June (junio)
We celebrated all that we have learned and enjoyed by sharing. We learned about a few games that kids play in other parts of the world and got to make them or try them.
May (mayo)
We have been practicing words to describe actions that we do with inventions. We are learning how to move words and create conversations. Some students have started to see a pattern and hear the differences that words have when you are talking about yourself versus talking about others. We will continue to build on this through story telling and creating our own mini-stories. We are also looking at the basic steps of different kinds of dances that are popular to do with music that is in Spanish.
Tengo un robot
I also made up a song that you can move and groove to that uses this music (Yo, yo, yo, yo ____________ (add vocabulary word here)) Él, él, él, él _________
Tengo un robot
I also made up a song that you can move and groove to that uses this music (Yo, yo, yo, yo ____________ (add vocabulary word here)) Él, él, él, él _________
April (abril)
We finished our body unit and students created skits including what they have learned from the unit using phrases and vocabulary. Most students are able to comment on pains and basic needs that they have in Spanish with little prompting. They have performed several skits together and ended the unit by reading a book about it in Spanish.
We have moved on to a unit about Inventions. Our linguistic goals are being able to express our likes and dislikes about what we do with technology.
miro la televisión : I watch T.V. hablo por teléfono: I talk on the phone monto en bicicleta: I ride a bike Juego fútbol: I play soccer
We will also be exploring various inventions and items that are native to Latin America depending on the interests of the class.
We will look at where chocolate comes from and how it is produced.
We will also look at ancient civilizations and the technology that they invented that influences inventions of today.
We have moved on to a unit about Inventions. Our linguistic goals are being able to express our likes and dislikes about what we do with technology.
miro la televisión : I watch T.V. hablo por teléfono: I talk on the phone monto en bicicleta: I ride a bike Juego fútbol: I play soccer
We will also be exploring various inventions and items that are native to Latin America depending on the interests of the class.
We will look at where chocolate comes from and how it is produced.
We will also look at ancient civilizations and the technology that they invented that influences inventions of today.
March (marzo)
We have just switched to a body parts/injury unit focused on giving students the language skills necessary to express when things hurt or are broken in Spanish and to ask for some basic remedies to help them in Spanish. We have learned head, shoulders, knees and toes as well as the hokey pokey in Spanish.
Me duele el brazo. : to me it hurts the arm.
Necesito : I need
hielo: ice una curita: a band-aid muletas: crutches una silla de ruedas: a wheelchair medicina: medicine
Students participated in their own centro comercial by setting up their shop and bargaining using basic Spanish. Class is not conducted in 90%+ Spanish. Students are starting to use it more with each other. We start class with calendario/el tiempo and yoga en español. Students now lead the routine.
¿Cuánto cuesta?: how much is it?
No tengo ____ dólares. : I don't have ____ dollars.
Quiero _________, por favor. : I want _______, please.
Necesito _________ dólares. : I need _______ dollars.
Cuesta ______ dólares. : It costs _____ dollars.
Tengo dolores song
Cabeza, hombros, rodillas y pies
Juanito cuando baila
Hokey Pokey
Me duele el brazo. : to me it hurts the arm.
Necesito : I need
hielo: ice una curita: a band-aid muletas: crutches una silla de ruedas: a wheelchair medicina: medicine
Students participated in their own centro comercial by setting up their shop and bargaining using basic Spanish. Class is not conducted in 90%+ Spanish. Students are starting to use it more with each other. We start class with calendario/el tiempo and yoga en español. Students now lead the routine.
¿Cuánto cuesta?: how much is it?
No tengo ____ dólares. : I don't have ____ dollars.
Quiero _________, por favor. : I want _______, please.
Necesito _________ dólares. : I need _______ dollars.
Cuesta ______ dólares. : It costs _____ dollars.
Tengo dolores song
Cabeza, hombros, rodillas y pies
Juanito cuando baila
Hokey Pokey
February (febrero)
Students have been learning about different places in a community, numbers 1-100 and how to talk about prices. Students also reflected on their work in Spanish class and learned how to look up words using www.wordreference.com on tablets. Many students still need practice knowing which word is the one they are looking for and some preferred paper pictures dictionaries, but we are working on it. Students worked on creating a shop in Spanish and needed to label their items to prepare for selling them.
Students earned a "Fiesta" with their participation points, which means following our agreements of Postura (posture: sitting up during group), Concentración (Concentration: looking at who is talking), Participación (raising had to share ideas). We learned a little about Carnaval de Barranquilla in Colombia and tried cumbia, empanadas, costumes (disfraces), music and videos of the festival.
Students earned a "Fiesta" with their participation points, which means following our agreements of Postura (posture: sitting up during group), Concentración (Concentration: looking at who is talking), Participación (raising had to share ideas). We learned a little about Carnaval de Barranquilla in Colombia and tried cumbia, empanadas, costumes (disfraces), music and videos of the festival.
January (enero)
This month students have been digging into learning about animals and where they live in Ecuador. We've seen and discussed pictures that I took from my travels and students had an opportunity to ask questions. We told a story of a llama in Ecuador with the primary focus vocabulary being
hay: there is/are
vive en: he/she lives in
tiene: he/she has
quiere: he/she wants
va a: he/she goes to
and the question words.
Students now are learning about names for different places in a city in Spanish. We have acted them out and used them in brief conversations.
el mercado: the market
el aeropuerto: the airport
La tienda de ropa: the store of clothing
La tienda de animales: the store of animals
el cine: the movie theatre
la estación de policía: the police station
We are now building on our understanding of numbers in Spanish to be familiar with numbers 1-100 in order to simulate a market and the bargaining process that happens in markets and stores. We will be using the words we have been working on all year and also
necesito: I need
quiero: I need
tienes: you have
está: is (location, emotion) ¿Dónde está _______? Where is _____?
hay: there is/are
vive en: he/she lives in
tiene: he/she has
quiere: he/she wants
va a: he/she goes to
and the question words.
Students now are learning about names for different places in a city in Spanish. We have acted them out and used them in brief conversations.
el mercado: the market
el aeropuerto: the airport
La tienda de ropa: the store of clothing
La tienda de animales: the store of animals
el cine: the movie theatre
la estación de policía: the police station
We are now building on our understanding of numbers in Spanish to be familiar with numbers 1-100 in order to simulate a market and the bargaining process that happens in markets and stores. We will be using the words we have been working on all year and also
necesito: I need
quiero: I need
tienes: you have
está: is (location, emotion) ¿Dónde está _______? Where is _____?
Weeks 13 & 14
We talked about what students know already and want to know about South America. We put a puzzle together of the map and noticed that not all of the places speak Spanish. We created our own maps of South America paying attention to where important physical features were located.
las montañas: the mountains
los ríos: the rivers
las playas: the beaches
las selvas: the jungles
los volcanes: the volcanoes
las islas: the islands
tiene: has
quieres: you want
al norte: to the north
al sur: to the south
al este: to the east
al oeste: to the west
Students tried arroz on leche, created a viejo and talked about new years in Ecuador and played a Spanish geography game on a large map of South America.
They learned a continents song. Students worked together to look at the four zones of Ecuador and discussed ¿Dónde vive el animal? Where does the animal live? while sorting various animals into the habitat that they thought that they lived in.
las montañas: the mountains
los ríos: the rivers
las playas: the beaches
las selvas: the jungles
los volcanes: the volcanoes
las islas: the islands
tiene: has
quieres: you want
al norte: to the north
al sur: to the south
al este: to the east
al oeste: to the west
Students tried arroz on leche, created a viejo and talked about new years in Ecuador and played a Spanish geography game on a large map of South America.
They learned a continents song. Students worked together to look at the four zones of Ecuador and discussed ¿Dónde vive el animal? Where does the animal live? while sorting various animals into the habitat that they thought that they lived in.
Weeks 11 & 12
Students decided on parts for our presentation of La oruga hambrienta for Friends and Family day. They designed costumes and rehearsed for our big debut.
Weeks 9 y 10
We practiced our mariposita song and reviewed the cycle of the butterfly with actions. We related this cycle to the stages that the oruga experiences in "La oruga hambrienta". We looked at a map of the migration of monarch butterflies to Mexico and saw a short clip on what it would be like to go and visit the butterflies at the National Parks where many of them stay. Students practiced listening and writing words that they heard on marker boards and we talked about how some letter sounds are the same and some are different in Spanish. Students practiced reading "La oruga hambrienta" in a large group as a chorus.
Weeks 7 & 8
Week 7: We worked on the structure of gustar (to be pleasing to) using different verbs (comer-to eat, saltar-to jump, leer-to read, jugar-to play, nadar-to swim) within the context our the pond animals that we learned. We will continue to use this structure in our stories.
Week 8: We contined to talk about Día de los Muertos (Day of the Dead). We read the book I Remember Abuelito and talked about how butterflies (mariposas) can help us to remember this holiday by it's positive, bright, joyful colors and lively behavior. Students decorated their own mariposas that are hanging in the Spanish room. We will continue talking about mariposas as the theme of our next mini-unit. Students watched a short clip from Youtube and talked about the symbols they saw. Students were able to decorate their own sugar skull (calavera de azúcar), look at books in our mini-Spanish library or create their own Día de los Muertos mask.
Week 8: We contined to talk about Día de los Muertos (Day of the Dead). We read the book I Remember Abuelito and talked about how butterflies (mariposas) can help us to remember this holiday by it's positive, bright, joyful colors and lively behavior. Students decorated their own mariposas that are hanging in the Spanish room. We will continue talking about mariposas as the theme of our next mini-unit. Students watched a short clip from Youtube and talked about the symbols they saw. Students were able to decorate their own sugar skull (calavera de azúcar), look at books in our mini-Spanish library or create their own Día de los Muertos mask.
Weeks 4 to 6
Wow the year is flying by! In the Pond we are still working on our agreement during group time so that we can be as productive as possible. We are working on trying to go to the bathroom and get drinks before or after Spanish in order to use our Spanish time more wisely.
We have been using pond words and slowly working towards being able to create stories and sentences of our own.
Week 4: We practiced our Songs about la laguna and acted out 10 pecesitos. We talked about where the various animales live in the pond and what habitats they need. We also worked in partners to act out our animales.
Week 5: Projects (Either a book to illustrate or poster. All students were asked to read with a teacher in both English and Spanish to check for comprehension and to practice pronunciation and Spanish letter sounds.)
Week 6: This week we finished our projects and talked about different lagunas found in América del Sur (South America). We looked at Perú, Bolivia and Chile. Students had a chance to pick partners to share their projects with and chose whether they'd like to include their project in their portfolio at school or bring it home. Students started learning action words that our animales do to give them the basic tools we will need to tell more in depth stories.
We have been using pond words and slowly working towards being able to create stories and sentences of our own.
Week 4: We practiced our Songs about la laguna and acted out 10 pecesitos. We talked about where the various animales live in the pond and what habitats they need. We also worked in partners to act out our animales.
Week 5: Projects (Either a book to illustrate or poster. All students were asked to read with a teacher in both English and Spanish to check for comprehension and to practice pronunciation and Spanish letter sounds.)
Week 6: This week we finished our projects and talked about different lagunas found in América del Sur (South America). We looked at Perú, Bolivia and Chile. Students had a chance to pick partners to share their projects with and chose whether they'd like to include their project in their portfolio at school or bring it home. Students started learning action words that our animales do to give them the basic tools we will need to tell more in depth stories.
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Week 3
This week we focused on the routines of circle time. We started to work with tener phrases to express our wants and needs more in depth. I broke class up with an interactive song. We were only able to learn the first verse of Un Sapito en la Laguna. We followed that song with a short story about a Sapo.
Weeks 1 & 2
1: This week we focused on getting to know each other in Spanish and reviewing basic structures. We got used to the Spanish space by searching around for things that were labeled and drawing what they were and practiced singing our Buenas tardes song at the start of class. We were able to greet each other in Spanish and have been working on picking circle spots that will help our learning. Both classes started to reflect on what they would like to learn in Spanish this year. These reflections were sent home in their Friday folders.
2: I was not in school for the Pond's Tuesday and Wednesday Spanish classes because I was at a TPRS (Teaching Proficiency through Reading and Storytelling) Conference. I learned a lot of information that will enhance the Wingra Spanish program! Hannah, our extended day teaching, was my substitute. She helped the students set up their Spanish portfolio folders and led them in illustrating a book about their interests.
2: I was not in school for the Pond's Tuesday and Wednesday Spanish classes because I was at a TPRS (Teaching Proficiency through Reading and Storytelling) Conference. I learned a lot of information that will enhance the Wingra Spanish program! Hannah, our extended day teaching, was my substitute. She helped the students set up their Spanish portfolio folders and led them in illustrating a book about their interests.
Welcome Back! ¡Bienvenidos de nuevo!
Glad you were able to find this site! Here is where I will be posting Spanish units and information to inspire further exploration of Spanish at home. Our first unit will consist of review with Getting to Know Our Pond and eventually branching out to compare ponds here to those in Central and South America.
Glad you were able to find this site! Here is where I will be posting Spanish units and information to inspire further exploration of Spanish at home. Our first unit will consist of review with Getting to Know Our Pond and eventually branching out to compare ponds here to those in Central and South America.
Summer Resources
You can follow some of the ideas listed on the Nest page to keep on practicing Spanish. Additionally you can:
-Go to the "World Language" section of the library and check out books in Spanish and other languages
-Have a few vocabulary words of the week that you write down and play charades
-Label pictures in Spanish
-Make your own flashcards of words that you look up
Online dictionary: www.wordreference.com
-Go to the "World Language" section of the library and check out books in Spanish and other languages
-Have a few vocabulary words of the week that you write down and play charades
-Label pictures in Spanish
-Make your own flashcards of words that you look up
Online dictionary: www.wordreference.com
Adjetivos
We've been working with various adjectives in Spanish class by playing, listening to and writing with adjectives. Students wrote and illustrated their own basic stories using what we had learned and they have been currently gaining background knowledge about Mexico and various other preparation activities for our guests to arrive.
Diego Rivera Cont.
This week we reviewed what we know about Diego and his work in Spanish. We finished our own mural that represents our Wingra Culture just as Diego painted about his Mexican culture. We worked in small groups and put it all together. The murals are now up in the Pond hallway. We reviewed color words
Diego Rivera
This week we read about Diego Rivera and acted out parts of his life. We reflected on his paintings expressing our opinions. "Me gusta la pintura" / "No me gusta la pintura" "Prefiero"
We talked more in depth about culture and began our own murales that reflect our own culture at Wingra.
We talked more in depth about culture and began our own murales that reflect our own culture at Wingra.
We finished our Frida paintings and discussed more in depth why Frida's work is so important. We talked more in depth about the many different things that make culture. We created a basic definition of culture (the combination of how people live, what they wear, what they think, traditions, festivals and language). We talked about how we have part of our American culture that kind of groups us together, but we also have our own cultural aspects that make us all different.
Frida Kahlo
This week we finished up our océano books and shared them with one another. Afterwards students were able to make a choice: computer, UNO, go fish, board game, books (in Spanish).
We began our new unit on art by acting out the story of Friday Kahlo. We talked about what we know about Mexico and our observations about Frida's life and work. We began our sketches for our painting next week!
We began our new unit on art by acting out the story of Friday Kahlo. We talked about what we know about Mexico and our observations about Frida's life and work. We began our sketches for our painting next week!
el océano
This week the Pond only had Spanish on Wednesday this week. We are working on finishing up our very own books written and illustrated by the Pond students in Spanish!! Woot woot!
When students were done they were able to make a choice: Spanish computer game, Memoria with vocabulario, board game with vocabulary or go fish in Spanish.
When students were done they were able to make a choice: Spanish computer game, Memoria with vocabulario, board game with vocabulary or go fish in Spanish.
febrero
We've been acting out stories in Spanish related to the ocean creatures that we've learned about. We've developed an understanding for how verbs work with animals. We have practiced nada: swims, come: eats, baila: dances, canta: sings, duerme: sleeps, lee: reads and vive: lives. After discussing a story and discussing how we would change it students are now in the process of writing their own mini-cuento in Spanish. They will be finishing up this project on February 13th.
21-25 de enero
We finished up our océano books, practiced vocabulary in a variety of ways and talked about reading strategies in Spanish. We only had Spanish once this week due to Opera for the young.
El océano
We continue to talk about the alphabet as students need to spell words, but we are focusing on ocean words. We've learned two song!!!!
El pulpito
Hay muchos animales que viven en el mar
We played a game to remember vocabulary and continue working with lots of actions to remember Spanish. We've read through a book and are in the process of illustrating it so that we can read our books in pairs.
Vocabulario: Vivir: to live el caballo del mar: seahorse la estrella: star
nadar: to swim el tiburón: shark la ballena: whale el delfín: dolphin la anguila: eel el pulpo: octopus
El pulpito
Hay muchos animales que viven en el mar
We played a game to remember vocabulary and continue working with lots of actions to remember Spanish. We've read through a book and are in the process of illustrating it so that we can read our books in pairs.
Vocabulario: Vivir: to live el caballo del mar: seahorse la estrella: star
nadar: to swim el tiburón: shark la ballena: whale el delfín: dolphin la anguila: eel el pulpo: octopus
El alfabeto
We were able to learn/review the alphabet in Spanish and form the letters with our bodies. We played a letter finding game and finished our reflection on Spanish so far this year. We will be moving into our ocean creatures unit that will focus on ocean and sea animals, movement and verbs along with an emphasis on pronunciation.
Don Quijote
We saw castle pictures and learned that there are castillos all around the world, but the middle age castles that we saw were in Spain and Portugal. We thought about what caballeros do. Usually pelean (they fight), tienen dinero (have money) y tienen caballo (they have a horse). We learned how Don Quijote is a special story that comes from Spain. We reinacted his silly encounter with a molino (windmill) when he thought it was really a gigante (giant).
Lastly, we looked at el año viejo/el año nuevo (New year) traditions in Spain. We tried their grape tradition and wearing red for a loving and prosperous next year.
Lastly, we looked at el año viejo/el año nuevo (New year) traditions in Spain. We tried their grape tradition and wearing red for a loving and prosperous next year.
El fin del cumpleaños
This week we started off our classes with a quick review. We finished up our months unit with explaining to each other what we have learned so far. We showed it in writing on a page that shows a little bit about who we are and our birthday traditions. It says Me llamo ________. (Me name is _____) Tengo ___ años. (I am ___ years old). Mi cumpleaños es el ____ de ________. (My birthday is on the ___ of ______.) We also finished up our Medieval month drawings, which as we saw in some paintings should include Medieval people (persona) in Spain, an animal (animal), a building (edificio o castillo) and astronomy/the moon (la luna), which helped to show which month we were drawing. Next week we will learn more about the middle ages by learning more in depth the story of Don Quijote and Sancho Panza and looking at more real-life pictures.
Cumpleaños continued
We are still working on using our birthday months in context. We learned about how months were painted in the Middle Ages to show what work people did in that season. We practiced our birthday conversation and began a project to show our own birthday month in a Middle Age style. We talked about Spain being a place where they speak Spanish and how they have castles, knights and MIddle Age fun. We always do our calendar jobs and have been doing animal exercises to get our wigglies out at the beginning of class. We will be transitioning from exercise cardio moves to animal yoga poses in Spanish to get our minds and bodies ready for learning.
Mi cumpleaños (My birthday)
We learned a song for the months and learned to say when our birthdays are. Mi cumpleaños es en ______.
The song, a word search, our thanksgiving work and a copy of our conversation have been included in the Friday folder to practice at home. We remembered who Don Quijote and Sancho Panza are and will hopefully get to know their story either next week or the following week. We began discussing where we think months come from and saw some art from the middle ages that shows what the people would do during each month.
The song, a word search, our thanksgiving work and a copy of our conversation have been included in the Friday folder to practice at home. We remembered who Don Quijote and Sancho Panza are and will hopefully get to know their story either next week or the following week. We began discussing where we think months come from and saw some art from the middle ages that shows what the people would do during each month.
el 12-16 de noviembre
This week we worked on reviewing how we can introduce ourselves and express how old we are. We learned that Don Quijote and Sancho Panza are important figures in Spain. We observed that they look like cowboys and we call them caballeros. We will learn more about them and Dulcinea and the upcoming weeks. We focused a lot on conversation and finished a few quick review sheets to bring home and remind us to continue to practice Spanish with our families.
Conversación
This week we are diving into our new class routine. We start with our Calendar/Weather work and songs. Afterwards we dive into our unit work. We are transitioning from doing Spanish unit work to real conversations in Spanish to increase the amount of Spanish we are able to use with one another. THis week we looked at the structures of ¿Cómo te llamas? y Mucho gusto. We acted them out and some students performed for the class. We reflected on our Spanish goals and MANY students wrote that their goal is to speak more Spanish in class. I'm hoping to connect our conversations to the Medieval Times through acting and directing our conversations towards learning about Don Quijote and some of his adventures in Cervantes' Classic novel.
Check out symbaloo for online games/activities
El día de las brujas (Halloween)
We wrapped up our unit by learning the song Dirt Made My Lunch in Spanish. "La tierra hizo mi almuerzo". We reviewed the parts of a flower and talked about how and when flowers can be used. We saw a quick video of a flower mercado in Mexico where many flowers are grown. We talked about the marigold and food that is important in Día de los muertos (Day of the dead). We talked about what people do on that day in Mexico and read the "Day of the Dead" book.
We talked about how our culture is usually shown as being sad and scared when we think about death and how during day of the dead people are happy. We finished our discussion by making Mexican paper flores and calaveras (masks that look like sugar skulls found in Mexico).
We talked about how our culture is usually shown as being sad and scared when we think about death and how during day of the dead people are happy. We finished our discussion by making Mexican paper flores and calaveras (masks that look like sugar skulls found in Mexico).
Conference Week
This week we continued reviewing our song "Somos como las flores" and finished our labeling of our own plantas en español. I have them hanging in the Spanish room, so feel free to visit and see them. We were able to do "centros" or centers this week allowing students to pick if they wanted to look at Spanish books, play Spanish plant games online, label a plant blindfolded, practice color words to describe their plant or play with vocab cards either memoria (memory) or a pescar (go fish). Here are some of the online games:
Partes de las plantas
Jardín botánico
Vida natural
Partes de las plantas
Jardín botánico
Vida natural
Las flores (flowers)
We reviewed fruits and vegetables with a memory game and music walk. We turned our focus to thinking about the needs of a plant (las necesidades de las plantas). Sol (sun), agua (water) and tierra (soil). We worked on our "Somos como las flores" song and started creating our own plants. We will label the different parts of the plants.
New vocab: el tallo: stem la flor: flower la hoja: leaf las raíces: roots (We made actions for each of these.)
New vocab: el tallo: stem la flor: flower la hoja: leaf las raíces: roots (We made actions for each of these.)
Frutas y verduras
This week we talked about fruits and vegetables some more. Most of us are getting the words for them now!! WOohooo! We learned the song "Somos como las flores" and will continue to work to understand and doing the actions to the song. Most of us finished our Me gusta/no me gusta project on food. We will be moving on into describing our own gardens and thinking about what kind of plants we'd like (IN SPANISH!!!). We looked over the Wingra Spanish website and tried out some games.
La cuarta semana
We are continuing our unit on food/plants focusing from foods we like to fruits and vegetables. We are continuing to practice Me gusta/No me gusta and are adding Guacala! Sí, por favor. No, gracias to our words for this week. We will continue to add to our project on food. Next week we will hopefully be able to bring a new book home to practice.
A song we learned: Me gusta la manzana, manzana, manzana Me gusta la manzana qué rica que es
(then we add in different foods)
Some words to practice at home: La manzana=Apple El plátano=banana las uvas=grapes
las papas=potatoes la fresa=strawberry los guisantes=peas los tomates=tomatoes
Me gusta(n)=I like No me gusta(n)=I don't like las zanahorias= carrots las naranjas=oranges
We are continuing our unit on food/plants focusing from foods we like to fruits and vegetables. We are continuing to practice Me gusta/No me gusta and are adding Guacala! Sí, por favor. No, gracias to our words for this week. We will continue to add to our project on food. Next week we will hopefully be able to bring a new book home to practice.
A song we learned: Me gusta la manzana, manzana, manzana Me gusta la manzana qué rica que es
(then we add in different foods)
Some words to practice at home: La manzana=Apple El plátano=banana las uvas=grapes
las papas=potatoes la fresa=strawberry los guisantes=peas los tomates=tomatoes
Me gusta(n)=I like No me gusta(n)=I don't like las zanahorias= carrots las naranjas=oranges
La tercera semana (3rd week)
We began our first unit focusing on foods, fruits, vegetables and gardens. Each class begins with a hello song, calendar work and community activity to work on other common language as we dive into our unit. Student Will Be Able To (SWBAT): Verbally identify some fruits and vegetables as well as comprehend questions about them. I like (Me gusta) and I don't like (No me gusta). This week you should recieve a news letter, a short book "Me gusta comer" to read together and some lists of words/activity that you can talk to your child about. Words of the week:
Me gusta_____=I like
No me gusta_____=I don't like las manzanas=apples los plátanos=bananas
las uvas=grapes las naranjas=oranges
Me gusta_____=I like
No me gusta_____=I don't like las manzanas=apples los plátanos=bananas
las uvas=grapes las naranjas=oranges
La segunda semana (The 2nd week)
We signed our contract of expectations and practiced how to deal with various scenarios in our classroom. We started introductory conversation with a circle of greetings practicing "Buenas tardes, Me llamo ______, Mucho gusto." and "Hola, Me llamo _____, Encantado/a". We learned a song about weather "Qué tiempo, qué tiempo hace hoy". Room 103 had time to read a book all in Spanish!!! and we discussed how it relates to what we will be learning about. We sing the days of the week and are continuing to practice saying the date in Spanish. We began to talk about where we come from.
Where are you from=¿De dónde eres?
I'm from_____=Soy de _______.
Where are you from=¿De dónde eres?
I'm from_____=Soy de _______.
La primera semana (The 1st week)
We will be getting to know each other and build community while practicing and learning Spanish. We will learn the "Buenas tardes" and "Adiós" songs. Our first unit once we set up our classroom expectations and I see what the students already know will be "Mi mundo" my world. We will explore songs, games and how Spanish relates to us at school.