a, and maestra/o), as well as places of work (la policia, los bomberos, el hospital, el correo, el restaurante, el supermercado, la panaderia, and la escuela). We created a map of our ideal community, adding new words such as calle, avenida y gimnasio. We also reserved a time in the computer lab and read the passports we had created. We have been working with doctor and patient scenarios, asking: ¿que te duele?, and adding cabeza, estomago, garganta y espalda.
FOURTH GRADE
Students are learning how to tell time in Spanish. We are discussing what time we have certain classes, and at what times we do our favorite activities. Ask your child ¿Qué hora es? to practice and reinforce at home.
FIFTH GRADE
Students just finished presenting their weather forecasts. They know up to ten weather expressions, and can say the days and dates for one whole week.
SIXTH GRADE
Students listened on the Internet to a Mexican-American storyteller, Olga Loya, talk about her childhood. The concept of Nepantla - being between two worlds - sparked interesting conversation in class about identity.
Students continue to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather.
FIRST GRADE
Students are continuing to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather. We have added yo tengo (I have), and children are learning to say yo tengo in different contexts: Family members, classroom objects, and body parts.
SECOND GRADE
Students continue to learn body parts: cabeza, ojos, nariz, boca, orejas,manos, pies y dedos. Most of the children know hombros codos y rodillas from the Juanito song. We made Valentine cards using words of endearment such as te quiero. We are beginning to learn about farm animals: vaca, oveja, gallina, gallo, pollito, caballo, cerdo, pato, gato, perro y cabra. We have been learning about months, colors and winter weather; in particular, we are adding the months of the year and the clothes we wear in winter. We have been practicing sentences about body parts with sentence strips cut into words, and are learning to include more vocabulary into our sentences when we practice with body parts: yo tengo dos ojos azules y grandes.
THIRD GRADE
Students have added the months, temperatures, foods and clothes of winter. We have also been working on jobs in the community (policia, bomberos doctor/a, cartero/a, cocinero/a, cajero/a, panadero/a mesero/a , enfermero/a, and maestra/o), as well as places of work (la policia, los bomberos, el hospital, el correo, el restaurante, el supermercado, la panaderia, and la escuela). We created a map of our ideal community, adding new words such as calle, avenida y gimnasio. We also reserved a time in the computer lab and read the passports we had created. We have been working with doctor and patient scenarios, asking: ¿que te duele?, and adding cabeza, estomago, garganta y espalda.
FOURTH GRADE
Students are learning how to tell time in Spanish. We are discussing what time we have certain classes, and at what times we do our favorite activities. Ask your child ¿Qué hora es? to practice and reinforce at home.
FIFTH GRADE
Students just finished presenting their weather forecasts. They know up to ten weather expressions, and can say the days and dates for one whole week.
SIXTH GRADE
Students listened on the Internet to a Mexican-American storyteller, Olga Loya, talk about her childhood. The concept of Nepantla - being between two worlds - sparked interesting conversation in class about identity.
News from the Spanish Teachers - February 2014
Kindergarten We finished learning about family members and pets. After that, we learned shapes and classroom supplies; now, we are learning body parts.
First grade We added yo tengo (I have). Children are trying to say yo tengo in different contexts: Family members, classroom objects, and body parts.
Second grade After reviewing shapes and classroom objects, we began to learn the different activities we like to do with our families, and respond in a complete sentence: con mi familia me gusta, or me encanta: leer, comer, mirar la television, escuchar musica. Also, we talked about the different sports that we play: jugar futbol, futbol americano, basquet, beisbol, tenis. We are learning to include more vocabulary into our sentences when we practice with body parts: yo tengo dos ojos azules y grandes.
Third grade We added more vocabulary to the activities we like to do with our family: jugar video juegos, cocinar, tocar violin, piano o guitarra. We have been working on jobs in the community: policia, bomberos doctor/a, cartero/a, cocinero/a, cajero/a, panadero/a mesero/a, enfermero/a, and maestra/o. And places of work: la policia, los bomberos, el hospital, el correo, el restaurante, el supermercado, la panaderia, and la escuela. We are beginning to understand and create a map of the community.
Fourth grade We are learning how to express what we like to do (our hobbies, our interests, and fun activities we like to do with our families). We are singing a fun hip-hop song to practice and are having conversations with one another. Ask your child “Qué te gusta hacer?”
Fifth grade Students can now describe the clothes they are wearing, including the color and whether they’re striped, dotted or plaid! Ask them “¿Qué llevas?” Starting this week, students will become meteorologists.
Sixth grade We just learned to conjugate our first verb, ser - to be: soy, eres, es, somos, sois, son. Of course, we have always been using "grammar,” but we haven't considered the rules until now. The best practice for an immersion classroom favors the teaching of grammar implicitly at this age. With this first clarification of conjugation rules, we are now prepared for each time a new verb comes up so that we can stay in the target language. This week, we start describing family members, best friends and aliens. Ask your students what adjectives they would use to describe themselves.
First grade We added yo tengo (I have). Children are trying to say yo tengo in different contexts: Family members, classroom objects, and body parts.
Second grade After reviewing shapes and classroom objects, we began to learn the different activities we like to do with our families, and respond in a complete sentence: con mi familia me gusta, or me encanta: leer, comer, mirar la television, escuchar musica. Also, we talked about the different sports that we play: jugar futbol, futbol americano, basquet, beisbol, tenis. We are learning to include more vocabulary into our sentences when we practice with body parts: yo tengo dos ojos azules y grandes.
Third grade We added more vocabulary to the activities we like to do with our family: jugar video juegos, cocinar, tocar violin, piano o guitarra. We have been working on jobs in the community: policia, bomberos doctor/a, cartero/a, cocinero/a, cajero/a, panadero/a mesero/a, enfermero/a, and maestra/o. And places of work: la policia, los bomberos, el hospital, el correo, el restaurante, el supermercado, la panaderia, and la escuela. We are beginning to understand and create a map of the community.
Fourth grade We are learning how to express what we like to do (our hobbies, our interests, and fun activities we like to do with our families). We are singing a fun hip-hop song to practice and are having conversations with one another. Ask your child “Qué te gusta hacer?”
Fifth grade Students can now describe the clothes they are wearing, including the color and whether they’re striped, dotted or plaid! Ask them “¿Qué llevas?” Starting this week, students will become meteorologists.
Sixth grade We just learned to conjugate our first verb, ser - to be: soy, eres, es, somos, sois, son. Of course, we have always been using "grammar,” but we haven't considered the rules until now. The best practice for an immersion classroom favors the teaching of grammar implicitly at this age. With this first clarification of conjugation rules, we are now prepared for each time a new verb comes up so that we can stay in the target language. This week, we start describing family members, best friends and aliens. Ask your students what adjectives they would use to describe themselves.
News from the Spanish Teachers - January 2014
4th graders are learning all about food! We are learning how to describe our favorite foods for each meal of the day, and are writing and drawing our "ideal plates." Right now, we are creating skits to practice dining out in a Spanish-speaking restaurant. Ask your student how to order his or her favorite food in a Spanish-speaking restaurant!
Fifth graders have started getting ready for their Viaje a España (trip to Spain) by acting out a scenario where two friends are packing their suitcases and discussing the weather in different regions of Spain and the clothes that they will need. Before seeing the script they learned a set of vocabulary through physical actions. Ask your student why the word halterofilia (weightlifting) appears at the end of the skit!
Sixth graders are studying Mexico. Some key places and terms that come up are Chichén Itzá, Tenochitlán, Ciudad de México, Azteca, Maya and la quinceañera. They have just watched a short cultural video and answered questions to assess their comprehension. We listen to the most difficult parts of the video two, three, sometimes four times! It's natural for students to absorb information at different rates, so an answer of a few words or a full sentence is acceptable. They then have a chance to fill in any gaps at the end of the activity.
Fifth graders have started getting ready for their Viaje a España (trip to Spain) by acting out a scenario where two friends are packing their suitcases and discussing the weather in different regions of Spain and the clothes that they will need. Before seeing the script they learned a set of vocabulary through physical actions. Ask your student why the word halterofilia (weightlifting) appears at the end of the skit!
Sixth graders are studying Mexico. Some key places and terms that come up are Chichén Itzá, Tenochitlán, Ciudad de México, Azteca, Maya and la quinceañera. They have just watched a short cultural video and answered questions to assess their comprehension. We listen to the most difficult parts of the video two, three, sometimes four times! It's natural for students to absorb information at different rates, so an answer of a few words or a full sentence is acceptable. They then have a chance to fill in any gaps at the end of the activity.
News from the Spanish Teachers - November 2013
K-2
We have been studying Fall and Family Members. In K, we worked on the colors and added manzana, calabaza, and the weather. In 1st grade, we added the months to the seasons, as well as I have (yo tengo) to tell us who students have in their family. In the 2nd grade, we began seeing the clothes we wear in the fall; we also incorporated the words tía tío, prima, primo (aunt, uncle, cousin), as well as the pets in the family group. We’re beginning to say, “I like to read, eat, play, watch TV and listen to music” (“me gusta leer, comer, jugar, mirar la television y escuchar música”). To these activities, we will add what we like to do with our family members.
GRADE 3
We have continued doing our passports and doing activities with them. We are starting to talk about the Thanksgiving meal, our likes and preferences.
GRADE 4
We are learning about the people and places in our community (personas y lugares en la comunidad). We are learning how to say who works in our community and where they work. We are even making videos recording ourselves saying what we want to be when we grow up. (Of course, all in Spanish!)
GRADE 5
We have just finished research for and creation of posters for the different regions in Spain. Each class was split into six groups to work on a specific region, and they are beginning to present their region to the entire class. During the presentations, we write la cosa más chévere (the coolest thing) about the region! Next up: Packing our suitcases for un viaje a España (a trip to Spain)!
GRADE 6
There were some fantastic presentations of a skit called Elena y Alonso. Tomorrow, we're going to review classroom objects by playing ¡Vete pescar! (Go Fish) with flashcards we made. We already listened to a cool rap about what supplies are in the classroom. Through this vocabulary set, we are expressing what we have and don't have (tengo/no tengo) and what is and isn't (hay/no hay). After Thanksgiving, we start our unit on Mexico!
We have been studying Fall and Family Members. In K, we worked on the colors and added manzana, calabaza, and the weather. In 1st grade, we added the months to the seasons, as well as I have (yo tengo) to tell us who students have in their family. In the 2nd grade, we began seeing the clothes we wear in the fall; we also incorporated the words tía tío, prima, primo (aunt, uncle, cousin), as well as the pets in the family group. We’re beginning to say, “I like to read, eat, play, watch TV and listen to music” (“me gusta leer, comer, jugar, mirar la television y escuchar música”). To these activities, we will add what we like to do with our family members.
GRADE 3
We have continued doing our passports and doing activities with them. We are starting to talk about the Thanksgiving meal, our likes and preferences.
GRADE 4
We are learning about the people and places in our community (personas y lugares en la comunidad). We are learning how to say who works in our community and where they work. We are even making videos recording ourselves saying what we want to be when we grow up. (Of course, all in Spanish!)
GRADE 5
We have just finished research for and creation of posters for the different regions in Spain. Each class was split into six groups to work on a specific region, and they are beginning to present their region to the entire class. During the presentations, we write la cosa más chévere (the coolest thing) about the region! Next up: Packing our suitcases for un viaje a España (a trip to Spain)!
GRADE 6
There were some fantastic presentations of a skit called Elena y Alonso. Tomorrow, we're going to review classroom objects by playing ¡Vete pescar! (Go Fish) with flashcards we made. We already listened to a cool rap about what supplies are in the classroom. Through this vocabulary set, we are expressing what we have and don't have (tengo/no tengo) and what is and isn't (hay/no hay). After Thanksgiving, we start our unit on Mexico!
News from the Spanish Teachers - October 2013
In kindergarten, we began the year by learning how to greet one another: hola, cómo estás? bien, mal, más o menos, adiós, chao. We do the calendar every day, and we count from one up to the number of the day. We sing the weather song, and they say sol, nubes, and frío.
In 1-3 we reviewed words, expressions and sentences that we remembered from last year. We have been doing the same as in Kindergarten with 1st and 2nd grades, but added words like cansado/a, triste, enfermo/a, buenas tardes. And in 2nd grade: hasta mañana, hasta luego, qué tal?. We are also learning how to describe one's self: pelo rubio, castaño. Soy morena/o pelirroja/o, rubia/o. Tengo ojos verdes, azules, pardos, marrones. In third grade, we expand to soy alta/o, inteligente, bajo/a and include yo soy, yo tengo, yo vivo, mi maestra se llama. We are incorporating countries from Central America and South America to realize that there are people of all races everywhere. We have been practicing how to introcuce ourselves in a polite way.
5th graders have been introduced to their cultural focus for this year: Spain! We are reviewing last year's vocabulary, and moving beyond numbers 1-100 to 500. Ask your student about a chico que necesita ir al baño. In 6th grade, we have something new this year: Real World Homework. RWH is assigned about once a week and students have a choice of various activities they can do outside of the classroom to practice their Spanish, for example, change their cell phone to Spanish, have a cultural exchange in their community, or send me a gmail in Spanish.
In 1-3 we reviewed words, expressions and sentences that we remembered from last year. We have been doing the same as in Kindergarten with 1st and 2nd grades, but added words like cansado/a, triste, enfermo/a, buenas tardes. And in 2nd grade: hasta mañana, hasta luego, qué tal?. We are also learning how to describe one's self: pelo rubio, castaño. Soy morena/o pelirroja/o, rubia/o. Tengo ojos verdes, azules, pardos, marrones. In third grade, we expand to soy alta/o, inteligente, bajo/a and include yo soy, yo tengo, yo vivo, mi maestra se llama. We are incorporating countries from Central America and South America to realize that there are people of all races everywhere. We have been practicing how to introcuce ourselves in a polite way.
5th graders have been introduced to their cultural focus for this year: Spain! We are reviewing last year's vocabulary, and moving beyond numbers 1-100 to 500. Ask your student about a chico que necesita ir al baño. In 6th grade, we have something new this year: Real World Homework. RWH is assigned about once a week and students have a choice of various activities they can do outside of the classroom to practice their Spanish, for example, change their cell phone to Spanish, have a cultural exchange in their community, or send me a gmail in Spanish.
News from the Spanish Teachers - June 2013
K-3. We have been reviewing colors, family and body parts. We are now reviewing the calendar, days, months. This week we are reviewing shapes and colors, class objects. With the 2nd grades we did school schedules. We will be reviewing activities that we like to do with our family and on specific days.
With the third graders we finished community, jobs and places of work. We are making a restaurant menu.
4-6: 4th graders are performing skits that take place in the store of their choice. So far weíve seen a creative assortment of stores including, but not limited to wigs, sports cards, jewelry and guinea pigs. 5th graders have learned places around town and are now combining that topic with professions so they can act out a play about a guanaco (an animal that is related to the llama!) I am proud of the 6th graders. They have shown determination, enthusiasm and creativity during these past couple weeks of full immersion. We have also been learning about beautiful Puerto Rico. Ask your student what a coquí sounds like!
With the third graders we finished community, jobs and places of work. We are making a restaurant menu.
4-6: 4th graders are performing skits that take place in the store of their choice. So far weíve seen a creative assortment of stores including, but not limited to wigs, sports cards, jewelry and guinea pigs. 5th graders have learned places around town and are now combining that topic with professions so they can act out a play about a guanaco (an animal that is related to the llama!) I am proud of the 6th graders. They have shown determination, enthusiasm and creativity during these past couple weeks of full immersion. We have also been learning about beautiful Puerto Rico. Ask your student what a coquí sounds like!
News from the Spanish Teachers - May 2013
K: We finished learning the farm animals. We have been practicing the song Los Pollitos for the Spring Sing. We are reviewing forms and colors and the class objects.
1-3: We are starting to review and expand what we have learned in all the grades. With first grades we are practicing the song El Chocolate. The second graders are practicing the months of the year at the tune of La Macarena. We have also been making a small book about the people who work in the school and where are they located. The third graders will sing Familia Grande, Casa Pequena, about a very large family who lives in a very small house, where there is only one bathroom ! We have also been learning who works in the community, where, and what uniform do they wear.
4-6: In 4th grade we are reviewing places around the community and creating our own ideal cities. Look for the project coming home soon! 5th graders are learning pastimes and expressing what they love, like, and don't like to do. We are using a lot of physical motions to represent vocabulary. It is a philosophy in World Language teaching that movement helps students remember words. And it gets some energy out! In 6th grade we are beginning full immersion next week. Students will speak in only Spanish, a challenging but exciting change for the fourth quarter.
1-3: We are starting to review and expand what we have learned in all the grades. With first grades we are practicing the song El Chocolate. The second graders are practicing the months of the year at the tune of La Macarena. We have also been making a small book about the people who work in the school and where are they located. The third graders will sing Familia Grande, Casa Pequena, about a very large family who lives in a very small house, where there is only one bathroom ! We have also been learning who works in the community, where, and what uniform do they wear.
4-6: In 4th grade we are reviewing places around the community and creating our own ideal cities. Look for the project coming home soon! 5th graders are learning pastimes and expressing what they love, like, and don't like to do. We are using a lot of physical motions to represent vocabulary. It is a philosophy in World Language teaching that movement helps students remember words. And it gets some energy out! In 6th grade we are beginning full immersion next week. Students will speak in only Spanish, a challenging but exciting change for the fourth quarter.
News from the Spanish Teachers - April 2013
In K-3 we finished learning about family members and did a Valentines Card with words of affection. We have been learning vocabulary about class objects: lapiz, creyones, pega, goma de borrar, libro, papel, mesa, tijeras, marcadores, mochila. We have also been learning the vocabulary of farm animals: perro, gato, vaca, caballo, oveja, cerdo,gallina, gallo, pollito . With the 2nd and 3rd graders, we have been learning about the school places and the people who work here: directora, enfermera, secretaria, clase de musica, arte, gimnasia, biblioteca. And the class schedules. The 3rd graders have also been learning how to tell time in Spanish
4th and 5th graders practiced speaking more spontaneously in Spanish rather than only repeating the vocabulary specific to the topic at hand. To do this we had competition in class describing photos! 6th graders took a partner speaking quiz where they recorded themselves on lingtlanguage.com. Next up: Puerto Rico and salsa lessons!
4th and 5th graders practiced speaking more spontaneously in Spanish rather than only repeating the vocabulary specific to the topic at hand. To do this we had competition in class describing photos! 6th graders took a partner speaking quiz where they recorded themselves on lingtlanguage.com. Next up: Puerto Rico and salsa lessons!
News from the Spanish Teachers - March 2013
In grades K-2, we have been working with family members and pets. As we increase the grade level, we add family such as aunts and uncles. Also, we elaborate from simple words in kindergarten such as mama, papa, abuelo, abuela, hermano, hermana, perro, gato, pez in first grade to yo tengo (I have), and longer sentences, in second grade. With the second graders we began lessons about things they like to do such as read, eat, play, watch television, and listen to music (leer, comer, mirar la television, jugar, escuchar musica)and combine this with family members. In K-2, we are learning about objects.
In third grade, we discussed Mexico, its geographic places and foods. We have been working with the alphabet and making a book of 100 words.
In 4th and 5th grade, we have just finished learning to tell time by practicing with mini-clocks and playing card-matching games. We are now on school subjects and describing our horarios ideales (ideal schedules). In 6th grade, we are learning to describe families (real or imaginary) and individual people. Our cultural focus has been Mexican food. Teams 6S and 6F had a food party and the recipes they tried were really impressive! 6G and 6L are up this week: whose salsa will be spicier?
In third grade, we discussed Mexico, its geographic places and foods. We have been working with the alphabet and making a book of 100 words.
In 4th and 5th grade, we have just finished learning to tell time by practicing with mini-clocks and playing card-matching games. We are now on school subjects and describing our horarios ideales (ideal schedules). In 6th grade, we are learning to describe families (real or imaginary) and individual people. Our cultural focus has been Mexican food. Teams 6S and 6F had a food party and the recipes they tried were really impressive! 6G and 6L are up this week: whose salsa will be spicier?
News from the Spanish Teachers - February 2013
4-6: 4th and 5th graders are revisiting the numbers and bringing it up a level by doing math with all four functions. They played fun games in Spanish like ¡Vete Pescar! Ask your child to explain the speed math game soldado where they have to stick a card on a person's head! Next up: Telling time. The 6th graders have begun their study of Mexico with a brief overview of geography and culture and a fun video on Chichen Itza, an ancient Mayan city. How many facts can they tell you about Mexico and Chichen Itza? Mexican food party coming soon. Anyone know how to make a piñata or a great tamal? Gracias -Profe B
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News from the Spanish Teachers - January 2013
K-3: Before the December break, we reviewed with the kindergarten students the forms and colors and used this information to make our holiday cards: circulo, cuadarado, rectangulo, triangulo, corazon y estrella. We have been making more emphasis in weather and we will have a work sheet on weather soon. With the 1,2 ans 3rd grade we have been working with foods. Before thanksgiving we learned about the dishes that we eat for that holiday: pavo, pure de papas, guisantes, maiz, salsa, arandanois,tarta de manzana y tarta de calabaza. The third graders did work with what they eat for breakfast and what is their favorite lunch. We are begining to study the family with kindergarten, first and second grades. With an increasing number of vocabulary we learn: mama, papa, hermano, hermana, abuela, abuelo, tia, tio, primo, prima. Also tengo and hay. The third graders are studying dinner foods and also learning hay in other contexts.
4-6: 4th and 5th graders have been learning to describe their personality and are making acrostic poems with adjectives. We sang Oye Como Va by Carlos Santana and next week we're singing Shakira! 6th graders should have brought home a packet of work with a self-evaluation of what they are able to perform so far this year. If you haven't seen this checklist, please ask your child to show it to you. The 6th grade also did a cross-grade speaking competition that lasted for 3 weeks. Speaking in the language increased dramatically! Celebratory party soon for all classes.
4-6: 4th and 5th graders have been learning to describe their personality and are making acrostic poems with adjectives. We sang Oye Como Va by Carlos Santana and next week we're singing Shakira! 6th graders should have brought home a packet of work with a self-evaluation of what they are able to perform so far this year. If you haven't seen this checklist, please ask your child to show it to you. The 6th grade also did a cross-grade speaking competition that lasted for 3 weeks. Speaking in the language increased dramatically! Celebratory party soon for all classes.
News from the Spanish Teachers - October 2012
¡Hola!
In Spanish K-3 we have been reviewing greetings, days, months, seasons, shapes, colors and describing oneself and others. Coming up are body parts and food. Examples of new vocabulary:turquesa, azul marino, marrón, negro, blanco, dorado, plateado; yo tengo, yo soy, me gusta; inteligente, estudiante, guapo/a, bonito/a, perro, gato, hermano/a, chocolate, manzana, limonada.
In grades four and five there is a different student each week who leads the lesson with clapping, singing and Q&A with the class all in Spanish. Next week we will start the cultural focus of the year, the "Cono Sur" region of South America: Argentina, Uruguay, Paraguay, and Chile.
Sixth graders this year are starting a new curriculum that bridges them between elementary and middle school Spanish. Although they will now be graded, the emphasis remains on oral expression, and most assessments will be project-based. Coming up: describing classes and schedule, telling time, Day of the Dead, and Mexico.
¡Gracias!
Señora Pieper and Profe B.
In Spanish K-3 we have been reviewing greetings, days, months, seasons, shapes, colors and describing oneself and others. Coming up are body parts and food. Examples of new vocabulary:turquesa, azul marino, marrón, negro, blanco, dorado, plateado; yo tengo, yo soy, me gusta; inteligente, estudiante, guapo/a, bonito/a, perro, gato, hermano/a, chocolate, manzana, limonada.
In grades four and five there is a different student each week who leads the lesson with clapping, singing and Q&A with the class all in Spanish. Next week we will start the cultural focus of the year, the "Cono Sur" region of South America: Argentina, Uruguay, Paraguay, and Chile.
Sixth graders this year are starting a new curriculum that bridges them between elementary and middle school Spanish. Although they will now be graded, the emphasis remains on oral expression, and most assessments will be project-based. Coming up: describing classes and schedule, telling time, Day of the Dead, and Mexico.
¡Gracias!
Señora Pieper and Profe B.
